1. 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 9.15-9.45 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- data 1.30- 2.45Progression in Working Scientifically 2.45-3.00 3.00-3.30Working scientifically cont.-Implications for subject leaders in school / Action Planning 3.30-3.45Summary and evaluations

4. Action/ target board Key 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

6. 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? Feedback your ideas

7. Ofsted Updates Jane Lodge

8. Refreshment Break

9. Primary national curriculum reform, assessment and accountability consultation Jinny Crossley-Klinck

10. EYFS and Profile data Angela Jones

11. Lunch and Networking

12. Science Updates..... Data Statutory Assessment SCORE

13. KS1 Science East Riding 2012 National 2012 East Riding 2013 National 2013 Level 2+908992 ER(+2) Nat (+2) 90 Level 3+21 22 ER (+1) Nat (=) 22

14. KS2 Science East Riding 2012 National 2012 East Riding 2013 Level 3+97.6-98.4 ER (+0.8) Level 4+87.88590.2 ER (+2.4) Nat (+2.8) Level 5+35.63540.3 ER (+4.7) Nat (+5.3)

15. DFE Updates 2 nd -13 th June Science sampling for selected schools

16. Science Sampling Science sampling tests for children at the end of key stage 2 will recommence in June 2014 on a biennial basis The test will not be taken by whole cohorts A sample of approximately 9 500 children will be randomly selected, based on five children from 1 900 schools Schools that are selected have a statutory obligation to participate.

17. Science Sampling Test results will be reported as national data only No individual school or child will be identified within the data that is published Results will not be used for school accountability or performance tables and individual results will not be returned to schools or children

18. Science Sampling Children will sit the test within a two week period from Monday 2 June It will consist of three papers. Each will take no longer than 25 minutes to complete. STA will contact schools by the middle of May to agree the date that the test will be taken at each school.

19. External Administration The test will be overseen by external administrators A member of school staff may need to be available to support the administration of the test if this is agreed with the external administrator The external administrator will notify the school of the five children that have been included in the sample Schools are not required to place test orders. The external administrator will be responsible for bringing the test papers to school and taking the test scripts for marking.

20. Science Sampling The science sampling test will not be subject to monitoring visits nor will it need supporting by local authorities Detailed information will be provided to schools selected to participate.

21. 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.

22. 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? Next meetings Primary Science SLDM:- 6 th Feb Waltham House 12 th June Waltham House

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

24. 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

25. 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.

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

28. Working Scientifically

29. Look at the Working Scientifically sheet- highlight the progression in:- Questioning/Planning Observing/ carrying out Recording Analysing/ explaining/ reporting using the findings to explain……)

30. 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……)

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

32. http://weirdsciencekids.com/Lavalamp.html Lather lamp! Working Scientifically Explain like I’m 5……… Here’s one I prepared earlier!

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

34. 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:- 1.Measuring 2.Tables 3.Graphs and charts 4.Explaining results

35. Bouncing balls enquiry

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

37. 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.

38. 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?

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

40. 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

41. 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

42. 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

43. Examples

44. 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

45. Next meeting What would be useful next time? 6th February- Waltham house

46. Action/ target board Key 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

47. 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?

48. Science web sites for enquiry ideas http://www.brainboxx.co.uk/a4_resourc e/pages/sci-box/Aaa_main.htmhttp://www.brainboxx.co.uk/a4_resourc e/pages/sci-box/Aaa_main.htm http://weirdsciencekids.com/FunExperi ments.htmlhttp://weirdsciencekids.com/FunExperi ments.html http://www.scholastic.com/teachers/ar ticle/40-cool-science-experiments-webhttp://www.scholastic.com/teachers/ar ticle/40-cool-science-experiments-web

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

51. Working Scientifically Questioning and Planning

52. Working Scientifically Observing/ carrying out

53. Working Scientifically Recording

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

55. Progression Measuring; Developing tables; –charts and graphs; –explaining results;

57. 1 Progression in measuring Measuring

59. 2 Progression in developing tables Where did you drop it How high it bounced Top of door5 boxes Bookshelf4 boxes Bottom of window2 boxes Table2 boxes Height of dropHeight of bounce Average 1 st go2 nd go3 rd go 1m0.390.40 0.5 0.38m 1.25m0.580.64 0.55 0.59m 1.50m0.680.79 0.80 0.76m 1.75m0.850.80 0.81 0.82m 2.000m0.820.93 0.89 0.88m

61. 3 Progression in drawing graphs

63. 4 Progression in explaining results We needed more marbles to pull it up when it was a steep slope. I thought we would. The columns on my bar chart go up in steps. This tells me that as the ramp gets steeper you need more marbles in the bucket to make it move. My line graph goes up to the right in a fairly straight line. This means that as the angle of the slope gets more, so you need more force to make the tub move. I think that happens because when the ramp is steeper the weight of the tub pulls down more and the ramp doesn’t hold it up as much. The force pulling up the ramp must be more than the force pulling down to make it move