We measure the impact of our Science curriculum through the following methods:
We understand that feedback is linked to progress and has to be timely to make an impact. In class feedback is used to support teacher’s workload, ensuring it is as immediate and timely and specific as possible, and leaves the teacher time to focus on individual identified needs. (see our Feedback policy 2020)
When a pupil has not met the learning objective there is timely support so they are able to continue on the learning journey with their peers. Teachers adapt their planning for the next lesson to ensure there is time to address these misconceptions. The misconceptions may also be addressed through in class marking, conferencing, verbal feedback or with the use of mini plenaries.
All teachers must be aware of the pupil’s prior attainment. Through our retrieval mats we aim to analyse the pupils’ knowledge of the topic so far and pre-empt the difficulties. We analyse the information and plan the learning according to individual needs and cohorts. These provide the starting points for learning. Where possible, the Teaching Assistants support teachers by tailoring the lesson/ activities to address the learning gap. This might be re visiting vocabulary or basic skills needed to access the age related objective.
Teaching assistants can support during investigations or during extended writes or write ups of investigations.
Teachers engage parents through September welcome meetings. Fortnightly newsletters and Parent Consultation Days ensure an effective partnership to ensure children meet their age related expectations.
School reports are issued at the end of the school year. All subjects, including RE, are marked as Working towards National Expectations, Meeting National Expectations or Exceeding National Expectations.
Children are also given a grade for effort within a given subject