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

Principles of science teaching 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. 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 B3 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.

Principles of science teaching The 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.

A1 Impact of CPD B1 The 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.

A1 A2 Impact of CPD C1 B2 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 Impact of CPD C1 B2 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 B1 Impact of CPD B3 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.

B2 B1 Impact of CPD C1 A1 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

A1 B1 Impact of CPD B2 C1 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

A1 Impact of CPD B2 C1 Year 4 children carried out the investigation suggested in the Concept Cartoon and then researched independently to find reasons for what they observed.

Impact of CPD A1 B1 C2 Assessment 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.

Impact of CPD A1 B1 C2 D2 Assessment The 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.

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.

Whole school events and parental engagement ESI Week D2 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.

Whole school events and parental engagement B2 Whole school events and parental engagement ESI Week C3 C1 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.

Whole school events and parental engagement B2 Whole school events and parental engagement Science Fair C1 D2 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.

Whole school events and parental engagement Science Fair C3 Whole school events and parental engagement D2 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.

Whole school events and parental engagement B2 Science at home C1 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.

Whole school events and parental engagement Science Club C3 An after school science club is available in terms 1 and 3. It is extremely popular and is always over subscribed.

Whole school events and parental engagement B2 Playtime science Whole school events and parental engagement C3 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.

Trips and visitors D2 Year 4 Birds of prey trip Year 6 Forces- Burj Khalifa Year 2 Habitats - Mushrif Park Year 6 Adaptation (residential) Year 3 Healthy Eating

Trips and visitors D2 Year 3 Visit from dentist Year 4 – Change initiative (sustainable buildings) Year 1 – Plants and animals Year 6 visit to secondary school Year 2 Dubai Aquarium

A4 B2 ICT and Resources B3 C1 During the termly Learning Walks children and parents discover the interactive displays using QR codes. Educationcity allows children to access quizzes and activities on a range of scientific topics independently. Educreations is used to allow children to demonstrate their knowledge in whichever way they choose.

The topic resources document B2 B3 ICT and Resources D1 C1 Foundation Stage children take part in weekly baking with a different focus each week such as describing ingredients, food groups and changing state The topic resources document 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. Year 5 children made I books about space to share with Year 1 during their topic about aliens

Cross-curricular Learning D1 Cross-curricular Learning A 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. Year 5 literacy/healthy eating.

A5 Monitoring Year group science champions meet every 6 weeks for moderation exercises, sharing of good practice and planning of whole school events. 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.