Leading Subjects Global Impact
Science
Science - Miss Reile
This year, Little Green Junior School has been trialling the TAPS approach in Year 5. The Teacher Assessment in Primary Science (TAPS) project is based at Bath Spa University and funded by the Primary Science Teaching Trust (PSTT). TAPS aims to develop support for a valid, reliable and manageable system of primary school Science assessment which will have a positive impact on children’s learning. The Year 5 Lead and Science Lead undertook an 18 months research project with TAPS to ensure a clear understanding of this approach and has implemented and embedded this way of assessing Science across this Year Group. The focus for the next academic year is to filter this approach across all of Key Stage 2 ensuring a more skills based approach that develops disciplinary knowledge that naturally builds on substantive knowledge that creates ambitious, enquiring and challenged Scientists.
Key strengths:
Consistency in coverage through all year groups that maps and shows a clear progression of acquired knowledge.
Implementation of TAPS approach in Year 5.
Cross-curricular learning that engages and inspires learners adding a real-life context that links to other elements of their learning.
Support provided to teachers through open communication and transparency with planning.
Collaborative learning and resourcing opportunities with outside agencies such as Setpoint/STEM and Leavesden Country Park.
Theme days and weeks that have raised the profile and enthusiasm for Science.
Opportunities for children to develop their passion for the environment by independently creating school-wide opportunities to raise awareness such as Queen Bee Day, Upcycling competition, Nature photography competition.
Science Week.
Loan on microscopes from The Royal Microscopic Society.
Links with a local Secondary School to give a taster lesson using Science laboratories and Scientific equipment such as a Bunsen burner.
Children enjoy Science lessons and find them engaging and challenging.
Key Areas for Development:
Implementation of TAPS/Skills based curriculum progression across Key Stage 2.
Develop structure of lessons to ensure that disciplinary skills and knowledge are taught explicitly within each topic in Science.
Addition of reading around Science into the Year Group Reading Spines.
Vocabulary - ensuring we use subject specific vocabulary consistently when teaching.
Assessment - narrating learning and finding opportunities to celebrate and share when children have achieved the learning intent.
Termly whole school investigation to show a clear progression of disciplinary knowledge thus supporting teachers to feel more confident with assessment in Science.
Assessment Data Headlines
(DATA ASKS QUESTIONS!)
Strengths:
Across the school the average percentage of children who have been assessed as working at Age Related Expectation (ARE) within the Scientific Knowledge element of this subject over three terms is is 73.2%.
In Lower Key Stage 2 average percentage of children who have been assessed as working at Age Related Expectation (ARE) within the Scientific Knowledge element of this subject over three terms is is 79.3%.
In Upper Key Stage 2 average percentage of children who have been assessed as working at Greater Depth Standard (GDS) within the Scientific Knowledge element of this subject over three terms is is 18.8%.
Across the school the average percentage of children who have been assessed as working at Working Towards Standard (WTS) within the Scientific Knowledge element of this subject over three terms is is 13. 2%.
The percentage of Greater Depth Standard (GDS) increases each term across the school.
Areas to investigate further:
How are we assessing Science Enquiry?
Data suggests that the percentage of children working at Greater Depth Standard (GDS) within Scientific Knowledge across three terms is greater in Upper Key Stage 2 than Lower Key Stage 2.
Science teaches Science. All of the Scientific Knowledge the children acquire should be taught through Scientific Enquiry.
Surveys Headlines
(Students/Staff)
Strengths:
In the 2022 children's survey 186 children rated Science as a subject that they really enjoy learning. A rolling scale was used 1 is low 5 is high.
Science (Dark Green)
Children in Year 5 have a very positive opinion of Science. In their end of Year reports there were many comments about their experiences and progress they made throughout the year.
Learning Walks
(At least one per year)
Strengths:
Clear on Intent - children are clear on what they are learning
Modelling - clear teaching of the skills
Good, appropriate level of challenge - for the Greater Depth children
Positive culture - promoted by Science Lead to embrace all learning opportunities in and out of the classroom.
Areas to investigate further:
Vocabulary - ensuring we use subject specific vocabulary consistently when teaching.
Assessment - narrating learning and finding opportunities to celebrate and share when children have achieved the learning intent.
Use of outdoor learning opportunities.
Subject Leader to complete Science learning walks in Autumn 2022.
The focus will be on progression throughout the year groups and assessment.
Pupil Book Study
(WITH the pupils using considered questioning)
Strengths
"Science has been two of the most interesting subjects during year 5, as we have completed many fascinating lessons. One of my favourite science lessons was melting down three different types of chocolate to see which one would melt the fastest." (Year 5 child)
"My favourite lesson this year has been science because I love doing experiments. My favourite parts of science we have done are the chemical reaction lesson (I loved watching the volcano erupt)." (Year 3)
"My favourite learning this year was the science work we have been doing. I really enjoyed the balloon rockets." (Year 5)
"One of my best memories was the egg experiment where we put egg shells into different liquids and watched what happened. Although it was quite disgusting at the end it was still fascinating to see what happened." (Year 4)
Areas to investigate further:
Ofsted Research Review
The performance of pupils who study science in England is significantly above the average performance of pupils in other countries. Over the past 10 years, there has been an increase in the number of pupils wanting to study science beyond age 16. However, there is emerging evidence from the Trends in International Mathematics and Science Study (TIMSS), key stage 2 national sample tests and Ofsted’s own research into curriculum that suggests the picture is not an improving one for all pupils and may be deteriorating. This makes the findings of this review particularly significant, not only because it identifies features associated with high-quality science education but because it also shines a light on some of the barriers that prevent their implementation.