Welcome to the Autumn Term

Primary Science Subject Leader meeting

September 2013

Please help yourself to a

drink. We will start at 9.15a.m.

What’s the quote?

Programme for the day9.15-9.45 Celebrations, Innovations and Key questions

9.45-10.45 Ofsted updates, reflection + discussions (Jane Lodge)

10.45 –11.00

11.00–11.45 Assessment and Accountability consultation (Jinny Crossley- Klinck)

11.45-12.30 EYFS and Profile data (Angela Jones)

12.30-1.15 1.15-1.30 Science Updates- data1.30- 2.45 Progression in Working Scientifically2.45-3.00

3.00-3.30 Working scientifically cont.-Implications for subject leaders in school / Action Planning

3.30-3.45 Summary and evaluations

Celebrations, challenges and questions

Sharing previous celebrations What ideas can you take from these for your school?

Questions and challenges re assessment and developing consistency across the school and scientific enquiry?

Further challengesWhat questions do you have about today? or in further meetings to discuss on your table?

What are your priorities for Science this year?

Feedback your ideas

Action/ target boardKey points

Key actions

Priorities

Top Priority

Session 1

OfSTED

Session 2

Assessment/ accountability

Session 3

EYFS profile data

Session 4

Science Updates

Session 5

Working scientifically

Ofsted Updates

Jane Lodge

Refreshment Break

Assessment and Accountability consultation

Jinny Crossley-Klinck

National Curriculum Updates

EYFS and Profile data

Angela Jones

Lunch and Networking

Science Updates.....

UpdatesResponse to the NC Science (Aug

2013)

•Purposes of study and aims for the science national curriculum in the statement includes that pupils “are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future.” … no content links to this or reference to contemporary issues.

•Teachers who may not have a science background could have difficulties interpreting the notes and guidance and following the content.

•Secondary teachers may not be aware of scientific enquiry learnt at Primary. (Transition 2-3-4)

•In order to ensure that pupils are given the optimum practical science experience SCORE suggests that the Department for Education highlights the SCORE equipment and consumables benchmarks to primary and secondary schools.

Continuing Professional Development

• What CPD are you leading in school for your own staff? Could this be supported by -

• Improvement and Learning CPD offer• TSA CPD offer?

Subject specific

Progression in Working

Scientifically

What are we doing;and why?

Objectives- what’s the point?

Key Questions were identified in the Qs from last session around the following questions:-

• What can we do re Working scientifically and science enquiry?- ideas

• How will we know children are making progress?

• How can we assess it?• What records should we keep?

…and to help you and your staff with the Big picture re progression in Working Scientifically

Intended outcomes

• Identify the progression of key skill areas in the Working Scientifically

• Exemplify the progression in an area of Working scientifically and explain this to our peers

• Appraise key actions back in school for staff training.

• Prioritise key actions for helping children make progress in science.

What do you think these areas are?

• Give us a clue………….

Working Scientifically

Working Scientifically

• Look at the Working Scientifically sheet- highlight the progression in:-

Questioning/Planning

Observing/ carrying out

Recording

Analysing/ explaining/ reporting using the findings to explain……)

Working Scientifically

• Look at the Working Scientifically sheet- highlight the progression in:-

– Questioning/Planning

– Observing/ carrying out

– Recording

– Analysing/ explaining/ reporting – (using the findings to explain……)

So What would we expect?

Working Scientifically

– Questioning/Planning– Observing/ carrying out– Recording– Analysing/ explaining/ reporting

In EYFS; KS1; KS2 ?

http://weirdsciencekids.com/Lavalamp.html

Lather lamp!

Working Scientifically

Explain like I’m 5………

Here’s one I prepared earlier!

Now it’s your turn.Bouncing balls- enquiry!

Explain like I’m 5Bouncing balls

Using the new POS and the draft progression document how would children progress in your given aspect of science enquiry?Explain to your peers (Like they are 5) what progression in this area would look like. Progression in:-

1. Measuring

2. Tables

3. Graphs and charts

4. Explaining results

Bouncing balls enquiry

How could you use this, as a Leader of science back in

your schools?

Think;Pair;Share

Gap taskDelivering whole school trainingIdeas:-Starting point- • Same science investigation for whole school?

(To support the staff re expectations for different key stages)

• Writing in some scientific enquiry into existing schemes with expectations.

• Assessment focus of scientific skill development in:-– measuring; – developing tables; – charts and graphs; – explaining results;

Next time we will ask you what you have done back in schools re Working Scientifically.

How would you know children were making

progress?

How could you you record progress?

SoWs?Observations; learning walks; pupil

voice; class display evidence?Moderation evidence;

What records may you keep?

What ideas do you have?T;P;S

How will you measure and share the impact?

What actions do we need to do that is different?

How effective are your action plans and the actions identified?

‘Subject Leaders needs to be aware that they need to have evidence of actions

taken and signs of impact.’

Recent Subject Leader quote after Ofsted

Is this true of Science Action plans ?

‘Subject action plans in English are often rather vague about how to improve classroom teaching and tend to rely on changes to assessment alone.’

‘Clear and specific actions to enhance teaching in English.’

Moving English forward report (March 2013)

Science

Science

Is this true of Science Action plans ?

‘Subject action plans in English are often rather vague about how to improve classroom teaching and tend to rely on changes to assessment alone.’

‘Clear and specific actions to enhance teaching in English.’

Moving English forward report (March 2013)

Science

Science

Action Plans - discussion

What are the key headings on your action plans? Who is involved in the monitoring of the action plans? How often does this happen?How do you evaluate the impact of the

objectives?Are these flexible and updated depending on the changing needs of the school?Do you write these in isolation or with other SLs/SMT in the school?

Evaluating the impact- thinking about last year

• What were you evaluating against?• Was the strategy/action effective? • Does/did it need a flexible approach? • What is the data telling you? • Did/do you gather a range of views – SMT,

teachers, Governors, other SLs, TAs, pupils?

• Are the next steps indicated and noted?• How are the impact findings shared with

staff etc during the year/end of the year?

Examples

Action Planning- Review

• Based on the key actions last time what is the impact so far?

• Do you need to make any adaptations based on today’s workshop.

• How will you measure impact? • What are your next steps?Be prepared to

share your ideas

Action/ target boardKey points

Key actions

Priorities

Top Priority

Session 1

OfSTED

Session 2

Assessment/ accountability

Session 3

EYFS profile data

Session 4

Science Updates

Session 5

Working scientifically

Summary and Evaluations

• Are there any implications from today that you need to consider as a Subject Leader?

• Are there any questions that you need to know the answers to (in/out of school) as a Subject Leader?

• What are your next steps?

Science web sites for enquiry ideas

• http://www.brainboxx.co.uk/a4_resource/pages/sci-box/Aaa_main.htm

• http://weirdsciencekids.com/FunExperiments.html

• http://www.scholastic.com/teachers/article/40-cool-science-experiments-web

What do you think these areas are?

• Give us a clue………….

Working Scientifically

Questioning and Planning

Working Scientifically

Observing/ carrying out

Working Scientifically

Recording

Working Scientifically

Analysing/ explaining/ reporting using the findings to explain……

Celebrations, challenges and questions

Feedback your ideas