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“Nature and nature’s laws lay hid in night; God said, let Newton be! and all was light,” Alexander Pope. St. John’s CE Primary School Scientific and Technological.

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Presentation on theme: "“Nature and nature’s laws lay hid in night; God said, let Newton be! and all was light,” Alexander Pope. St. John’s CE Primary School Scientific and Technological."— Presentation transcript:

1 “Nature and nature’s laws lay hid in night; God said, let Newton be! and all was light,” Alexander Pope. St. John’s CE Primary School Scientific and Technological Understanding “Nature and nature’s laws lay hid in night; God said, let Newton be! and all was light,” Alexander Pope. St. John’s CE Primary School Scientific and Technological Understanding 11/12/13/14 School Action Plan Working Party Agreement & Guidance Notes

2 St John’s CE Primary Working Party Policy Cycle of Development for Science & Technological Understanding Working Party Statement-Science As members of the Science & Technology Working Party we value each child’s ability to explore the world around them in a happy, stimulating and practical working environment. We believe it is vital that our learners are able to explore the world ‘s myriad of life, get to understand materials and how they can be changed and altered and experiment with physical processes to have a greater understanding of the world in which they live. We are committed to providing quality first teaching that enables learners to develop understanding through scientific enquiry: gaining an understanding of the scientific academic approach to learning. In line with the National Curriculum for England in Science we believe that learning should be approached through scientific enquiry and skills that develop knowledge and understanding of life processes and living things, materials and their properties and physical processes. Within the NC Programmes of Study for Science our learners will participate in planned activities that promote: Scientific enquiry by collecting evidence, planning investigations, obtaining and presenting evidence, considering evidence and evaluating their findings. Knowledge, skills and understanding of life processes and living things Knowledge, skills and understanding of materials and their properties Knowledge, skills and understanding of physical processes During Key Stage 1 Learners will: Participate in activities in a hands on way observing, exploring, questioning and collecting evidence linked to simple scientific ideas. They consider fairness of observations and tests and share ideas using scientific language, drawings, charts and tables. During Key Stage 2 Learners will: Participate in activities to help develop explanations of their understanding of scientific learning mainly through systematic investigation and observation applying this knowledge of scientific ideas to familiar phenomena, everyday things and their personal health. The children begin to think about the positive and negative effects of scientific and technological developments on the environment and other contexts. The children will use reference sources and communicate their ideas using a wide range of scientific language, diagrams, charts and graphs. All learners from FS to Y6 will participate in educational visits and using the school grounds as an outside classroom to help support their learning. “Science is valuable because it meshes with all our lives and allows us to channel and use our spontaneous curiosity,” Professor Susan Greenfield.

3 Working Party Statement-Design & Technology As members of the Science and Technology Working Party we recognise the need to prepare children for an ever changing technological society. Our aim is to enable children to think creatively and independently while solving problems. Across whole school themes the children will be expected to look for needs, wants and opportunities and respond to them by developing a range of ideas and making products and systems. Through quality first teaching practical skills, an understanding of aesthetics and an understanding of social and environmental issues will be developed, combined with reflection and evaluation of design, its use and effect. Ultimately we want to provide opportunity for all children to become discriminating and informed users of products and innovators. In line with the National Curriculum for England in Design Technology we believe that learners should develop their ideas, plans, make products and evaluate them and throughout this process apply their prior knowledge and understanding of both the process and the products and systems developed. Within the NC Programmes of Study for Design and Technology our learners will participate in planned activities that promote the process of: Planning and communicating ideas Working with tools, equipment, materials and components to make quality products Evaluating processes and products Knowledge and understanding of materials and components During Key Stage 1 Learners will be taught to think imaginatively and talk about what they like and dislike when designing and making. They build on their early childhood experiences investigating objects around them. They will explore familiar things talk about how they work, draw and model their ideas. They will learn how to design and make safely. During Key Stage 2 Learners will work individually and as part of a group on a range of designs emanating from the need in their topic and their environment. The children will need to think about how products are used and the needs of people who will use them. They plan what has to be done, what works well and what could be improved in theirs and other people’s designs using ICT to support their learning. “Tell me and I forget – show me and I may remember- let me do it, and I learn,” Prue Leith

4 Our Curriculum. We believe that as part of our thematic approach to learning at least one topic each academic year will have a geography / history/RE focus. Within the other themes geographical / historical/ spiritual/ moral/ social/ cultural skills may well be taught and learning will be assessed in line with the programmes of study outlined in teachers’ planning and the expected learning outcomes for the theme. Whole School Themes2011/12 Autumn 1 The view from my window Autumn 2 The view from the artist’s palette Spring 1 The view from pyramids Spring 2 The view from the pyramids Summer 1 The view from my habitat Summer 2 The view from the winner’s podium Whole School Themes2012/13 Autumn 1 Life Journeys Autumn 2 Celebrating the Journeys of life Spring 1 The Prince and the Pauper-Henry’s Journey Spring 2 The Prince and the Pauper- Pauper’s journey Summer 1 The journey from A to B Summer 2 To infinity and Beyond

5 Whole School Themes2013/14 Autumn 1 The Great Divide Autumn 2 Great Celebrations Spring 1 Great Britons Spring 2 Great Britain Summer 1 Feeling Great Summer 2 The Great Outdoors The Working Party is responsible for reviewing the themes linked to Science and Technology. Collectively they will evaluate the themes covered and make adjustments on the following year to ensure that skills are being taught. They will present their findings in an Action Plan that feeds into the School Improvement Plan and highlights key objectives for the following year. The Working Party will formally meet each term as part of directed time and will evaluate the SIP in July and present the key aspects for the new academic year as part of the whole school INSET in September. Leadership and Monitoring Throughout the year the area of learning will be monitored through: Lesson observations by Senior Leaders Book Scrutiny and Feedback Pupil Interview Class presentations through assemblies, curriculum events to parents Assessment tracking and reports to parents.

6 To enhance the curriculum further the children are given opportunity to join in with various school clubs: Eco-club: The children have opportunity to develop their scientific thinking around science based issues and to help improve these situations by planning and carrying out work to improve environmental issues. The club looks at scientific issues related to litter, energy, waste, bio-diversity and healthy living. In addition each class has two representatives called eco-nomes who represent the children’s views of ecological issues around the school and local environment. The use of the school grounds: We utilise the outdoor learning spaces within our school to increase understanding of the wide range of living creatures and eco-systems beneath our feet. The children have helped plan and develop different environments within the school grounds. Reception Class on a weekly basis go out on a welly walk around the local area and to the local common to visit the pond and the woodland walks.

7 Assessment and Tracking In line with the level descriptors identified in the NC for Science teachers will make ongoing and informed assessments of learners capabilities within the themes taught. These assessments may be in annotated form, feedback to pupils through marking and specific assessed activities. The information gathered then informs teachers for future planning and is used to report to parents through specific statements in the annual end of year report. At the end of the academic year pupils are assessed and reported as working below, in line or exceeding expected levels for their year group. This information is shared with senior leaders and the working party and receiving teachers. Those children not meeting expectations are discussed and highlighted for future planning. Those children exceeding expectations are highlighted for future planning and are then supported by additional challenge through other aspects of school investigating science links – Eco Nomes for example. During Theme Week more able learners may have the opportunity to work across classes to further develop their line of enquiry in scientific investigation. Each term each child is involved either on their own or as part of a group in a creating their own science investigation linked to the them during that period of education.

8 Curriculum Review 2013-2014 – Scientific and Technological Understanding Position Statement In this area of learning we do the following things well: Our cross curricular links in science and DT are exemplary Orally our children are very confident and can explain their thoughts and ideas We plan effectively to complete topics and use time well in order to complete tasks In this area of learning we need to: Develop the use of ICT in both DT and Science. Develop children’s formal explanations in science and develop scientific vocabulary to support this. Develop assessment strategies. I have been on Maternity Leave from February 2013 to February 2014 so the working party hasn’t met as often to discuss, monitor and work on areas which were a focus. With my return now this can be resumed and focused on.

9 Science and Technology 2012/13 WHATHOWBY WHOM/WHENFINANCIAL COMMITMENT SUCCESS CRITERIA Develop the use of ICT in both DT and Science. Develop assessment strategies Working party to meet with SZ Audit Resources Discuss in Working Party where the gaps are. Staff Training about new resources and reminder of the resources which are available. Whole School Approach to Assessment in DT and Science. Work Scrutiny Working party Spring Term All staff – working party to start (Spring Term) Whole Staff- Spring Working Party –Spring Term Resources/New Resources Working party release time Release time for working party Release time for viewing good practise Association of Science Education resources We have suitable resources to meet needs and to enhance teaching and learning in this area Planning shows use of ICT within Science and DT learning Bank of assessment strategies in place

10 Curriculum Review July 2012 Personal, Local and Global Understanding Position Statement In this area of learning we do the following things well: Our cross curricular links in science and DT are exemplary Orally our children are very confident and can explain their thoughts and ideas We plan effectively to complete topics and use time well in order to complete tasks In this area of learning we need to develop: Develop the use of ICT in both DT and Science. Develop children’s formal explanations in science and develop scientific vocabulary to support this. Develop assessment strategies.


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