1. Cannon Park Primary School PSQM Application March 2017
Cannon Park Primary is a small,
single entry level school on the
outskirts of Coventry, with a
mixed demographic of children
ageing from Reception to Year 6

2. A1 There is an effective subject leader for science
Since the start of PSQM, the nature of teaching and learning of science has changed – lessons are much more hands on, practical and contextual. Our ‘new’ science ethos is driven strongly by the Subject Leader and monitored regularly through questionnaires and book trawls
The subject leader is in regular communication with the rest of the staff, and conducts CPD frequently – sharing good practice and any new initiatives and events
A1 There is an effective subject leader for science

3. A1 There is an effective subject leader for science
Year 6
An improvement in written work, with good questioning and next step marking bringing on children’s learning
Learning is partially assessed through the newly implemented assessment sheets, which are being piloted for the first year of Cornerstones
Year 2
Planning shows deeper questioning to bring on learning and is often cross-curricular in its approach
A1 There is an effective subject leader for science

4. A2 There is a clear vision for the teaching and learning of science
The subject leader and the staff created their own set of principles of what ‘good’ science should look like for the school
Activities are very definitely ‘hands-on’
Children are motivated and having fun whilst learning
A2 There is a clear vision for the teaching and learning of science
Children are inspired!
Year 4
Science is relevant and linked to topics

5. A2 There is a clear vision for the teaching and learning of science
Year 4
Year 6
Year 5
Year 3
Children show a desire to learn through engaging enquiries.
They are questioning and encouraged to explain through improved marking
Adults are excited by teaching science as well as the children learning it!
A2 There is a clear vision for the teaching and learning of science

6. The Science Action Plan is shared with staff during CPD
The Subject Leader now writes an Action Plan for Science across the school, and monitors this carefully with the Leadership Team
In consultation with the School Leadership Team – the whole school action plan began to incorporate science, in response to science results across the school the previous year
The Headteacher’s views on how science is moving forward across the school
The new assessment format used across the school
A3 The current School Development Plan has appropriate and active targets for science

7. Getting visitors in to share their knowledge and work alongside the staff is effective in stimulating science learning and supporting staff at the same time
Year 5
Social media has become an effective tool at sharing science learning with the parents and wider community
Monitoring shows that 100% of children felt that effective questioning was helping them to learn more
Inspiring the scientists of the future – a Whole School Science Day – initiated by the Subject Leader!
Year 6 Testing water surface tension on the science day
A4 There is a shared and demonstrated understanding of the importance and value of science to children’s learning
Teaching Assistant in Year 6

8. Another exciting approach to learning the digestive system in Year 4
The Subject Leader has presented at Governors – in addition to regular communication with school staff
Another exciting approach to learning the digestive system in Year 4
Monitoring of science progress and attainment is being undertaken through the assessment sheets used in each class
Observing good practice around the school through drop-ins and looking at displays and classrooms, has given an insight in the active learning occurring and where
A5 The science subject leader knows about science teaching and learning across the school

9. Year 4 had a trip to Brandon Marsh
Year 4 investigated forces
Year 6 have been genetically modifying dogs
Reception were exploring a range of different sciences
A range of good science learning is taking place across the school – trips and learning outside the classroom, exploration and investigation, exciting events, questioning and presenting findings in a range of different appraoches
3, 2, 1, Blast Off – Rocket investigations in Year 5!
A5 The science subject leader knows about science teaching and learning across the school

10. Regular monitoring of staff ideas and requirements
Staff are given an opportunity to identify areas that they need support in, and receive CPD regularly in the form of shared good practice, ideas for evidence and links with external professionals who can support also
Sharing good ideas from other schools
Outreach
CPD is passed down through staff meetings, s and regular communication
B1 Staff continue to have opportunities for CPD within science that increases their skills, knowledge and understanding

11. B2 There is a range of teaching and learning approaches for Science
Year 1 made bird seed feeders as part of their topic on plants and animals
Year 1 and 2 used their outdoor area, to build a minibeast hotel – which linked to both science and D&T
Year 4 created a dance to show how the digestive system works
Year 4 were building sets of teeth in skulls
Year 2 planted seeds to observe how they grew
The teaching and learning of science has become very broad through a range of a different and much more exciting approaches
Year 1 explored the force of rocket mice
Year 4 tested sound through their own instruments
B2 There is a range of teaching and learning approaches for Science

12. B2 There is a range of teaching and learning approaches for Science
Year 6
Whole school science day!
Year 2
Hands on plants!
Year 1 and 2
Trip to the Botannical Gardens to look at plants and animals
Visitors come into school, as part of outreach, to share their knowledge and engage and inspire learning
Year 6
DNA extraction and
Science through mine!
Year 4
Science homework, as part of their deep sea topic
B2 There is a range of teaching and learning approaches for Science

13. Year 4 have used skulls and teeth models to learn about the different teeth and where they are in your mouth
Year 4 used balloons and tuning forks to learn about sound
Microscopes are used to look at things in better detail – both digital and traditional
Families and friends of the school supplied resources to help Year 1 and 2 build their minibeast hotels
Sometimes resources have to be brought in fresh, as Year 4 found out!
B3 There is a range of up-to-date, quality resources specifically for teaching and learning Science. ICT is used both as a tool and as a resource for teaching

14. The Subject Leader conducted an audit on the resources available to support science teaching and learning. Everything was organised according to subject and labelled clearly. This was shared across staff.
Resources, websites, and useful science links are shared with staff regularly
New equipment is ordered, as identified in advance of a new topic
During the audit, broken equipment was thrown away
B3 There is a range of up-to-date, quality resources specifically for teaching and learning Science. ICT is used both as a tool and as a resource for teaching

15. Investigations about changing state of materials took place, which involved decision making and solving problems
Hands-on, engaging scientific enquiry was evident in an exploration of water elasticity
During an egg investigation – Year 4 evaluated their findings – explaining in depth whether their result was what was expected or not, and why
C1 All pupils are actively engaged in a science enquiry; using a variety of enquiry strategies, independently making decisions, using evidence to answering their own questions, solving real problems, evaluating their work

16. Making decisions and solving problems were evident in a challenge to create a new animal, which is adapted to its environment
In year 2, children were discovering liquids and how they felt, what their properties were and how they changed. They found evidence to explain their findings and recorded what they found out
Asking and answering questions through exploring how the volume of water changed the pitch in lower KS2
Year 4 had purpose for their challenge to create a game for the British Science Museum. This used a variety of skills and enquiry strategies
C1 All pupils are actively engaged in a science enquiry; using a variety of enquiry strategies, independently making decisions, using evidence to answering their own questions, solving real problems, evaluating their work

17. The subject leader has ensured the school action plan for science puts into place a new formal assessment to address expectations and monitoring of results and progress
Following consultation with staff, through a monitoring and evaluation exercise, it was identified that we needed a formal assessment in place for science
The gap analysis for science identifies objectives in the national curriculum which won’t be taught through the Cornerstones units chosen
C2 The purpose of science assessment is well understood and shared by the members of the school community. Assessment approaches are designed to fit those purpose

18. C3 Children enjoy their science experiences in school
Pupil voice questionnaire – July 2016
Comments from the second pupil voice questionnaire in December 2016
Clearly science is being seen in a positive light and children are expressing their enjoyment of it as a subject. The impact of a more hands-on, engaging and varied teaching and learning taking place is evident
Reception class enjoying their experiences of ice
C3 Children enjoy their science experiences in school

19. Year 1 have been finding out about minibeasts, whilst linking with maths and counting in 2 legs!
Building minibeast hotels in Year 1 and 2, was cross-curricular – as it combined science (purpose) and D&T in planning, preparing and bringing to life their design
Demonstrating how the digestive system works, through the medium of dance, shows a link with two very different subjects. Year 4 pulled if off in real style and learning was very clear to see
D1 Science supports and links with other curriculum areas and contributes to maximising whole school initiatives while retaining its unique status

20. Learning about evolution in Year 6, has allowed the children to link art through fossils and ICT through the method of presenting their findings
Using art to create rockets in Year 5, as part of their space topic, was creative and exciting. There was a real purpose and the learning and results were engaging and fun
Year 3 also used art to demonstrate their learning of the skeleton. This was also linked to English through the book ‘Funny Bones’, creating a very strong link cross-curricularly
In Year 3, science has been linked to ICT, as the children learnt about and created food chains
D1 Science supports and links with other curriculum areas and contributes to maximising whole school initiatives while retaining its unique status

21. The whole school science day, lead initially by the University of Warwick’s Chemistry Department outreach department – and then followed up by staff from the department coming in to support staff and share expertise, has created strong external links to enrich science teaching and learning
The use of social media to share what science is happening across the school is helping to enrich teaching and learning in science, as parents can find out and talk to their children about their learning
Reaching out to parents and families with science expertise, through the school newsletter
D2 There are clear links to other schools and outside agencies/organisations/ communities to enrich science teaching and learning

22. Cannon Park Primary School
Thank you for taking the time to read and share with us what science teaching and learning looks like at
Cannon Park Primary School
Val Price – Science Subject Leader (March 2017)