The Role of the Science Subject Leader. The role of the subject leader is crucial if schools are to raise standards and

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1 The Role of the Science Subject Leader The role of the subject leader is crucial if schools are to raise standards and support teachers and children. The pack contains details and information to help subject leaders: Conduct a school audit Complete self evaluation grids Analyse data Monitor planning Undertake book sampling Conduct pupil interviews Carry out walkthroughs Observe / monitor teaching Assess learning environment Assess staff Science skills Identify areas for improvement and set curricular targets Create an action plan Complete year planner Support implementation of action plan Peer coaching CPD Resources Monitor progress Evaluate impact 1

2 Review Progress Implement and Monitor Construct a Science Action Plan SCIENCE DEVELOPMENT PLAN CYCLE Set Quantitative Targets Undertake a Science Audit Set Curricular Targets 2

3 Science Profile Area: Comments: Standards What are the standards like in your subject? Have you looked at the assessment data? Are you confident in interpreting it? Have you looked at pupils' work? Have you moderated work with staff? Policy Is there a policy in place? When was it last reviewed? Does it reflect current practice? Is the policy applied consistently by all staff? Planning Is there a consistent approach for medium term planning? Is there a consistent approach for short term planning? Do the layers of planning link? Does the planning match the work in children's books? Resources Do you have appropriate resources for the subject? Are they in good condition, accessible and sufficient? Do you have a budget allocation? Staff Development How secure is your subject knowledge? Do all staff have the required knowledge to teach the subject in their age group? Do you feel confident in leading staff training or a staff meeting in your subject/area? School Development Has your subject/area been identified in the inspection report/sdp? Do you have the opportunity to contribute to the SDP in relation to your subject? Assessment Do you have a secure understanding of the levels in your subject? Do other staff? Do you have any evidence of standards in your subject? 3

4 The Science Subject Leader's File This is not a definitive list. This information will build over time. 1. POLICY - Science subject leader's job description - Science policy - Long-term plan / curriculum overview - Progression of skills overview 2. SCHOOL IMPROVEMENT - Annual review of priorities/sdp/action plan - Science development plan - Science year planner 3. MONITORING AND EVALUATION - Monitoring & Evaluation Policy - Cycle of subject monitoring and evaluation - PLANNING - Evaluation of planning - WORK SAMPLING - Evaluation of children's work - CLASSROOM OBSERVATION - Individual evaluation forms - INTERVENTION PROGRAMMES - Identification of and monitoring of progress made - PUPIL INTERVIEWS 4. STANDARDS - Test results & analysis - Level descriptors / OFSTED standards - Whole school targets - Improvement targets - Tracking 5. RESOURCES - Audit of resources - Resource list/location - Budget allocation / Record of expenditure - Relevant ICT resources 6. STAFF DEVELOPMENT (subject leader, class teacher, teaching assistants) - Professional development activities - Evaluation of professional development activities 4

5 School Self-Evaluation Grid The self-evaluation grid will help you identify current practice in your school and establish areas for development. The grid should be completed by the subject leader in partnership with the Headteacher. 5

6 Raising standards in science Self-evaluation to establish priorities The purpose of the self-evaluation grid is to support coordinators in recognising the current stage of development and identifying key priorities for development across the school. Key area 1: Establishing priorities, analysing results and reviewing progress. Key Area 2: Continuing to improve the quality of teaching and learning Key Area 3: Management and deployment of resources Key Area 4: Professional development into practice Key Area 1: Establishing priorities, analysing results and reviewing progress. 1a Establishing priorities, action of m An audit of science provision, planning and review professional development needs and quantitative outcomes, in terms of standards and progress has been carried out. As a result key priorities for action have been identified. Focusing Developing Establishing Enhancing Using the audit, an agreed action plan that addresses identified priorities and appropriate resources has been developed and is being implemented. The impact of the action plan is monitored and evaluated. The plan is refined following the outcome of evaluation. The school s priorities for improving science are part of the whole-school improvement programme with clearly identified subject-specific priorities and systematic review and evaluation. 1b Knowing about standards Teachers assess children s work regularly and national/other tests are in place. There is access to relevant data on standards, e.g. baseline assessment, data on statutory and optional tests, on-going teacher assessments and work samples. There is limited confidence in the use of this data. There is a systematic structure for assessing children s work and progress. Data is starting to be used to inform judgements on standards across the school, noting patterns in children s achievement. There is work across the school to moderate teacher assessments and to analyse data to inform teachers planning, set targets and monitor progress in a comprehensive and systematic manner. School assessment systems are rigorous and effective. There is close cooperation between the headteacher, staff and governors in using data to raise standards in science. 1c Target setting There is as yet no systematic wholeschool approach to the setting of numerical and curricular targets to track children s progress and raise standards in science. Teachers are supported in setting realistically challenging numerical targets for each year group. They are supported in tracking children s progress by setting curricular targets based on a clear identification of learning needs. There is an effective process for setting and reviewing numerical and curricular targets in each year group. All teachers are able to use targets to track children s progress, inform their teaching and raise standards. There is an effective, coherent and manageable whole-school system for setting and revising targets against children s progress. 1d Monitoring and evaluating the development of science A start has been made towards monitoring and evaluating a range of aspects of subject responsibility. There is a clear structure for monitoring and evaluating science in order to identify key priorities for improving standards of teaching and learning. The outcomes of the monitoring and evaluation of aspects of science are used to inform future school improvement planning. Monitoring and evaluating is embedded within the school improvement plan and is effective in celebrating success and identifying areas for further improvement. 6

7 Key Area 2: Continuing to improve the quality of teaching and learning 2a Evaluating the quality of the teaching of science and giving appropriate feedback 2b Support for planning; monitoring the process; evaluating outcomes Focusing Developing Establishing Enhancing Classroom observations and/or scrutiny of children s work has raised awareness of: the quality of teaching of science across the school; the strengths and weaknesses of teachers subject knowledge. Teachers weekly plans are sampled. There is a developing programme to monitor the quality of teaching of science. Weaknesses in teaching are recognised and staff are given feedback. Actions to be taken are identified and incorporated into the science action plan or school improvement plan. Teachers are supported in their planning and given feedback to help them to moderate and amend as appropriate. Systems are in place for monitoring and evaluating the quality of teaching. This is impacting positively on classroom practice. Some areas of weakness in teaching remain but are being addressed through feedback and professional development. Medium- and short-term plans are reviewed and teachers are supported in ensuring plans match the expected levels of achievement of children. There is systematic and structured evaluation of science teaching across the school. The science lessons are taught well. Weaknesses in subject knowledge, and teaching and learning are being addressed effectively. There is appropriate feedback, support and related training for all staff. Colleagues are supported in producing plans which are coherent, succinct and effective in addressing learning needs. Plans are evaluated in the light of learning outcomes. 2c Using ICT to support science Staff are aware of the need to incorporate ICT as an appropriate resource to support the teaching of science. Staff are aware of a range of ICT resources to support the teaching of science. With the ICT coordinator, the professional development needs of teachers in the use of ICT to support teaching have been identified. There is close collaboration with the ICT coordinator to support teachers in planning for the appropriate use of ICT in the teaching of science and in monitoring and evaluating the use of ICT in a range of science teaching. ICT is being effectively integrated into teachers planning for science. Joint evaluations show that ICT is being used effectively in science teaching. Key Area 3: Management and deployment of resources 3a Establishing an effective learning environment 3b Deployment of additional adults Focusing Developing Establishing Enhancing The importance of an effective Through classroom observations and A systematic plan is in place across The school environment makes a key environment to support the teaching an audit of resources, key areas for the school to support improvement of contribution to science learning for all and learning of science in all action have been identified in order to the environment in which children children. classrooms is recognised. promote an effective environment learn science. which will support children s learning The expertise and skills of additional adults are matched to identified needs for support in science across the school. of science. Support systems are developing between additional adults and teachers for planning support and reviewing the progress of individual/groups of children. The impact of support by teachers and additional adults is evaluated against both quantitative and qualitative learning outcomes. Monitoring of the impact of additional adult support shows that a difference is made to children s attainment and progress. There is a clear understanding between the teacher and additional adult of the learning needs of children. 7

8 Key Area 4: Professional development into practice 4a Identifying CPD (Continuing professional development) needs Focusing Developing Establishing Enhancing Information about training is selected and staff are encouraged to attend relevant courses. Staff are helped to be more selective about the type of professional development in which they participate and relate this closely to the science action plan. A CPD policy which relates to the individual and school needs with clear links to the development of science is in place. Most staff are committed to the policy and understand how it will impact on their own professional development. The planned CPD programme supports school, LEA and national priorities and meets the needs of all staff. The impact of the CPD programme is monitored and evaluated systematically. 4b Supporting colleagues Resources to support colleagues in improving teaching of science are managed and organised. Individuals are supported on request to help them to improve the quality of the teaching of science. A planned programme of support is being developed in order to address whole-school and individual needs. This support programme includes trainee teachers and other additional adults. There is a coherent support programme in place and all staff are involved in a review and evaluation of the professional development and support they have received. When appropriate the impact of professional development is evaluated through visits to classrooms and formal/informal feedback. A planned programme of support has been devised, responding to wholeschool and individual needs. All staff are supported in developing high quality teaching and learning in science. Evaluation of the support shows a positive impact on teaching and learning. 8

9 Children s Written Work In Science School self-evaluation grid Focusing Developing Establishing Enhancing Learning objectives are shared with children at the beginning of each lesson and are reviewed in a plenary. Marking comments on the quality of children's written work and/or the effort that they have put into completing it. Children are encouraged to read teachers' marking. Learning objectives are discussed with children, vocabulary is explained and links with previous learning are reinforced. Teachers' marking, and oral feedback, on written outcomes, refers directly to learning objectives. Written feedback offers specific guidance on improvements to be made. Children are given opportunities to reflect on this guidance and redraft parts of their work in response. Teachers use different types of feedback for different purposes. They plan for a variety of written and oral feedback driven by teacher, peer and self assessment. Teachers define and make explicit to children the success criteria for achieving learning objectives. Teachers provide written and oral feedback, against success criteria, which highlights which have been achieved and which need to be developed. Oral feedback is given during learning; teachers make reference to successes and areas for improvement which children can address immediately. The features of effective, constructive feedback are explicitly taught and modelled so that children can adopt them in peer and self-assessment. In feedback, specific links are made between the success of written outcomes and the processes that have led to the written piece Children work with each other and the teacher to define success criteria against which they will evaluate their learning. Specific feedback, against success criteria, is given Outcomes sometimes take the form of visual texts, presentations, performances etc. These are assessed against success criteria in the same way that a written outcome would be. 9

10 Analysing Data Identify strengths and areas for development using national, local authority and school data e.g. RAISEonline, SEF (Self evaluation form), OFSTED Reports. Use SATs and optional tests to identify patterns and trends of attainment for cohorts, classes, groups and individuals. Use assessment data to track progress of different groups over time Identify subject specific strengths and areas for development through question level analysis e.g. PAT Use information to inform the action and set curricular targets. 10

11 The Process of Layering Curricular Targets 1 Set whole-school curricular target (based on analysis of tests, work scrutiny, discussions with children). Assign year-group curricular target For Example, for year 5: Differentiate the year-group target into targets for different groups using language accessible for children (based on teacher s specific knowledge of the class and individuals). I can Note: Curricular targets should be personalised for children with diverse needs. Link curricular target to learning and teaching 1 Teachers identify subject-specific knowledge related to that target Professional development at staff meetings identifies progression through the school in this aspect of subject-specific knowledge. Teachers identify, from their medium-term plans, when they would teach the relevant science to enable the children to meet their target. They would include opportunities for children to consolidate and apply this knowledge across the curriculum. Teachers identify when, in their half-termly plans, they will focus on assessing progress towards the target. Targets are shared with children in class. Review progress against targets Teachers and children assess and record progress against the targets. Teachers and the leadership term review individual progress against targets and record information on the school tracking system. 11

12 Monitoring Planning The following need to be considered when monitoring medium and short term planning.» Do medium term plans inform short term plans?» Do the plans show coverage and progression?» Are all the programmes of study covered?» Are school/class targets given appropriate focus in the plans?» Is there clear planning for each part of the lesson?» Are the objectives made explicit?» Are the learning outcomes clear?» Is the unit outcome stated?» Is there differentiation?» What resources are identified?» Are there key points for the plenary?» Is homework set and linked to the week s objectives?» Is there a sound balance between AT1 lessons and knowledge based lessons?» Is there consistency in planning between year groups/classes?» Is there evidence of assessment for learning? 12

13 OVERVIEW OF PLANNING Class Teaching Sequence Objectives led Outcomes stated ICT Links Crosscurricular links Differentiation Plenary Additional adults AFL 13

14 Book Sampling Book sampling should include written work in books, folders, portfolios and other curricular areas. Questions to consider:» Are there trends across all year groups which show one aspect which needs addressing either through INSET or CPD?» Is there a specific issue in one year group?» Are all units/programmes of study covered?» Is there evidence of AT1?» Is there an appropriate use of worksheets?» Is there evidence of a variety of activities?» Is there evidence of differentiation?» Is useful and relevant feedback given to the children?» Does feedback focus on strengths and areas for development linked to the learning objective?» Is reference made to children s/class/group targets? 14

15 Effective Learning Environment Checklist Focus Area Desirable Elements Assessment Evidence Sharing Objectives and Reviewing Learning Objectives displayed and discussed Key questions displayed and used in lesson starts and plenary (what? why? how? when?) Key questions and prompts available to support children's talking and thinking about learning Use of key questions to trigger prior knowledge Curriculum displays include statements and questions to highlight key learning points Science targets are displayed Classroom displays, visual Curricular Targets prompts and resources support key curricular target focuses e.g. structural organisers -thinking strategies Key words/ technical vocabulary displayed for a variety of curriculum areas Vocabulary Vocabulary referred to and used within teaching Definition of words discussed with pupils Collections of words or phrases to support key writing forms e.g. Post- Its, cards, pocket charts Positive affirmations are displayed in the classroom and referred to regularly Positive Affirmations The teacher actively fosters positive attitudes and behaviours Successes are celebrated 15

16 Action Plan LEA Number School Name School address and phone number Adviser Headteacher Subject Leader Reading Whole School Improvement Area Writing Objective Action Personnel Success criteria Monitoring Progress against objectives Evaluation Resources / Costs Term 1 Term 2 Term 3 INSET Needs 16