C1: All pupils are actively are engaged in their own learning and achievement; independently making decisions, answering their own questions, solving real problems - children have chances to direct their own learning and investigate something that interests them (Principles statement 5)

Any child, at any time can post a question on our ‘Investigation Board’. Each week, our scientist in residence studies the board and selects groups of children interested in the same questions or areas to investigate the answer with her.

A sample of some of the questions investigated to date are:

• Do all houses collapse in earthquakes?• Why do we burp?• Why is the sky blue?• What are felt tips made from?• How do seesaws balance?• Why do plants grow up• What is plasma?• Why do we get dizzy?

C1: All pupils are actively are engaged in their own learning and achievement; independently making decisions, answering their own questions, solving real problems - children have chances to direct their own learning and investigate something that interests them (Principles statement 5)

Each week, students from Wrenn Specialist Science College – a local secondary school - also work with groups of our children to answer their own questions, e.g…

Why are our veins blue?

Why are bones hard?

Year 9s with Year 2

Year 7s with Year 6

Year 10s with Year 4How does your tongue know what is sweet or salty?

C1: All pupils are actively are engaged in their own learning and achievement; independently making decisions, answering their own questions, solving real problems - children have chances to direct their own learning and investigate something that interests them (Principles statement 5) In Key Stage 2 we have been trying to follow the same child- led format in

class, and regularly use giant KWL grids as the starting point for their topic planning. Children’s questions form the main learning objective in lessons, e.g.

Year 3’s ‘Keeping Warm’ topic

C1: All pupils are actively are engaged in their own learning and achievement; independently making decisions, answering their own questions, solving real problems - children have chances to direct their own learning and investigate something that interests them (Principles statement 5)

Children’s questions inform each lesson’s planning

Four topics in key stage 2 have been completely planned around children’s own questions posed in initial KWL grids – this gives them complete ownership of their learning and increases motivation.

Children investigate independently

C1: All pupils are actively are engaged in their own learning and achievement; independently making decisions, answering their own questions, solving real problems – children have chances to direct their own learning and investigate something that interests them (Principles statement 5)

This approach is not always possible, so we try to give the children as much independence and choice as possible when investigating…

Children choose their own question to investigate

Children investigate independently, choosing own equipment, etc

Year 5/6

Olympic Swimmer

Children designed their own improved, adapted human

Children plan their own fair test

C1: All pupils are actively are engaged in their own learning and achievement; independently making decisions, answering their own questions, solving real problems – children have chances to direct their own learning and investigate something that interests them (Principles statement 5)

Children planned their own healthy meal

Children sorted animals by their own choice of criteria

Year 2

Children investigated materials and then chose which they would use for Santa and why.

Independence + choice = enthusiasm and motivation

Children designed the perfect habitat for an animal of their choice to show they understood what a habitat provides for its residents

C1: All pupils are actively are engaged in their own learning and achievement; independently making decisions, answering their own questions, solving real problems

In FS, areas are set up or equipment provided for children to explore in their own way (see Teachers and Teaching, slide 7 too)…

A dark tent to investigate light and dark, and reflective materials

What is the magnet attracted to?

Exploring sounds

…or questions posed for them to investigate independently

Writing with water

Changing shapeCan you find the hottest place in the room?

How could we get the animals out of the ice?

I’ll measure my coat because it keeps me

warm

It doesn’t stick to the door

Which materials are reflective?

FS

C1: All pupils are actively are engaged in their own learning and achievement; independently making decisions, answering their own questions, solving real problems - they are encouraged to engage in relevant and motivating science at home.

Year 5/6 homework

tasks

Science homework is mostly child-led as far as choice of specific focus and presentation in concerned. It usually ties in with the overall topic for the term and asks them to apply their understanding in different contexts or build on their knowledge and extend their learning.

When studying the Ancient Greeks, we included science history and looked at the work of Archimedes and Aristotle. Children were then asked to research an Ancient Greek invention that still has an impact today.

Year 5 had to create a habitat in a box while studying interdependence and adaptation. They wrote about how one plant and one animal had adapted to live there – applying their learning from school.

C1: All pupils are actively are engaged in their own learning and achievement; independently making decisions, answering their own questions, solving real problems - They are encouraged to engage in relevant and motivating science at home

Year 2 researched an animal and produced an information text about it whilst looking at animal life cycles and habitats in school – they were able to choose their own animal and presentation format and were extremely proud of what they had produced.

Year 2 have been keeping a food diary while learning about health, making important links with what they are learning in school and their home life.

FS brought in photos of themselves as babies to make booklets about how they have changed – this personalised their learning

Year 2 and FS

homework tasks

C1: All pupils are actively are engaged in their own learning and achievement; independently making decisions, answering their own questions, solving real problems.

Far more of the ideas are

now generated from the children.

Children more involved in shaping

the learning.

There is more enthusiasm from

children when we are able to direct

learning to their interests.

Children like having involvement in their

own learning and where the topic is

going - more ownership for them and therefore more

enthusiasm.

The current way of planning, teaching and assessing have helped

ensure lessons/learning is approached from an interest

perspective, encouraging children to explore and raise their own questions. I think that they are feeling more involved in their

learning as a result.

In teaching and learning the significant improvement has

been the change in our philosophical approach from teaching children

about science to teaching children to be scientists.

The children see the purpose and

really enjoy being the ones that are

posing the questions and then

finding the answers.

Teachers have recognised the value of these approaches…

C1: Pupils are encouraged to participate in school-based activities.

We are able to offer four weekly science clubs – one for KS1, one for KS2, one for the Lab_13 committee and one for dads and their children (this is by far our most successful and productive club). We also run holiday clubs in between each seasonal term.

Investigating shadows – summer club 2012

Making a giant solar oven in committee club

Magnetic cars and fingerprinting in KS1 club

Blood splatter patterns and investigating bridges in KS2 club

Dad’s club – they’ve tried all sorts including ‘Raspberry Pi’ , bottle greenhouses and fountain making.

The clubs offer excellent opportunities to tackle off-curriculum science, supported in small groups.

C2 : Teachers are using a range of assessment approaches

A variety of assessment strategies are used to assess children’s understanding prior to starting a unit. These include mind maps, KWL grids and assessment tasks.

The KWL grids also let us know what the children would like to learn during the topic.

Children had to construct a circuit with a light that could be turned on and off and draw it before starting a unit on changing circuits– all could make the circuit but none used the correct notation, therefore this was the focus for the first lesson – what the convention symbols were and why it was important to use something everyone understood.

Before starting ‘New Year, New You’ the children had to draw and label a healthy person – from this we knew children were aware of the importance of a balanced diet, water and exercise.

The information gained from these tasks is used to gauge any gaps or strengths in the children’s knowledge and understanding, and pitch the work at the correct level when planning and teaching.

Year 5/6

C2 : Teachers are using a range of assessment approaches

Assessment is carried out throughout topics to assess children’s learning and understanding. Planning is adapted accordingly to ensure a) gaps are filled and b) nothing is laboured over for too long.

Peer-assessment helps teachers to evaluate children’s understanding of key concepts and target children needing support or areas needing further input. Children posted comments on each others’ drying

inventions, evaluating how effective they would be.

Plenary– Which were the top three reasons that might deter chn from smoking? Why? Were there any other reasons not displayed on the cards?

Teachers plan in questioning to assess understanding of key points of the lesson - before, during and after independent activities.

Starter – Imagine you were talking to a deaf person, what sign could mean gravity? Chn should think about its meaning and applications, and think of a way to get that across in a hand gesture/facial expression as if using sign language. Work in pairs, then share ideas and discuss.

Starter – Headbandz. In pairs, chn to write ‘Solid’, ‘Liquid’ or ‘Gas’ on a post-it note and stick it to partner’s forehead. Chn take turns to ask questions answered using YES/NO to discover which state they are.

Starter activities often require children to apply knowledge of concepts and vocabulary already taught, helping teachers to assess their understanding .

What can you see?Can you describe it using the correct scientific terms?Can you explain why this is happening?

Give chn ten minutes to create their model. of the heart. Review one or two... Is it accurate? Have they used the correct vocabulary? Why? What have they represented clearly? What do they need to improve?Allow groups time to adapt and improve their models.

Why does blood need to be pumped around the body? – deliver oxygenated blood and food energy to cells around the body, then take away waste products and pick up oxygen from the lungs.If we want to describe how the heart works... What words will we need to use? Which parts of the body does the heart pump blood to?

Year 5/6

Self-assessment , eg. ragging work, is used to judge children’s confidence

C2 : Teachers are using a range of assessment approaches Formative assessment, along with end of unit tasks and tests, plus APP grids are used to evaluate children’s overall understanding of concepts and skills.

Year 5/6

All the assessment strategies outlined– pre-topic, questioning, self-assessment, peer-assessment, assessment tasks, APP grids, etc. - feed into the teacher’s termly summative judgement on each

child’s level of attainment

End of unit test

End of unit APP-linked assessment task

APP grid

C2 : Teachers are using a range of assessment approaches

In year 2, pre-topic assessments are used to judge children’s current understanding, gauge their interests within the topic and ultimately inform planning.

Year 2

Children’s questions highlight misconceptions and gaps. Teachers try to incorporate these into their planning or homework tasks, or pass on to our scientist if that isn’t possible.

C2 : Teachers are using a range of assessment approaches

Year 5/6 peer assessed Year 2’s animal booklets against success criteria – they fed back what they had done well, and one thing they could improve for the next time.

In year 2, teachers use a range of assessment strategies to feed into their termly summative assessment

Self-assessment using post–its. The teacher was able to target those not feeling 100% confident – even though one just wanted attention!

Year 2

End of unit assessments and tasks are used to assess knowledge and APP grids are used to assess skills

End of unit APP-linked assessment task

End of unit test

APP grid

C2 : Teachers are using a range of assessment approaches In FS, teachers keep ‘Learning Logs’ for each child, where photos, observations and comments are recorded under the relevant areas of learning.

These observations and children’s comments are taken from three areas:• Child-intiated tasks, which are

unpredicted and unplanned activities led by the children.

• Adult directed tasks, where learning activities have been specifically set up by the teacher for the child to explore and investigate

• Adult led tasks, which are completely controlled by the teacher.

FS teachers complete an ‘Early Learning Goals E-Profile’ for each child.

From this they are able to identify general gaps in their provision, children who are struggling in certain areas, and overall strengths and weaknesses for each child. This is all used to inform future planning and learning opportunities.

C3: Children enjoy their science experiences in school

In a school wide survey of sixty children (mixed gender and age), 90% of children said they enjoyed science and found it interesting.

During a recent ‘Science and Writing’ week, children were interviewed as part of a learning walk. Here’s what they thought of the week…

Fun –we’ve made things Really good,

we’re doing fun things

Really interesting and we’ve done lots of fun stuffFun!

Good and fun

Great!

I’ve learnt lots

We are doing a lot of creating

and it’s fun

School survey taken by 60 children

D1: Science supports and links with other curriculum areas and contributes to maximising whole school initiatives while retaining its unique statusAll of our planning is as cross-curricular as possible, with a central idea linking subjects where appropriate.

Geography –Map work, plate

tectonics, impact on environment and people (positive and negative)

Science – Rocks and the rock

cycle.Reversible and

irreversible changes

Art – Collage work on

different stages of volcano eruption

History – Ancient history: PompeiiRecent history: Iceland

Compare eruptions, reactions and impact.

ICT – organising data re. volcano eruptions

Literacy – News Report from

PompeiiExplanation of how

volcanoes occur

Volcanoes

Sometimes science plays a supporting role and geography or history lead…

Year 5/6 – Autumn 1

D1: Science supports and links with other curriculum areas and contributes to maximising whole school initiatives while retaining its unique statusAll of our planning is as cross-curricular as possible, with a central idea linking subjects where appropriate.

PSHE – investigate family crests for on shields – what are your family values and

how could these be represented?

Science – Materials , their

properties and uses. (Linked with parts of

castles)

History – Medieval times –Why were

castles built? When were they built? Where were they built?

Who lived in castles? What jobs did they do,? What clothes did they wear?

Literacy – Fairy tales

Castles

DT – design and make a shield. What

is its purpose? Which material should be used?

Sometimes science plays a supporting role and geography or history lead…

Year 2 – Autumn 1

Investigating materials and testing castles

D1: Science supports and links with other curriculum areas and contributes to maximising whole school initiatives while retaining its unique status

New Year, New You.

Maths – data handling, survey opinion on snacks,

e.g. preferences as to price, taste, etc.

Science – Keeping healthy, including healthy eating, the heart,

exercise and drugs

Design and Technology –

Design, make and evaluate a healthy

snack

PE– Aerobic exerciseCreate own routine for

fitness DVD

ICT – Use Movie Maker to

create ad for own fitness DVD

Literacy –Persuasive letter about importance of

healthy eatingAdvert and leaflet for own snack

Sometimes science leads the topic…

Year 5/6 – Spring 1

D1: Science supports and links with other curriculum areas and contributes to maximising whole school initiatives while retaining its unique status

Sometimes it’s the focus of a special week. In November, we held a special ‘Science Writing’ week – here’s how it looked in Year 5/6…

We carried out our research and recorded our findings. We then described our findings. (

After looking through examples of science papers, we thought of our own research question, researched background information and used this to write an overview. (Non-chronological report)

We presented our results in graphs and then explained what we had found

We devised an investigation to try and answer our question and wrote up the procedure. (Instructions)

D2: There are clear links to other schools and outside agencies/organisations/communities to enrich science teaching and learning.We have strong links with the University of Northampton.

Our current collaboration is a recycling project.

The outcomes of the projects will be displayed at the university during National Science and Engineering Week, and Science Takeaways will be enjoyed by other children as part of the initiative.

The children are also supported by three Wastes Management students from Brazil who are part of the Science Without Borders programme in the UK.

The project provides the children with a chance to enhance knowledge and skills in traditional STEM subjects in addition to learning about energy and

resource efficiency. Knowledge and skills are developed by applying problem solving techniques to

real life applications – Dr Waleed Montasser