Science Gold Action Plan 2016-17

CRITERIA

Action Plan 2016-2017 KEY QUESTIONS

GOLD INDICATORS

ACTIONS NEEDED What do I need to do to achieve the indicator?

WHO is involved?

WHEN by?

IMPACT What changes will I see?

EVIDENCE What can I use to show this?

SECTION A: SUBJECT MANAGEMENT

A1

There is an effective subject leader for science

The subject leader has shared their training and subject knowledge with all colleagues in the school and has reached out to a broader audience beyond their own school.

1.

Continue working with the cluster and attending any CPD provided – feeding back in staff meetings

2.

Ensure staff attend training and science staff meetings regularly

3.

Hold in-house training – more experienced staff to run: Explain Everything Developing Language and Vocabulary Science through stories Revisit the use of APPs as evidencing Fair testing

4.

Encourage the use of IRIS to record lessons and share practice in ‘Film Club’.

5.

Time during staff meetings to review floor books and plan next steps

LC & KT Cluster staff Whole school staff

Ongoing

Development of skills.

Higher % of teaching at a good standard.

Teachers report on own rise in confidence as a result of acquiring new skills

Spring 1 – began to use in other subjects – use in Science Spring 2 and Summer 1.

Throughout the year.

Ongoing

Teachers will have clear examples of what constitutes ‘good’ science.

SMART targets will be set after reviews and will ensure clearer focuses.

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Portfolio Calendar Emails Powerpoints from insets Photographs Pupils and staff voice Observations CPD list Outreach CPD log

A2

There is a clear vision for the teaching and learning of science.

A3

The current School Development Plan has appropriate and active targets for science

A school wide team has recently reviewed the school’s principles for teaching science, and ensured that the principles are implemented through the scheme of work for science.

Progression in skills, knowledge and understanding is evident in the scheme of work.

The School Development targets for science include maintenance and development strands, with clear strategies for improvement outlined plus actions to extend science links beyond the school.

Successes are already highlighted in the SDP and plans for the

1.

Revisit principles activity during Autumn 1 staff meeting – is there anything we want to add or take away?

2.

Monitor principles through learning walks (science team and science ambassadors)

Spring 1

Are our children happy with these? Pupil Voice Carry out a learning walk with Science Ambassadors during Science week. Science ambassadors to create their own set of ‘Child speak’ principles and display with examples as evidence.

Spring 1 – Spring 2

3.

LC & KT Whole school staff

Autumn 1

Shared vision

Principles of science in our school document written and distributed.

Evidence of these principles highlighted in planning.

Pupil voice Form observation criteria.

Display

1.

Share action plan and principles of science teaching document with SMT/Staff/governors.

2.

SDP to include assessment and tracking targets and the raising of KS1 results

SMT Whole school

Autumn 2 Spring 1

Targets in SDP achieved.

SMT on board and committed to continuing aims of PSQM

Actions and targets shown in SDP.

future are underway

There is a shared understanding of the importance of science, clearly evidenced throughout the school, the grounds and from the wider community.

Calendar of science events recorded on networked shared area.

2.

Continue with annual science week – involve parents and governors – introduce outdoor learning days/weeks

3.

4.

Science photos in a folder on shared area – folder for each year – evidence principles Display in communal area.

Whole staff Science ambassador

June

Continue to plan enrichment activities – begin to involve parents: parent and pupil voice.

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LC & KT

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Family science event – ‘Whodunnit’ after school, family participation

Whole school staff

-

BSW – Science Showcase Extravaganza Wonder bags – science home learning bags

Whole sch LC & KT

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Ongoing

March 2016 Began planning – Twilight organised

Begin Spring 1 – Ongoing

Family Science Club (x5 weeks, up to 15 KS2 families). This will then be followed by the deepening sessions, where the families will come to grips with the science.

The aim is to train the families and build their confidence so they can host and run a science club: either for the KS1 and 2 or just 2. Parents to be involved in the planning, organising and hosting.

Computer Programming club to run in February (loaning of Lego Mind storm robots from STEM)

A4

There is a shared and demonstrated understanding of the importance and value of science to children’s learning.

1.

Ongoing

Autumn 2 Spring 1

LC & KT

February 2017/ Timing issue “” Summer 1 or 2 March 17 Spring 1 Spring 2

All involved are ‘buzzing’ about science weeks Profile of science is raised and valued across school and has the same importance as other core subjects.

Planned ‘enrichment’ opportunities that raise its profile, while visits and visitors ensure that children see the value of Science learning in the context of the real world.

Increased level of parental engagement – parents working together to ‘cocreate’

Photo display of science work undergone at the end of each half term to be displayed and newsletter to go home.

School website to be regularly undated.

Questionnaires (staff/parents/chn )

A5

The science coordinator knows about science teaching and learning across the school

There is a robust process of monitoring science teaching and learning in place.

Outcomes are shared with staff and actions taken when issues are identified. Regular discussions take place between coordinator and senior management team about science in the school.

1.

Lesson observations or team teaching with a range of year groups: focus on principles, embed. Evidence science is now planned as a result of investigating children’s ‘wonders’ – a range of planning resources are used, CPD and the sharing of good practice via staff meetings and IRIS result in lessons planned from the children’s interests.

Whole staff with SMT.

2.

Work book scrutiny completed termly – sharing of floorbooks in staff meetings – with main focuses: can each child be tracked across the book? Is marking moving children’s learning forward?

Whole school and LC & KT

Autumn 1 Ongoing

3.

Outcomes of pupil voice/learning walks/book scrutinies fed back to staff and SMT

4.

Tracking of assessment to be embedded – EAZ Mag used by all staff members for teacher assessment. Teachers to plan in more assessment opportunities during lessons.

LC & KT ambassador s Whole school

Learning walk spring 1 Ongoing termly

Look for a formal termly assessment which can be administered during assessment week (no longer needed)

Spring 1 drop ins

Higher % of good lessons

Spring 2 formal

Teachers have a clear understanding of what is expected of them.

Summer1 drop ins

LC & KT

The inclusion of regular pupil progress meetings for science in the school’s assessment landscape raises the status of science, while ensuring that teachers have a regular chance for professional discussion about their successes and concerns.

Notes from observations and workbook scrutiny annotated.

Staff questionnaires.

Feedback given to staff.

SECTION B: TEACHER AND TEACHING

B1

Staff continue to have opportunities for CPD within science that increases their skills, knowledge and understanding.

The science subject leader has reflected on CPD needs as evidenced by internal monitoring and performance management processes and planned and developed a range of whole school CPD for science that has been monitored for impact.

1.

NQTs and RQTs to attend appropriate CPD

LC

Ongoing – ‘Through the science window’ events

2.

Evidence of CPD having an impact on planning, teaching and learning – book scrutiny/ sharing of books in staff meeting, setting SMART targets addressed during next scheduled staff meeting.

LC & KT Staff

3.

Continue the use of STEM ambassadors in school to support teaching and after school science clubs

LC STEM

Spring 2

4.

Analyse books and lessons to decide next steps for whole school CPD

LC & KT

Ongoing

5.

Run regular science staff meetings to update staff of training Kathy and myself have attended

LC & KT

Ongoing

Teachers have gained knowledge and confidence because of CPD Teachers are equipped with ideas to implement straight away.

Planned intervention, ensures that those who are less confident or would like additional support to develop an aspect of their teaching get what they need, while whole school messages are reinforced through INSET sessions.

Subject leaders CV CPD list of leader and other teachers (log) Annotated plans Staff questionnaires Audits before and after

B2

There is a range of teaching and learning approaches for Science.

There is a wide range of relevant teaching and learning approaches in science adopted by the whole school and shared with other schools. The science subject leader is proactive in introducing new strategies.

1.

iPads to present findings of lessons during lessons - recap the use of APPS. The science ambassadors to be trained, who then in turn can train staff members and assist with and issues.

LC Teachers

Autumn 1

2.

CPD is shared whole school during staff meetings

LC & KT

Ongoing

3.

Portfolio of ideas and evidence that can be added to and is ongoing

Whole School

Spring 1 Ongoing

Lessons are fun and memorable.

All chn can access the learning and take ownership with regards to the ways they present their findings.

Children are enthusiastic.

Children respond creatively and enthusiastically to the shift in emphasis – outcomes of an investigation to be presented through drama, a rap or even a song!

Teachers can assess all chn’s understanding Teachers are equipped with a range of strategies

Record of evidence provided by staff at staff meetings.

Highlighted planning

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

Science resources are audited regularly in line with School Development Plan targets for science.

They are clearly catalogued, freely available to all staff and children and provide materials suited to all levels of ability. Staff and children are aware of resources available and use them to good effect within their lessons. Good use is made of external agencies that lend equipment to enhance science teaching and learning.

1.

Lesson observations and planning show resources are used

LC & KT

Ongoing

2.

Science ambassadors to support teachers setting up science experiments at lunchtime – eventually SA to take most of the responsibility for this and to establish a system.

Science ambassador

Begin Spring 1 Develop next year

3.

Audit resources – staff create a need and wish list. Look at NC and check what’s missing.

Involve SA to complete checks and ensure everything goes back.

Teachers LC & KT

Autumn 2 Spring 1 Ongoing

4.

Purchasing of ICT equipment such as data loggers

LC

Spring 1 Develop next year

Teachers can easily access resources.

Science resources reviewed and replenished when needed.

ICT is used effectively to support science and there are digital microscopes and data loggers available for children to use.

Teachers confidently use ICT to support teaching.

Regularly updated annotated science resource list.

C1

SECTION C: PUPILS AND LEARNING Children’s curiosity is encouraged and valued. They ask questions and encounter challenging problems, and independently come up with ways to investigate them using their growing scientific All pupils are actively skills. Differentiated engaged in a science activities of enquiry; using a appropriate challenge variety of enquiry are provided for all strategies, pupils offering independently extension and openmaking decisions, ended work for the using evidence to most able and answering their own support/guidance for questions, solving the least. Children are real problems, given the opportunity evaluating their work. to reflect on their work. They are encouraged to engage in relevant and motivating science at home. Pupils are encouraged to participate in school and national science initiatives.

1.

Ensure regular clubs are run. STEM ambassadors to support afterschool club?

LC & KT WS Staff STEM LC & KT

2.

‘Science Wonder bags’ to go home – opportunities for chn to complete investigations with parents – comments recorded in class book.

3.

Lunch Time Science Boxes to be available – appropriate to season. Books and equipment so chn can record.

LC & KT SA

Summer 1 &2 Develop next year

4.

Floorbooks document children’s questions and wonders. Curiosity weeks encourage independence and questioning.

Whole staff

Ongoing

5.

Science ambassadors to have input in to the running of science. ½ termly meetings and termly newsletters written by SA

Spring 1

Evidence shows considerable development in science enquiry: children actively ask questions and solve real world problems, are able to explore their ideas and communicate their findings in a variety of different ways.

Registers from science clubs.

Evidence of any national science initiatives.

Annotated planning.

C2

Different assessment strategies are used consistently in science lessons across the school. The science subject leader is proThe purpose of active in introducing science assessment is and monitoring new well understood and strategies. shared by the All teachers are aware members of the of prior & future pupil school community. attainment.

Assessment The science subject approaches are leader and/or other designed to fit those members of staff purposes. communicate with colleagues in other phases about children’s progress and achievements in science.

1.

To develop a range of assessment strategies and to share with teachers. Sharing during staff meetings between staff.

All staff

Ongoing

2.

Teacher assessment in science INSET to be delivered (Rosemary Feasey)

LC & KT

Me and Kathy

3.

Moderation meetings to take place during staff meetings and cluster meetings

All staff

Summer 1 to be developed next year 1st in school then within cluster

4.

Use EAZ Mag tracking system for assessment – staff to upload photographs, App work and floorbook to support judgement

All staff

Ongoing

Increased teacher confidence and embedded the assessment process

Samples of planning from 3 classes showing a range of assessment strategies.

Moderation added to the teacher assessment process to strengthen and ensure accuracy.

Assessment trackers

Children enjoy their science experiences in school

Scientific activities are identified by pupils as something they enjoy and remember the most. Many express positive comments, attitudes and values.

Children’s opinions are valued and responded to.

1.

Pupil voice

LC & KT

2.

Pupil and parent evaluation of science days and events: Science club Science Ambassadors

LC & KT

3.

Celebration documented on website and Twitter

LC & KT

Ongoing

A programme of events that broadens the children’s perceptions of why do science in school and helps them to see where their science learning might possibly take them in the future.

C3

Parents are well informed.

Notes from pupil voice before and after visits, trips, events in school etc

SECTION D: BROADER OPPORTUNITIES

Effective links with other subject areas are made explicit via planning documentation, with Science maintaining its Science supports and distinctive links with other character. The curriculum areas and contribution of contributes to Science to whole maximising whole school initiatives school initiatives and issues is clear while retaining its e.g. PHSE and unique status Citizenship, the spiritual development of pupils, and environmental and sustainability concerns.

1.

Monitor creative curriculum planning to record science inclusion across the curriculum.

2.

Use of iPads/showcasing work in school/staff meetings to create CPD opportunities for others

3.

Planning to show through other subjects, science is linked to real life issues

4.

Science Through Stories – use of IRIS and Y3 Y6 planning and evidence to be used during staff meeting

LC & KT

Feb 2017

Cluster research questions and work alongside cluster schools will aid us in this area as this is currently a weak area for our school.

Samples of annotated cross curricular planning. iPad work evident in books

D2

There is a full programme of regular visits/visitors, outreach experiences and workshop activities There are clear links which involve all to other schools and classes. Regular outside contact by pupils agencies/organisation and teachers is s/ communities to made to other enrich science schools/community teaching and learning to enrich scientific understanding.

Fieldwork is regularly carried out in and beyond the immediate local area. Some is residential.

1.

Record of all science linked visits / science events on shared drive

2.

Send letter home asking for parental support – jobs in science?

During GSS

3.

Advert to employ a volunteer science technician. Student?

4.

Continue research project with cluster

Develop chn instead Ongoing

5.

Contact Stem ambassadors to arrange links to support teachers during lessons and help with an after school or lunch club. (Robot club)

6.

Great Science Share 2017

Contacted – Time issue therefore suspended

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July 2017

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Y6 to collaborate with other school and outside agency to perform at the Eithad Y6 & Y3 to host own science stalls Each class to carry out sport science investigation Dress a science hero day Invite parents to share secret science job or participate in investigation Science Busking during break

LC & KT

Ongoing

Other schools will benefit and learn from the practise at St Annes.

Leading the cluster, offering support will lead to Science becoming more valued in the wider community.

Children’s learning will be enriched through visits from adults who use science in the real world.

Local museums, zoological parks and other visit sites will provide a rich context in which children can apply their classroom based learning.

Science events calendar in shared area and photo diary of science visits.

Emails within cluster Cluster research report