Primary Science Quality Mark Second annual hub leader conference September 17 th , 2013 National Science Learning Centre

1. Primary Science Quality Mark Second annual hub leader conference September 17th, 2013 National Science Learning Centre, York

2. 10.30 Update from PSQM team New organisational structure and funding New and revamped partnerships Revised and new materials for training and support Web site changes 11.30 The new POS for Science: What has shaped it? What opportunities and pitfalls does it present? Stuart Naylor Millgate House Education 12.30Lunch 13.30 Workshop: The stress free way to a great PSQM submission Bryony Turford: Leeds PSQM hub leader 14.30 Refreshment break 14.45 What does it mean to be a Primary Science Specialist? Initial outcomes from the Wellcome Trust Primary Science Specialist Programme Louise Stubberfield: The Wellcome Trust 15.30Q and A and evaluations 16.00 Close

3. Things to remember (Jane) • Complete your hand out at the end of each session and hand to Sarah at afternoon tea break for copying

4. New organisational structure and funding • Since April 2013 PSQM is a project within the UH School of Education with additional funding from Primary Science Teaching Trust • Governance (exec and advisory ) • Staffing • Finance – revised fees and payments £650/£300 • Formalising of T and C for schools and hub leaders • MOUs with ASE, SLC and Wellcome

5. PSQM: KEY STRATEGIC OBJECTIVES APRIL 2013-18 1. To increase recruitment to PSQM to 1200 UK schools per year by 2016 and maintain at this level which will ensure financial sustainability. 2. To ensure that a PSQM award continues to be accreditation for high quality science provision in primary schools. 3. To increase capacity of partner organisations to support primary science. 4. To research, analyse and disseminate findings of PSQM programme.

6. ASE membership offer PSQM Primary school on-line membership : • Primary Science – 5 issues p.a. of our acclaimed journal • Education in Science – 4 issues p.a. of ASE’s topical house magazine • Access to the special primary area on the ASE website – www.ase.org.uk – (currently under enhancement) • A ‘golden ticket’ for free one day entry to ASE annual national conference for all PSQM school staff members • Advice and guidance on curriculum and safety matters • Access to regional and national CPD • Accreditation – the route to Chartered Science Teacher recognition (CSciTeach) or Registered Scientist (RSci) • Opportunities to network with other schools and science professionals • Discounts on ASE books and resources • Free access to the twice-a-year research journal for early years – Journal of Emergent Science Available to PSQM schools for the special price of £15 + VAT on top of the PSQM fee instead of the stand-alone price of £77 + VAT

7. Primary Science Teaching Trust • PSQM is a PSTT hub • All bids to PSTT that include PSQM need to be referred to PSQM before submitting • Support to enable PSTT college members to become hub leaders • Exemplar website

8. Research • Wellcome published scoping report June 13 • TAPS Bath Spa -Sarah Earle • UH case studies • Round 4 data sort • Research strategy

9. Recruitment • Targeted flyers • for Teaching Schools • Alliances • becoming a hub leader • New SLPs • New poster • Your ideas

10. Award events

11. CSciTeach

12. website See handout ‘new website Round 7 Onwards’ deletion of delete button where not needed once assigned all aspects ready remove mass notifications no documents other than Core one portfolio slot for all levels Section E questions to answer as guidance of content, now needed When assigning levels use Bronze Award, Silver Award, Gold Award NB school systems can limit time on site, and size of upload

13. E: Science at your schoolPlease answer the following questions about your school: • What is your DfE number? (check with the school office) • 2) Please describe as best you can your school type (Primary, JMI, Inf, Special, Academy, etc) • 3) How many classes per year group? • 4) How many cohorts/Year groups? • 5) Do you have a nursery attached? • 6) Do you have a children's centre attached? • 7) How would you describe the catchment/intake of children into your school? • 8) Have there been any particular developments/circumstances in the last three years that you feel you would like to alert the reviewer to? • 9) Looking back through this PSQM year, are there any specific science highlights you would look to headline? • 10) What do you feel the school's and your involvement in PSQM this year has done for science at your school?

14. documents 2.9 Activity 5 Focused action planning - the tube activity new material 2.9i Is it outreach? new material Coming soon Round 5 Portfolio examples ‘Outreach examples’ – Impact beyond the school gate Moving forward from Bronze to Silver and also From Silver to Gold Core Document guidance/ advice

16. Impact beyond the school gate!

20. Core Documents Only

21. Advice

30. A2 Principles of science teaching C3 B3 The feedback showed us that children loved Science when it was in the lab. Interestingly this didn’t feature on any teacher comments. After a discussion with the teachers it was found that the poor acoustics and poor organisation of resources in the lab were what was putting teachers off using it. This led to the science lab being cleared out and re-stocked with all cupboards labelled clearly. Sound proofing has been ordered and will be installed during the summer holidays. The improved layout of the lab has led to it being used more frequently than in the previous year.

31. B2 Whole school events and parental engagement Playtime science C3 The school council conducted a survey to find out how the school could make better use of its outside space. A science area was introduced which was managed by Year 6 science champions. Further feedback highlighted the need for more challenging activities for Year 5/6, this will be a focus next year.

35. Reflection on the impact Through staff meetings and the provision of resources I have encouraged teachers to use pre-topic assessment strategies to determine what children already know and what they want to know (see slides 7 and 10). I have delivered staff meetings which have focused on planning and differentiation. I have suggested the use of ‘will, try, aspire’ success criteria that allows all children to ‘try’ and ‘aspire’ to meet the challenges that may previously been reserved for the most able children (see slide 5) . I have encouraged staff to offer extension and open-ended work for more able children by limiting the support they receive or focusing on their higher order thinking skills (see slide 6). I have recommended science homework that extends and consolidates children’s learning (see slides 16, 18 and 19) and all children have been encouraged to take part of science initiatives at school. For instance, all children took part in the school-wide Science and Technology Week (see slide 11) and all children were invited to spend some time after school with one parent who had brought in a telescope for the children to use (see slide 12). The impact can be seen in book monitoring  where children are encouraged to ask their own questions and post-topic assessments allow children to reflect on their learning. Differentiated success criteria creates an environment where all children are encouraged to aim higher and challenges for more able pupils are being planned into lessons which aims to develop the children’s independence. Science homework is set which is fun and engaging. Children’s engagement in and enjoyment of school-based science initiatives, such as Science and Technology Week where children were exposed to real-life science issues, can be seen through their responses to a pupil voice in May 2013 (see slide 13). Next steps: I will continue to find ways to deliver school-based initiatives. For instance, next year there will be another Science and Technology Week and a lunchtime science club will be started. I will also make more home-school connections through parents who work in areas of science. Document References