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Hub leader training Steve Marshall – Barnet Local Authority

Hub leader training Steve Marshall – Barnet Local Authority Sarah Taylor- Association for Science Education Kathryn Thomson – Association for Science Education Jane Turner – Science Learning Centre East of England. Intended course outcome. Confident PSQM hub leaders

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Hub leader training Steve Marshall – Barnet Local Authority

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  1. Hub leader training Steve Marshall – Barnet Local Authority Sarah Taylor- Association for Science Education Kathryn Thomson – Association for Science Education Jane Turner – Science Learning Centre East of England

  2. Intended course outcome Confident PSQM hub leaders Informed and enthusiastic about: - process - criteria - training - mentoring - website

  3. Programme Session one: How the PSQM scheme works Session two: Getting to know the PSQM criteria Session three: The PSQM training for schools Session Four: Any remaining questions

  4. Session oneHow the PSQM scheme works

  5. The PSQM calendar 2010-11 7

  6. Hub leader role and responsibilities Recruit schools Inform regional SLC of participating schools and training arrangements Lead minimum of two PSQM training 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 training and Quality Assurance meetings, nominally 2 meetings per year review submissions from another hub

  7. School subject leader responsibilities Attend PSQM training sessions, nominally 2 meetings per year 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 and training 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.

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

  9. Session twoGetting to know the PSQM criteria

  10. PSQM Tasks - Proposed Principles Pupil voice Transition Staff vision Albums Learning walk Monitoring Resources Assessment/ portfolio/ APP Visits, visitors Links/ creativity/ cross curricular 12. Community 13. T/L strategies 14 Biomedical sciences/ ethics in curriculum/ argumentation 15. Display board observation capture 16. Pupil tracking 17. Principles applied to teaching and learning

  11. 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

  12. Session threeThe PSQM training for schools

  13. Supporting action planning PUSH PULL Offering guidance Making suggestions Paraphrasing Summarising Telling Giving advice Listening to understand Asking questions Reflecting Instructing Giving feedback

  14. Quality of subject leadership Developing, monitoring and evaluating Suggested task Card sort- the role of the subject leader

  15. Quality of teaching Developing, monitoring and evaluating Suggested task Using principles of teaching and learning to evaluate quality

  16. Friction video • http://www.teachers.tv/video/24819

  17. 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

  18. Quality of learning Developing, monitoring and evaluating Suggested task Pupil voice

  19. Many of the children talked about how they often feel there is not enough time for experiments • – many talking about how they feel rushed and can never get everything finished. • Flexible timetable – organise the timetable to allow teachers to tailor it to suit either a long • practical lesson (investigation/experiment) or 2 shorter theory lessons • A couple of the children in upper key stage 2, talked about how they feel the same topics are often repeated • All of the children spoke about how investigations/experiments were what they enjoyed most • and all said that they felt they didn’t get a chance to do enough. • Look at all the areas of the science curriculum to ensure coverage without repetition, as well as the IPC and explore ways of including more experiments • When the Y6 pupils were asked if they were looking forward to doing science at Stoke, they all answered • very enthusiastically yes. They were all excited that they got to do big explosions and work in science labs • Develop links with Stoke High School. Stoke High school to come in during science day. • The majority of the children enjoy science however they don’t understand how it will be used • and be beneficial to them in their future • To highlight this to all staff and explain how science needs to be placed in to a practical context so • the children understand why science is vital in everyday life and in their futures. • Have a NHS Ambassador day at the start next academic year. • Science day – to raise the profile of science • Careers day – bring in different professions which are centred on science.

  20. Quality of wider opportunities Developing, monitoring and evaluating Suggested task Visits and visitors

  21. Activities for science event Why? Who will be impacted? How will you know? What to set in place? Nature of Impact

  22. Second PSQM hub leader training session • 1. Sharing experiences: • PSQM leader role • PSQM mentor role • Using the web site • 2. Preparing schools for PSQM submission • The second training day • Comparing action planning • Reviewing evidence • Understanding impact • Finalizing submissions • 3. The PSQM review meeting • The quality assurance process • Questions? Final session: What next?

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