1. 5/8/2018

2. www.psqm.org.uk Session 2:
Planning for Action I
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3. Pupil voice What did you find out? Were there any surprises?
Have you already done something in response?
What are you planning to do in the longer term?
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4. Principles of science How did the activity go with the staff
Share your principles
How are you and your staff going to use them?
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5. PSQM progression 5/8/2018 GOLD AWARD
The subject leader ensures that excellent practice is visible, sustained and evolving across the whole school. This excellent practice has a clear impact on partners beyond the school.
SILVER AWARD
The subject leader is having an increasing impact across the school, where science has a high profile. Many excellent practices are developed and implemented. Some links with partners outside the school are being established.
BRONZE AWARD
The subject leader is beginning to have an impact beyond his/her own class and the profile of science is growing across the school. Some excellent practices are being developed and implemented.
PSQM SILVER
PSQM GOLD
PSQM Bronze
Reminder of what PSQM is all about – progression and Impact.
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6. Core Documents PSQM action plan
Principles of teaching science in your school- “We know that good when…”
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 (3 classes suggested)
Gold Award - from your school (5 classes suggested) and the wider community
7. Calendar of science events in school (assemblies, outings, science days and weeks, visits, visiting speakers, activity days)
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7. Core Documents Principles
A single page word document is sufficient, containing just the principles produced within school. Some schools compile a complementary set with pupils and include these on the same sheet. Some schools create a poster version for display.
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8. Core Documents School Development Plan (SDP)
We only require sections from this document that are relevant to Science. You can cut and paste them into a Word document. If science is not currently in the SDP then consider adding into reflection thoughts as to what you would like to be in the next SDP.
Question: how will this document help in creating your action plan?
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9. Core Documents Subject Leader Log (You)
This works well as a three or four column table in Word, containing date, task/activity and a brief (one sentence) focus on impact.
This log is about and what you do as subject leader, including leading your team if you have one.
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10. 24th October
Wrote a blog for the school website and the Clarion Newsletter to communicate with parents
Parents approached me to say they would be interested in helping out at forthcoming events
7th November
Pupil Voice, Teacher voice and from the helper regarding Science Week
Pupils stated the areas that they enjoyed and the areas that they would like to improve next time – more practical; with trips
11th November
Meeting with Middle Leaders and Senior Leadership team to discuss updates and progress in Science and next steps, including how to record in Science
Middle leaders have input into the development of science. Staff to use ICT program 2simple to record active practical learning in science,
12th November
Meeting with PSQM hub to discuss next steps and action plan.
Able to begin to write action plan
14th November
Key Stage 2 Book Scrutiny
Differentiation is an issue in Key stage 2 books staff inset to be arranged to develop this area
Planned inset on differentiation in science to share in next available staff meeting
Staff have mini inset on differentiation via task, book trawl arranged for just after Christmas to see impact of training.
18th November
Science Overview meeting with Middle leaders
Address the need for differentiation and update staff on events in science
21nd November
Key stage 1 Book Scrutiny
Improvements in practical science seen with a variety of learning styles, more differentiation is needed, SC to plan differentiation inset
5th December
Learning Walks KS1 and 2
Children’s response, enjoy learning, engaged in the practical side of the new curriculum.
9th January
Key stage 2 Book Scrutiny
Good improvements in differentiation, variety of learning styles seen, prior learning tasks used to assess pupils learning, science targets being used for pupil assessment
16th January
Key stage 2 learning walk and pupil voice
Principles seen in classrooms, science displays in corridors and classrooms with curricular links (maths. History, art and literacy) Pupils enjoying the
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11. Core Documents CPD List (All staff)
This also works well as a three or four column column table in Word, containing date, CPD event and a brief (one sentence) focus on impact.
Note CPD is more than just courses. For silver and gold this should include your colleague’s engagement with CPD.
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12. 5/8/2018 Date CPD Staff Impact May 2014 Healthy Schools
KS1 Lead teachers
Leaders better informed to deliver Healthy Schools objectives. Information delivered to KS1 teachers at the next Key Stage meeting.
Outdoor Learning
Reception teacher
Teacher expanded experience and gathering ideas of activities and resources to deliver outdoor learning in eth curriculum.
June 2014
Assessment & progression in science
Science coordinator
Subject leader improved understanding of the expectations of the new curriculum and ideas to establish the tracking of children’s scientific learning in the school.
Cooking in the Curriculum
Healthy School coordinator
Food for Life course – followed up by a staff PDM to share techniques and ideas for the delivery of cooking in the classroom. Curriculum coverage was delivered and recording books also given to class teachers.
July 2014
Staff PDM – new science curriculum
Science Coordinator
Subject leader shared changes to the new curriculum and implications for each year group. She also delivered the revised Medium Term Planning for each year group which was planned to ensure expected coverage of the new curriculum.
September 2014
Farm visits and Farmers Markets
Staff understand the practicalities of organising and running a successful Farmers Market for the school. Ideas for community links and
October 2014
Food for Life Cluster meeting
Healthy Schools coordinator and Nursery Lead Teacher
Academy staff meeting staff from local schools to compare and share ideas.
Suggestions for planning and activities taken back to staff and shared at subsequent staff PDM.
Change 4 Life
Healthy Schools Coordinator
Staff understand the practicalities of successfully integrating healthy schools objectives into our curriculum.
Subsequent liaison with catering manager also ensured that we are able to maintain a healthy school status with regard to our breakfast, lunches and tuck shop provision.
December 2014
Staff PDM:
Science, Principles and inspiration
Whole school staff (teachers and TAs) sharing ideas and goals to establish the Academy Principles of Science Teaching. Science Coordinator
January 2015
Growing Food in School
Practical workshop showing ideas and activities that will enable the successful delivery of a growing curriculum in school. This will be delivered to staff in a subsequent staff meeting.
Staff PDM
Science – Growing in the curriculum
Following the ‘Growing in School’ workshop, the subject coordinator was able to deliver a PDM sharing information and practical activities that the staff are able to use in their delivery of curriculum expectations.
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13. Core Documents Calendar of Events (The children)
This, again, works well as a three or four column column table in Word, containing date, event and a brief (one sentence) focus on impact.
This is about what the children have beyond their regular curriculum entitlement for science
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14. 23rd October
Year 5 and parents took part in a Villa Vitality Workshop
This linked to the Topic ‘Fit for Life’ and parents were able to find out about their children learning also.
6th Nov
13th Nov
20th Nov
27th Nov
4th Dec
Science Afterschool Club, lead by Science Coordinator and a Newly Qualified Teacher.
Wk1: Balloon rockets, Wk2: popping rockets. Wk3: Rocket launch, wk4: planes, Wk5: helicopters, Wk6: parachutes,
Excellent feedback and pupils asking when the next science club will start. Proposed for the summer term
13th November
Year 6 to skills show at NEC
Children can see Science links and future carers linked to Science
3rd December
Reception to West Midlands Safari Park
Children were able to learn about the world around them, linking to their current learning topic.
4th December
Science Club trip to Think tank
Children to talk part in practical learning extending eh club learning linked to forces
11th December
Villa vitality
Year 5 take part in workshops to develop their learning lined to Fit for life
28th January
Year 4T assembly – Rainforests
Assembly to teach the school about rainforests and show year 4 learning to the school and parents
4th March
Yr 2 Trip to Farm
As part of their Year 2 ‘I am alive’ topic, children visited the farm to learn more about animals and their needs.
6th March
Chicks in Reception
Chicks allowed the whole school t learn about the life cycle of a chick and children completed cross curricular learning linked to the chicks.
17th March
Birmingham Think Tank Science Museum Outreach
Yr 4 Electricity Workshop
Yr 3 Forces Workshop
Children took part in science workshops linked to their current science theme, allowing them to have a deeper understanding. Children were engaged by the resources and different approaches used to teach the themes.
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15. Core documents provide evidence for reflections
A PSQM reflection
Core documents provide evidence for reflections
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16. What is outreach? Reaching out from the school to impact on others
Activity for gold schools or reviewing logs
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18. Action planning - What are our national concerns?
Maintaining Curiosity summary
How does this mirror science in your school currently?
These may be aspects to consider as strengths or areas for development
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19. 2 Models of Action Planning
SMART targets
Specific
Measurable
Achievable
Realistic
Time related
Effective CPD model (Adey et al)
Relevant to need
Sustained
Collaborative
Embedded in culture of school
Career linked
Offer two models for giving feedback on action plans. One managerial, definitely necessary for PSQM success; one which leads to a type of reflective leadership which is necessary for silver and gold, subject leaders can’t do this on their own!
SMART targets-
A taxonomy which is often used for identifying vital elements to effective CPD that supports individual primary teachers’ needs and improves professional practice in science teaching in primary schools should be:
Highly relevant need – is the action that has been identified relevant to the needs of the whole school, teachers or teacher, children or classes?
How identifed? My self or others? Ofsted, SDP, talking to children, curriculum or teaching monitoring, new leader
What might need be?
Raising profile, keeping profile high in a new curriculum, introducing APP, strengthening TA, speaking and listening, practical work, outdoors?
Sustained – how will it become embedded?
A quick fix is rarely an effective one. It takes time to embed a new skill or piece of scientific understanding into pedagogical practice. For CPD to be effective it needs to offer teachers a framework for embedding freshly gained enthusiasm, confidence, new ideas, skills and understanding into their own long-term classroom practice. It is a truism amongst CPD providers, but a useful one, that simply passing on a trick to do in class tomorrow is not the mark of good CPD.
These may include implementing new teaching and learning strategies, acquiring and using resources, reading deeper into the subject, or instituting organizational change. This action plan has several functions.
Collaborative
Does it include others?
Embedded in the culture of the school- is it supported by the school? Does the school viewing its teachers as learners and support experimentation and change
It is very difficult for a primary teacher to initiate change in his or her professional practice if it is not supported by the school. Stenhouse (1975) defined three critical characteristics of what he called the ‘extended professionalism’ which is essential for curriculum research and teacher development:
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 .    
Career path appropriate – what professional benefit for them as well as colleagues and children?
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20. Completing an Action Plan
Your action plan needs to be clear and concise, but also pinpointing where the evidence can be found. It’s like a lesson plan.. You need to know what you want at the end to be different and then look for ways to show this. Don’t just do an activity because it fills the space. Think carefully about how it will make a difference.
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21. Examples of Action Planning
Silver Award criterion A4
Action Plan
Impact on teaching and learning
Evidence
There is a shared and demonstrated understanding of the importance and value of science to children’s learning.
There is a shared understanding of the importance of science, clearly evidenced throughout the school, including the grounds. shared.
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22. Silver Award Criterion C4
Actions
Impact on teaching and learning
Evidence
There is a shared and demonstrated understanding of the importance and value of science to children’s learning.
Continue working walls in Phiz lab and regularly update Newsflash board.
Plan a whole school science day and a whole school learning project, to raise profile and related to Real world. Eclipse March Bloodhound land speed record.
Develop forest school site for science teaching in KS2 incorporating its use into Science MTPs for at least four KS2 science topics.
Ensure there are at least 2 science assemblies a year.
Make science a lead topic in thematic curriculum at least once a year.
Update website half termly in year group area for science.
Have a science section in weekly newsletter home.
Award ‘Scientist of the Week’ in achievements assembly.
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23. Actions Chn use these to support their learning.
Silver Award Criterion C4
Actions
Impact on teaching and learning
Evidence
There is a shared and demonstrated understanding of the importance and value of science to children’s learning.
Continue science working walls in classrooms and regularly update science Newsflash board in corridor.
Plan a whole school science day and a whole school learning project, to raise profile and related to Real world. Eclipse March Bloodhound land speed record.
Develop forest school site for science teaching in KS2 incorporating its use into Science MTPs for at least four KS2 science topics.
Ensure there are at least 2 science assemblies a year.
Make science a lead topic in thematic curriculum at least once a year.
Update website half termly in year group area for science.
Have a science section in weekly newsletter home.
Award ‘Scientist of the Week’ in achievements assembly.
Chn use these to support their learning.
Raise profile of science and demonstrate its relevance to real life.
Outdoor science to increase in importance in KS2.
Raise profile of science
Greater U/S, subject links, enthusiasm.
 Activities to do at home
‘Snippet of Science’ for parents
Achievement book, newsletter.
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24. Actions Chn use these to support their learning.
Silver Award Criterion C4
Actions
Impact on teaching and learning
Evidence
There is a shared and demonstrated understanding of the importance and value of science to children’s learning.
Continue science working walls in classrooms and regularly update science Newsflash board in corridor.
Plan a whole school science day and a whole school learning project, to raise profile and related to Real world. Eclipse March Bloodhound land speed record.
Develop forest school site for science teaching in KS2 incorporating its use into Science MTPs for at least four KS2 science topics.
Ensure there are at least 2 science assemblies a year.
Make science a lead topic in thematic curriculum at least once a year.
Update website half termly in year group area for science.
Have a science section in weekly newsletter home.
Award ‘Scientist of the Week’ in achievements assembly.
Chn use these to support their learning.
Raise profile of science and demonstrate its relevance to real life.
Outdoor science to increase in importance in KS2.
Raise profile of science
Greater U/S, subject links, enthusiasm.
 Activities to do at home
‘Snippet of Science’ for parents
Achievement book, newsletter.
Photos.
Plan/photos/pupil comments from Eclipse Day and day next year
Planning, photos, books etc.
RM/JD assembly planning/photos
Evidence in workbooks, planning.
Website screen captures
Copies of newsletter Planning, work
Achievement book,
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25. Starting your action plan
Use the action plan support and action plan suggestions documents
There is a silver example on the website in the school’s section
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26. Managing Time
Only one additional action per week to that the school sets and ideally not during a heavy school week - you can’t write reports and do a work trawl in the same week!
Don’t move the event forwards in time – all actions will be at the end of term or in the holidays!
Always book a staff meeting slot (even if not a whole session) immediately after any monitoring to share generic feedback and next steps.
Remember that all meetings and events take time to prepare…plan this into the calendar too e.g. a science week needs outline planning a year in advance, more detailed at least a term before and checking over with a staff meeting 2 weeks in advance – as a basic guide.
When holding a staff meeting provide notes for information and use the face to face time for activities and discussion.
Built in time to relax and to think…you are allowed time off!
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27. Gap Tasks Complete your action plan before the next session.
Map out your time so you can manage it all.
Get going with your actions.
Continue to update your ‘Logs’.
PRIMARY SCIENCE
QUALITY MARK
PRIMARY SCIENCE
QUALITY MARK®
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28. 5/8/2018