A2

Our key principles were set during a PD session, where teachers and cover supervisors were taking part in an investigation. Considering how much they were enjoying it and what the atmosphere was like, they happily contributed!

Raising Attainment Plan

School Development Plan

A3

Increasing the engagement and independence of children in their learning in science has been a priority this year.Moving science out of PPA time and increasing confidence in assessment have also featured highly.

Science is celebrated in the school with displays of children’s work.

These displays show work on Salt and Reversible and Irreversible Changes.

D1A4 This science work

was linked to non-chronological reports in literacy.

Learning Walls

Each classroom has a learning wall. These show• some children’s work• curriculum targets for science• investigation planning• pictures • photos of children working• prompts and vocabulary• questions for children to

answer

A4

Foundation stage have a science based theme this term.

C1

During book scrutiny, we look for evidence that children are actively engaged in investigation.

This example shows that evidence was found from the work and photographs in the children’s books.

A5B2

B1

This PD day was planned to introduce planning boards to KS1 and KS2. I demonstrated how to consider variables that could be changed or left the same, using the ‘PLAN’ board above.

Professional Development

This day has resulted in an enthusiasm not seen before for wanting children to have freedom to explore and investigate their own ideas and questions.In particular KS1 – who previously told me that investigations were too difficult to mange with 5 and 6 year olds – wanted to include more investigations in their planning.

These boards are so easy to use, and the recording charts are simple for the children to understand.

Moving the coloured post-its makes it clear for the children to see the investigation process.

Following on from this day, I recently ran a staff meeting to support staff with assessment.

Teachers again carried out an investigation, using the planning boards, whilst one member of the group assessed the other using the enquiry skills grids.

Children engaged in ‘hands-on’ science

B2

B3

The KS1 and KS2 resources have been audited and combined. They are now kept in the corridor that joins KS1 and KS2, so that it is accessible to all classes. There is a selection of books as well as equipment and consumable resources such as salt, gravel etc.

The electricity resources are now in a movable unit – so all resources can be moved to the classroom. (They were previously in three large, heavy boxes)

‘It is much easier to find what you need in the shallower trays. It is easier to pack away too.’

B3

Our new school websitewww.williamreynoldsprimary.orghas a page showing websites that the children can access from home.

We hope to extend this to include examples of children’s work as well as ideas for science projects children could do at home.

C1

The children in KS1 engaging in scientific enquiry, using the planning boards

Year 1 investigationon materials

Year 2 investigating forces

C1

Examples of use AfL

AfL is often verbal, but sometimes it is recorded in science books

This activity was given at the start of the Earth, Sun and Moon unit then repeated at the end to show what children had learnt about the shape of the Earth, Sun and Moon.

C2

Summative Assessment

C2

At the back of three of the children’s books, teachers have an enquiry skills grid that is highlighted each term. When teachers feel a child has achieved a level for a specific skill, it is highlighted in either blue, orange or green according the term. Where appropriate, a tab is put into the book to identify where the work shows this level.

At the end of each unit, Rising Stars tests are used to assess how much children have understood the topic ….

and to assess some enquiry skills.

C3

Our Pupil Voice survey showed that children enjoy science and see themselves as successful. However they often found that investigations took too long to plan and for some children found listening to the teacher instead of getting on and doing was a problem.

We would like investigations that are quicker, particularly the planning part (Year 3/4)

We would like more group and independent work, giving us more doing and less listening to the teacher. Y6

We would like longer lessons which give us more time to learn. Y5 and Y6

Our favourite lessons?

• experiments/investigations, • melting choc buttons, • working in Eco Garden, • working on computers,• lessons where we do lots of

different activitiesThis showed me that we needed to think carefully about how and what we teach.

Year 1 link their science topics to Literacy and History in the Autumn and Spring Terms, shown here in an extract from their curriculum map.

D1

Visitors into school to support science

Immersive Theatre company have visited the school, bringing with them an inflatable planetarium dome.Children listened to a talk, before the lights went out, the ‘sky’ came alive and they could see planets, stars and the moon.

After school, children were able to take their parents/carers into the planetarium to show them what they had learnt. A second show was then run for the parents.

D2

“I liked being chosen – my picture was of Pluto the dog (not the planet) because Pluto is too small to be a planet now.” Thomas

“The assembly was great fun - the children are still talking about it a week later. They learnt a lot about light, as well as having fun.”Mrs Bowen

Tomorrow’s Achievers Workshops Each term the school sends

a selection of children from KS2 to science workshops.

They are held on a Saturday, in the science labs of a local secondary

school.

Year 5/6 investigated

flying machines

Year 3/4 tried to solve a

mystery – CSI style!

D2

“I loved being able to do science all day with children I wouldn’t usually work with.”

Other opportunities to enjoy science out of the classroom. Forest School

Well established with Reception classes, Forest School is now being extended across the whole primary age range. This is a Year 3 / 4 mixed class.

This Year 6 class are preparing the ground for planting in the KS2 eco-garden.

D2