Annual ConferencePSTT

8th October 2013

Anne Goldsworthywww.annegoldsworthy.co.uk

The major changesMore in Working Scientifically about different types

of enquiryLots more on naming and identifying living things -

common plants (including evergreen and deciduous trees) and animals (carnivores, herbivores and omnivores) in Y 1 & 2 especially

Seasonal changes including day length in Y1Simple digestion in Y4Evolution and Inheritance in Y6

Thoughts on Organising your Planning (1)There are now 4 units per year group in KS 1 and 5

per year group in lower and upper KS 2You do not have to stick to the content of the year

groups as laid out in the PoSIf it helps think of it in 3 stages – KS1, Lower KS2

and Upper KS2 and manipulate the units to fit in with your school

Y1 (or Y2) will need to make one unit stretch across the whole year to observe changes in nature and in temperature/day length/weather through all the seasons

If you do a topic per half term you will be without a science unit for one half term in KS 2 and for a term in KS 1.

a)Chose topic/s to make into a double full term topics in each year

b)Don’t do science in one half term or term (boo!)

Or ...

Thoughts on Organising your Planning (2)

Use the final half term to review the science learnt in the yeara) by creating a class science newspaper, video,

cartoon or poster bank

b) setting up outside science areas/walks linked to learning

c) doing local visits/links with industry/local community

d) carrying out more investigations especially those suggested by the children

e) independent study (individual or pairs) on area of choice linked to previous learning

f) teaching younger children things learnt in science

And what about assessment?Levels removed.  Schools to use their own approaches to assessment. Assessment framework should check what pupils

have learned and whether they are on track to meet expectations at the end of the key stage, and to report regularly to parents. 

DfE to provide examples of good practice

Secretary of State  NCTL 'Seizing Success' conference 13 Junehttp://www.education.gov.uk/schools/teachingandlearning/curriculum/nationalcurriculum2014/a00225864/assessing-without-levels

Consultation now taking placeLaunch Date: Wednesday 17 July 2013Closing Date: Friday 11 October 2013

Emphasis on testing, commercial providers, and baseline assessment for making judgements about schools.

And what about Ofsted?Ofsted’s inspections informed by whatever pupil

tracking data schools use. Schools will continue to benchmark their

performance through statutory end of key stage assessments, including national curriculum tests. 

Woodland trustFree trees or hedge to plant4000 packs available

http://www.woodlandtrust.org.uk/en/moretreesmoregood/free-trees/Pages/seeds-to-trees.aspx

Providing strong cross-curricular linksGrowing Music WOMAD – World of Music Arts and DanceWOMAD Foundation - Using music from around the

world to inspire learning, celebrate differences and break down barriers

www.womadfoundation.orgAnnie Menter - Annie.Menter@realworld.co.uk

Carol Sampey (college member) and the wonderful children of Shaw Primary School

Helping them learnFind ways that get them ...To talk through what they have learntTo work with others to pick out the main pointsTo chat about a way of presenting that shows their

understanding

Ways to record

Children take own photos or videos Use apps e.g. Puppet pals – easy

way to create scenes and record voices

Radio or TV interviewDo a mime Posters and Floor BooksDevise lesson for younger pupilsDevise a song

Children as Science AmbassadorsFrom Primary Science Teaching Trust http://www.pstt.org.uk/South Wales – PSTT College Linda Curwen – St Fagan’s Primary School – Y3Philippa Minto – New Inn Primary School – Y6

The year 6s were brilliant at explaining concepts to the year

2s and the year 2s soaked up the information and loved the hands

on practical activitiesPhillippa Minto

I also noticed that my children were adapting their 'pitch' slightly as the

younger children rotated around the activities and were changing their

questions to help the younger children to understand what was

happening. Linda Curwen

It worked a treat and the little ones loved it. My class really

enjoyed being the teachers too. Both age groups got a lot out of

it! Linda Curwen

Will definitely be doing it again next year.

Phillippa Minto

Singing a songAsk children to devise a song about their science to

the tune of a well known nursery rhyme or songEncourage them to add as many science words as

they canEasy ones to do are ones that repeat lines e.g.

Wheels on the bus, Hokey-Cokey, London’s Burning.In KS 1 work as a class. In KS 2 ask groups of

children to make up their own science lyrics.

Things get chillyVapour cools

Condensation happensClouds get full

Rain falls on the mountainTrickles down

Streams turn into riversTo the sea

Clouds get fullerFit to burst

Precipitation’s comingRains in spurts

The sun shines on the waterThrough the day

Water vapour risesEvaporates

Thanks to Charlotte Clarke