Primary science policy, reports and guidance
The DfE has published a short, useful set of standards for professional development https://www.gov.uk/government/publications/standard-for-teachers-professional-development
PSQM is a clear example of the type of sustained, collaborative, research informed CPD recommended.
Curriculum and assessment - England
Intrim assessment frameworks for Science published 17th September 2015
Following the removal of teacher assessment levels, these interim frameworks are to support teachers in making robust and accurate judgements for pupils at the end of key stage 1 and 2 in 2016. The interim teacher assessment frameworks are for 2015 to 2016 only. The Department for Education is evaluating options for future years.
The interim frameworks set out the standard(s) a child will be assessed against at the end of the key stage for 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.
To demonstrate that they have met the standard, teachers will need to have evidence that a pupil demonstrates consistent attainment of all of the statements within the standard. It is important to note that in science this will draw on assessment judgements that have been made earlier, regarding content that has been taught before the final year of the key stage.
The exemplifications include real work from children in different contexts, reflecting the variety of ways they express and represent understanding and skills in science. Each piece of work should be looked at alongside the commentaries that explain the learning context and the reasons why it meets the statement. The examples are useful documents to support formative assessment, helping teachers to plan for learning and evaluate achievement when the topics and skills are taught. They provide a good starting point for moderation between teachers to ensure that assessment judgement are consistent.
Ofsted's Chief Inspector, Sir Michael Wilshaw, commented on the study of science and foreign languages in primary schools. May 16
He believes that compulsory subjects like science and modern languages have become the ‘poor relations’ of the primary school curriculum. However, these subjects, when taught well, can boost literacy and numeracy skills and raise standards in English and mathematics. Evidence from recent Ofsted inspections and feedback from teachers, parents and pupils have highlighted a number of common concerns surrounding the provision of both science and foreign languages at key stage 2. Sir Michael says that a sharper focus needs to be placed on these subjects to make sure that children leaving primary school are better prepared to meet the more rigorous academic challenges they will face at secondary school.