Primary Science Quality Mark

Primary School

Leadership: A1 A2 A3 A5 B1

‘Pupils taking the lead –

working scientifically course’

gave me many practical

ideas to share with staff, to

make learning engaging and

accelerate progression inline

with the new curriculum.

Yr 5 book scrutiny

Learning walks, book trawl and pupil/staff

voice allow me to gather a broad picture of

science and address areas of need.

Assessment: A3 B2 C2 A5

Yr 2

Pre and post learning

tasks are used across

the school to assess

children’s initial

understanding then

gained knowledge,

and to identify

misconceptions.

Yr 5

Assessment: A3 B1 C2 A5

Marking moves

children forward in

their learning, Year 2.

Year 3

Pupil voice from, May 2014, showed

that pupils were unaware of their

strengths and weaknesses and the

next steps in their learning. After the

implementation of peer and self

assessment, and use of pupil targets,

pupil voice, Jan 1015, showed that

children could discuss their learning in

terms of scientific enquiry strengths

and weaknesses and were aware of

their targets or where to locate them.

“we need assessment to show

progress across the school including

Sc1 targets” teacher survey, May 2014

Peer assessment Yr 6

Assessment: A3 B1 C2 A5 Staff surveys showed a

need for assessment

inline with the new

curriculum.

Staff feel the 9 point

system “allows you to

track progress and see

areas for development

which informs

planning”

Planning & CPD: A1B1 B2 A3 B1C2 D1 Staff surveys, May 2014, staff wanted more

guidance with planning and felt that to

improve science there needed to be “more

explorative, investigative practical learning”

The Engaging Science Scheme was bought

and combined with 2 staff insets.

“The plans

are engaging

and practical

with many

investigation

ideas” staff

survey

Yr 5

Yr 1

“There are some

excellent lesson ideas

which can really inspire

the children” staff survey

Half term task wheels make

curriculum links with science

Planning & CPD: A1A2 A3B1B2 C2 C3 D1 Pupil voice, May 2014, children

wanted “more experiments”

Children in Yr 4 investigating

the tongue and taste buds

“I like experiments, I

understand it more”

Yr 2 investigating

waterproof materials

NQT science training at local secondary

schools, “we were showed many

interesting ideas and what makes an

outstanding science lesson”

The training was “genuinely inspirational

because of the range of creative ways

science was taught” These activities have

been fed back to the whole staff.

Staff Survey

Planning & CPD: A1 B1 B2 A3 C2 D1 Book scrutiny Jan 2014,

showed differentiation was

evident across all year groups

with a mix of learning styles

and practical tasks covered.

Staff felt the new curriculum lacked ideas for

differentiation. Lack of differentiation was

evident in book scrutinises, Nov 2014,

differentiation training given to staff Nov

2014.

Differentiated

learning Year 5 -

Blood

Cross Curricular: A2 A4 B2 C1 C3 D1 The year’s topics are organised by the Deputy Head and liaised

with the Science Coordinator so topics are cross curricular

Year 4 Rainforest topic has

Maths, Geography and

Science links.

Year 5 Fit for Life topic

links maths and Science

Year 6 Life Cycles is

linked to diary writing -

pupils write the diary of

a seed.

Cross Curricular: A2 A4 B2 C1 C3 D1

Pupil Voice May 2014, children were

asked how to improve science –

“Science homework”

Yr 3

Displays around the school show cross

curricular science learning and raise

the profile of science

Outside Learning: A2 A4 B2 B3 C1 D1 D2

Yr 1 Forest

School

“Science

is fun

when we

make

things

and learn

new

things”

Yr 2

Yr 5

“I like predictions

and then seeing if

we got it right”

Nursery “The ice is

cold and

shinny”

Science

Club

“Awesome”

Rec.

Our Learning:A2 A4 B2 B3 C1 C2 C3Yr 6 using drama to

explore pollinationYr 4 salt dough models

of the tongue and

teeth.

Yr 2 working in groups to

investigate the strength of

rope

Reception investigating

natural items

Pupil Voice Jan 2015 – “I enjoy testing my ideas”

“science has fun, interesting ,practical tasks”

“I like experiments and learning new things”

“I like finding things out with my friends”

Pupil Voice May 2014 –

pupils asked for:

“more science”

“more practical lessons”

“more experiments”

“group work”

Our Learning:A2 A4 B2 B3 C1 C2 C3

Corridor displays

share learning

with the school

Yr 5

Children work

collaboratively to

record their learning

CPD has

lead to

more pupil

lead

enquiry

“How do

wires

work?”

Yr1

“How can

we increase

the speed of

a car?” Yr 3

Staff training used

‘interest by disgust’

to engage children

in learning. Yr 4

children taking part

in a demonstration

of the digestive

system.

Events: A4 B2 B3 C1C3 D2 School Council/Pupil voice asked

for an afterschool science club.

Science Club: Flight Fantastic

Yr 1 Cadbury

visit before

they make

their own

chocolate at

school.

Pupil voice Nov 2014 –

“more science trips”

Yr6 finding out

about careers in

science, at The

Skills Show.

Science Club

investigating forces

at the ThinkTank

Events: A4 B2 B3 C1C3 D1 D2

Children receiving Science

Awards, in a special assembly,

after science week.

Science assemblies raise the profile of science and

share science learning with children and parents

Yr 4 Rainforest Assembly“we had fun when we

were teaching them” Yr 4

“really enjoyable, we

learnt a lot to do with

my topic, it was really

useful” Yr 6

Yr 4 Sound Assembly“It was good

because you

interacted with

the audience, it

taught me about

sound” yr 5

“I enjoyed

the

assembly,

learning

about what

other

classes did”

Yr 3

Events: A4 B2 B3 C1C3 D2

“All the experiments were

really cool” Yr 3

“ I learnt more about my

topic Electricity” Y4

It was really fun we learnt

new facts and were able

to present them to the

class” Yr6

Yr 1: “I liked

looking at the

combinations of

stars” Ben

“learning about

the planets”

Robert. “Going

into space and

seeing all the

planets in the

dome” Hayden

Termly science

weeks are held

with events from

external providers

as well as led by

the science

coordinator to

enrich the science

curriculum

Children

working in

chemistry labs

at a local

secondary

school

Working with Science

ambassadors at another

local Secondary School

Science community links A4 B2 C1C3 D2

Science Week;

children had their

curriculum enriched

by parent visitors who

had careers in

science. Children

formed their own

questions to lead

their learning

“realising that science

is needed for certain

jobs that I didn’t know

before” Matilda Yr 5

Yr 6: “How

science is used

in everyday

life”

Yr5“learning

about

scientists’ jobs”

Yr 4“Thinking about the

science all around us”

Yr 3 “science in the real

world”

What did you enjoy? How did these

events help your understanding?

Sharing Science with our community

A4 B2 C1C3 D2 Strong links with the

community have

been set up to

enhance the

science curriculum in

our school, parents

with science

professions and local

secondary science

schools.

Climate Change scientist & Parent

Nurse & Parent

Clinical Scientist & Parent

Sharing Science with our community A4 B2 C1C3 D2

Science is communicated

to our community via the

school website and our

weekly Clarion newsletter.

Informing about recent

events or advertising

upcoming events that they

can be involved in, this has

allowed me to make links

with parents who have

helped to enrich science

learning for our children.