1. Please help yourself to a drink. We will start at 9.15a.m.
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.

2. What’s the quote?

3. Programme for the day
Celebrations, Innovations and Key questions
Ofsted updates, reflection + discussions (Jane Lodge)
10.45 –11.00
11.00– Assessment and Accountability consultation (Jinny Crossley Klinck)
EYFS and Profile data (Angela Jones)
Science Updates- data
Progression in Working Scientifically
Working scientifically cont.-Implications for subject leaders in school / Action Planning
Summary and evaluations

5. 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 challenges
What questions do you have about today? or in further meetings to discuss on your table?
What are your priorities for Science this year?
Have a look at the collated celebrations- what could you put in place?
SoW links etc
Big paper and pens and post its
Feedback your ideas

6. Action/ target board Key points Session 1 OfSTED Session 5
Working scientifically
Key actions
Priorities
Session 2
Assessment/ accountability
Top Priority
Session 4
Science Updates
Session 3
EYFS profile data

7. Ofsted Updates Jane Lodge

8. Refreshment Break

9. Assessment and Accountability consultation Jinny Crossley-Klinck

10. National Curriculum Updates

11. EYFS and Profile data Angela Jones

12. Lunch and Networking

13. Science Updates.....

14. Updates Response 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.

15. 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?

16. Progression in Working Scientifically
Subject specific
Progression in Working Scientifically
What are we doing;
and why?

17. 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

18. 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.

19. What do you think these areas are?
Give us a clue………….

20. Working Scientifically

21. 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……)

22. 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……)

23. So What would we expect? In EYFS; KS1; KS2 ? Working Scientifically
Questioning/Planning
Observing/ carrying out
Recording
Analysing/ explaining/ reporting
In EYFS; KS1; KS2 ?

24. Working Scientifically
Explain like I’m 5………
Here’s one I prepared earlier!
Lather lamp!

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

26. Explain like I’m 5 Bouncing 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:-
Measuring
Tables
Graphs and charts
Explaining results

27. Bouncing balls enquiry

28. How could you use this, as a Leader of science back in your schools?
Think;
Pair;
Share

29. Gap task Delivering whole school training Ideas:- 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.

30. How would you know children were making progress?
How will you measure and
share the impact?
What ideas do you have?
T;P;S
How could you you record progress?
SoWs?
Observations; learning walks; pupil voice; class display evidence?
Moderation evidence;
What records may you keep?

31. What actions do we need to do that is different?

32. 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

33. 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

34. 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

35. 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?

36. 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?

37. Examples
You’ve had a chance to consider your own action plans and evaluate their effectiveness. Looking at an example, are there any aspects that you feel could be incorporated to develop your action plans?

38. 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

39. Action/ target board Key points Session 1 OfSTED Session 5
Working scientifically
Key actions
Priorities
Session 2
Assessment/ accountability
Top Priority
Session 4
Science Updates
Session 3
EYFS profile data

40. 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?

41. Science web sites for enquiry ideas

42. What do you think these areas are?
Give us a clue………….

43. Working Scientifically
Questioning and Planning

44. Working Scientifically
Observing/ carrying out

45. Working Scientifically
Recording

46. Working Scientifically
Analysing/ explaining/ reporting
using the findings to explain……

47. Celebrations, challenges and questions
Have a look at the collated celebrations- what could you put in place?
SoW links etc
Big paper and pens and post its
Feedback your ideas