Win Pri Science Na Action Plan 2019 20

Primary
Action Plan‐2019‐20

STUDENTS’ ACHIEVEMENT (Attainment & Progress)
Leader: Head of Science – Ms Jenitha Lewis
Maintain Outstanding Attainment and Progress in Science SLT in Charge‐ Head of Primary ‐Ms. Sharmistha

Prioritised Actions Time Frame Resources Success Criteria Monitoring & Comments
Objectives Evaluation

 To maintain  Challenge: Termly ▪ Time for PD/Modelling ▪ Most students achieve Science HODs, HOKS, Lesson observation
outstanding ‐ Facilitate challenge (extension tasks) for Action time, by outstanding above curriculum HOP monitor and data is being
attainment and all groups of students, with ample time June 2019 practitioners as standards in Science review provision evaluated.
progress in for in‐depth discussions and embedding (lesson observation,
needed by the dept. and most students
Primary students’ mastery skills. Book look, SOW,
Science. ▪ Reviewed SOW, make better than lesson plans, data)
‐ Talented students challenged with
extended independent research tasks, Rubrics, Student IEPs, expected progress termly with prompt
deep critical thinking and application ILP sheet, TLPs, Data from their starting action
questions, STREAM‐based projects in Analysis points.
STREAM Café. ▪ Samples of student‐
work and self‐ and
 Support: Provide support and early
peer‐marked rubrics.

intervention to focused groups Monitoring
frame – Sept ▪ CAT4 and PTS data
(especially ensure consistent appropriate
in‐class support to students of to Dec 2019 ▪ Personalized lesson ▪ Most students HOD, HOKS, HOP An improvement
determination, G&T students) plans perform according to monitor and review in internal
▪ Lesson observation their potential in both provision (lesson attainment and
In‐depth concept development: Ensure logs, lesson internal and external observation, Book external
consistency in organization of laboratory observation, and assessments. look, SOW, lesson examination data
tasks and ensure ample time for deeper plans, data) termly trends for all year
feedback
discussions to enable students to with prompt action groups across the
communicate their scientific findings in Evaluation school.
detail. every 6 weeks
The students are carrying out investigation
in the labs to ensure deeper understanding.
End of Year Prediction for WA (Working
Above) for 2019‐20:
Year 2 – 67% WA
Year 6 – 77% WA

Reviewed on 14th October 2019

Primary Action Plan‐2019‐20

STUDENTS’ ACHIEVEMENT (Learning Skills) Leader: Head of Science Department
Developing in‐depth communication skills and use of learning technologies in Primary Science SLT: Ms. Sharmistha, HOP

❖ To enhance ▪ Communication skills: Ensure frequent Ongoing ▪ Time for PD/Modelling ▪ Most students will be Science HODs, HOKS, In the process of

learning skills in opportunities for students to present by outstanding able to communicate HOS, LAB members ensuring, all
Science their learning through in‐depth practitioners as needed their understanding of monitor and review teachers have one
concepts in depth, as provision (lesson to one counselling
consistently discussions with rigorous use of scientific by the department
evidenced through their observation, Book with each child of
with a greater terminology, enhancing their (innovation) notebook work and look, SOW, lesson the end of year PT
focus on 1.3.2 communication skills. ▪ Reviewed SOW, rubrics, lesson observations. plans, data) termly scores and new
and 1.3.4. student IEPs, ILPs, with prompt action CAT4 scores.
▪ Time for lesson Most students are Ongoing: The
observations and innovative, enterprising Teacher is
(1.3.2: Students’ ▪ Learning technologies: Ensure regular, and independent discussing with the
feedback
interactions, consistent and innovative use of learning learners and they can students of the
collaboration, and ▪ Team teaching
technologies in lessons, evident through find things out for scores and set
communication lesson observations. themselves using a targets for
skills
variety of different improvement.
1.3.4: Further
sources. They use
enhance learning technologies Increased
innovation and independently opportunities are
use of learning effectively, evidenced seen for
technologies) through regular embedding 1.3.2
monitoring. and 1.3.4 and
increased
progress.



Leader: Head of Science Department
Maintain Outstanding Attainment and Progress in Science in Phase 1 SLT: Ms. Sharmistha, HOP

Foundation Stage
 To use thought probing questions and use simple scientific vocabulary.
 Consolidate learning through effective plenary.
 Planning focussed time in lessons to meet the objectives.

 To maintain  Further deepen the students’ Ongoing ▪ Time for PD/Modelling ▪ Most students achieve Science HOD, HOKS, Most students
attainment and understanding of scientific by outstanding above curriculum HOP monitor and confidently
progress to concepts through probing practitioners as needed standards in Science review provision explore and
Outstanding in questions (Think aloud questions) (lesson observation, investigate simple
by the dept. and most students
Foundation and use simple scientific vocabulary Book look, SOW, scientific
▪ Reviewed SOW, make better than
Stage. to explain their observations. lesson plans, data) experiments. They
Rubrics, Student IEPs, expected progress termly with prompt were able to draw
ILP sheet, Data Analysis from their starting action simple drawings
 Consolidate learning through Monitoring ▪ Samples of student‐ points. and state in simple
effective plenary. Include science frame – Sept work and self‐ and language.
topics as extended writing tasks to Dec 2019 peer‐marked rubrics.
(cross‐curricular link with English). Lesson observation
▪ Personalized lesson
data is being
plans evaluated.

 Plan focused time in lessons to Evaluation ▪ Lesson observation ▪ Most students HOD, HOKS, HOP
further embed Science knowledge every 6 logs, lesson perform according to monitor and review An improvement
and skills. weeks observation, and their potential in both provision (lesson in internal
feedback internal and external observation, Book attainment and
look, SOW, lesson external
assessments.
plans, data) termly examination data
with prompt action trends for all year
groups across the
school.



Leader: Head of Science Department
Maintain Outstanding Attainment and Progress in Phase 2 SLT: Ms. Sharmistha, HOP

Key Stage 1
 To secure scientific enquiry skills (facilitate in‐depth discussions for the enquiry zone in Little Explorers, with greater focus on developing the students’ independent enquiry skills) in
Year 1
 To enhance scientific enquiry skills in Year 2.

 To maintain  Year 1: Facilitate in‐depth discussions for Termly ▪ Time for PD/Modelling ▪ Most students achieve Science HODs, HOKS, The use of the
Outstanding the enquiry zone in Little Explorers, with Action time, by outstanding above curriculum HOP monitor and Little Explores
attainment and greater focus on developing the students’ June 2019 practitioners as needed standards in Science review provision Zone and Learning
progress in Key independent enquiry skills). (lesson observation, zones provided
by the dept. and most students
Stage 1 Science. Book look, SOW, opportunities to
▪ Reviewed SOW, make better than
 Year 2: Monitoring lesson plans, data) enhance students’
 Addressing  Modification of curriculum: frame – Sept Rubrics, Student IEPs, expected progress termly with prompt knowledge and
Gaps: (done) SOW already modified to to Dec 2019 ILP sheet, Data Analysis from their starting action understanding and
‐ Year 1: secure accommodate: scientific enquiry ▪ Samples of student‐ points. application of
scientific skills / investigations from term 1. work and self‐ and concepts
enquiry skills An improvement in
peer‐marked rubrics.
 Facilitate in‐depth discussions of HOD, HOKS, HOP internal
‐ Year 2: Embed
▪ Personalized lesson ▪ Most students
fair test in term 1 science. monitor and review attainment and
scientific plans perform according to provision (lesson external

enquiry skills  Support: Provide support and early Evaluation ▪ Lesson observation their potential in both observation, Book examination data
from term 1 intervention to focused groups every 6 logs, lesson internal and external look, SOW, lesson trends for all year
(especially ensure consistent appropriate weeks observation, and assessments. plans, data) termly groups across the
in‐class support to students of feedback with prompt action school.
determination, G&T students)



Leader: Head of Science Department (Primary)
1 STUDENTS ATTAINMENT AND PROGRESS: NATIONAL AGENDA PARAMETERS
SLT: Ms Sharmistha, HOP
To further raise attainment and progress in NAP
Year 3
 To address gaps in knowledge‐ Earth Science in Year 3
 To explain scientific reasoning with real life.


Benchmark
Assessments
(TIMSS, PTS,
CAT4)

 TIMSS 2019 Modification of curriculum: (done ) Ongoing  PD sessions/ Modelling by  Most students Primary Science HOD, Students
 Content  SOW already modified to accommodate: outstanding practitioners demonstrate secure HOKS, HOP monitor consistently
Domain: Earth Science (Rocks, soil, fossils) along as needed. levels of and review provision make meaningful
Addressing gaps with in‐depth student‐led activities and  Reviewed SOW, rubrics, understanding of (lesson observation, connections
in knowledge‐ thorough discussions in lessons. student IEPs, ILPs, revised Earth Science Book look, SOW, between areas of
Earth Science lesson plans, data concepts (rocks and lesson plans, data) learning and
In lessons: analysis, samples of soil, fossils) as termly with prompt use these to
 Cognitive  Provision in lesson plan through starter/ student‐work and self‐ or evidenced by their action deepen their
Domain: mid‐plenary/ plenary to enhance peer‐marked rubric. performance in understanding of
Reasoning students’ understanding and reasoning:  Time for lesson ongoing assessments concepts, and
To further • Starter – Concept cartoon to provide observations and (AFL/ Summative) and demonstrate
enhance the question based enquiry feedback evaluation in rubrics, success in applying
students’  Mid plenary/ plenary – TIMSS style  Internal assessments and apply their factual their skills to real
inductive questions to gauge progress  Learning walks knowledge to practical life situations.
reasoning skills  Challenging students to create  Home learning situations and real life
and systematic questions scenarios using
thinking to  Raise challenge through differentiated scientific terminology
explain scientific activities and effective questioning to in their explanations.
phenomena in enhance: Useful links:
real life settings. • Reasoning skills of the students by https://www.education.co
giving them appropriate Thinking Time m/worksheets/third‐  Most students
• Critical thinking and application of grade/earth‐science/ demonstrate deep
concepts in real world scenarios thinking and
 Scientific Literacy / Reading in Science: reasoning skills and


 Reading tasks/ resources to extract http://geology.com/teacher greater understanding
information (ongoing) / as evidenced by skilful
 Greater use of scientific vocabulary questioning by
http://www.e‐ students and teachers.
 Progress Test Addressing PTS Gaps: learningforkids.org/science/
Science  Analyse and use PTS data to identify lesson/center‐of‐the‐ocean‐  Most students will be
 To raise PTS strengths and gaps to inform planning: the‐sun‐the‐earth/ able to comprehend
performance/ (soils, fossils, forming an aim) an analyse text and
attainment in  Ensure all teachers’ subject knowledge answer questions
year 3 science. and delivery of concepts is secure for related to it.
the above‐mentioned gap topics.
 Regularly practice MCQ’s/ questions  Most students will be
and ensure content knowledge is able to use and apply Most students
secured through AFL strategies. their knowledge and perform according
enquiry skills to write to their potential
Scientific Enquiry in lessons: Aim and Prediction in both internal
 PTS Gaps with reason and external
identified:  Revisit fair test, and give more frequent independently in their assessments.
Composition of opportunities for students to form scientific enquiry
soils, comparing aims, explain their methods and write‐up.
soils, fossils, findings to the teacher and their peers
forming an aim to make connections and develop both
their scientific thinking.
 Give students questions with data to

help enhance their data analysis skills.

 Internal
Most students will be able
Most students use
Assessment Addressing Internal Assessment Gaps Ongoing, Observations and AFL strategies to
to assess their learning
results: • Gaps: Features of rocks (permeable and September‐ Diagnostic marking
through self‐marking and
evaluate their
Address gaps impermeable rocks), comparing soils, December20 findings. Self
peer marking.
identified in analysing data. 19 marking and peer
internal  Revision plans after completion of marking to assess
assessments topic / AFL to assess learning. learning
 Extended time spent on gap topics
identified.



Leader: Head of Science
1 STUDENTS ATTAINMENT AND PROGRESS: NATIONAL AGENDA PARAMETERS SLT in charge: Ms. Sharmistha, HOP

Year 4
Objectives
 To enhance the students’ inductive reasoning skills and systematic thinking to explain scientific phenomena in real life settings
 To Form an aim, fair test, Interpreting data tables and graphs


Year 4

 TIMSS 2019 Modification of curriculum: Ongoing  PD sessions/ Modelling  Most students Primary Science HOD, Students
 Content  lesson plans to include thorough practice by outstanding demonstrate HOKS, HOP monitor consistently
Domain: and application of branching database practitioners as needed. competent levels of and review provision make meaningful
Addressing gaps (keys)  Reviewed SOW, rubrics, understanding of Earth (lesson observation, connections
student IEPs, ILPs, Science concepts (the Book look, SOW, between areas of
in knowledge‐
In lessons: revised lesson plans, various physical lesson plans, data) learning and
Earth Science  Provision in lesson plan through starter/ data analysis, samples of termly with prompt use these to
features of Soil and
mid‐plenary/ plenary to enhance student‐work and self‐ resources available in action deepen their
students’ understanding and reasoning: or peer‐marked rubric. understanding of
Earth) as evidenced by
• Starter – Concept cartoon to provide  Time for lesson concepts, and
their performance in
 Cognitive question based enquiry observations and demonstrate
ongoing assessments
Domain:  Mid plenary/ plenary – TIMSS style feedback success in applying
(AFL/ Summative) and
Reasoning questions to gauge progress  Internal assessments their skills to
evaluation in rubrics.
To further
 Challenging students to create  Learning walks problems
enhance the  Home learning in real life
questions
students’
 Raise challenge through differentiated  Most students are able situations, both
inductive familiar and
activities and effective questioning to to apply their
reasoning skills Useful links: unfamiliar.
enhance: knowledge and
and systematic http://www.rsc.org/learn‐
• Reasoning skills of the students by understanding to
thinking to chemistry/resource/res00
giving them appropriate Thinking Time explain phenomena in
explain 002190/science‐ideas‐
• Critical thinking and application of everyday and abstract
scientific web‐the‐
concepts in real world scenarios contexts, using
phenomena in Ongoing romans?cmpid=CMP00007
scientific terminology
real life 417
in their explanations.
settings.



 Most students can
confidently use keys to
independently classify
 Progress Test Addressing PTS gaps: http://physics.tutorvista.c and derive information; Most of the
Science  Regularly practice MCQ’s/ questions om/scientific‐ large majority of students perform
 To raise PTS and ensure content knowledge is methods/scientific‐ students can create according to their
performance/ secured through AFL strategies. investigation keys independently potential in
attainment in  More practice questions on from real life scenarios. internal and
year 4 science. interpreting data tables and graphs. external
 Most students assessments.
Scientific Enquiry in lessons: demonstrate deep
 Revisit fair test, and give more frequent thinking and reasoning
opportunities for students to explain skills and greater
 PTS Gaps their methods and findings to the understanding as
identified: teacher and their peers to make evidenced by skilful
Forming an aim, connections and develop both their questioning by
fair test, scientific thinking. students and teachers.
Interpreting  Give students questions with data and
data tables and graphs to help enhance their data and
graphs graphical analysis skills.  Most students will be
able to use and apply
Addressing Internal Assessment Gaps their knowledge and
• Gaps: Fair test, identifying variables, enquiry skills to write
sound experiment. Aim and Prediction
 Internal  Revision plans after completion of with reason and record
Assessment topic / AFL to assess learning. observations
results:  Extended time spent on gap topics independently in their
Address gaps identified. scientific enquiry write‐
identified in up.
internal  Most students will be
assessments able to analyse data in
tables and graphs and
draw conclusions.



1 STUDENTS ATTAINMENT AND PROGRESS: NATIONAL AGENDA PARAMETERS Leader: Head of Science
SLT in charge: Ms. Sharmistha, HOP
Year 5
To enhance the students’ inductive reasoning skills and systematic thinking to explain scientific phenomena in real life settings
To interpret data tables and graphs

Year 5

 TIMSS 2019 Modification of curriculum: Ongoing  PD sessions/ Modelling by  Most students Primary Science HOD, Students
 Content Lesson plans to include thorough practice outstanding practitioners demonstrate HOKS, HOP monitor consistently
Domain: and application of life cycles of plants and as needed. competent levels of and review provision make meaningful
Addressing gaps animals.  Reviewed SOW, rubrics, understanding of (lesson observation, connections
student IEPs, ILPs, revised flowering and non‐ Book look, SOW, between areas of
in knowledge‐
In lessons: lesson plans, data flowering plants, and lesson plans, data) learning and
Life Science  Provision in lesson plan through starter/ analysis, samples of life cycles of plants termly with prompt use these to
mid‐plenary/ plenary to enhance student‐work and self‐ or and animals, as action deepen their
students’ understanding and reasoning: peer‐marked rubric. evidenced by their understanding of
 Cognitive • Starter – Concept cartoon to provide  Time for lesson performance in concepts, and
Domain: question based enquiry observations and ongoing assessments demonstrate
Reasoning  Mid plenary/ plenary – TIMSS style feedback (AFL/ Summative) and success in applying
To further questions to gauge progress  Internal assessments evaluation in rubrics. their skills to
enhance the
 Challenging students to create  Learning walks problems
students’  Home learning  Most students will be in real life
questions
inductive
 Raise challenge through differentiated able to comprehend situations, both
reasoning skills an analyse text and familiar and
activities and effective questioning to
and systematic Useful links: answer questions unfamiliar.
enhance:
thinking to http://www.ducksters.com/ related to it.
• Reasoning skills of the students by
explain science/biology/non‐

giving them appropriate Thinking Time
scientific flowering_plants.php

• Critical thinking and application of

phenomena in

concepts in real world scenarios
real life http://study.com/academy/

settings. practice/quiz‐worksheet‐

flowering‐nonflowering‐

plants‐facts‐for‐kids.html



Addressing PTS gaps: Ongoing  Most students analyse

 Progress Test  Regularly practice MCQ’s/ questions data, draw
Science and ensure content knowledge is conclusions and come
 To maintain secured through AFL strategies. up with a
high PTS  More practice questions on generalization (trend) Most of the
performance/ interpreting data tables and graphs. based on students perform
attainment in  Get students to repeat experiments observations according to their
year 5 science. and how to ensure reliability of data. collected. potential in

internal and
 Students will be able
 PTS Gaps Scientific Enquiry in lessons: external
to use and apply their
identified:  Encourage students use of higher order assessments.
knowledge and
Checking and scientific vocabulary, for instance,
enquiry skills to
increasing experimental variables, sources of
identify variables,
reliability of error, etc.
decide the scientific
data,  Give students questions with data and method and write a
interpreting graphs to help enhance their data and
detailed conclusion
data tables and graphical analysis skills.
independently, as
graphs  Embed students’ higher order scientific evidenced by their
enquiry skills of evaluation.
work samples and

evaluation of rubrics

(AFL).

Addressing Internal Assessment Gaps
 Internal • Gaps: Data analysis, graphing, drawing  Most students

Assessment trends Termly demonstrate the
results:  Revision plans after completion of ability to interpret
Address gaps topic / AFL to assess learning. Monitoring results from tables
identified in  Extended time spent on gap topics frame – and graphs, reason
internal Sept to Dec and draw conclusions
identified.
assessments 2019 from descriptions and

diagrams, and
evaluate and support
an argument.



1 STUDENTS ATTAINMENT AND PROGRESS: NATIONAL AGENDA PARAMETERS Leader: Head of Science
SLT in charge: Ms. Sharmistha, HOP
Year 6
 To use of line graphs, interpreting graphs, thermal insulators, reversible and irreversible changes
 To organise laboratory tasks that require students to effectively communicate their scientific findings

Year 6

 TIMSS 2019 Modification of curriculum: Ongoing  PD sessions/ Modelling by  Most students Primary Science HOD, Students
 Content  Modify SOW to integrate: outstanding practitioners demonstrate HOKS, HOP monitor consistently
Domain: Transmission, symptoms and prevention as needed. competent levels of and review provision make meaningful
of common communicable diseases,  Reviewed SOW, rubrics, understanding of (lesson observation, connections
Addressing gaps
along with in‐depth student‐led activities student IEPs, ILPs, revised communicable Book look, SOW, between areas of
in knowledge‐ diseases as evidenced
and thorough discussions in lessons. lesson plans, data lesson plans, data) learning and
Life Science  Lesson plans to include thorough practice analysis, samples of by their performance termly with prompt use these to
and application of forces. student‐work and self‐ or in ongoing action deepen their
peer‐marked rubric. assessments (AFL/ understanding of
 Cognitive In lessons:  Time for lesson Summative) and concepts, and
Domain:  Provision in lesson plan through starter/ observations and evaluation in rubrics. demonstrate
Reasoning mid‐plenary/ plenary to enhance feedback

success in applying
To further students’ understanding and reasoning:  Internal assessments  Most students their skills to
enhance the • Starter – Concept cartoon to provide  Learning walks demonstrate the problems
students’ question based enquiry  Home learning ability to interpret in real life
inductive results, reason and
 Mid plenary/ plenary – TIMSS style situations, both
reasoning skills Useful links: draw conclusions from familiar and
questions to gauge progress
and systematic descriptions and
 Challenging students to create http://www.learnhive.net/l unfamiliar.
thinking to earn/icse‐grade‐ diagrams, and
questions
explain evaluate and support
 Raise challenge through differentiated 6/physics/force
scientific an argument,
activities and effective questioning to
phenomena in https://sites.google.com/a/ including evaluating
enhance:
real life yarmouthschools.org/testin sources of error and if
• Reasoning skills of the students by
settings. gsteam/grade‐6 their investigation
giving them appropriate Thinking Time
was a fair test.
 Scientific Literacy:

 Reading tasks/ resources to extract

information


 Greater use of scientific vocabulary https://www.pinterest.com  Most students will be
 Interpreting and evaluation of data /jhallrodabaugh/steam‐ able to comprehend
scientifically force‐and‐motion/ an analyse text and
answer questions
related to it.
 Progress Test Addressing PTS gaps:
Science  Ensure all teachers’ subject knowledge Ongoing
 To maintain and delivery of concepts is secure for  Most students will be Most of the
high PTS the above‐mentioned gap topics. able to represent data students perform
performance/  Regularly practice MCQ’s/ questions accurately through according to their
attainment in and ensure content knowledge is appropriate graphs potential in
year 6 science. secured through AFL strategies. (line graphs). internal and

 More practice questions on drawing external
 PTS Gaps  Most students will be assessments.
line graphs with appropriate scales,
identified: able to demonstrate
and analysing where line graphs are
Line graphs, use secure levels of
the better choice to represent data.
understanding of the
of line graphs,  Include more examples and practice of
interpreting concepts of thermal
interpreting graphs.
graphs, thermal insulators, reversible

insulators, and irreversible
Scientific Enquiry in lessons:
reversible and changes.
 Encourage students use of higher order
irreversible
scientific vocabulary, for instance,
changes
experimental variables, sources of

error, etc.

 Embed students’ higher order scientific

enquiry skills of evaluation.

Addressing Internal Assessment Gaps

• Gaps: Data analysis, graphing, drawing

trends

 Give students questions with data and
 Internal graphs to help enhance their data and Termly
Assessment  Most students analyse
graphical analysis skills. data and graphs,
results: Monitoring
 Revision plans after completion of
Address gaps frame – draw conclusions and
topic / AFL to assess learning.
identified in Sept to Dec detect causal

internal 2019 relationships and
trends based on
assessments



observations
 CAT4 Personalization using CAT 4 data collected.
 To analyse and Use CAT4 data especially for G&T and low
continue using achievers to personalize strategies in lessons
CAT 4 data to to support low achievers to meet/surpass
provide potential, and to enrich, enhance and
support, accelerate the progress of G&T students.
challenge  Lower achievers will
through early Enhancing verbal skills make increased
intervention. Use of visual media such as videos, concept progress, narrowing
 To personalise cartoons, think pair share, group discussions their gaps in the
lesson plans To utilize PBL in helping decipher text assessments.
using student (comprehension) and apply the knowledge
implications  High achievers and
and plan next Enhancing reasoning skills G&T pupils will show
steps. Give students opportunities to create critical accelerated progress
 Enhance thinking questions using Bloom’s taxonomy, and greater depth.
reasoning skills thinking time, concept cartoons
and critical
thinking skills.



TEACHING AND ASSESSMENT Leader: Head of Science
Line Manager: Ms.Sharmistha, HOP
Improve the quality of Teaching and Assessments in Primary Science


FS ▪ Embed assessment for learning Ongoing Monitoring forms, IPPs, ▪ Most teachers All teachers will
Improve the modelling, lesson observations, confidently and complete paired
securely in FS to accurately assess peer observation, team Most FS teachers skilfully observation with
accuracy of consistently deliver Very
higher levels of learning teaching. look for learning, either senior or
assessments of Good with Outstanding
question and challenge middle leader by end
higher levels of ▪ PD and monitoring to ensure features or better
PD sessions on effective use of to build and assess depth of term1. Very
learning, especially skilful questioning and challenge data for impactful lessons with enhanced of students’ positive feedback on a
in FS to assess and build depth of personalization. personalization and understanding and deeper understanding
challenge based on provide appropriate next of good or better
students’ understanding
To improve the Monthly, Regular and rigorous data effective use of all data step and targets lessons and how to
Termly analysis. look for and ensure
consistency of enabling excellent
learning in the lesson.
Teaching and ▪ AFL in lessons: Ensure most lesson progress for all groups of
PD and sharing best practices
Assessments in on effective personalization students from their
are planned and resourced
Science through: and appropriate challenge starting point in Science. HODS and HOKS Understanding of all
appropriately based on accurate
▪ Effective use of IEPs, TLPs, ILPs, Minutes of HOS, LAB members data is getting deeper,
time and use of data and as well as AFL meetings ▪ Almost all teachers made monitor and review however, the use of
resources in opportunities (including online progress and achieved provision (lesson data to personalize is
lesson to AFL resources, rubrics) to identify Student notebook work observation, Book look, variable and support is
their targets identified in
maximise samples, peer‐ and self‐ SOW, lesson plans, data) being put in place
and seek learning and extend it IPP and rigorous support termly with prompt
Ongoing marked rubric samples. promptly.
learning from their starting points, with in place.
action. Ongoing monitoring

emphasis on plenary to recognise Lesson observations, learning and support.
▪ Impactful AFL walks SENDCo, HODs, HOK,
and use of data lesson‐by‐lesson learning gains. ▪ All groups of students
and HOS monitor the SEND and G&T lists
for make outstanding provision through lesson under review again


personalisation ▪ Time in lessons: Ensure teachers progress in most lessons observations, Book after CAT4
leading to adjust teaching strategies and due to personalised looks, personalized assessments and 6
adjustment of support and stretched lesson plans, IEPs ‐termly weeks of induction for
pace of lessons to skilfully elicit, with prompt action all students.
teaching challenge to maximize
conclude, assess, consolidate and
strategies to their potential across all
maximise learning for all groups of HODs, HOKS, DHOS and
ensure students phases. VP to accurately identify
of all abilities students within the appropriate
and
make the best time frame in large majority of monitor the provision for
possible progress lessons. Ongoing ▪ All G&T students G&T through lesson
identified with rigorous observations, Book
▪ Embed students ▪ Provision for all groups: Teachers and effective use of data looks, personalized
and lesson observations. lesson plans, ALPs, TLPs‐
mastery skills to to consistently personalize Science
termly with prompt
enable them to lesson plans by triangulation of
action
securely attain data (CAT4, PTS, internal data).
▪ Almost all G&T students
above curriculum Ensure consistency in provision for
are effectively engaged
standards all groups of students including and challenged in
SEND and G&T in lessons. lessons and make

progress from their
▪ Mastery skills: Embed students’ starting points.

mastery skills through scaffolded
reflection and discussion time in
lessons with varied opportunities
for students to effectively
communicate their learning with

reasoned arguments.

▪ Sharing best practices: Embed
systems to share outstanding

teaching practices to build
consistency in high standards of
T&L through peer observations,
team teaching, modelling of
lessons. Strong practitioners to
share outstanding practices
through videos, work samples,
mentoring. Rigorous, regular


cross‐phase observations across
the school to ensure sharing of
outstanding practices to raise
teacher performance and student
learning. This is to be rigorously
and regularly tracked by Science
HOD.
▪ Professional Development: PD
sessions to share outstanding AFL
strategies followed by
constructive feedback, to set clear
targets for all group of students.
This will be followed up by HODs
and SID (lesson observations).



TEACHING AND ASSESSMENT (Assessment) Leader: Heads of Schools, MSO, H&S officer and Vice Principal

Line Manager: Principal
To accurately assess the depth of students’ learning


Primary Professional Developments HODS and SIDS Effective AFL is a
Programmes‐ internal and Most of the students HOS, through lesson key feature in all
observations, learning
▪ To accurately External making outstanding lessons. Teachers
 Moderation of all assessments and progress walk, book look,
establish their
assess the depth
marking across phases for progression, Ongoing starting point .
of students’
depth and differentiated challenge Online AFL tools to measure Teachers trackers Students used
learning. progress Most of the students rubrics effectively

attaining grades which are Data Analysis to assess and set
above curriculum in all targets for
lessons and EOY themselves
Effective use of time and resources in most

lessons to maximize learning
To Lessons include impactful AFL with

teachers confidently using data to

personalize, adjusting teaching strategies
so all ability make the best possible
progress and embed mastery skills Professional Developments
Programmes‐ internal and
▪ Use of data: Ensure all teachers External
understand and use data to establish
students’ starting points, characters, Termly
make a connect to reach out and evaluation
and
personalise and engage with parents
discussions
from start of year and maintain highly of effective
effective communication. Secure the use AFL
and implementation of data analysis by strategies
teachers. Teachers to consistently used
personalize Science lesson plans by
triangulation of data (CAT4, PTS, internal


data). The provisions made for students Online AFL tools to measure
based on data analysis needs to be progress
clearly evident in notebooks.

▪ Quality of Assessments: Embed the use
of highly effective formative and
summative assessment methods aligned
to higher curriculum standard outcomes
by all teachers to maximise the potential
of all groups of students.
▪ Learning Skills: Ensure most students
evaluate their learning with the help of
rubrics and follow up on the diagnostic
feedback to achieve their targets.


LEADERSHIP AND MANAGEMENT
Leader: Head of Science
Improve the effectiveness of leadership through clear communication of expectations, rigorous monitoring SLT: Ms.Sharmistha, HOP
and moderation in Science.
▪ To improve Monitoring: Monthly Lesson observations, Online ▪ Rigorous Monitoring – SLT and MLs (HOD, Strategic actions
leaders’  Observations: Ensure rigour in tracker, Book looks paired observations and HOKS) like paired
strategic monitoring procedures and impact evaluation by observations,
Primary consistency in effective Lesson Observations, Book Monthly review by Individual progress
leaders at all levels
Science implementation of evaluation looks , Monitoring logs, leaders at all levels Plan are ongoing
overview by procedures by leaders at all levels to Work Samples enabling improved and rigour in
increasing the achieve school priorities. Ensure student outcomes across Monthly review by ML monitoring impact
effectiveness systematic and rigorous monitoring of Paired Observation, cross Primary Science. and prompt
of monitoring Science lessons by HOD (with support phase observations, Peer ▪ Continued improvement Pop ins and formal support is enabled.
in the self‐ from HOYs and HOKs). observations, and LAB in attainment and observations by SLT
evaluation review with parent progress over time and
process  Tracking and Follow Up: Ensure the Monthly observations, GEMS review improving trends of PTS Termly reviews by LAB
accuracy of self‐evaluation and lesson Paired book with paired observations. results. members and learners
observation judgements, with looks and ▪ Leaders at all levels are champs
meaningful recording giving specific lesson PD support for identified highly effective in
details needed for improvement and observations leaders implementing school Annual GEMS review
ensure HOD follows up to achieve to build priorities.
success. accuracy and Sharing outstanding ▪ School evaluation of
consistency. samples of SEF and action quality of provision is
 Support: Provide consistent support plans consistent, secure well
through IPPs, modelling and facilitating recorded.
peer observations which are
meticulously tracked and followed up.

Moderation:
 Build further clarity in expectations of Monthly Triangulation of monitoring
standards for Science leaders through data , work samples,
triangulation and quality assurance of moderation forms
all monitoring documents.

 Ensure internal assessment systems
are standardised, moderated and
accurately analysed within phase ,


cross phases and triangulated with
other external assessment data

 The internal teacher assessment
entries in the online tracker to be
moderated by Science HODs with
evidences from lesson observations,
book looks, formative and summative
assessments.

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Primary

Prioritised Actions Time Frame Resources Success Criteria Monitoring & Comments

❖ To enhance ▪ Communication skills: Ensure frequent Ongoing ▪ Time for PD/Modelling ▪ Most students will be Science HODs, HOKS, In the process of

Addressing PTS gaps: Ongoing  Most students analyse

 Internal • Gaps: Data analysis, graphing, drawing  Most students

Prioritised Actions Time Frame Resources Success Criteria Monitoring & Comments

Prioritised Actions Time Frame Resources Success Criteria Monitoring & Comments

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