PRIMARY SCIENCE Education Consultancy Primary Science Quality Mark Funded by the Wellcome Trust.
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Transcript of PRIMARY SCIENCE Education Consultancy Primary Science Quality Mark Funded by the Wellcome Trust.
PRIMARY SCIENCEEducation Consultancy
Primary Science Quality Mark
Funded by the Wellcome Trust
The Primary Science Quality Mark Calendar- schools
Sept 2011 By end of Oct 2011
By end of Dec 2011
April 2012 June 2012 May 2013
Initial PD session
Audit of current practice against PSQM criteria, decide on level
Complete action plan. Upload to PSQM web site
Implement action plan. Evidence collection ongoing
Second PD session for schools
Submit reflections with supporting evidence evidence
Award ceremony
Mentoring
The PSQM calendar 2011-12
Management and communication
Steering group
PSQM management ASE/SLC/LA
PSQM hubs
Max 10 schools per hub• Each pay £500 for registration, two days training, mentoring, web site access and award.
Hub leader appointment and training 9 Regional SLCs
Monitoring of PSQM courses
OPERATIONALQUALITY ASSURANCE Wellcome Trust funding
School registration fee
In kind support
Small schools programme
Monitoring of Mentoring
Accreditation and awarding process
Regular external evaluation
• Attend PSQM professional development sessions• Carry out an initial audit, action plan, and collection of
evidence• Take responsibility for uploading evidence for
submission that meets the criteria• Act on identified points for development following
feedback• Inform the Hub Leader/Mentor and/or PSQM™ team of
any change in circumstances that is relevant to their progress and their award.
School subject leader responsibilities
Hub leader role and responsibilities
• Recruit schools• Inform regional SLC of participating schools and development arrangements• Lead minimum of two PSQM professional development sessions per hub per year• Inform the PSQM management team of any change in circumstances that will affect them working as a
hub leader• Submit tracking document which will trigger payments• Monitor and /or carry out mentoring of subject leaders – communicate with the Science Subject Leader via the online message facility and encourage them
during the process;– give feedback on the Subject leader’s action plan– monitor the Science Subject Leader’s progress against their action plan and provide constructive
feedback;– communicate regularly with the Hub Leader and/or PSQM™ centre co-ordinator;– inform the Hub Leader and/or PSQM™ centre co-ordinator of any relevant issues and difficulties
experienced by the Science Subject Leader that they are unable to resolve themselves;– attend and participate in regular professional development and Quality Assurance meetings, nominally 2
meetings per year– review submissions from another hub
The PSQM criteria Criteria
Key Questions
Pre-award
Bronze level
Silver level
Gold level
Questions
Subject management
A1
A2
A3
A4
A5
Teachers & teaching
B1
B2
B3
Pupils & learning
C1
C2
C3
Broader opportunities
D1
D2
PSQM SILVER
PSQM Bronze
PSQM GOLD
7
The award levels
Gathering evidence for the criteria
How and where would you find evidence of impact towards these criteria?
1. PSQM action plan 2. Principles of teaching science in your school- “We know that good science occurs in our school when…” 3. CV of science coordinator 4. List of CPD activities of science coordinator and other members of staff also5. School Development Plan: sections that have relevance to science 6. Sample portfolio of annotated medium and short term planning including children’s work
Bronze Award- from science subject leader’s classSilver Award- from 3 classes taken from across the schoolGold 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. Record of events that reach outside the school – Compulsory in Gold only9. ASE membership
PSQM Core documents
Using the PSQM web site
www.psqm.org.uk
PSQM Tasks
Developing principles of science teaching
We know good science teaching and learning happens when ....
• When children can discover for themselves through trial and error (risk taking, designing own investigations, answering own questions, solving own problems)
• When children use scientific vocabulary • When teachers are confident about what they are teaching• When children talk, ask questions share ideas, explain• When children are inspired to do and know more, transfer knowledge• When children work in groups• When children are working practically• When children are engaged, excited, involved• When there is sufficient time. When children don’t want to stop• When teachers use analogies, make models• When children can remember
Pupil voice
• How can you find out what your pupils think about science?
• How do you respond?
The role of the subject leader
• Rank the cards in diamond formation according to which have the most impact on children’s learning.