KS1 Assessment, Monitoring and Moderation (2015/16) January 2016

Transcription

1 KS1 Assessment, Monitoring and Moderation (2015/16) January 2016

2 Aims To outline the statutory requirements of KS1 assessment in 2016; To summarise the local authority KS1 assessment procedures for 2015/16. Science

3 and support you to make accurate teacher assessment judgements in: READING P - levels WRITING MATHEMATICS SCIENCE based on a broad range of evidence across the curriculum.

4 Teacher assessment is the main focus for end of KS1 assessment and reporting. It is carried out as part of teaching and learning. Teacher assessment provides a judgement that is based on knowledge of how the pupil has performed over time and in a variety of contexts. [KS1 ARA 2016 p22] o Photographs, class books; o Exercise books; o Video or voice recording; observational assessments and trackers ; o Cross-curricular examples; o Statutory tests.

5 11.7 Local authorities responsibilities LAs must ensure that their maintained schools and any academies, and independent schools which have chosen to participate in the KS1 assessments, administer the statutory assessment and reporting arrangements appropriately. LAs must make arrangements for monitoring the administration of the PSC. LAs should ensure their schools: o understand and follow the statutory requirements set out in this ARA, as well as any funding agreement requirements; o are offered support on all aspects of the administration of the KS1 assessments and the PSC (and) have an electronic system to submit their data; o are given instructions on how to submit their data; o are aware of the need to store all assessment materials securely. KS1 ARA 2016 (p35)

6 STA: Assessment and reporting arrangements (2016) assessment-and-reporting-arrangements-ara assessment-and-reporting-arrangements-pdf-format-versions

7 Standards and Testing Agency (September 2015) A new video highlighting the key changes to tests and assessments for 2016 has been produced for schools. It outlines the main changes to the tests that will affect schools and details where to go for further information. Important dates and deadlines for schools involved in administering the KS1 national curriculum assessments and submitting teacher assessment.

8 Key changes for KS1 assessment in 2016 New tests Test administration window Interim teacher assessment frameworks Moderation of teacher assessment Test orders STA KS1 ARA 2016: Section 2

9 Key changes for KS1 assessment in 2016 New tests o KS1 test outcomes no longer be reported using levels scaled scores used instead: o New national curriculum tests will replace previous tests/tasks: English reading (Paper 1): combined reading prompt/answer booklet; English reading (Paper 2): reading booklet & reading answer booklet; English GPS (Paper 1): spelling; English GPS (Paper 2): questions; Mathematics (Paper 1): arithmetic; Mathematics (Paper 2): reasoning. o No longer a test for English writing. o Schools should no longer use 2007/2009 KS1 test/task materials. o Sample tests/materials published to help schools prepare for the 2016 national curriculum tests.

10 National curriculum assessments: 2016 sample materials (June 2015) ons/national-curriculum-assessments sample-materials#history

11 Key changes for KS1 assessment in 2016 Test administration window o o KS1 tests do not have set days for their administration, but schools must administer the tests during May A number of schools will be selected to administer one of the KS1 tests in April 2016 to inform the standard setting for the tests. These schools should do all the other tests in May. For any schools selected to administer one of the KS1 tests in April 2016, participation is statutory.

12 Key changes for KS1 assessment in 2016 Interim teacher assessment frameworks o o o o Interim TA frameworks have been provided to support teachers in making robust and accurate judgements for pupils at the end of KS1 in The interim TA frameworks are for 2015/16 only. The interim frameworks set out the standard(s) a pupil will be assessed against at the end of the key stage for reading, writing, mathematics and science. To show that pupils have met the standard, teachers will need to have evidence that a pupil demonstrates consistent attainment of all the statements within the standard.

13 Key changes for KS1 assessment in 2016 Moderation of teacher assessment o o The (national) deadline for submission (of teacher assessments) to LAs is Monday 13 th June. Moderation will take place from Tuesday 14 th June.

14 Gloucestershire local authority has responsibility to ensure that moderation of KS1 assessment is carried out in line with statutory guidance as specified in the 2015/16 KS1 ARA. 1-assessment-and-reporting-arrangements-ara

15 (STA, Dec 2015) Guidance and requirements to support schools and LAs involved in KS1 teacher assessment and statutory moderation in Schools and LAs have a statutory duty to ensure that teacher assessment is accurate and in line with the standards within the interim TA frameworks. The guidance is reviewed annually and contains changes for the 2015/16.

16 8.5.1 Local authorities Local authorities have a statutory duty to moderate a minimum of 25% of schools within their area to validate KS1 TA judgements. They must also moderate any academies that have chosen to be part of their arrangements. The guidance for LAs on the KS1 TA includes details of the moderation process and how to carry out moderation visits. o During the visits, LA external moderators must scrutinise evidence of pupils work in reading, writing and mathematics. o LA external moderators provide an independent, professional validation of the school s TA by reviewing a sample of evidence. o If the LA external moderator is unable to validate the school s TA judgements, the data set submitted by the school must be amended to ensure that the TA judgements are in line with the appropriate standard within the interim TA frameworks. LAs must provide a transparent appeals process. KS1 ARA 2016 (p24)

17 Key changes for KS1 assessment in 2016 Test orders o Quantities of test materials will be sent to schools based on their autumn census data. o Special schools, pupil referral units (PRUs), hospital schools and secure units can confirm zero test orders by Friday 27th November, where all pupils are working below the standard of the tests or pupils will not be participating in the tests.

18 Participation in the tests Participating pupils o Pupils must take the KS1 tests if they: have completed the PoS for KS1; are considered to be working at the standard of the test. [Teachers should use their knowledge of each pupil to decide whether to administer the tests to them. They may use the sample materials to help inform these decisions.] o Teachers should not use the tests with pupils who: are working below the standard of the tests; are unable to participate in the tests using suitable access arrangements The headteacher s decision regarding participation is final. o If a headteacher decides a pupil shouldn t take one or more of the tests, they should explain this decision to the parents.

19 Participation in the tests Access arrangements o Teachers may need to use access arrangements for some pupils so that they can demonstrate their abilities. o Arrangements should neither advantage/disadvantage individual pupils. o Access arrangements can be used to support pupils: with hearing impairments; with visual impairments; who use sign language. o Access arrangements may be appropriate for pupils: with statement of SEN/EHCP as described in the SEN Code of Practice; for whom provision is being made in school using the SEN Support system and/or whose learning difficulty or disability significantly affects their ability to access the tests; who requires alternative access arrangements because of a disability (which may or may not give rise to a SEN); who is unable to sit and work for a long period because of a disability or because of behavioural, emotional or social difficulties; with EAL and who have limited fluency in English.

20 Reporting results Schools must report end of KS1 teacher assessment to their LA. For all pupils, schools must submit TA judgements in English reading, English writing, mathematics and science. Schools are not required to report test results to the LA or the next school when a pupil moves. Headteachers are responsible for: o ensuring that the required national processes are followed; o ensuring that their school s TA judgements are accurate; o cooperating with any moderation requirements; o submitting accurate TA data. HTs must ensure those carrying out TA have enough opportunity to become familiar with the interim teacher assessment frameworks. KS1 ARA 2016 (p26)

21 Guidance, including relevant documents, can be found at: /110380/Statutory-requirements-for-assessment

22 Moderation: local arrangements (2016)

23 If your school is selected for a moderation visit in your headteacher will receive a notification letter in Term 6 (after the TA submission deadline). your moderator will be asked to contact your school before the Meet the Moderator network meeting on Wednesday 15 th June (am), which you will need to attend. This meeting will offer teachers (in schools selected for external moderation) an opportunity to meet their moderator prior to the formal visit and to receive full guidance on what will be expected during the external moderation visit.

24 Arrangements for schools NOT selected for moderation Cluster assessment moderation meetings, which encourage the involvement of Y3 colleagues, will be held across the County in June to support effective and accurate assessment processes. These will be for English and mathematics combined. P-scale clinics will be held around the county in April details to follow.

25 LA cluster moderation meetings If unable to attend local authority meetings, schools are requested to take part in local cluster moderation meetings. Each school will be asked to notify the LA of moderation arrangements so that information is available should the local authority be moderated by STA.

26 Local authority contact Assessment, monitoring and moderation: Tim Foster

27 KS1 2015/16 pupils list What is it? This is a summary of what the LA believes is the current position regarding pupils in your school, based on the school s own returns. When do we get it? What do we do? All schools will receive their KS Pupils List via the General Transfer community of RM SecureNet Plus from the Data and Performance Team at the beginning of Term 5. Return the list to Data and performance team by 4 th May 2016, via RM SecureNet Plus, confirming data is correct or with amendments where necessary. Any amendments must be replicated in SIMs. What s next? Subsequently, ALL schools send the electronic KS1 results file to the LA via KS1 community RM SecureNet Plus

28 Example of pupil list and possible comments DfE School Name UPN Legal Surname Legal Forename G E N D E R DOB Correct Y/N Comments Water's Edge A Black Priscilla F 01/08/2009 Y Water's Edge B White Jimmy M 05/06/2009 N Left on 12/4/ Water's Edge C Brown Joe F 11/08/2009 N Gender should be male, have changed in SIMs Water's Edge D Green Al M 10/09/2008 N DOB is 9/10/08 Water's Edge X Orange Jason M 30/05/2009 Y 1234 Water's Edge Y Pink Lilly F 08/05/2009 New pupil, started 11/4/16

29 Reporting and Using Results Please remember All schools (whether or not they have been included in the 25% moderation sample) are required to send the teacher assessment results electronically to the local authority using RM SecureNet Plus to a community called KS1 Return to LA. Results can be submitted from: Monday 6 th June 2016, but no later than Wednesday 8 th June These dates are critical in the process to enable us to provide schools with a summary of the data to be sent to the DfE. Schools must check the summary thoroughly and notify us of any anomalies no later than 19 th July 2016.

30 KS1 ASSESSMENT 2016: Pupils working below the expected standard

31 Tests Administered to all who have completed KS1 and are considered to be working at the standard of the test. NB includes pupils in Alternative Provision but on your register. Any held back last year? Access arrangements Some still cannot access tests teacher assessment only; headteacher s decision but should write to parents and LA.

32 Children not assessed Those remaining in KS1 for another year; recently arrived from a different education system = A; absent for long periods of time = A.

33 Pupils working below the expected standard Must be teacher assessed WTS if meets every statement. If not, check PKFoundation. If all statements not met, record BLW. If SEND assess using P-scales.

34 Assessing using P-scales Key points: ONLY for children at/with My Plan/My Plan+/EHC Plan NOT for Reception OR EAL children BEWARE use early in Y1 Involve/consult SENCo

35 P scale documents gov.uk Search P-scales; Performance P scales attainment targets for pupils with SEN ; July 2014 version!!! Using the P scales: examples of pupil performance.

36 End of KS1 assessment and pupils with SEND Use P-scales with pupils with SEND who are working below 1 P1i; P1ii; P2i; P2ii; P3i; P3ii. P4; P5. P6; P7; P8. EN: speaking; listening; reading; writing. MA: number; using & applying; shape, space & measure. NB English and/or mathematics levels are only awarded for pupils at P1i P3ii

37 Recording and Reporting P-scales NC assessment for ALL pupils: A; BLW; PKF;WTS; EXS; GDS reading writing mathematics science EXS or HNM ADDITIONALLY for pupils with SEND (BLW + P-scale) assessments in: speaking; listening; reading; writing using & applying; number; shape, space and measure.

38 Reaching P-scale judgements Not ALL PKFs? Then BLW in NC section Some PKFs then probably P8 P-scales are best fit but

39 National Curriculum Speaking 8 Listening 7 Reading BLW Reading 7 Writing BLW Writing 6 Mathematics BLW Number 7 Science Pupil A HNM Using & applying Shape, space etc P-levels 6 7

40 Pupil B National Curriculum Speaking Listening Reading PKF Reading Writing BLW Writing 7 Mathematics BLW Number 7 Science HNM Using & applying Shape, space etc P-levels 6

41 Pupil C National Curriculum Speaking Listening Reading PKF Reading Writing BLW Writing 8 Mathematics WTS Number Science HNM Using & applying Shape, space etc P-levels

42 TASK National Curriculum Speaking 8 Listening 6 Reading BLW Reading 8 Writing BLW Writing 7 Mathematics BLW Number 7 Science HNM Using & applying Shape, space etc P-levels 6 7

43 MODERATION CLINICS Five/six around the county in April Bring completed P-scale form Evidence = pupil work; teacher records; teacher statements Class Teacher &/or TA welcome After, use P-scale to enable school admin to enter data accurately.

44 KS1 Statutory Assessment: The evidence gathering process

45 assessment is not an end in itself. It s main purpose is to tell us where pupils are now and where they need to go next.

46 Assessing and moderating reading and writing

47 A Range of Evidence for Teacher Assessment of Reading and Writing Ensure learning and assessment opportunities for all of the KS1 NC objectives. Opportunities should be in English and across the curriculum to show pupils can apply their skills. Ensure opportunities for independence and choice. Gather your evidence over time and in a manageable and meaningful way.

48 Reading

49 Range of Evidence for Reading Shared Reading Whole class activity Support of the teacher Mixed ability Teach whole class objectives Independent Reading Essential for Working at greater depth within the expected standard Engagement and enjoyment Inference Prediction based on what has been read so far Make links between books read Guided Reading Records Small targeted groups Specific support of the teacher Differentiated ability groups Teach specific, targeted objectives Cross-Curricular Reading Non-Fiction text evidence For purpose (research) and pleasure (whole range of text types and genre) Evidence of greater depth

50 Assessment Evidence - Written Records (eg trackers) Phonics tracker Reading tracker

51 Gathering evidence for reading Listening to children read written records of evidence including evidence of discussions Phonic records and trackers Spoken and written responses pupils respond in full sentences so that evidence is clear. Drama responses to texts where pupil shows insight Creative responses Reading journals/logs including showing preference/opinion likes and dislikes Oral presentations

52 Gathering evidence for reading Extended conversations to target individual pupil s reading skills Use a Range of Questions to target skills including information retrieval; understanding of vocabulary in context; inference. Speech, thoughts, feelings and actions bubbles Character profiles Ordering and sequencing

53 Pupil Responses to Reading

54 feelings thoughts

55 Interim TA Framework Reading Some of the statements contain qualifiers (some, many and most) to indicate that pupils will not always consistently demonstrate the skill required. Further guidance to support teachers in making consistent judgements on these will be provided as part of the exemplification material. However, where they have been used, they have consistent meaning with most indicating that the statement is generally met with only occasional errors and some indicating that the skill / knowledge is starting to be acquired, and is demonstrated correctly on occasion, but is not consistent or frequent. Teachers should refer to the spelling appendix (Y1 and Y2) of the national curriculum programmes of study for items marked * to exemplify the words that pupils should be able to read as well as spell. (p2)

56 Reading Interim Assessment Framework: Working at the expected standard

57 National curriculum assessments: 2016 sample test materials (June 2015) Use the test results as part of your evidence ons/national-curriculum-assessments sample-materials#history

58 The Key Stage 1 Reading Test Framework

59 Developing Pupils Independence in Reading Experience of a range of fiction and non-fiction texts Responses to familiar and unfamiliar texts Speaking in full sentences when responding: I think John is angry because it says he stomped out the room. Model and Build written responses Independent selection of evidence from texts Build stamina for reading longer texts and responding I writing to the questions on them Opportunity for prediction and inference

60 Writing

61 What do successful writers do? Enjoy writing Read widely and make choices for own writing Understand that purpose shapes writing Are aware of and use key features and text types and genres Write for an audience/reader Plan before writing Can respond to the suggestions and responses of others Can develop their ideas Don t dodge good words Can reflect, refine, improve their own writing Can explain the choices they make in their writing. Concentrate and have stamina for extended writing

62 Range of Evidence for Writing Pupils plans and drafts Edited writing More than one story A range of writing including non-fiction Short pieces of crafted writing Pupil discussions about choices made examples recorded Mark book / success criteria ticked Exercise books including pupils responses to teacher feedback on assessed writing Reading journals Day to day marking Incidental observations during shared / guided / independent work Cross-curricular work Presentation and handwriting matter!

63 Interim TA frameworks reading, writing and mathematics The framework is to be used only to make a teacher assessment judgement at the end of the key stage following the completion of the KS1 curriculum. The interim framework does not include full coverage of the content of the national curriculum and focuses on key aspects for assessment. Framework not intended to guide individual PoS, classroom practice or methodology. Teachers must base TA judgement on a broad range of evidence from across the curriculum for each pupil. The evidence used must include the KS1 GPS/mathematics test. Individual pieces of work should be assessed according to a school s assessment policy and not against this interim framework. o Each standard contains a number of pupil can statements. o Teachers will need to have evidence that a pupil demonstrates consistent attainment of all of the statements within that standard and all the statements in the preceding standard(s). o This framework is interim for the academic year 2015/16 only.

64 Interim TA Framework Writing Some of the statements contain qualifiers (eg some, many and most) to indicate that pupils will not always consistently demonstrate the skill required. However, where qualifiers have been used, they have consistent meaning with most indicating that the statement is generally met with only occasional errors and some indicating that the skill/ knowledge is starting to be acquired, and is demonstrated correctly on occasion, but is not consistent or frequent. Teachers should refer to the national curriculum programmes of study for items marked * (eg to exemplify the words that pupils should be able to spell). Where pupils have a physical disability that prevents them from being able to write, the statements relating to handwriting can be excluded from the teacher assessment. Where pupils are physically able to write and meet all of the statements except for being able to produce legible handwriting, they may be awarded the expected standard but cannot be awarded the greater depth standard. This refers to the final statements within Working towards and Working at the expected standard. (p4)

65 Writing Interim Assessment Framework Working at the expected standard

66 National curriculum assessments: 2016 sample materials (June 2015) ons/national-curriculum-assessments sample-materials#history The National Curriculum ks1 Writing including: Statutory Appendix 1: Spelling Statutory Appendix 2: Vocabulary, Grammar and Punctuation

67 The Key Stage 1 English Grammar, Punctuation and Spelling Test Framework The Content Domain follows the National Curriculum including the statutory appendices 1 and 2

68 Key Stage 1 English GPS Test Question Stem Type Identify Match Complete/ correct/ rewrite Write Explain Key Stage 1 Q2 Tick the correct word to complete the sentence below. Q4 Draw lines to match the groups of words that have the same meaning. Q 16 The verbs in the boxes are in the present tense. Write these verbs in the past tense. Q1 Write the missing punctuation mark to complete the sentence below. Q15 Why do the underlined words start with a capital letter? Build pupils skills over time: Starters for writing sessions and interventions; Individual, group and whole class activities.

69 Developing Pupils Independence in Writing Everyone uses the terminology of the National Curriculum. Pupils talk in full sentences about their choices for their writing using the statutory terminology. Provide opportunities for pupils to talk about their writing and the intended effects. This shows whether they understand how writing works. Give pupils choice. Fiction and non-fiction writing a range of purposes. A range of story writing: adventure, mystery, fable. Make explicit the transfer of skills across the curriculum.

70 Assessing and moderating mathematics

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72 Evidence of attainment might... be planned for; have the element of surprise; occur in a context outside the mathematics lesson; be observed; come from discussion in response to a question; be in the written outcome of a lesson; not be recorded, but remembered.

73 To help reach accurate judgements it can be useful, in addition to considering evidence against national standards, to also take the following aspects into account: How did the pupil arrive at a solution? What was her/his thinking? Why did she/he approach the task in that way? Because the answer we need to make a judgement will not always be on the paper!

74 How did the pupil arrive at a solution? The use of a range of calculation strategies and jottings can indicate a great deal about the level at which the pupil is thinking and working = 52

75 What was the pupil thinking? Carefully choosing a question to elicit the insight you need Give me an example of a pair of numbers with a difference of 2 and another and another. What is the same and what is different about 97 and 84? Make each of these the odd one out, giving your reasons 2, 3,12 Sam says he has 37p in his pocket. He tells his friends that he has less than 4 coins. Is this possible? Convince me. What is the most money he could have in his pocket? Is it sometimes, always or never true that that three consecutive numbers have an odd total?

76 Why did the pupil approach the task in that way? A set of ten cards, each showing one of the digits from 0 to 9, is divided up between five envelopes so that there are two cards in each envelope. The sum of the two numbers inside it is written on each envelope: Investigate possible solutions to this problem.

77 Rich (and sophisticated) tasks are accessible and extendable allow learners to make decisions involve learners in testing, proving, explaining, reflecting and interpreting promote discussion and communication encourage originality and invention encourage 'what if' and 'what if not' questions are enjoyable and contain the opportunity for surprise Developing a scheme of work (National Strategies, 2007)

78 Be A Mathematician Mathematicians often know lots of mathematical facts, but, more importantly, they think about mathematics in different ways.

79 The National Curriculum for Mathematics The Big Picture web-based tool to support planning in line with the new curriculum. written by teachers for teachers in KS1-KS3. NCETM video material to support the implementation of the National Curriculum

80 Kangaroo Maths Assessment BAM Tracker Sheets BAM Tasks Got It? 'Build-a-Mathematician' (BAM) Tasks (Stages 3-9) New assessment tasks (for each mastery indicator) to support the process of building a picture of a mathematician. The tasks are ideal to consolidate intended learning, support deliberate practice sessions and/or use as homework tasks. The carefully crafted questions have been designed to assess fluency, reasoning, problem solving and a pupil s/student's ability to apply their understanding. Got It? (Stages 1-9) Collection of assessments designed to assess pupils' understanding of all the key concepts and help build a mathematical profile against age-related expectations.

81 Assessing and moderating science

82 The programmes of study Curriculum of expectation, rather than levels eg Subject content, Pupils should be taught about KS1 and KS2 expectation is for end of key stage (although set out in year-by-year format) By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.

83 Example National Curriculum statements KS1 Pupils should be taught to: observe changes across the four seasons; observe and describe weather associated with the seasons and how day length varies. Working scientifically asking simple questions and recognising that they can be answered in different ways

84 Recording assessments Y6 Electricity associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of Y6 buzzers and the on/off position of switches use recognised symbols when representing a simple circuit in a diagram etc. associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit John Met Met Exceeded compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches Jane Met Met Exceeded use recognised symbols when representing a simple circuit in a diagram John Johan Met Not yet Met Jane Electricity Exceeded Exceeded Johan Met Assessment questions for the teacher. How many/which statements does John meet by the end of the key stage? Which children have met all statements by the end of the key stage? What are Jane s areas of knowledge/skills? What does Johan need support with?

85

86 Developing performance descriptors NC statement KS1 - Pupils should be taught to: observe changes across the four seasons observe and describe weather associated with the seasons and how day length varies. (Students who exceed this statement are able to ) Students who meet this statement are able to (Students who are not yet meeting this statement are able to )

87 Task Using your performance descriptors from the previous activity, brainstorm ways you could gather evidence that students have met the statement. To do better than just worksheets and tests, base these ideas on: Key questions to pupils be specific! Creative writing task Using, making, criticising a model Producing a display Discussion what would be the stimulus? what would you expect? Practical work etc.

88 Interim Framework for science 2015/16 For KS1 science, where results are not used for formal accountability, the framework contains one standard: working at the expected standard. Pupils will be grouped into 2 categories; the working at the expected standard category plus an additional category for those pupils that do not meet that standard.

89 Interim Teacher Assessment Framework for science Key principles (Used) at end of the key stage following completion of KS1/KS2 curriculum. not intended to guide individual programmes of study, classroom practice or methodology. Teachers must base their teacher assessment judgements on a broad range of evidence from across the curriculum for each pupil. Individual pieces of work should be assessed according to a school s assessment policy and not against this interim framework. Teachers will need to have evidence that a pupil demonstrates consistent attainment across all of the statements within the standard. This will draw on assessment judgements that have been made earlier, regarding science content that has been taught before the final year of the key stage.

90 Does it meet the standard? Consider pupil s work Standardise - Look at TAF and any DfE exemplification Estimate whether it meets NC standard Moderate - Compare with any DfE exemplification (which was previously moderated by teachers) Make decision and note whether it meets NC standard Moderate - Compare with own & other teachers /schools experience & exemplification As time passes, could keep a few examples as they arise, annotated with why standard has been met all for internal/cross-school use only

91 Autumn Term Spring Term Primary Science Assessment Hub 2015/16 Networking opportunity set up to develop understanding of age related expectations in primary science and consider what they may look like in science. Andoversford Primary School: Monday 30 th November Churchdown Village Junior school Tuesday 1 st March (3:45-5:15 pm) Focus Working Scientifically (Y2 and Y6) Summer term Meadowside Primary School (date tbc) Further details and booking form available at: y-science-resources