Primary Science Quality MarkTM
WHAT IS THE Primary Science Quality MarkTM ?
The Primary Science Quality MarkTM is an award scheme to develop and celebrate the quality of Science teaching and
learning in primary schools. Schools can achieve bronze, silver and gold awards.
AIMS
The Primary Science Quality MarkTM has the following aims:
· To raise the profile of Science in primary schools
· To encourage primary schools to increase the range and quality of teaching and learning in Science
· To recognise, promote and spread good practice in Science teaching and learning
· To provide a framework for measuring, planning and developing the quality of Science teaching and learning in primary schools.
· To celebrate a commitment to excellence in Science in primary schools
PROCESS
Schools achieve a Primary Science Quality Mark TM award through a process of initial audit, followed by action and reflection.
Supported by compulsory training and mentoring they:
1. complete an initial audit against Primary Science Quality MarkTM criteria
2. decide which award to aim for
3. design an action plan which they put into place over a period of 2- 3 terms
4. submit key pieces of evidence to illustrate the impact that their actions have had in terms of meeting the PSQMTM award criteria
Compulsory documents for schools to include in final submsission.
These final documents should be added as soon as they are available, annotated as actions take place over the year and cross-referenced in the final evidence submission.
1) PSQMTM action plan
2) Principles of teaching Science in your school- “We know that good Science occurs in our school when…”
3) CV of Science subject leader
4) List of CPD activities of Science subject leader and other members of staff
5) School Development Plan: sections that have relevance to Science
6) Sample portfolio of annotated medium and short term planning including children’s work
I. Bronze Award- from Science subject leader’s class
II. Silver Award- from 3 classes taken from across the school
III. Gold Award – from 5 classes taken from across school
7) Calendar of Science events in school (assemblies, outings, Science days and weeks, visits, visiting speakers, activity days)
8) ASE membership
Key points to consider when submitting further evidence:
Choose one succinct example that shows evidence of the impact of the actions implemented for each section. Often this will be part of one of the compulsory documents
a) Annotate and describe the processes you have gone through to implement this action- what, when, where, who, why and how; and comment on the impact.
b) The examples of evidence of impact below are the minimum that you should be doing in order to gain bronze, silver or gold level.
c) You should discuss with your mentor creative, appropriate alternative ways to demonstrate the criteria.
SECTION A: SUBJECT MANAGEMENTA1: There is an effective subject leader for Science Links to SEF 6
BRONZE AWARD INDICATOR / SILVER AWARD INDICATOR / GOLD AWARD INDICATOR
There is an identified member of staff who oversees the subject, may have a background in the subject and can demonstrate their enthusiasm for leading it. / There is a named member of staff responsible for the leadership of the subject. They have received subject-specific training in the last three years, have shared this with all colleagues in the school and can demonstrate the impact this has had. / The subject leader has shared their training and subject knowledge with a broader audience beyond their own school and can demonstrate the impact this has had.
SUGGESTED BRONZE AWARD EVIDENCE / SUGGESTED SILVER AWARD EVIDENCE / SUGGESTED GOLD AWARD EVIDENCE
· Up to date subject leader’s CV / · Up to date subject leader’s CV showing:
o CPD undertaken in last year
o Record of cascading CPD to staff
· Sample portfolio of medium and short term planning including children’s work from 3 classes across the school annotated to show:
o implementation and impact of strategies/skills/resources learned through CPD activity
· ASE events attended / · Up to date subject leader’s CV showing:
o CPD undertaken in last year
o School based CPD led in last year
o Outreach CPD activity in last year e.g. led inset, planned joint Science event, published article.
· Sample portfolio of medium and short term planning including children’s work from 5 classes across the school annotated to show:
o implementation and impact of strategies/skills/resources learned through CPD activity
· ASE membership activity (e.g. committee membership, conference workshop delivery)
A2: There is a clear vision for the teaching and learning of Science. Links to SEF 6
BRONZE AWARD INDICATOR / SILVER AWARD INDICATOR / GOLD AWARD INDICATOR
Staff know and follow the school’s principles for teaching and learning Science and some of them may have been part of the team which developed them.
The school’s scheme of work for Science reflects these principles. / A staff team has been involved in developing the school’s principles for teaching and learning Science. They are reviewed regularly along with the scheme of work for Science which promotes these principles. / A school wide team has recently reviewed the school’s principles for teaching Science, and ensured that the principles are implemented through the scheme of work for Science. Progression in skills, knowledge and understanding is evident in the scheme of work and children’s outcomes.
SUGGESTED BRONZE AWARD EVIDENCE / SUGGESTED SILVER AWARD EVIDENCE / SUGGESTED GOLD AWARD EVIDENCE
· Principles of teaching Science in your school- “We know that good Science occurs in our school when…” annotated to show
o when they were written
o what the process was
o where they are displayed
o how they are used
· Sample from portfolio of medium and short term planning including children’s work from subject leaders class annotated to show:
o what the principles look like in practice / · Principles of teaching Science in your school- “We know that good Science occurs in our school when…”
o annotated to show when this was written
o what the process was
o review calendar
· Sample from portfolio of medium and short term planning including children’s work from 3 classes across the school annotated to show:
o what the principles look like in practice / · Principles of teaching Science in your school- “We know that good Science occurs in our school when…”
o annotated to show when this was written
o what the process was
o review calendar
· Sample from portfolio of medium and short term planning including children’s work from 5 classes across the school annotated to show:
o what the principles look like in practice
o progression in skills, knowledge and understanding across the school
· sample of long term planning annotated to show:
o evidence of principles impact on whole school planning
A3: The current School Development Plan has appropriate and active targets for Science Links to SEF 6
BRONZE AWARD INDICATOR / SILVER AWARD INDICATOR / GOLD AWARD INDICATOR
The School Development plan includes actions and targets for Science. / The Science subject leader has worked with the Senior Management Team to agree School Development Targets for Science based on identified strengths and weaknesses. The Science subject leader had led staff in the implementation of actions to meet these targets across the school. / The School Development targets for Science include maintenance and development strands, with clear strategies for improvement outlined plus actions to extend Science links beyond the school. Successes are already highlighted in the School Development Plan and plans for the future are underway.
SUGGESTED BRONZE AWARD EVIDENCE / SUGGESTED SILVER AWARD EVIDENCE / SUGGESTED GOLD AWARD EVIDENCE
· Extract from School development plan annotated to show:
o how and when Science targets were agreed (attainment data, pupil voice, monitoring processes)
o successes for the last year / · Extract from School development plan annotated to show:
o how and when Science targets were agreed (attainment data, pupil voice, monitoring processes)
o successes for the last year
o the Science subject leader’s role in achieving targets
o future targets / · Extract from School development plan with maintenance and development strands, annotated to show:
o how and when Science targets were agreed (attainment data, pupil voice, monitoring processes)
o targets include developing links and activities beyond the school
o successes for the last year
o the Science subject leader’s role in achieving targets
o future targets
A4: Science is valued as a subject
BRONZE AWARD INDICATOR / SILVER AWARD INDICATOR / GOLD AWARD INDICATOR
Children, staff and visitors know that this is a school which values and enjoys science. / Children, staff and visitors know from evidence throughout the school, including the grounds, that science is valued and enjoyed. / There is evidence throughout the school and from the wider community that science is valued and enjoyed.
SUGGESTED BRONZE AWARD EVIDENCE / SUGGESTED SILVER AWARD EVIDENCE / SUGGESTED GOLD AWARD EVIDENCE
· Calendar of science events in school annotated to show:
o intention to broaden children’s scientific experiences
o outcomes
o impact on attitude in subject leader’s class and beyond
· Sample of evidence of classroom display
· School ASE membership
· Class pupil questionnaire/focus group data with a commentary on children’s responses and follow up actions / · Calendar of science events in school annotated to show:
o intention to broaden children’s scientific experiences
o outcomes
o impact on attitude across the school
· Sample of evidence of corridor display
· Readership of ASE Primary Science Journal
· School wide pupil questionnaire/focus group data with a commentary on children’s and staff’s responses and follow up actions / · Calendar of science events in school annotated to show:
o intention to broaden children’s scientific experiences
o interaction with local community
o outcomes
o impact on attitude across the school and beyond, including parents
· Sample of evidence of corridor display
· Published work in ASE Primary Science journal
· Press report for science event
· School wide pupil questionnaire/focus group data with a commentary on children’s, parents’ and staff’s responses and follow up actions
A5: The science subject leader knows about science teaching and learning across the school
BRONZE AWARD INDICATOR / SILVER AWARD INDICATOR / GOLD AWARD INDICATOR
The science subject leader works with, or monitors, the work of a colleague. School-wide work book scrutiny takes place. / Peer assessment and team teaching of science takes place across the school. School-wide work book scrutiny takes place. / There is a robust process of monitoring science teaching and learning in place. Outcomes are shared with staff and actions taken when issues are identified. Regular discussions take place between subject leader and senior management team about science in the school.
SUGGESTED BRONZE AWARD EVIDENCE / SUGGESTED SILVER AWARD EVIDENCE / SUGGESTED GOLD AWARD EVIDENCE
· Plans, notes and outcomes from a lesson observation or joint lesson
· Plans, notes and outcomes from workbook scrutiny / · Notes and outcomes from 3 lessons observation or joint lessons
· Notes and outcomes from workbook scrutiny / · Notes and outcomes from 5lesson observation or joint lessons
· Notes and outcomes from workbook scrutiny
SECTION B: TEACHERS AND TEACHING
B1: Staff continue to have opportunities for CPD within science that increases their skills, knowledge and understanding.
Links to SEF 6a
BRONZE AWARD INDICATOR / SILVER AWARD INDICATOR / GOLD AWARD INDICATOR
The subject leader maintains an interest in the subject outside the school and this impacts on his/her teaching. The subject leader has taken part in some CPD that has had an impact in his/her classroom. Although other staff may not have received CPD, there is evidence of support being provided when requested. / Internal monitoring and performance management processes are used to inform decisions regarding staff CPD needs in science.
The science subject leader has delivered CPD to some other teachers. / The science subject leader has reflected on CPD needs as evidenced by internal monitoring and performance management processes and planned and developed a range of whole school CPD for science that is regularly monitored for impact.
SUGGESTED BRONZE AWARD EVIDENCE / SUGGESTED SILVER AWARD EVIDENCE / SUGGESTED GOLD AWARD EVIDENCE
· Up to date CV of science subject leader
· List of CPD activities of science subject leader and other members of staff annotated to show:
o impact of science subject leaders personal CPD activity in own class
o how subject leader has responded to colleagues’ need for support
· Sample from portfolio of medium and short term planning including children’s work from subject leaders class annotated to show:
o impact of CPD attended / · Up to date CV of science subject leader
· List of CPD activities of science subject leader and other members of staff annotated to show:
o impact of science subject leaders personal CPD activity in own class
o subject leader has led internal CPD and monitored the impact
· Sample from portfolio of medium and short term planning including children’s work from 3 classes annotated to show:
o impact of CPD attended / · Up to date CV of science subject leader
· List of CPD activities of science subject leader and other members of staff annotated to show:
o impact of science subject leaders personal CPD activity in own class
o subject leader has led internal CPD and monitored the impact
· Sample from portfolio of medium and short term planning including children’s work from 5 classes annotated to show:
o impact of CPD attended
B2: There is a range of teaching and learning approaches Links to SEF 5a
BRONZE AWARD INDICATOR / SILVER AWARD INDICATOR / GOLD AWARD INDICATOR
There are some relevant teaching and learning approaches in science being adopted by the science subject leader in response to class and school development targets. He/she is beginning to share these with colleagues. / There are several relevant teaching and learning approaches in science being adopted by teachers across the school in response to school development targets. The science subject leader is pro- active in introducing new strategies. / There is a wide range of relevant teaching and learning approaches in science adopted by the whole school and shared with other schools. The science subject leader is pro- active in introducing new strategies and innovations.