Southwark Tracking and Assessment Record STAR Science Part II

1. Southwark Tracking and Assessment Record STAR Science Part II

2. Outline of the session

3. Assessment should: ultimately improve pupils’ learning be aligned with the full range of learning objectives of the whole school curriculum be an integral part of teaching that enables pupils to understand the purpose of their activities and to improve the quality of their work combine qualitative and quantitative data of different kinds, from a variety of individual and group learning activities including pupils’ self-assessment, to inform decisions about pupils’ learning and achievements be understood as providing data about pupils’ learning outcomes in the form of approximations and samples, subject to unavoidable variations. Assessment should: •promote the active engagement of pupils in their learning and its assessment, enabling and motivating them to show what they know and can do •include explicit processes to ensure that information is valid, reflecting all important learning goals, and is as reliable as necessary for its purpose •meet standards that reflect a broad consensus on quality at all levels from classroom practice to national policy •be realistic and manageable for pupils and teachers, with transparent time demands and requiring no more collection of pupils’ work than is a normal part of teaching and learning.

4. The development process – Science • Effective science teaching and learning • science content/ cross curricular links e.g PSHE • curriculum content • policy • research • assessment • misconceptions/ subject specific vocab Subject knowledge Relationships Pedagogy • scientific enquiry • AFL • questioning • higher order thinking • models of learning science • resources • respect • trust • challenge • boundaries/rules

5. KS2 Misconceptions Year 3 to year 6

6. KS2 Misconceptions – understanding

7. Children’s understanding of light sources

12. Moderation On your table look at the work that you have brought along and review the following: Year group Unit of work Evidence – are there misconceptions? Areas for development for the child? What are the opportunities linked to working scientifically? Where would you like to see stronger evidence?

13. How have you developed this in your school? .

15. Reporting Year group % achieving emerging, developing secure by the end of the unit

16. Implications Back in School Need to: Ensure staff are confident in planning and teaching using the new curriculum. Work on secure subject knowledge Look at provision and opportunities for extended science subject knowledge, both within science and across the curriculum (PSHE, Geog, D+T). Develop robust and frequent standardisation and moderation protocols both within school and across other local schools. Develop understanding of mastery – depth rather than breadth for most able, but identifying when it is the right time to move children on. Monitor the progress of pupils within the three subject chemistry, biology and physics.

17. Key Messages Need for application across the wider curriculum PSHE, Mathematics. •the knowledge should be taught through working scientifically •This is an assessment method that acknowledges depth as well as breadth – identifying how to deepen understanding •Identifying implications for teachers’ subject knowledge and teaching of vocabulary.

18. References Harlen, W. (2008) Science as a key component of the primary curriculum: a rationale with policy implications. Perspectives on Education 1 (Primary Science), 2008 4-18. Available at: www.wellcome.ac.uk/perspectives. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/515329/STA-Ex2016-KS2-Science-ES.pdf https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/515334/STA-Ex2016-KS1-Science-ES.pdf