PRIMARY SCIENCE Education Consultancy Primary Science Quality Mark Funded by the Wellcome Trust

The Primary Science Quality Mark Calendar- schools Sept 2011 By end of Oct 2011 By end of Dec 2011 April 2012June 2012May 2013 Initial PD session Audit of current practice against PSQM criteria, decide on level Complete action plan. Upload to PSQM web site Implement action plan. Evidence collection ongoing Second PD session for schools Submit reflections with supporting evidence evidence Award ceremony Mentoring The PSQM calendar

Management and communication Steering group PSQM management ASE/SLC/LA PSQM hubs Max 10 schools per hub Each pay £500 for registration, two days training, mentoring, web site access and award. Hub leader appointment and training 9 Regional SLCs Monitoring of PSQM courses OPERATIONALQUALITY ASSURANCE Wellcome Trust funding School registration fee In kind support Small schools programme Monitoring of Mentoring Accreditation and awarding process Regular external evaluation

Attend PSQM professional development sessions Carry out an initial audit, action plan, and collection of evidence Take responsibility for uploading evidence for submission that meets the criteria Act on identified points for development following feedback Inform the Hub Leader/Mentor and/or PSQM™ team of any change in circumstances that is relevant to their progress and their award. School subject leader responsibilities

Hub leader role and responsibilities Recruit schools Inform regional SLC of participating schools and development arrangements Lead minimum of two PSQM professional development sessions per hub per year Inform the PSQM management team of any change in circumstances that will affect them working as a hub leader Submit tracking document which will trigger payments Monitor and /or carry out mentoring of subject leaders – communicate with the Science Subject Leader via the online message facility and encourage them during the process; – give feedback on the Subject leader’s action plan – monitor the Science Subject Leader’s progress against their action plan and provide constructive feedback; – communicate regularly with the Hub Leader and/or PSQM™ centre co-ordinator; – inform the Hub Leader and/or PSQM™ centre co-ordinator of any relevant issues and difficulties experienced by the Science Subject Leader that they are unable to resolve themselves; – attend and participate in regular professional development and Quality Assurance meetings, nominally 2 meetings per year – review submissions from another hub

The PSQM criteria Criteria Key Ques tions Pre- award Bronze level Silver level Gold level Questions Subject management A1 A2 A3 A4 A5 Teachers & teaching B1 B2 B3 Pupils & learning C1 C2 C3 Broader opportunities D1 D2

PSQM SILVER PSQM Bronze PSQM GOLD 7 The award levels

Gathering evidence for the criteria How and where would you find evidence of impact towards these criteria?

1. PSQM action plan 2. Principles of teaching science in your school- “We know that good science occurs in our school when…” 3. CV of science coordinator 4. List of CPD activities of science coordinator and other members of staff also 5. School Development Plan: sections that have relevance to science 6. Sample portfolio of annotated medium and short term planning including children’s work Bronze Award- from science subject leader’s class Silver Award- from 3 classes taken from across the school Gold Award – from 5 classes taken from across school 7. Calendar of science events in school (assemblies, outings, science days and weeks, visits, visiting speakers, activity days) 8. Record of events that reach outside the school – Compulsory in Gold only 9. ASE membership PSQM Core documents

Using the PSQM web site

Principles Pupil voice Transition Albums Learning walk Monitoring Resources Visits, visitors Links/ creativity/ cross curricular Community T/L strategies Display board observation capture PSQM Tasks

Developing principles of science teaching

We know good science teaching and learning happens when.... When children can discover for themselves through trial and error (risk taking, designing own investigations, answering own questions, solving own problems) When children use scientific vocabulary When teachers are confident about what they are teaching When children talk, ask questions share ideas, explain When children are inspired to do and know more, transfer knowledge When children work in groups When children are working practically When children are engaged, excited, involved When there is sufficient time. When children don’t want to stop When teachers use analogies, make models When children can remember

Pupil voice How can you find out what your pupils think about science? How do you respond?

The role of the subject leader Rank the cards in diamond formation according to which have the most impact on children’s learning.