Stanley Park Junior School PSQM application June 2015
Science principles a1 a2 a3 a4 Science teaching is good at our school when... activities and resources are exciting children are inspired and enthused children ask questions and are encouraged to explore the answers Staff were asked what made science teaching good – this is what we came up with
Planning a1 a2 a4 c1 Kent Scheme of Work for Primary Sci Example of year 4 planning Extract from the Kent Year 4- Electricity Learning Objectives Starter Introduction Vocabulary scheme purchased to Sound Chdn to respond to L.O: To be able to What is the pitch of a sound? Reference to the Programme of Study 2014 Vibration marking from last lesson. support the new curriculum. Pupils should be taught to: find patterns Air Explore – How do we change the pitch of a sound? Medium Identify common appliances that run on electricity between the pitch of Re-cap on how sounds In this session the children should learn that as well as loudness we Construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches Sound wave are made louder? Relate can change the pitch of a sound. Some might make the relationship a sound and Identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a comple Compression to energy and size of between the speeds of the vibrations and the pitch produced. Recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple serie Energy features of the vibrations. Recognise some common conductors and insulators, and associate metals with being good conductors . Pitch Use some ‘Boomwackers’ to demonstrate pitch. Different children object that frequency could each have a Boomwacker which they hit against the table. The produced it. The learning journey – ‘Electricity’ class must try to place them in the correct order from lowest to highest sound. Encourage the use of comparative and superlative To be able to use a Year group Statutory Requirements from the Programme of Study words. scientific enquiry to Identify common appliances that run on electricity 4 Construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, b answer a question. Identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is par battery Recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in Recognise some common conductors and insulators, and associate metals with being good conductors . Associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in 6 Compare and give reasons for variations in how components function, including the brightness of bulbs, the on/off position of switches Use recognised symbols when representing a simple circuit in a diagram . Example of long term plans from year 5 Year 5 Long Term Plan 2014-15 Example slides from cpd led National Curriculum objectives for literacy and maths are being followed throughout the year. by coordinator on planning Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Class Novel James & Giant James & Giant The Switch The Switch Holes Holes Year 4 Peach Peach (one a term) Science Earth and Space Forces Living things and Animals, Properties and Medium term plan their habitats including humans their materials Learning journey from year 4
Cross curricular science a4 c1 c3 d1 Reading AF New dataloggers have been 2 LO: To research Ask the children to think about how they Ch’n working in mixed Watch videos of how the Video clips used to provide graphs for Speaking & how we hear can hear. tablepairs ear works. Research analysing Listening: Watch video of the inside of the ear and Look at the in maths L.O: To identify key look at the diagram to identify the main information about the APP focus: information in a parts of the ear. ear and highlight key text Use the Manchester University website to information. Reading AF look at the function of each part 3 L.O: To produce a Re-cap on the main parts of the ear and how Using a diagram of the LA: Give a series of Diagram of the Speaking & text map of how we we hear. ear, children to label pictures to order. ear Listening: hear each section and create a flow chart of APP focus: AF7 how the ear works. Reading AF: 4 LO: plan an Look at the planning sheet together boxing Children to plan their GG – CT to work Talk to write, Planning sheet Speaking & explanation about it up), model the first section. Refer back own explanation based with LA to create children to share Listening: how we hear to vocab in the week to ensure all is on How we hear their plan their explanation covered. As a class, generate a success with a partner – APP focus: AF3 Success criteria criteria. talking through the Class generated stages. Reading AF: 5 LO: Write an Re read their plan, give ch’n time to re tell Children to write their Writing Assessment Self assessment Planning sheets – Science is used as a stimulus for To write a diary of R – Who was Charles Darwin? What did he Task: writing in literacy – examples given Charles Darwin. do? Tell your partner something you found Children to dramatize Darwin’s arrival in the Diary writing planning sheet. out about Darwin in your research. Galapagos Islands in groups of 3 or 4. are diary writing as Darwin (Y6) and Groups to write a rough monologue / IWB. What is the structure of a diary? Review commentary on how Darwin felt getting off an explanation text on how the ear works the correct structure and how the the ship after weeks at sea. How he felt Darwin props? (Y4). introduction previews what is coming up. seeing new species. Observations he might have made about his Other examples include DT/Music where pupils T – Darwin arrived in the Galapagos and surroundings. kept a journal of his findings and feelings. designed and played instruments made following He was amazed and often disgusted by Children to have planning sheet to fill in. investigations in science on pitch. what he found. Draw stick men pictures
Creative teaching a1 a3 a4 a5 b2 b3 c1 c3 Examples of differentiation From years 3 and 5. Teaching at SPJS is creative and designed to enable all learners to achieve
Child led learning a3 a4 b2 c1 c3 Children are encouraged to ask questions and consider how to find the answers. From year 3 they are challenged to ask scientific questions. The boards show brainstorms about topics and questions the children wish to find the answer to. Year 3 child encouraged to ask a scientific question Eg of a brainstorm showing the pupil’s known facts in blue and questions in red
Pupils’ voice a1 a2 a3 a4 a5 b2 c1 c3 …the experiments we have done I like doing fun I like the fact it is trial were really fun and interesting. I don’t like science – I LOVE it! experiments and learning and error so you never Year 4 pupil interesting facts know what you may Year 4 pupil find out. Year 6 pupil Everything about science is exciting I like all of it I would like to say that and fun I like getting to do science the way the Year 5 pupil Year 4 pupil experiments teachers teach it now makes it easier to and finding results understand Year 6 pupil Science is basically Year 6 pupil AWESOME! My favourite part Because discover EPIC facts Y4 pupil of science this I like how it teaches me We don’t do enough of year has been about a whole range of bits it – we need to do more! learning about about the world around us states of matter and showing me about Y4 pupil I really, really enjoy because we got nature and what I could do science - actually I to try out to make an impact on the enjoy experiments Children were also asked experiments world. not writing down about science teaching – using honey and Year 6 pupil conclusions or lots of other all enjoyed science – estimates. foods and Y4 pupil here are a selection of objects. Year 4 pupil their comments
Parents’ voice a1a4 c1 c3 What I think the school does What I think the school does Thanks for a lovely really well … The science really well … Learning evening. Lots of science evenings have been very opportunities like the science facts to feed young (and informative. family evening old) brains. Well done. Parent Parent Just one of the many positive comments from Parents after the science evening . Good way to learn The Sex Education Parents What I think the school does Y 4 Parent meeting gave me the really well … I was very information and reassurance I impressed with the science work needed. I realise that it is the done in SPJS right time for my daughter to Parent So well organised learn about her changing body. And so much fun Y5 Parent What I think the school does What I think the school does really well … The family fun really well … Science topics that What I think the school evening – science and sport were create interest. does really well … The brilliant Parent children leaving have Parent got excellent all round knowledge. I was impressed with the Parents were surveyed about their science the children views about the school. learn. There were many positive comments Parent about science teaching being one of our strengths
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