Southwark
Tracking and Assessment
Record STAR Science
Part II
Outline of the session
Science STAR – recap & review from the previous session
Misconceptions (light) and how to address them
Reflect on how STAR has been used in each setting
BREAK
Reviewing the evidence
Lessons learnt and next steps
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Assessment should:
ultimately improve pupils’ learning
be aligned with the full range of learning objectives of the whole school curriculum
be an integral part of teaching that enables pupils to understand the purpose of their activities and to improve the
quality of their work
combine qualitative and quantitative data of different kinds, from a variety of individual and group learning activities
including pupils’ self-assessment, to inform decisions about pupils’ learning and achievements
be understood as providing data about pupils’ learning outcomes in the form of approximations and samples,
subject to unavoidable variations.
Assessment should:
•promote the active engagement of pupils in their learning and its assessment, enabling and motivating them to show
what they know and can do
•include explicit processes to ensure that information is valid, reflecting all important learning goals, and is as reliable
as necessary for its purpose
•meet standards that reflect a broad consensus on quality at all levels from classroom practice to national policy
•be realistic and manageable for pupils and teachers, with transparent time demands and requiring no more
collection of pupils’ work than is a normal part of teaching and learning.
The development process – Science
• Effective science teaching and
learning
Subject
knowledge
Pedagogy
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scientific enquiry
AFL
questioning
higher order thinking
models of learning science
resources
• science content/ cross curricular
links e.g PSHE
• curriculum content
• policy
• research
• assessment
• misconceptions/ subject specific
vocab
Relationships
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respect
trust
challenge
boundaries/rules
KS2 Misconceptions
Year 3 to year 6
KS2 Misconceptions – understanding
Limited
understanding
Next steps
Complete
understanding
Children’s understanding of light sources
Moderation
On your table look at the work that you have
brought along and review the following:
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Year group
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Unit of work
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Evidence – are there misconceptions?
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Areas for development for the child?
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What are the opportunities linked to working scientifically?
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Where would you like to see stronger evidence?
How have you developed this in your school?
Reflection questions
. What did you implement in your school?
In relation to star science
What support did you need to implement?
staff meetings, phase meetings, resources, lesson plans etc
How successful has it been ?
Staff confidence, curriculum coverage, knowledge of progression etc
How do you know and what did you look at in order for you to know this?
Confidence surveys, subject knowledge audits, book scrutiny, pupil voice.
Language, accuracy of judgement, vocabulary
Were there any unintended outcomes?
Subject knowledge, resources, attitudes towards science, curriculum
coverage, TAs etc
Were there any barriers that you didn’t prepare for?
What are you next steps?
Reporting
Year group % achieving emerging, developing secure by
the end of the unit
Chemistry
E
D
Biology
S
E
D
Physics
S
E
D
S
Term 1
Term 2
Term 3
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Implications Back in School
Need to: Ensure staff are confident in planning and teaching using the new
curriculum.
Work on secure subject knowledge
Look at provision and opportunities for extended science subject knowledge,
both within science and across the curriculum (PSHE, Geog, D+T).
Develop robust and frequent standardisation and moderation protocols both
within school and across other local schools.
Develop understanding of mastery – depth rather than breadth for most able,
but identifying when it is the right time to move children on.
Monitor the progress of pupils within the three subject chemistry, biology and
physics.
Key Messages
Need for application across the wider curriculum PSHE, Mathematics.
•the knowledge should be taught through working scientifically
•This is an assessment method that acknowledges depth as well as
breadth – identifying how to deepen understanding
•Identifying implications for teachers’ subject knowledge and teaching
of vocabulary.
References
Harlen, W. (2008) Science as a key component of the primary curriculum: a
rationale with policy implications. Perspectives on Education 1 (Primary
Science), 2008 4-18. Available at: www.wellcome.ac.uk/perspectives.
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/51
5329/STA-Ex2016-KS2-Science-ES.pdf
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/51
5334/STA-Ex2016-KS1-Science-ES.pdf