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PSQM at St Chad’s Words from the pupil voice.

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Presentation on theme: "PSQM at St Chad’s Words from the pupil voice."— Presentation transcript:

1 PSQM at St Chad’s Words from the pupil voice

2 A1 There is an effective subject leader for Science
Science coordinator leading planning session with staff from Bishop Challoner at the Lickey Hills 25/10/13 in preparation for a science/technology challenge day. Science coordinator leading a team of staff members digging the plant beds during half term in preparation for gardening club Keeping governors informed An extract from the Bishop Challoner STEM Report written Jan 14

3 A1 There is an effective subject leader for Science
Example of posters around school to assist EAL learners in science As our principles state, using scientific vocabulary is very important at St Chad’s Implementation of the new curriculum Supporting staff to cater to the needs of EAL learners in Science

4 A2 There is clear vision for the teaching and learning of science
Box where teachers and pupils placed ideas of what made a good science lesson Mrs Farrelly leading an assembly at the beginning of our journey of PSQM to explain to the children the pupil voice questionnaires' and how they will impact on their learning Teachers vision of the future of science at St Chad’s

5 A3 A4 There is a current School Development Plan
There is a shared and demonstrated understanding of the importance and value of science to children’s learning Experiments during Science Week and displays produced as a result in the Hall Year 5 muffling sound experiment Year 5’s Thomas Edison display Year 1 creating string telephones Year 1’s Alexander Graham Bell display Displacing water experiment in Reception YR’s Archimedes display As our principles state, using scientific enquiry i.e. investigations and experiments are very important at St Chad’s

6 A3 A3 There is a current School Development Plan
‘The monitoring skills of leaders in science and special education needs are rapidly improving, and the pupils are benefiting from the positive changes in those areas’ - OFSTED June 2013 Year 5 children working together with Year 7 Bishop Challoner children launching a rocket at the Space Centre Learning opportunities based on trips are very important as our principles suggest A3 Extract from Bishop Challoner’s magazine highlighting shared practice with St Chad’s

7 A4 There is a shared and demonstrated understanding of the importance and value of science to children’s learning Examples of science displays found around school Year 5 displaying the experiments they have completed Year 2 Magnets display Displaying Science Clubs at other schools Work completed by the KS1 Eco Club

8 A4 There is a shared and demonstrated understanding of the importance and value of science to children’s learning C3 Children can enjoy their science experiences in school Key Stage 2 Eco Committee Key Stage 1 Eco Club building a Bug Hotel Making our bird boxes Year 5 child voluntarily sharing her knowledge of what inspired Alexander Graham Bell during science week. Ownership of learning is very important. An example of the Eco Committee’s daily log to help save the environment and also reduce St Chad’s electricity bill

9 A4 There is a shared and demonstrated understanding of the importance and value of science to children’s learning Eco Club putting Flush Bags in the toilets in order to save 2.2 litres per flush “Pupils have many opportunities to support one another in a variety of ways. For example, the ecology and gardening groups are having an impact upon learning in those areas, and providing opportunities for pupils to take on responsibilities. The school pupil council has, for example, already been involved in the development of the new science curriculum plans”. OFSTED June 2013 Malcolm Smith from Severn Trent talking to the Eco Committee Water saving posters made by eco club members

10 A4 There is a shared and demonstrated understanding of the importance and value of science to children’s learning Outdoor learning is very important as our principles state Extra Curricular Forest Schools Extra Curricular gardening club St Chad’s children sharing their produce to Blossomfield Infant School. They taught the children the scientific process behind their growth. Working with the children at Blossomfield School

11 A5 The science subject leader knows about science teaching and learning across the school As our principles state, children led activities are very important at St Chad’s Evidence of good practice during Learning Walks: Year 1 Sound Lesson demonstrating independent learning Working collaboratively in Year 6 investigating the length of shadows Year 5 looking at the position of the Sun in the ‘Earth in Space’ topic Investigating electricity in Year 4

12 A5 The science subject leader knows about science teaching and learning across the school Lesson Observations The children were given appropriate time and encouragement to communicate and explain their scientific thinking. The same high level teaching continued through the independent and group work activities. Mrs Parker had devised a worksheet which made the children consider which variables they would change, how they would take measurements and ensure it was a fair test. She was able to make quick and accurate judgements throughout the lesson about pupil progress – A quote from lesson observation ‘A well resourced and planned scientific enquiry lesson. The opening activity was engaging and well executed. Excellent use of scientific terms explored, relating to the lesson. This was displayed on the IWB and children worked in pairs to discuss and identify their meaning. Mrs Sheehan ensured that the children used the correct scientific terms. It was wonderful to see that year 2 children were able to use these words accurately. Their prior learning was apparent.’ – A quote from lesson observation

13 A5 The science subject leader knows about science teaching and learning across the school Weekly annotated planning which is on the shared area When creating our principles of teaching science at St Chad’s, teachers felt sound planning was very important Example of termly book scrutiny

14 A5 The science subject leader knows about science teaching and learning across the school An example of marking frame created by Year 6 teacher to channel peer marker’s thoughts and comments Good use of peer marking and active comments

15 B1 Staff continue to have opportunities for CPD within science that increases their knowledge and understanding Year 6 teacher using planning boards as a result of INSET training Children observing changes during Yeast experiment after deciding which variables to change using their planning board as stated in our principles of teaching science Newly qualified teacher using Discovery Dog in Year 1 which was brought in to impact on children’s learning Subject coordinator team teaching in Year 2 to develop teacher’s scientific skills

16 B1 Staff continue to have opportunities for CPD within science that increases their knowledge and understanding Mrs Turner team teaching with Forest School’s specialist as part of her Forest School’s training to complete her portfolio Mrs Turner with members of the Forest School’s course. This course involved 10 days of training

17 B2 C3 There is a range of teaching and learning approaches for Science
Children can enjoy their science experiences in school The most important principle of teaching science at St Chad’s is that children enjoy their learning Outdoor Science games - the children had to hunt for clues to find factors of plant growth Year Six tending to the garden during extra-curricular gardening club Practical Science lessons with Specialist gardener – planting the seeds Practical Science lessons with Specialist gardener – making observations

18 B2 C1 There is a range of teaching and learning approaches for Science
All pupils are actively engaged in a scientific enquiry, using a variety of enquiry strategies, solving real problems and evaluating their work C1 Year 5 children creating a dance to reflect the changes from solids to liquids and gases Year 5 children creating a human sundial using maths skills Year 4 children at Bell Heath study centre looking for mini beasts Year 4 children creating food chains

19 B2 C3 There is a range of teaching and learning approaches for Science
Children can enjoy their science experiences in school Sharing Practice with other schools to develop our Scientific learning Team work in Science led by Bishop Challoner Year 9 Pupils which was inspired us to develop our children’s leadership skills through Curriculum coaching Year 5 children learning from Year 7 pupils at St John Wall Gifted and Talented Scientists flame testing at St John Wall Use of specialist secondary teachers to develop Year 4’s knowledge of electricity

20 B3 There is a range of up-to-date, quality resources specifically for teaching and learning Science. ICT is used both as a tool and as a resource for teaching Using data loggers to record data in experiments Reorganised science area for easy access to equipment for children and teachers

21 B3 There is a range of up-to-date, quality resources specifically for teaching and learning Science. ICT is used both as a tool and as a resource for teaching Year 4 class using ICT to research biographies of scientists STEM club children on a visit to Bishop Challoner School using ICT to design scientific leaflets Working with Bishop Challoner’s STEM club children using a laser cutter on different materials Looking at how technology helps sports science at the Skills Show at the NEC. Interactive learning is part of principles at St Chad’s

22 B3 There is a range of up-to-date, quality resources specifically for teaching and learning Science. ICT is used both as a tool and as a resource for teaching Year 5 students presenting their company ‘Landscape Garden Designs LDG’ which makes human sundials at the Birmingham Science Park at Aston University Our LDG Project was such a success, we were asked to present it again at New Street Station and we received a thanks from a member of the public

23 All pupils are actively engaged in a scientific enquiry, using a variety of enquiry strategies, solving real problems and evaluating their work C1 Year 5 students designing their own experiment to make different types of ice cream based on the States of Matter topic. This was a children led activity where they decided which variable to change (principles of teaching science) Year 3 child’s rocket design to test Newton’s Law of Motion Testing our rockets and then altering the designs to increase the velocity of the rocket Year 3 children working together on their Plants topic at Bell Heath study centre

24 C1 All pupils are actively engaged in a scientific enquiry, using a variety of enquiry strategies, solving real problems and evaluating their work Children picking peas from our garden Shelling the peas Making pea and mint pate As our principles state, ownership of learning and children led activites are very important at St Chad’s Mrs Wilkes enjoying our pea pate Year 5 children getting ready to sell their produce to the parents Parents purchasing our produce

25 C2 The purpose of science assessment is well understood and shared by the members of the school community. Assessment approaches are designed to fit those purposes. Concept mapping in St Chad’s encourages students to identify how one idea is linked to another and to explain those links. Its visual nature makes it easier for many students to focus on this linkage and for teachers to see, quickly and easily, the students' ideas Active Comments (ac) are used by teachers in marking and require the chid to respond. This enables a dialogue to be established between the teacher and child. It gives a clear insight into what the child has understood and the next steps.

26 C2 The purpose of science assessment is well understood and shared by the members of the school community. Assessment approaches are designed to fit those purposes. An example of how Year 1 children annotate photographs to show their understanding of the learning objective

27 C2 The purpose of science assessment is well understood and shared by the members of the school community. Assessment approaches are designed to fit those purposes. Mrs Farrelly led a whole school science moderation where staff judged whether the assessments of selected children were accurate Incerts is the new tracking system which allows teachers to track progress. It is updated as children make progress and is used to set targets. It is an online system which teachers can access from home

28 C3 Children can enjoy their science experiences in school
Each child in the school was given a questionnaire differentiated depending on year group. As our principles state, it is crucial that the children find science enjoyable This was shown to the parents at the Parent’s meeting An example of questions asked in the questionnaire

29 C3 A4 Children can enjoy their science experiences in school
There is a shared and demonstrated understanding of the importance and value of science to children’s learning An example of the monthly science newsletter created by children, clearly showing that children enjoy science at St Chad’s, which is the most important principle created by staff and pupils Evaluating their experiences at the gifted and talented science club at St John Wall celebrating what they enjoyed and how they would like to improve

30 D1 Science supports and links with other curriculum areas and contributes to maximising whole school initiatives while retaining its unique status C1 All pupils are actively engaged in a scientific enquiry, using a variety of enquiry strategies, solving real problems and evaluating their work Year 6 children using scientific knowledge to create their own fairground (cross curricular DT) The cans we collected being thrown onto the pile at the nature centre Receiving our certificate for all the cans which we have collected An example from Year 6 science planning showing cross curricular links

31 D2 There are clear links to other schools and outside agencies/organisations/communities to enrich science teaching and learning Black Hole Planetarium specialist teaching Year 5 Year 4 pupils learn from the dental students Whole school assembly learning about the water cycle and saving water with Malcolm Smith from Severn Trent As our principles of science state, Year 2 children enjoy science experiences at St Chad’s with the animal lady Year 6 pupils learning about forces with the Mad Scientist

32 D2 There are clear links to other schools and outside agencies/organisations/communities to enrich science teaching and learning STEM Ambassadors visit St Chad’s. Outreach visits are an important part of our principles at St Chad’s Doctor Aamer Sandoo (researcher for the NHS) teaching Year 5 pupils about the heart Anna Isakova from Aston University performing a chemical experiment with Year 4 students to demonstrate how solar power is used Malcolm Smith from Severn Trent teaching Year 6 pupils about microorganisms Gary Saunders (electrical engineer) teaching Year 4 students about electrical energy

33 D2 There are clear links to other schools and outside agencies/organisations/communities to enrich science teaching and learning Year 5 students learning about life cycles at the Nature Centre in Birmingham Residential visit to Laches Wood study centre studying the types of organisms living in the water Year 6 children learning about how electricity is used in industry at the Science Fair at the NEC As our principles state, learning opportunities based on outdoor learning and trips are very important at St Chad’s


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