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Why are we assessing and who are we assessing for? Is the info from these assessments being used for interventions/ address misconceptions? Is it for teachers/ parents? It is for Secondary schools? How do you keep the "Science Profile" high without SATs?

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We use noun project images to support scientific vocabulary across the school and help all children understand the language for each topic.

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Our new SOW which are currently being written identify need for KWL at the start and end of topics and relating the learning to real life where possible.

We are also going to develop a focus on remembering the previous week’s learning at the start of each session as our SOWs become live.

The SOWs will also be supported by knowledge organisers in the long term.

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TAPS, Kahoot, Focus on Vocabulary e.g. empty Knowledge Organisers

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TAPS, Kahoot, Focus on Vocabulary e.g. empty Knowledge Organisers

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Knowledge organisers
Science walls

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Knowledge organisers
Working walls

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Target tracker
Knowledge organisers with missing info
TAPS for enquiry skills
Memory masters at a distance

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Also we have no formal agreed structure for assessment.  Want to start some form of TAPS assessment throughout school including termly or annual TAPS to explore exploration in working scientifically.  Want to consider end of year assessment (end of KS1 & 2??)  In my own class a focus on Knowledge Organisers, linking to hand writing practise, reading comprehension then Kahoot tests

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word wall

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Questioning
Quizlets
Knowledge organisers
Reviewing previous learning (mapped to recap a previous topic each lesson)

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We use target tracker every half term based on the coverage and assessment made in class

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How do we 'check' what the children knew in Y1 they still know in Y4?  ... especially for topics that don't repeat?

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How do we 'check' what the children knew in Y1 they still know in Y4?  ... especially for topics that don't repeat?

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Time to teach the concepts and assess in shorter half terms

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We use Target Checker termly alongside teacher assessment. We have introduced termly WS investigations in which the whole school focuses on the same investigation topic and the children develop their ideas across planning, doing and evaluating. We record these in a KS1 and KS2 floor book.

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TAPS assessments - however these don't always link to the current NC objectives for year groups. 

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TAPS assessments - however these don't always link to the current NC objectives for year groups. 

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Currently very shaky, definitely the next step for us!

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Currently very shaky, definitely the next step for us!

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How can we be sure that pupils have retained knowledge and skills?

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How do we ensure assessment is consistent across all classes? 

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How do we ensure assessment is consistent across all classes? 

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Using Plickers to gather data

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2 year rolling programmes and making sure (especially in KS1) the work is not being duplicated.

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Very small school so staff wear many hats. No real 'expert' to drive science forwards.

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Very small school so staff wear many hats. No real 'expert' to drive science forwards.

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How do we ensure there is progression across the year groups?

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Half termly against NC objectives - Working Scientifically and Content too.   Red Amber Green children. With additional notes if needed too. 

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Half termly against NC objectives - Working Scientifically and Content too.   Red Amber Green children. With additional notes if needed too. 

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Concept maps
Use of questioning
Quizlets
Mini Tests
Floor Book evidence

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currently we don't have a formal assessment in place

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currently we don't have a formal assessment in place

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Our teachers always want a “test”

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Needing multiple ideas as mixed year groups (ie not able to repeat same investigation or experiment year on year).  

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Needing multiple ideas as mixed year groups (ie not able to repeat same investigation or experiment year on year).  