Friday, November 26, 2010
Melbourne Infant School - Foundation Stage Literacy Monster Pet Plan Example
write sentences to match Unit Plan NarrativeFamiliar SettingsMonsters Pet Ongoing learning objective – To make Progress. Evaluation Key; 1-Successful Lesson. 2-may require moderation in future. Date 3/4/06 Year R TermSpring
Ongoing Learning Objectives implemented into all practice.Text T2 To use a variety of cues when reading, knowledge of the story and its context and awareness of how it should make sense grammatically. T6 To re-read frequently a variety of familiar texts. Sentence S3 To understand that words are ordered from left to right and need to be read that way to make sense. Word/Phonics W5 To read on sight a range of familiar words.
Guided Reading Objectives T3 – To reread a text to provide context cues to help read unfamiliar words. Guided writing Objectives T12d) To pictures or sequences
TextDaily Brain gym activity following text level Word/Sentence Teacher Guided Task Teaching Assistant Task. Adult Support Task (Bay) Plenary Assess/Issues
M Introduce the big book. Introduce the terms front cover, author and title. Children to look carefully at the picture at the front. What can they see? What do they think the book will be about? W2 To develop knowledge of grapheme/phoneme correspondence through hearing, identifying, reading and writing. revise the story, sound, letter name and action for ck e Children are to locate the sounds and the different spelling choices on the Thrass chart. Children to make the action and say the sound. Practice the letter formation in the air with their magic finger and generate words with this sound. Guided ReadingT2 T3 T8AA- The Wedding / Space girl sue. Look through the text and find unfamiliar words. Discuss with the children how we can read around the unknown word alongside the picture and initial sound cues to work out the words. Children to make their own lists of unknown words to practice.A- Clouds Children to read through the text and be able to locate h.f. words; saw big said run Children to then write these words on the white boards.BA- Who is it? Children to read text with the teacher. Children are to locate the h.f. words; is it and no. Children to try to write these words on the individual white boards with teacher modelling. All children will complete reading comprehension activities. Children to think about their own monster and describe it to a friend. TA to model by describing her pet monster orally. “My monster has 3 hairy, red legs. It has green fur with purple spots. etc”AAA- Children to describe the monster to a friend and then through independent writing and illustration. Children to write at least 4 sentences.AA- As above. 3 sentencesA- As above. 2 sentencesBA- Illustrate and copy key words (colour, size etc) W13 To produce a controlled line which supports letter formation.Children will complete the Jolly Phonic worksheets/ additional sheets with an adult helper. Discuss progress, misconceptions, learning objectives and good work.
T Children to be able to look through the illustrations and tell the story from the pictures.Children to read the High Frequency Flash cards from Reception. W2 To develop knowledge of grapheme/phoneme correspondence through hearing, identifying, reading and writing. revise the story, sound, letter name and action for h r. hildren are to locate the sounds and the different spelling choices on the Thrass chart. Children to make the action and say the sound. Practice the letter formation in the air with their magic finger and generate words with this sound. Discuss progress, misconceptions, learning objectives and good work.
W Read through the text with the children. Were their ideas from the previous day correct? Discuss with the children how we can find a lot of clues to help us read from the illustrations. Children to read a range of high frequency words out of context. W2 To develop knowledge of grapheme/phoneme correspondence through hearing, identifying, reading and writing. revise the story, sound, letter name and action for .m d Children are to locate the sounds and the different spelling choices on the Thrass chart. Children to make the action and say the sound. Practice the letter formation in the air with their magic finger and generate words with this sound. Guided writing T13 T14Children will all use the Guided Writing frame to discuss ides for their own monster stories. Children will then fill in the 3 sections of the story frames to complete their stories. AA- complete in writing, then illustarteA- Writing and picturesBA- pictures and teacher to scribe their ideas. Re cap on the story and discuss what the monster might eat next. Children share ideas and then draw the things they think the monster may eat next. Children will then write what the monster ate. Differentiation will occur through support and outcome. W13 To produce a controlled line which supports letter formation.Children will complete the Jolly Phonic/additional worksheets with an adult helper. Discuss progress, misconceptions, learning objectives and good work.
T Show the children one of the illustrations from the book. Children are then to discuss with their neighbour ideas that we could write in a sentence to go with the picture. Teacher to act as a scribe for the children’s ideas. Children to make and write words with this weeks sounds using whiteboards.AAA- to write a sentence about each word on white boards.Teacher to support BA/A by sounding out letters required and providing letters. Discuss progress, misconceptions, learning objectives and good work.
F Show the children one of the illustrations from the book. Children are then to discuss with their neighbour ideas that we could write in a sentence to go with the picture. Teacher to act as a scribe for the children’s ideas. Read through the 2 versions that we have made. Do the children prefer our version or that in the book?! Children to locate the fishy HFW which match the word card shown by the teacher. Play fishing spelling game. Children to sit in a circle, one child to pick a fish, look at it, read it, put it on their head, spell it out. Choose a child to scribe the children’s attempts. Class to put up/ down thumbs as appropriate Spelling TestChildren’s spellings will be tested at this time. Children will be reminded about strategies used for spelling. W13 To produce a controlled line which supports letter formation.Children will complete the Jolly Phonic /additional worksheets with an adult helper. Discuss progress, misconceptions, learning objectives and good work.Recap on handwriting formation from this week. All
INDEPENDENT CHOICE ACTIVITIES
Sand To be able to find the hidden letters and words in the sand and make words/ sentences
Water To be able to make their own stories with the under the sea toys
Imaginative play To be able to make their own monster stories in the den
Construction To be able to make own monsters in the construction
Creative To be able to design their own monster
Writing corner To be able to write a class list of monsters or a monster family
Dough To use dough to create own monsters
Book corner To be able to read stories to puppets
ICT To be able to make own monster on textease / dazzle
Role play To make their own play in the setting of the performance and dance studio.
Ongoing Learning Objectives implemented into all practice.Text T2 To use a variety of cues when reading, knowledge of the story and its context and awareness of how it should make sense grammatically. T6 To re-read frequently a variety of familiar texts. Sentence S3 To understand that words are ordered from left to right and need to be read that way to make sense. Word/Phonics W5 To read on sight a range of familiar words.
Guided Reading Objectives T3 – To reread a text to provide context cues to help read unfamiliar words. Guided writing Objectives T12d) To pictures or sequences
TextDaily Brain gym activity following text level Word/Sentence Teacher Guided Task Teaching Assistant Task. Adult Support Task (Bay) Plenary Assess/Issues
M Introduce the big book. Introduce the terms front cover, author and title. Children to look carefully at the picture at the front. What can they see? What do they think the book will be about? W2 To develop knowledge of grapheme/phoneme correspondence through hearing, identifying, reading and writing. revise the story, sound, letter name and action for ck e Children are to locate the sounds and the different spelling choices on the Thrass chart. Children to make the action and say the sound. Practice the letter formation in the air with their magic finger and generate words with this sound. Guided ReadingT2 T3 T8AA- The Wedding / Space girl sue. Look through the text and find unfamiliar words. Discuss with the children how we can read around the unknown word alongside the picture and initial sound cues to work out the words. Children to make their own lists of unknown words to practice.A- Clouds Children to read through the text and be able to locate h.f. words; saw big said run Children to then write these words on the white boards.BA- Who is it? Children to read text with the teacher. Children are to locate the h.f. words; is it and no. Children to try to write these words on the individual white boards with teacher modelling. All children will complete reading comprehension activities. Children to think about their own monster and describe it to a friend. TA to model by describing her pet monster orally. “My monster has 3 hairy, red legs. It has green fur with purple spots. etc”AAA- Children to describe the monster to a friend and then through independent writing and illustration. Children to write at least 4 sentences.AA- As above. 3 sentencesA- As above. 2 sentencesBA- Illustrate and copy key words (colour, size etc) W13 To produce a controlled line which supports letter formation.Children will complete the Jolly Phonic worksheets/ additional sheets with an adult helper. Discuss progress, misconceptions, learning objectives and good work.
T Children to be able to look through the illustrations and tell the story from the pictures.Children to read the High Frequency Flash cards from Reception. W2 To develop knowledge of grapheme/phoneme correspondence through hearing, identifying, reading and writing. revise the story, sound, letter name and action for h r. hildren are to locate the sounds and the different spelling choices on the Thrass chart. Children to make the action and say the sound. Practice the letter formation in the air with their magic finger and generate words with this sound. Discuss progress, misconceptions, learning objectives and good work.
W Read through the text with the children. Were their ideas from the previous day correct? Discuss with the children how we can find a lot of clues to help us read from the illustrations. Children to read a range of high frequency words out of context. W2 To develop knowledge of grapheme/phoneme correspondence through hearing, identifying, reading and writing. revise the story, sound, letter name and action for .m d Children are to locate the sounds and the different spelling choices on the Thrass chart. Children to make the action and say the sound. Practice the letter formation in the air with their magic finger and generate words with this sound. Guided writing T13 T14Children will all use the Guided Writing frame to discuss ides for their own monster stories. Children will then fill in the 3 sections of the story frames to complete their stories. AA- complete in writing, then illustarteA- Writing and picturesBA- pictures and teacher to scribe their ideas. Re cap on the story and discuss what the monster might eat next. Children share ideas and then draw the things they think the monster may eat next. Children will then write what the monster ate. Differentiation will occur through support and outcome. W13 To produce a controlled line which supports letter formation.Children will complete the Jolly Phonic/additional worksheets with an adult helper. Discuss progress, misconceptions, learning objectives and good work.
T Show the children one of the illustrations from the book. Children are then to discuss with their neighbour ideas that we could write in a sentence to go with the picture. Teacher to act as a scribe for the children’s ideas. Children to make and write words with this weeks sounds using whiteboards.AAA- to write a sentence about each word on white boards.Teacher to support BA/A by sounding out letters required and providing letters. Discuss progress, misconceptions, learning objectives and good work.
F Show the children one of the illustrations from the book. Children are then to discuss with their neighbour ideas that we could write in a sentence to go with the picture. Teacher to act as a scribe for the children’s ideas. Read through the 2 versions that we have made. Do the children prefer our version or that in the book?! Children to locate the fishy HFW which match the word card shown by the teacher. Play fishing spelling game. Children to sit in a circle, one child to pick a fish, look at it, read it, put it on their head, spell it out. Choose a child to scribe the children’s attempts. Class to put up/ down thumbs as appropriate Spelling TestChildren’s spellings will be tested at this time. Children will be reminded about strategies used for spelling. W13 To produce a controlled line which supports letter formation.Children will complete the Jolly Phonic /additional worksheets with an adult helper. Discuss progress, misconceptions, learning objectives and good work.Recap on handwriting formation from this week. All
INDEPENDENT CHOICE ACTIVITIES
Sand To be able to find the hidden letters and words in the sand and make words/ sentences
Water To be able to make their own stories with the under the sea toys
Imaginative play To be able to make their own monster stories in the den
Construction To be able to make own monsters in the construction
Creative To be able to design their own monster
Writing corner To be able to write a class list of monsters or a monster family
Dough To use dough to create own monsters
Book corner To be able to read stories to puppets
ICT To be able to make own monster on textease / dazzle
Role play To make their own play in the setting of the performance and dance studio.
Thursday, November 25, 2010
Subject Manager Report Example (2005)
Subject Manager: Katie Close
Subject: Science
Date: May 2005
Recommendations for Development:From the science lesson observations and feedback, there are 4 main areas for development:0 To ensure more ICT is being used in science lessons.0 To ensure there is adequate teaching and learning of scientific enquiry skills.0 To replace the current science assessment with a more learning focused assessment producedure and a summative assessment paper for use in all year groups.0 To keep a separate folder of science work for each child. Of which a sample will be scrutinised and levelled at allocated staff meetings.
Quality of Children’s work – is there consistent progress and improvements of standards compared with National expectations?In the lessons observed, the quality of the children’s science work was mainly of an average / high standard and found to be in line with national expectations as laid down in the science attainment levels (National Curriculum).Consistent progress was being made across the school in all year groups.I would of liked to have seen more evidence of the teaching and learning of scientific enquiry.
Steps taken to monitor own subject.À Subject Manager’s folder constantly updated with relevant information.Á Observations and monitoring of teacher’s teaching and planning. Assessment format has been reviewed for effectiveness and new assessment is to be put in place for 2005/2006.à Resources are to be audited and ordered each year in line with scheme requirements and teacher’s needs.Ä The science SOW has been checked and is to be amended in terms of scientific enquiry.Å Further ICT software has been purchased and an audit of further software and internet resources is to be undertaken.
Strengths and areas for development in Teaching and Learning – steps taken to sustain one and overcome the other.K Clear learning objectives.K The linking to previous teaching and learning.KThe science vocabulary used both by teachers and children within the lessons observed.K Accelerated learning techniques evident in all parts of the lesson.K Good structure and pace to lessons.Steps to overcome areas of development.. Amend SOW in order to incorporate more teaching and learning of scientific enquiry within each unit of work.. Introduce a progressive scientific enquiry planning format for use within the school.. Purchase science ICT resources and audit available resources on the internet.. Introduce science assessment grid and summative assessment paper for all year groups.
Policy and schemes, do they support the teacher’s planning and formative assessment? Do they provide cohesion, continuity and progression in learning across the school?The policy / scheme of work is followed well in school and is evident through teacher’s planning. The planning is both clear and progressive.The scheme of work is to be updated to ensure there is continuity and progression in the learning across the school of attainment level SC1 (Scientific Enquiry).The assessment procedure has been reviewed in order to ensure it is manageable and more formative of teaching and learning. The new assessment grid is cohesive with the policy / scheme of work.
Resources – are they adequate? Are they used to the advantage of all staff? Any recommendations?All resources needed to support the scheme of work are already made/ purchased and located centrally.Regular audits will take place to ensure resources remain adequate for the scheme, especially in light of the updates to be made.Some new resources will be ordered to replace existing resources, which are coming to the end of their life span.An additional ICT resource has been purchased (CD ROM Virtual Experiments). Additional ICT software audits / internet search to take place.
Measures taken to support teaching and learning in the subject – including In-service Training.Ý Classroom observations followed by constructive feedback.Ý Staff are able to seek advice and support when necessary.
Other informationProposal of enhancement activities to compliment the SOW and children’s learning in the form of introducing activities from the national science week for 2006.
Subject: Science
Date: May 2005
Recommendations for Development:From the science lesson observations and feedback, there are 4 main areas for development:0 To ensure more ICT is being used in science lessons.0 To ensure there is adequate teaching and learning of scientific enquiry skills.0 To replace the current science assessment with a more learning focused assessment producedure and a summative assessment paper for use in all year groups.0 To keep a separate folder of science work for each child. Of which a sample will be scrutinised and levelled at allocated staff meetings.
Quality of Children’s work – is there consistent progress and improvements of standards compared with National expectations?In the lessons observed, the quality of the children’s science work was mainly of an average / high standard and found to be in line with national expectations as laid down in the science attainment levels (National Curriculum).Consistent progress was being made across the school in all year groups.I would of liked to have seen more evidence of the teaching and learning of scientific enquiry.
Steps taken to monitor own subject.À Subject Manager’s folder constantly updated with relevant information.Á Observations and monitoring of teacher’s teaching and planning. Assessment format has been reviewed for effectiveness and new assessment is to be put in place for 2005/2006.à Resources are to be audited and ordered each year in line with scheme requirements and teacher’s needs.Ä The science SOW has been checked and is to be amended in terms of scientific enquiry.Å Further ICT software has been purchased and an audit of further software and internet resources is to be undertaken.
Strengths and areas for development in Teaching and Learning – steps taken to sustain one and overcome the other.K Clear learning objectives.K The linking to previous teaching and learning.KThe science vocabulary used both by teachers and children within the lessons observed.K Accelerated learning techniques evident in all parts of the lesson.K Good structure and pace to lessons.Steps to overcome areas of development.. Amend SOW in order to incorporate more teaching and learning of scientific enquiry within each unit of work.. Introduce a progressive scientific enquiry planning format for use within the school.. Purchase science ICT resources and audit available resources on the internet.. Introduce science assessment grid and summative assessment paper for all year groups.
Policy and schemes, do they support the teacher’s planning and formative assessment? Do they provide cohesion, continuity and progression in learning across the school?The policy / scheme of work is followed well in school and is evident through teacher’s planning. The planning is both clear and progressive.The scheme of work is to be updated to ensure there is continuity and progression in the learning across the school of attainment level SC1 (Scientific Enquiry).The assessment procedure has been reviewed in order to ensure it is manageable and more formative of teaching and learning. The new assessment grid is cohesive with the policy / scheme of work.
Resources – are they adequate? Are they used to the advantage of all staff? Any recommendations?All resources needed to support the scheme of work are already made/ purchased and located centrally.Regular audits will take place to ensure resources remain adequate for the scheme, especially in light of the updates to be made.Some new resources will be ordered to replace existing resources, which are coming to the end of their life span.An additional ICT resource has been purchased (CD ROM Virtual Experiments). Additional ICT software audits / internet search to take place.
Measures taken to support teaching and learning in the subject – including In-service Training.Ý Classroom observations followed by constructive feedback.Ý Staff are able to seek advice and support when necessary.
Other informationProposal of enhancement activities to compliment the SOW and children’s learning in the form of introducing activities from the national science week for 2006.
Subject Manager Observation Sheet for lessons
Subject Manager Observation
Date ________________
Subject Manager Katie Close
Subject / Topic Science
Year Group
Class /Teacher
Activity (Context)
Evidence of Children’s knowledgeQuestions / answering questionsVocabulary
Evidence of children’s skillsInvestigative
Evidence of children’s understanding
Rate of Learning (Application)Teacher InputMain Lesson (Included Guided Group)Plenary
How are the children learning?VisualAuditoryKinaesthetic
Standards of Learning – General Comments (Also see attached levels sheet)
Boys Achievement / Girls Achievement / Differentiation
Children’s attitudes towards learning in ScienceListen attentivelyParticipate confidently and speak audiblyPersevere and concentrateAre enthusiastic about scienceWork independently without direct supervisionWork well with a partner or in a groupSelect and use resources sensibly
Final Summary / Observations
Date ________________
Subject Manager Katie Close
Subject / Topic Science
Year Group
Class /Teacher
Activity (Context)
Evidence of Children’s knowledgeQuestions / answering questionsVocabulary
Evidence of children’s skillsInvestigative
Evidence of children’s understanding
Rate of Learning (Application)Teacher InputMain Lesson (Included Guided Group)Plenary
How are the children learning?VisualAuditoryKinaesthetic
Standards of Learning – General Comments (Also see attached levels sheet)
Boys Achievement / Girls Achievement / Differentiation
Children’s attitudes towards learning in ScienceListen attentivelyParticipate confidently and speak audiblyPersevere and concentrateAre enthusiastic about scienceWork independently without direct supervisionWork well with a partner or in a groupSelect and use resources sensibly
Final Summary / Observations
Science Policy - KClose 2006
Introduction:
This policy is intended to give information to teaching staff, support staff, students, parents, Governors and Inspectors.
In devising, writing and updating this policy the whole staff were consulted and involved. It reflects the ethos and the philosophy of the staff delivering it and the current practice in the school
Aims and Objectives:
We live in an increasingly scientific and technological age where children need to acquire the knowledge, skills and attitudes to prepare them for life in the 21st century. We, at Melbourne Infant School believe that the teaching of science develops in children an interest and curiosity about the world in which they live, and fosters in them a respect for the environment. Through the framework of the National Curriculum, science aims to:
· Equip children to use themselves as starting points for learning about science, and to build on their enthusiasm and natural sense of wonder about the world.
· Help children enjoy the experience associated with science by increasing and developing their knowledge, thus helping them to become proficient in the skills associated with scientific methods of investigation and enquiry, including increased use of precise measurement skills and ICT
· Develop through practical work the skills of observation, prediction, investigation, interpretation, communication, questioning and hypothesizing, and increased use of precise measurement skills and ICT.
· Encourage and to allow pupils to offer their own suggestions, and to be creative in their approach to science, and to gain enjoyment from their scientific work.
· Enable children to develop their skills of co-operation through working with others, and to encourage where possible, ways for children to explore science in forms, which are relevant and meaningful to them.
· Teach scientific enquiry through contexts taken from the National Curriculum for science.
· Encourage children to collect relevant evidence and to question outcome and to persevere.
· Encourage children to treat the living and non-living environment with respect and sensitivity.
· Stress the need for personal and group safety by the correct usage and storage of materials.
· To help children sense and recognise the need for fair testing.
· To enable children to appreciate that we do not always know the answers and results when carrying out scientific enquiry.
Development:
We believe science encompasses the acquisition of knowledge, concepts, skills and positive attitudes. Through the programmes of study in the National Curriculum science document children will acquire and develop these skills throughout their time at our infant school. We believe that science promotes communication in a specific and precise language involving mathematical and logical thinking. It allows children to develop ways of finding out for themselves and gives them practice in problem solving. As their knowledge and understanding increases and they become more proficient in selecting and using scientific equipment and collating and interpreting results they will become increasingly confident in their growing ability to come to conclusions based on real evidence. Science fosters a healthy curiosity in children about our universe and promotes respect for the living and non-living. It allows children to develop original ideas and a questioning attitude.
In science, pupils are encouraged to be open- minded and to try and make sense of what they see and find out. The main focus of our approach will be through open-ended activities where we encourage children to recognize the need for fair testing. These open-ended activities will be structured through the use of Science Planning Houses (see appendix). The planning structures for each year group have been designed as a whole staff to ensure clear progression and acquirement of Science investigative skills throughout the school
When planning for science activities we need to ensure the safety of the children at all times. (See Science and Technology Health and Safety – appendix).
Continuity and Progression
This will be achieved by ensuring that the statutory requirements for science are covered by long term planning agreed by all staff after discussion with the science subject leader. The long term planning will be based upon the QCA documentation.
Medium term planning will be undertaken for a half term period, by individual class teachers using the above and the National Curriculum programmes of study. Class teachers will also refer to the LCP Scheme of Work and other researched resources, which are deemed as appropriate in enhancing our science teaching and learning.
For Short term planning, the National Curriculum guidelines have been sought in order to calculate the number of hours allocated to the subject. This has been broken down into areas of learning and into blocks of afternoon sessions over the academic year. The class teacher will plan these areas of learning into a one-week or two week block of afternoon sessions, as timetabled by the individual class teacher from the guidelines.
Short term planning will take the form of notes, key points and focused questions and activities for each lesson.
Key Stage 1 science is topic based. The Foundation Stage will work towards the Early Learning Goals. When planning there is a need to ensure a balance of skills, knowledge and concepts as well as practical experiences.
Planning is monitored termly by the Subject Coordinator.
Teaching Strategies- Approaches and Classroom Organisation.
At Melbourne Infant School we believe that children learn best by hands-on practical experience where this is at all possible and by discovery with guidance. Worksheets may be used to assess science experiences and investigations where appropriate. Teaching strategies will encompass a mixture of teacher led investigations and demonstrations with whole class, group, paired or individual experiences as appropriate, depending on the needs of the children and content, in order to stimulate and motivate pupils. Careful questioning and observation of pupils, as well as professional judgement will identify the most sensible, enjoyable and safe methods to use in school. Children will use a variety of means of communicating and recording their work. Where possible I.C.T. will be used to enhance teaching and recording. Links where possible will also be made to other areas, such as D.T. and Numeracy.
Outside agencies will be used where possible to enhance teaching and learning.
To raise the profile of Science and the relevance to our everyday lives and living the school will participate in National Science Week and the British Association of Science First Investigations Scheme.
Equal Opportunities:
At Melbourne Infant School we are committed to providing all children with an equal entitlement to scientific activities and opportunities regardless of race, gender, culture or class.
Inclusion:
In school we aim to meet the needs of all our children by differentiation in our science planning and in providing a variety of approaches and tasks appropriate to ability levels. This will enable children with learning and/or physical difficulties to rake an active part in scientific learning and practical activities and investigations and to achieve the goals they have been set. Some children will require closer supervision and more adult support to allow them to progress whilst more able children will be provided for through differentiated activities. By being given enhancing and enriching activities, more able children will be able to progress to a higher level of knowledge and understanding appropriate to their abilities.
Assessment and Record Keeping.
Science assessment is reflected in the whole school planning and assessment policy, accepting the value of an integrated topic approach for Key Stage 1 and the Foundation Stage. Long term planning will guide teachers as to the programmes of study and QCA guidance to be considered for each topic in Key Stage 1. Similarly, the Curriculum Guidance for the Foundation Stage document will be used for Reception. Every child will be assessed, during each academic year for both their ability to participate in scientific investigations and their knowledge and understanding in each area of science.
A record of observations will be kept towards the compilation of Reception pupil’s individual portfolios under the heading of Knowledge and Understanding. Comprehensive and clear record keeping of scientific work undertaken by each child, kept by the teacher, will ensure that throughout their primary years children will be assessed on all key elements of the scientific curriculum. These individual records will inform short term planning and provide continuity and consistency through the child's career.
Assessment will be collected by using a combination of the following:
· by using observation (children at work, individually, in pairs, in a group and in classes).
· by collecting written evidence (children’s work, materials, investigations where possible accompanied by discussions with that child / children).
· by keeping records (Topic Assessment Sheets) and consulting the schools ‘Science Assessment Grid’.
· by questioning, talking and listening to children.
· by the children undertaking the school’s Science Assessment Papers (of which the scores translate to the National Curriculum levels)
Differentiation needs to be considered when assessing children of varying abilities. The Science Coordinator will monitor the attainment and achievement of SEN children, including those registered as Gifted and Talented alongside the SENCO.
Parents will be informed of children's progress in line with statutory requirements and we will endeavour to raise parent's awareness of science teaching in school when opportunities arise.
Examples of work from each year group will be monitored on a regular basis throughout the year along with the corresponding planning, by a member of the SMT and the Science Coordinator. Feedback will be given to staff as a result of this.
Staff Roles and Responsibilities.
The Head teacher will supply co-ordination in his/her role taking overall responsibility for health and safety, and equal opportunities. The SENCO will monitor SEN children alongside the subject coordinator.
The science subject leader will operate a system of planned updating and enhancement of resources and be responsible for sharing ideas and expertise. They will also offer guidance and support for colleagues in planning and delivery and will help to ensure that the science policy is being fulfilled in the school.
Teaching staff will be responsible for delivering the National Curriculum to their own class or designated group of children by making medium and short-term plans. They will inform the subject leader in good time of resources needed. They will teach children to handle resources safely and make the subject enjoyable.
Health and Safety.
All staff should make themselves conversant with the following; - In regard to science work in school all teachers or any adult, working with children should consult and be conversant with the Science and Technology Safety Policy (see appendix). At the beginning of a lesson a reminder will be given to children about potential hazards and care of the equipment they are using.
During experimental and investigative work the appropriate safety equipment (e.g. gloves and eye protection) should be used by both adults and children. A risk assessment procedure should be carried out before the science lesson by the teacher.
Before any science activity or investigation children should be reminded of the need for sensible behaviour and proper regard for safety at all times.
Any trips should have been planned with due regard to the school policy on taking children on outings. LEA guidance may need to be sought on trips involving farms etc.
Life Processes.
Care of small mammals and reptiles- refer to L.E.A. guidance and R.S.P.C.A. Examination and observing berries and other autumn fruits-stress dangers and always ensure hands are thoroughly washed afterwards.
Physical Processes.
Do not use rechargeable batteries Discourage children from plugging/ unplugging plugs into main sockets. Do not allow them to rewire a plug themselves as this may encourage them to try at home. Do not allow pupils to look directly at the sun or at bright household lights. Do not allow pupils to listen to very loud sounds.
Summary.
The statements in this policy reflect the present situation regarding
· National Curriculum requirements.
· The current thinking on teaching and learning of science in primary classrooms.
· The philosophy and ethos of Melbourne Infant School.
The science subject leader, in consultation with other members of staff will be responsible for keeping abreast of any developments in science, maintaining and updating stocks, lists, and resources and providing an inventory of resources.
In consultation with other members of staff, they will regularly monitor the delivery of science curriculum to ensure practice reflects the philosophy of the school and the ideas contained in this policy.
This policy is intended to give information to teaching staff, support staff, students, parents, Governors and Inspectors.
In devising, writing and updating this policy the whole staff were consulted and involved. It reflects the ethos and the philosophy of the staff delivering it and the current practice in the school
Aims and Objectives:
We live in an increasingly scientific and technological age where children need to acquire the knowledge, skills and attitudes to prepare them for life in the 21st century. We, at Melbourne Infant School believe that the teaching of science develops in children an interest and curiosity about the world in which they live, and fosters in them a respect for the environment. Through the framework of the National Curriculum, science aims to:
· Equip children to use themselves as starting points for learning about science, and to build on their enthusiasm and natural sense of wonder about the world.
· Help children enjoy the experience associated with science by increasing and developing their knowledge, thus helping them to become proficient in the skills associated with scientific methods of investigation and enquiry, including increased use of precise measurement skills and ICT
· Develop through practical work the skills of observation, prediction, investigation, interpretation, communication, questioning and hypothesizing, and increased use of precise measurement skills and ICT.
· Encourage and to allow pupils to offer their own suggestions, and to be creative in their approach to science, and to gain enjoyment from their scientific work.
· Enable children to develop their skills of co-operation through working with others, and to encourage where possible, ways for children to explore science in forms, which are relevant and meaningful to them.
· Teach scientific enquiry through contexts taken from the National Curriculum for science.
· Encourage children to collect relevant evidence and to question outcome and to persevere.
· Encourage children to treat the living and non-living environment with respect and sensitivity.
· Stress the need for personal and group safety by the correct usage and storage of materials.
· To help children sense and recognise the need for fair testing.
· To enable children to appreciate that we do not always know the answers and results when carrying out scientific enquiry.
Development:
We believe science encompasses the acquisition of knowledge, concepts, skills and positive attitudes. Through the programmes of study in the National Curriculum science document children will acquire and develop these skills throughout their time at our infant school. We believe that science promotes communication in a specific and precise language involving mathematical and logical thinking. It allows children to develop ways of finding out for themselves and gives them practice in problem solving. As their knowledge and understanding increases and they become more proficient in selecting and using scientific equipment and collating and interpreting results they will become increasingly confident in their growing ability to come to conclusions based on real evidence. Science fosters a healthy curiosity in children about our universe and promotes respect for the living and non-living. It allows children to develop original ideas and a questioning attitude.
In science, pupils are encouraged to be open- minded and to try and make sense of what they see and find out. The main focus of our approach will be through open-ended activities where we encourage children to recognize the need for fair testing. These open-ended activities will be structured through the use of Science Planning Houses (see appendix). The planning structures for each year group have been designed as a whole staff to ensure clear progression and acquirement of Science investigative skills throughout the school
When planning for science activities we need to ensure the safety of the children at all times. (See Science and Technology Health and Safety – appendix).
Continuity and Progression
This will be achieved by ensuring that the statutory requirements for science are covered by long term planning agreed by all staff after discussion with the science subject leader. The long term planning will be based upon the QCA documentation.
Medium term planning will be undertaken for a half term period, by individual class teachers using the above and the National Curriculum programmes of study. Class teachers will also refer to the LCP Scheme of Work and other researched resources, which are deemed as appropriate in enhancing our science teaching and learning.
For Short term planning, the National Curriculum guidelines have been sought in order to calculate the number of hours allocated to the subject. This has been broken down into areas of learning and into blocks of afternoon sessions over the academic year. The class teacher will plan these areas of learning into a one-week or two week block of afternoon sessions, as timetabled by the individual class teacher from the guidelines.
Short term planning will take the form of notes, key points and focused questions and activities for each lesson.
Key Stage 1 science is topic based. The Foundation Stage will work towards the Early Learning Goals. When planning there is a need to ensure a balance of skills, knowledge and concepts as well as practical experiences.
Planning is monitored termly by the Subject Coordinator.
Teaching Strategies- Approaches and Classroom Organisation.
At Melbourne Infant School we believe that children learn best by hands-on practical experience where this is at all possible and by discovery with guidance. Worksheets may be used to assess science experiences and investigations where appropriate. Teaching strategies will encompass a mixture of teacher led investigations and demonstrations with whole class, group, paired or individual experiences as appropriate, depending on the needs of the children and content, in order to stimulate and motivate pupils. Careful questioning and observation of pupils, as well as professional judgement will identify the most sensible, enjoyable and safe methods to use in school. Children will use a variety of means of communicating and recording their work. Where possible I.C.T. will be used to enhance teaching and recording. Links where possible will also be made to other areas, such as D.T. and Numeracy.
Outside agencies will be used where possible to enhance teaching and learning.
To raise the profile of Science and the relevance to our everyday lives and living the school will participate in National Science Week and the British Association of Science First Investigations Scheme.
Equal Opportunities:
At Melbourne Infant School we are committed to providing all children with an equal entitlement to scientific activities and opportunities regardless of race, gender, culture or class.
Inclusion:
In school we aim to meet the needs of all our children by differentiation in our science planning and in providing a variety of approaches and tasks appropriate to ability levels. This will enable children with learning and/or physical difficulties to rake an active part in scientific learning and practical activities and investigations and to achieve the goals they have been set. Some children will require closer supervision and more adult support to allow them to progress whilst more able children will be provided for through differentiated activities. By being given enhancing and enriching activities, more able children will be able to progress to a higher level of knowledge and understanding appropriate to their abilities.
Assessment and Record Keeping.
Science assessment is reflected in the whole school planning and assessment policy, accepting the value of an integrated topic approach for Key Stage 1 and the Foundation Stage. Long term planning will guide teachers as to the programmes of study and QCA guidance to be considered for each topic in Key Stage 1. Similarly, the Curriculum Guidance for the Foundation Stage document will be used for Reception. Every child will be assessed, during each academic year for both their ability to participate in scientific investigations and their knowledge and understanding in each area of science.
A record of observations will be kept towards the compilation of Reception pupil’s individual portfolios under the heading of Knowledge and Understanding. Comprehensive and clear record keeping of scientific work undertaken by each child, kept by the teacher, will ensure that throughout their primary years children will be assessed on all key elements of the scientific curriculum. These individual records will inform short term planning and provide continuity and consistency through the child's career.
Assessment will be collected by using a combination of the following:
· by using observation (children at work, individually, in pairs, in a group and in classes).
· by collecting written evidence (children’s work, materials, investigations where possible accompanied by discussions with that child / children).
· by keeping records (Topic Assessment Sheets) and consulting the schools ‘Science Assessment Grid’.
· by questioning, talking and listening to children.
· by the children undertaking the school’s Science Assessment Papers (of which the scores translate to the National Curriculum levels)
Differentiation needs to be considered when assessing children of varying abilities. The Science Coordinator will monitor the attainment and achievement of SEN children, including those registered as Gifted and Talented alongside the SENCO.
Parents will be informed of children's progress in line with statutory requirements and we will endeavour to raise parent's awareness of science teaching in school when opportunities arise.
Examples of work from each year group will be monitored on a regular basis throughout the year along with the corresponding planning, by a member of the SMT and the Science Coordinator. Feedback will be given to staff as a result of this.
Staff Roles and Responsibilities.
The Head teacher will supply co-ordination in his/her role taking overall responsibility for health and safety, and equal opportunities. The SENCO will monitor SEN children alongside the subject coordinator.
The science subject leader will operate a system of planned updating and enhancement of resources and be responsible for sharing ideas and expertise. They will also offer guidance and support for colleagues in planning and delivery and will help to ensure that the science policy is being fulfilled in the school.
Teaching staff will be responsible for delivering the National Curriculum to their own class or designated group of children by making medium and short-term plans. They will inform the subject leader in good time of resources needed. They will teach children to handle resources safely and make the subject enjoyable.
Health and Safety.
All staff should make themselves conversant with the following; - In regard to science work in school all teachers or any adult, working with children should consult and be conversant with the Science and Technology Safety Policy (see appendix). At the beginning of a lesson a reminder will be given to children about potential hazards and care of the equipment they are using.
During experimental and investigative work the appropriate safety equipment (e.g. gloves and eye protection) should be used by both adults and children. A risk assessment procedure should be carried out before the science lesson by the teacher.
Before any science activity or investigation children should be reminded of the need for sensible behaviour and proper regard for safety at all times.
Any trips should have been planned with due regard to the school policy on taking children on outings. LEA guidance may need to be sought on trips involving farms etc.
Life Processes.
Care of small mammals and reptiles- refer to L.E.A. guidance and R.S.P.C.A. Examination and observing berries and other autumn fruits-stress dangers and always ensure hands are thoroughly washed afterwards.
Physical Processes.
Do not use rechargeable batteries Discourage children from plugging/ unplugging plugs into main sockets. Do not allow them to rewire a plug themselves as this may encourage them to try at home. Do not allow pupils to look directly at the sun or at bright household lights. Do not allow pupils to listen to very loud sounds.
Summary.
The statements in this policy reflect the present situation regarding
· National Curriculum requirements.
· The current thinking on teaching and learning of science in primary classrooms.
· The philosophy and ethos of Melbourne Infant School.
The science subject leader, in consultation with other members of staff will be responsible for keeping abreast of any developments in science, maintaining and updating stocks, lists, and resources and providing an inventory of resources.
In consultation with other members of staff, they will regularly monitor the delivery of science curriculum to ensure practice reflects the philosophy of the school and the ideas contained in this policy.
Science Planning Houses For Early Years
Science Planning House
Foundation stage:
1. What do we want to find out?
2. What are we going to do?
3. What do we need?
4. How will we make it fair?
5. What happened?
6. What did we find out?
Year One/Two:
1. What do we want to find out?
2. What are we going to do? / How can we measure?
3. Our Prediction: What do we think will happen?
4. What equipment do we need?
5. How will we make it a fair test?
6. What happened?
7. Our Conclusion. What did we find out?
Foundation stage:
1. What do we want to find out?
2. What are we going to do?
3. What do we need?
4. How will we make it fair?
5. What happened?
6. What did we find out?
Year One/Two:
1. What do we want to find out?
2. What are we going to do? / How can we measure?
3. Our Prediction: What do we think will happen?
4. What equipment do we need?
5. How will we make it a fair test?
6. What happened?
7. Our Conclusion. What did we find out?
Melbourne Infant School - Year2 - History - Titanic
Session Learning Objective Activity Resources Opportunities for ICT
1 To be able to recognise why people did things, why events happened and what happened as a result.To be able to identify and describe where places are. Assessment sheet.Introduce new topic- Titanic- large passenger ship designed not to sink. Maiden voyage ‘Queen of the Seas’ 10th April 1912.Watch the ‘setting sail’ scene from the video. Make observations and discuss- size of the Titanic, how grand it was, dress etc. Drama- whole year group to act out the ‘setting sail’ scene using the stage as the Titanic. Children to freeze and be hot seated. Show England on map and America- Atlantic.Discuss why people travelled to America. On world map plot journey that the titanic would have taken and label. Titanic Survivor- ORT.Titanic Big Book. Lynx mapVideo
2 To be able to recognise why people did things, why events happened and what happened as a result.To be able to place events in chronological order. Make a timeline of the main events. Read Harold Bride’s account of his voyage. Discuss main events and plot on textease timelineOrder main events, add captions and diagrams. Titanic Survivor- ORT.Titanic Big Book Textease timeline.
3 To be able to identify differences between ways of life at different times. Show video clip and discuss the different classes travelling on the Titanic. Focus on clothing, bedrooms etc use website http://www.learningcurve.gov.uk/snapshots/snapshot33/snapshot33.htmAndttp://www.encyclopedia-titanica.org/series.php?id=8.Children to complete compare and contrast activity sheet. Compare and contrast activity sheet. http://www.learningcurve.gov.uk/snapshots/snapshot33/snapshot33.htmAndttp://www.encyclopedia-titanica.org/series.php?id=8.Video
4 To be able to recognise why people did things, why events happened and what happened as a result. Watch video clip- Titanic hitting the iceberg. Recap that it was designed not to sink- not enough lifeboats. Took 2 hours to sink and how it snapped in half. Link to classes and how the 1st class travellers went first. Women and children.Facts number of survivors and dead over half died.ICT- Beebots and iceberg maps. AA grid co-ordinates. VideoBeebots
5 To be able to select from their own knowledge of history and communicate it in a variety of ways. Hot seating.Write a diary entry as a child onboard the Titanic. Showing timings and sequence of events.
Opportunities for Speaking and Listening To respond to presentations by describing characters, repeating some highlights and commenting constructively.
1 To be able to recognise why people did things, why events happened and what happened as a result.To be able to identify and describe where places are. Assessment sheet.Introduce new topic- Titanic- large passenger ship designed not to sink. Maiden voyage ‘Queen of the Seas’ 10th April 1912.Watch the ‘setting sail’ scene from the video. Make observations and discuss- size of the Titanic, how grand it was, dress etc. Drama- whole year group to act out the ‘setting sail’ scene using the stage as the Titanic. Children to freeze and be hot seated. Show England on map and America- Atlantic.Discuss why people travelled to America. On world map plot journey that the titanic would have taken and label. Titanic Survivor- ORT.Titanic Big Book. Lynx mapVideo
2 To be able to recognise why people did things, why events happened and what happened as a result.To be able to place events in chronological order. Make a timeline of the main events. Read Harold Bride’s account of his voyage. Discuss main events and plot on textease timelineOrder main events, add captions and diagrams. Titanic Survivor- ORT.Titanic Big Book Textease timeline.
3 To be able to identify differences between ways of life at different times. Show video clip and discuss the different classes travelling on the Titanic. Focus on clothing, bedrooms etc use website http://www.learningcurve.gov.uk/snapshots/snapshot33/snapshot33.htmAndttp://www.encyclopedia-titanica.org/series.php?id=8.Children to complete compare and contrast activity sheet. Compare and contrast activity sheet. http://www.learningcurve.gov.uk/snapshots/snapshot33/snapshot33.htmAndttp://www.encyclopedia-titanica.org/series.php?id=8.Video
4 To be able to recognise why people did things, why events happened and what happened as a result. Watch video clip- Titanic hitting the iceberg. Recap that it was designed not to sink- not enough lifeboats. Took 2 hours to sink and how it snapped in half. Link to classes and how the 1st class travellers went first. Women and children.Facts number of survivors and dead over half died.ICT- Beebots and iceberg maps. AA grid co-ordinates. VideoBeebots
5 To be able to select from their own knowledge of history and communicate it in a variety of ways. Hot seating.Write a diary entry as a child onboard the Titanic. Showing timings and sequence of events.
Opportunities for Speaking and Listening To respond to presentations by describing characters, repeating some highlights and commenting constructively.
Subscribe to:
Posts (Atom)