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Primary Science Quality Mark

Primary Science Quality Mark. Funded by the Wellcome Trust. The PSQM calendar 2011-12. Management and communication. Steering group. PSQM management ASE/SLC/LA. QUALITY ASSURANCE. OPERATIONAL. 9 Regional SLCs. Hub leader appointment and training. Monitoring of PSQM courses.

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Primary Science Quality Mark

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  1. Primary Science Quality Mark Funded by the Wellcome Trust

  2. The PSQM calendar 2011-12

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

  4. School subject leader responsibilities • 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.

  5. 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

  6. The PSQM criteria

  7. PSQMSILVER PSQM GOLD PSQM Bronze The award levels

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

  9. PSQM Core documents 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

  10. Using the PSQM web site www.psqm.org.uk

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

  12. Developing principles of science teaching

  13. 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

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

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

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