Portfolio Contents

• Science in the school development plan

• Principles of Science Teaching• Impact of CPD• Whole school events and parental

engagement• ICT and resources• Trips and visitors• Cross-curricular learning• Monitoring

Science in the school development plan

A3

Principles of science teaching

A2

All children and staff completed a ‘Science is outstanding when…’ card.

With over 600 replies to sort help was needed from some of the year group Science Champions.

After collating the results with the champions and ranking them with other staff members a document was produced to go in all teacher files.

C3

Photos of the principles in action were displayed on the whole school science diplay outside the library so that all children could see it.

Principles of science teaching

A2C3

The feedback showed us that children loved Science when it was in the lab. Interestingly this didn’t feature on any teacher comments. After a discussion with the teachers it was found that the poor acoustics and poor organisation of resources in the lab were what was putting teachers off using it.

This led to the science lab being cleared out and re-stocked with all cupboards labelled clearly. Sound proofing has been ordered and will be installed during the summer holidays. The improved layout of the lab has led to it being used more frequently than in the previous year.

B3

Principles of science teachingThe principles provided a focus for a

round of Year group, informal drop-in observations during Term 2. This example shows that the lesson observed didn’t allow children to make their own choices during the investigation. After feeding back to the teacher subsequent planning showed a greater effort to increase the amount of student choice in investigations.

A2A1

A5C1

Impact of CPDThe previous year’s inspection had highlighted a weakness with the investigative work being done by our students. Whole staff CPD was delivered which broke down the expected investigative skills at each level and also encouraged a more child-led way of carrying out investigations.

A1B1

Impact of CPD

The impact of the training was that planning now focused on a more child-led style of investigation which allowed children to be more involved. In this example Year 3 children have been allowed to kill a plant in whichever way they choose; some cut of roots, some cut leaves, some put it in a freezer, some removed soil etc.

A1 A2

B2C1

Impact of CPD

In Year 1 the children were trying to find out what plants needed to grow. They were allowed to follow their ideas through even if this meant planting their seeds in coffee and watering it with milk!

By giving the children ownership they were much more motivated and focused on following the correct investigation procedure –MM Year 1 teacher

A1 A2

B2C1

Impact of CPD

This quote from the following year’s inspection report noted that investigative skills had improved since the previous year. The focus now was to promote independent research and enquiry. After receiving training on Concept Cartoons at a GEMS Science network meeting CPD was delivered to RDS staff which aimed to use Concept Cartoons and a new enquiry planning document to improve the research and enquiry skills of our children.

A1 B1B3

Impact of CPD

At the beginning of the Year 3 rocks and soils topic children discussed the concept cartoon and used it along with their Aiming High target sheet to produce a bank of questions which they would research during the course of the topic. The CPD gave us a structure to promote enquiry. The children loved the freedom and their research skills are definitely improving – LS Year 3 teacher

B1

A1

B2

C1

Impact of CPD

Year 6 used the Concept Cartoons as a starting point for children to think of their own investigation question and then to plan and carry out the investigation.

It was nice not to be told what to investigate. It was up to us to figure out what we had to find out –Aiden 6LH

B1

C1

A1

B2

Impact of CPD

Year 4 children carried out the investigation suggested in the Concept Cartoon and then researched independently to find reasons for what they observed.

A1B2

C1

Impact of CPD

One of the top priorities upon beginning the role of subject leader was to develop consistent and robust means of assessment for the whole school. CPD was given on how to use Aiming High, Mini-Sats and an enquiry skills tracker.

A1B1

C2Assessme

nt

Impact of CPDThe impact of the new assessment procedures was that teachers and children became much more aware of the expectations in each unit. The Year 2 planning on the previous page shows that targets are being shared with children as part of a lesson.

This led to an improvement in attainment and progress in Science in our most recent inspection (see opposite).

The same CPD was also delivered at a GEMS science network meeting. Silicon Oasis school contacted me to say how beneficial the training had been.

A1 B1

C2 D2Assessme

nt

Whole school events and parental engagement

ESI Week

One of the activities during Eco-Science week was a parent and child junk modeling challenge. The theme for the week was the desert. For 3 weeks before ESI week children had been bringing their recycling from home, the challenge was to use the materials to a desert themed model.

A4D1

Whole school events and parental engagement

ESI Week

Plastic bags were collected in a giant net over reception. Links were made with the local supermarket, they would recycle the bags and host a poster eco-poster competition with the winning poster being displayed in the supermarket.

D1D2

Whole school events and parental engagement

ESI Week

The main focus for the week was a desert video problem I made for each year group. Here Year 1 had to purify my sandy water, Year 3 are finding out what sort of hat will keep me coolest, Year 4 needed to build a bridge for me to get home, Year 5 made solar ovens to heat my soup and Year 6 were trying to find out which snack had the most energy for my walk home.

A4 B2

C3 C1

Whole school events and parental engagement

Science Fair

During the October half term children were given the option of producing a Science Fair project at home with their parents. The projects were brought in and displayed in the corridors for a week.

Kayla and her Dad really bonded whilst making the project – EA, Year 3 parent.

A4 B2

C1 D2

Whole school events and parental engagement

Science Fair

The idea and documents from the Science Fair at Royal Dubai were shared with other GEMS schools at a network meeting. The children who entered our fair went to see the WPS fair and came back full of ideas for next year’s event. It has also made us consider doing the fair on a larger scale.

C3

D2

Whole school events and parental engagement

Science at

home

An A to Z of Science experiments was placed on the school science blog every week. The format moved from the blog to the Gems Learning Gateway in the middle of the year. Parents have said that they miss the blog so it will be reintroduced next year.

A4B2

C1

Whole school events and parental engagement

Science Club

An after school science club is available in terms 1 and 3. It is extremely popular and is always over subscribed.

A4C3

Whole school events and parental engagement

Playtime

science

The school council conducted a survey to find out how the school could make better use of its outside space. A science area was introduced which was managed by Year 6 science champions. Further feedback highlighted the need for more challenging activities for Year 5/6, this will be a focus next year.

B2C3

Trips and visitorsYear 4 Birds of prey

trip

Year 6 Adaptation (residential)

Year 2 Habitats - Mushrif Park

Year 6 Forces- Burj Khalifa

Year 3 Healthy Eating

D2

Trips and visitorsYear 3 Visit from

dentistYear 4 – Change

initiative (sustainable buildings)

Year 1 – Plants and animals

Year 2 Dubai AquariumYear 6 visit to secondary

school

D2

ICT and Resources

During the termly Learning Walks children and parents

discover the interactive displays using QR codes.

Educreations is used to allow children to demonstrate their

knowledge in whichever way they choose.

Educationcity allows children to access quizzes and activities on a

range of scientific topics independently.

A4 B2

B3 C1

ICT and ResourcesFoundation Stage children take part in weekly

baking with a different focus each week such as describing ingredients, food groups and

changing state

Year 5 children made I books about space to share with Year 1 during their topic

about aliens

Since conducting the Principles

activity the science lab has been

reorganised with a range of

interactive activities so that

children can come in and explore

freely.

The topic resources document

B2 B3C1D1

Cross-curricular LearningA cross-curricular approach

to planning is encouraged in the school. Class

timetables have creative curriculum periods rather than set times for each

subject allowing teachers the freedom to teach in a

cross-curricular way.

D1

Year 5 literacy/healthy eating.

Monitoring

In Term 2, year group drop-in observations are carried out. Curriculum leaders discuss

the feedback with SLT who then feedback to the year group before any necessary

discussions take place between the subject leader and year group.

Formal observations are carried out in Terms 1 and 3 by subject leaders and members of

SLT.

Year group science

champions meet every 6

weeks for moderation exercises,

sharing of good practice and planning of

whole school events.

A5