Action Plan for Science

Transcription

1 Action Plan for Science - Objective 1 To make more effective use of our assessment results and procedures to ensure a greater percentage of pupils will reach age expected attainment in science at the end of Key Stage 1 and Key Stage 2. Desired Outcome To ensure that children who are not making sufficient progress are quickly identified and provision made for them to reach age expected outcomes by the end of each academic year. 1. To analyse the progress made by all children at the end of each term. All children will have made 3 points or more of progress and Use of assessment grids D Clegg K S McCrossan Dec Mar July 2. To ensure staff are aware of children who are not making sufficient progress and to support them to raise these children s attainment. A greater percentage of children in each cohort will be at age expected in science. We will have successfully closed the gap where necessary in the attainment of identified children. The tracking and assessment grids will be fit for purpose. Lesson observations Work scrutiny Discussions with staff K Dec Mar July 3. To ensure all staff are making accurate use of the tracking grids to inform planning to move all children forward. Moderation Staff Meetings Staff discussions Work scrutiny K All Staff Dec Mar July

2 Action Plan for Science - Objective 2 To ensure all staff annotate science work in a way that supports assessment for learning. Desired Outcome Annotated work will clearly show how children are attaining against the assessment criteria for a lesson or activity. 1. To share effective examples of annotated science work. 2. To moderate examples of annotated assessments being made within each key stage. Science work will be annotated correctly and aid in making judgements about the standard of work produced. Teacher assessments will be consistent. The assessments made in school will be shown to be robust. Judgements made of children below, at age and beyond age expected will have been moderated. assessment portfolio and staff meeting. Through feedback from staff. assessment portfolio and staff meeting. Class teachers. November January 3. To develop an annotation portfolio to show examples of good practise. A portfolio of assessed work for science will have been produced and used by teachers to standardise their judgements. appraisal process. - spent with teachers in key stages. A selection of work from each year group of a child with scores 1, 2 and 3.

3 Action Plan for Science - Objective 3 To embed staff expertise in probing pupils understanding through the use of effective questioning. Desired Outcomes Teachers will make better use of a range of higher order questions. The children will be encouraged to have a deeper understanding of concepts. Pupils will demonstrate increased levels of resilience, confidence and independence when they tackle challenging activities. Teachers will systematically and effectively check pupils understanding throughout lessons, anticipating where they may need to intervene and do so with notable impact on the quality of learning. Key Questions - How do we ensure children are motivated and engaged by the questions adults pose? Do staff effectively plan questions which enable them to assess children s understanding of what is being taught? Do responses to questions lead to appropriate intervention? Rationale The work we have undertaken on this over the past 3 years has had a positive impact on learning and the headteacher wants this to remain a focus so as to embed questioning into teaching and learning and has chosen the science subject leader to do this. 1. To monitor planning and to share effective practise. 2. Mrs to lead a staff meeting on the use questions to probe pupils understanding. 3. To use lesson observations and drop ins to identify how teachers can improve their Effective planning will have been shared. Higher order questions will be evident in all planning. Assessment for Learning will be evident in planning. I.e. Staff will effectively plan questions which enable them to assess children s understanding of what is being taught. Staff will effectively plan questions which enable them to assess children s understanding of what is being taught. Teachers will systematically and effectively check pupils understanding throughout lessons, anticipating where Through monitoring of planning. observations. Through Appraisal Records Subject Action Plan for Science and by Half Day supply Leadership Supply Cover Karen Moody September - Then ongoing

4 Action Plan for Science - questioning skills. they may need to intervene and do so with notable impact on the quality of learning. Teachers will have a greater understanding of how to improve their practise. Children will have a deeper understanding of concepts. More lessons will contain outstanding features. Children will be motivated and engaged by the questions adults pose. MTP s will contain quality key questions. Staff will have an improved understanding of the impact effective questioning has on learning. (I.e. Teachers professional knowledge and understanding will have improved.) The children will be encouraged to have a deeper understanding of concepts. Pupils will demonstrate increased levels of resilience, confidence and independence when they tackle challenging activities. the governor responsible for Science. H.T s Report to Governors Through interviews with children. 4. To ensure the good practise developed last year is embedded into the schools approach to teaching and learning. Subject Action Plan for Science and by the governor responsible for Science. Through Appraisal Records observations. Leadership 5. To ensure teachers make better use of a range of higher order questions. Leadership Karen Moody Summer Term

5 Action Plan for Science - Objective 4 To develop the scientific literacy of children. Desired Outcomes For children to be able to engage with the language of argument by participating effectively in rational discussion. For the children to be able to learn to justify their own ideas as well as make informed and confident challenges to the ideas of others. Teacher s knowledge and understanding of scientific literacy will have improved. 1. To share the I Can Explain resources with staff. 2. For staff to trial the I Can Explain resources with groups of children. 3. To improve the teachers ability to develop scientific literacy within lessons. Staff will understand the basic principles behind the teaching materials. Teacher s knowledge and understanding of scientific literacy will have improved. Children will have developed the ability to work as an effective member of a group. (Collaboration) Children will explain and justify their ideas clearly. Children will have had opportunities to explore their wrong ideas. Teachers will have developed a range of strategies which will enable children to give rational explanations and to make cognitive gains in science through group talk activities. appraisal process. Through discussions with staff. observations and drop ins. observations and drop ins. I Can Explain Resources Science Lessons INSET Day All staff Locality Head Teachers September Autumn Term Spring Term The I Can Explain Resources are funded by the Primary Science Teaching Trust. The Southbourne Locality of Schools hope to use their INSET Day on to develop the scientific literacy of children across the locality. It is hoped that teachers from across the locality will be trained to fully understand the importance of this approach and use it to develop their understanding and expertise in the teaching of science.