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Science - Miss Reile
Science - Miss Reile
Key strengths:
Consistency in coverage through all year groups that maps and shows a clear progression of acquired knowledge. The Ofsted visit provided me with an excellent opportunity to look and review the progression map of Science throughout the school. Outcomes from Ofsted were positive about the development of Science and that there was a clear progression of skills and knowledge throughout Key Stage 2.
Introduction and Implementation of TAPS approach through CPD throughout the school.
Cross-curricular learning that engages and inspires learners adding a real-life context that links to other elements of their learning.
Inclusion in Science - effective use of Useful to Know sheets and key vocabulary.
Collaborative learning and resourcing opportunities with outside agencies such as Setpoint/STEM ambassadors.
Theme days and weeks that have raised the profile and enthusiasm for Science.
Science/History fortnight.
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.
Use of Foundation tracker to support assessment of knowledge and enquiry in Science.
Reading around Science into the Year Group Reading Spines.
Key Areas for Development:
Deepen CPD and embed 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.
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 - linked to live marking research.
Termly whole school investigation to show a clear progression of disciplinary knowledge thus supporting teachers to feel more confident with assessment in Science.
Slim down key objectives that MUST be taught.
Consistency of assesment - what does WTS, ARE, GDS look like in Science in different year groups.
Assessment Data Headlines
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 89.7%.
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 90.3%.
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 20.2%.
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 12.2%.
The percentage of Greater Depth Standard (GDS) increases each term across the school.
Areas to investigate further:
Consistency of assessment - what does WTS, ARE, GDS look like in Science in different year groups.
Slim down key objectives that MUST be taught.
Science teaches Science. Deepen understanding and embed Focus4TAPS approach whereby all of the Scientific Knowledge the children acquire should be taught through Scientific Enquiry.
Surveys Headlines
Strengths:
In the 2023 children's survey 185 (61%) rated Science as a subject that they really enjoy learning, scoring it at 4 or 5. A rolling scale was used 1 is low 5 is high.
This is almost exactly the same as last year. How can we improve this? As the Focus4TAPS approach is deepened and embedded with teaching staff will this improve?
Only 7% of children rated Science as a 1 - why?
Children in the school have a very positive opinion of Science when pupil voice was conducted specifically for Science. In their end of Year reports there were many comments about their experiences and progress they made throughout the year.
Learning Walks
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.
Useful to Know sheets used to support inclusion.
Key vocabulary displayed on Working Walls.
Areas to investigate further:
Assessment - narrating learning and finding opportunities to celebrate and share when children have achieved the learning intent.
Use of outdoor learning opportunities.
The developed of TALTs has really helped to support subject lead to visit and conduct learning walks on a more regular basis.
Evidence of these learning walks can be viewed at request
Pupil Book Study
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)
INSET 2023
Analysis of four different data collections for Science. These questions about the data will support key areas for development in Sciece 2023/2024.
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