Session 3: Action and Reflection

Core Documents 1.PSQM action plan 2.Principles of teaching science in your school- “We know that good when…” 2.Log of science subject leader 4.List of CPD activities of subject leader & other members of staff and their impact 5.School Development Plan: sections that have relevance to science 6.Portfolio to illustrate science in your school to support reflections of impact: Bronze Award-from your own class Silver Award-from several other classes Gold Award- from your school and the wider community 7.Calendar of science events in school (assemblies, outings, science days and weeks, visits, visiting speakers, activity days)

Writing Reflections ‘Given the nature of teaching, professional development and learning should never stop. Indeed, the process of reflection feeds a constructive spiral of professional development and competence. This should be both personally fulfilling for teachers and, but also lead to a steady increase in the quality of the education which is offered to children.’ (Pollard 1997)

Writing Reflections PSQM is characterised by its developmental and formative approach. Submission should not be a summative description of actions ticked off, but a truly evaluative statement of impact of actions on quality of science across the school. This requires a significant level of professional reflection by the subject leader.

Writing Reflections Stenhouse (1975) defined three critical characteristics of what he called the ‘extended professionalism’ the commitment to systematic questioning of one’s own teaching as a basis for development the commitment and skills to study one’s own teaching the concern to question and to test theory in practice.

Writing Reflections Descriptive Reflective Describes what happened, supported by evidence. No analysis of impact against action plan aims. Describes what happened and why, supported by evidence which has been carefully selected and annotated. Beginning to analyse impact that actions have had on colleagues and children, with some reference to aims. Some reference to future. Uses evidence to analyse impact of actions on colleagues, children and self, with clear reference to original aims. Some self – questioning evident. Next steps identified. Uses evidence to analyse impact against aims and also unexpected outcomes at institutional and personal level. Relates evaluation to broader issues and also challenges own assumptions. Next steps clearly outlined. What did we do? What impact? What next?

Start reflections and gathering evidence together Don’t hit the submit button until you have checked with your hubleader! Gap Tasks PRIMARY SCIENCE QUALITY MARK ® PRIMARY SCIENCE QUALITY MARK ®

During the last session… There will be 30 min one-to-one sessions with each school scheduled throughout the day so you can share your individual issues and get feedback. If you are going for Gold – then make contact now and invite your PSQM colleagues to a workshop and ask me to come and support!