Annual Conference
PSTT
8th October 2013
Anne Goldsworthy
www.annegoldsworthy.co.uk
The major changes
 More in Working Scientifically about different types
of enquiry
 Lots 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 Y1
 Simple digestion in Y4
 Evolution 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 2
 You do not have to stick to the content of the year
groups as laid out in the PoS
 If 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
Thoughts on Organising your Planning (2)
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 ...
Use the final half term to review
the science learnt in the year
a) by creating a class science newspaper, video,
b)
c)
d)
e)
f)
cartoon or poster bank
setting up outside science areas/walks linked to
learning
doing local visits/links with industry/local community
carrying out more investigations especially those
suggested by the children
independent study (individual or pairs) on area of
choice linked to previous learning
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 June
http://www.education.gov.uk/schools/teachingandlearning/curric
ulum/nationalcurriculum2014/a00225864/assessing-withoutlevels
Consultation now taking place
 Launch Date: Wednesday 17 July 2013
 Closing 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 trust
 Free trees or hedge to plant
 4000 packs available
 http://www.woodlandtrust.org.uk/en/moretreesmoreg
ood/free-trees/Pages/seeds-to-trees.aspx
Providing strong crosscurricular links
 Growing Music
 WOMAD – World of Music Arts and Dance
 WOMAD Foundation - Using music from around the
world to inspire learning, celebrate differences and
break down barriers
 www.womadfoundation.org
 Annie Menter - Annie.Menter@realworld.co.uk
 Carol Sampey (college member) and the wonderful
children of Shaw Primary School
Helping them learn
 Find ways that get them ...
 To talk through what they have learnt
 To work with others to pick out the main points
 To 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 interview
 Do a mime
 Posters and Floor Books
 Devise lesson for younger pupils
 Devise a song
Children as Science Ambassadors
 From Primary Science Teaching Trust
 http://www.pstt.org.uk/
 South Wales – PSTT College
 Linda Curwen – St Fagan’s Primary School – Y3
 Philippa Minto – New Inn Primary School – Y6
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
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 activities
Phillippa 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
Will definitely be doing it again
next year.
Phillippa Minto
Singing a song
 Ask children to devise a song about their science to
the tune of a well known nursery rhyme or song
 Encourage them to add as many science words as
they can
 Easy 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.
The sun shines on the water
Through the day
Water vapour rises
Evaporates
Rain falls on the mountain
Trickles down
Streams turn into rivers
To the sea
Things get chilly
Vapour cools
Condensation happens
Clouds get full
Clouds get fuller
Fit to burst
Precipitation’s coming
Rains in spurts
Thanks to
Charlotte
Clarke