Whole school curriculum planning for primary science post-pandemic - Kate Redhead Regional Mentor, PSTT @RedPSTT
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Whole school curriculum planning
for primary science
…post-pandemic
Kate Redhead
Regional Mentor, PSTT
@RedPSTT
Kate.Redhead@PSTT.org.uk
Overview
- Think about action planning!
- Overview of current guidance:
- Schools coronavirus (COVID-19) operational guidance
- School Inspection Handbook for September 2021
- Teaching a broad and balanced curriculum for education
recovery
- Where are we now?
- Gaps due to the pandemic
- Progression
- Different starting points (formative assessment ideas)
Think about action planning!
Quality/
Curriculum
Resources Teacher
Coverage
CPD
Progression Enrichment Assessment
Schools Coronavirus (COVID-19)Operational guidance Updated 24 May 2021 https://www.gov.uk/government/publications/actions-for-schools-during-the- coronavirus-outbreak/schools-coronavirus-covid-19-operational-guidance
School Inspection Handbook for
September 2021 Updated 28 June 2021
Curriculum:
- most schools will have been unable to implement the
curriculum in the usual way during pandemic
- inspectors will seek to understand how school adapted and
prioritised curriculum from September 2020
- this will include exploring how school implemented its
curriculum remotely
- inspectors will also look at how subject leaders and teachers
have identified pupils’ learning gaps and new starting points,
and how they have responded to that in curriculum planning
Assessment:
- Inspectors will not expect or accept internal data
from schools either instead of or in addition to
published data. Guidance: EIF
Teaching a broad and balanced curriculum
for education recovery July 2021
https://assets.publis
hing.service.gov.uk/
PLAN resources: https://www.planassessment.com/
Where are we now? • Gaps due to the pandemic • Progression • New starting points to topics * Pupil and staff well-being …long term view …identifying priorities/realistic * Working scientifically skills running throughout …more difficult in lockdown
Gaps due to the pandemic
Curriculum Overview 2020-21
Year Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
1 Seasonal Everyday Seasonal Changes Animal Seasonal Animals
Changes and Materials and Plants including Changes and including
Plants Humans - Plants Humans -
Humans Animals
2 Living things and Animals Everyday Materials Plants Y1 Plants Y2 Living things
their Habitats Including focus focus and their
Humans Habitats
3 Animals Animals Light Rocks Forces and Plants
Including Including Magnets
Humans Y2 focus Humans
Y3 focus
4 States of Sound Electricity Plants Y3 focus Living things Animals
Matter and their Including
Habitats Humans
5 Living things and States of Properties and Forces Animals Earth and Space
their Habitats Matter Changes of Including
Y4 focus Materials HumansYear 3…rocks
NC Statement Possible links When will it be covered?
compare and group together • compare and group together Y5 Materials topic (22-23
different kinds of rocks on the everyday materials on the basis of
their properties, including their
year)
basis of their appearance and hardness, solubility, transparency,
simple physical properties conductivity (electrical and
thermal), and response to magnets
(Y5 Materials)
recognise that soils are made
from rocks and organic matter • give reasons, based on evidence
from comparative and fair tests, for
the particular uses of everyday
materials, including metals, wood
and plastic (Y5 Materials)
describe in simple terms how • recognise that living things have Y6 Evolution topic (23-24
fossils are formed when things changed over time and that fossils
provide information about living
year)
that have lived are trapped things that inhabited the Earth
within rock millions of years ago (Y6 Evolution)
• identify how animals and plants
are adapted to suit their
environment in different ways and
that adaptation may lead to
evolution (Y6 Evolution)Progression in detail…
PLAN resources: https://www.planassessment.com/Year 3…rocks
NC Statement Possible links When will it be covered?
compare and group together • compare and group together Y5 Materials topic (22-23
different kinds of rocks on the everyday materials on the basis of
their properties, including their
year)
basis of their appearance and hardness, solubility, transparency,
simple physical properties conductivity (electrical and
thermal), and response to magnets
(Y5 Materials)
recognise that soils are made
from rocks and organic matter • give reasons, based on evidence
from comparative and fair tests, for
the particular uses of everyday
materials, including metals, wood
and plastic (Y5 Materials)
describe in simple terms how • recognise that living things have Y6 Evolution topic (23-24
fossils are formed when things changed over time and that fossils
provide information about living
year)
that have lived are trapped things that inhabited the Earth
within rock millions of years ago (Y6 Evolution)
• identify how animals and plants
are adapted to suit their
environment in different ways and
that adaptation may lead to
evolution (Y6 Evolution)Year 3…2020-21
NC Topic/Statement Linked Topic When will it be covered?
ROCKS: compare and group Year 2022-23
together different kinds of rocks
on the basis of their appearance Y5 Materials topic
and simple physical properties
ROCKS: recognise that soils are
made from rocks and organic
matter
ROCKS: describe in simple terms
how fossils are formed when
Y6 Evolution topic Year 2023-24
things that have lived are trapped
within rock
Year Group and topic Linked topic When will it be covered?
Light Y6 Light Year 2023-24New starting points • Where are the children now? • Formative assessment/ assessment for learning • Strategies!
Card Sort
Odd One Out
Model Making
Concept
Cartoons
Strategies Concept Maps
Quizzes
Positive,
Minus, Other ideas
InterestingModel Making
Drink milk
from mothers
Warm blooded
Born live not
from eggs
Have hair or
fur
Have teethModel Making
What’s going on?
Explorify activities: https://explorify.wellcome.ac.uk/Odd One Out
Explorify activities: https://explorify.wellcome.ac.uk/Card sort All Plants Have
Roots
Spikes
Seeds
Leaves
Stems
A top and a bottom Flowers
Taken from Goldsworthy, A., Keogh, B. and Naylor, S. (2004) Active Assessment: Thinking,
Learning and Assessment in Science. London: David Fulton.How can these words
Concept Maps be linked?
What other words
could you add?
Transparent
Light
Shadow
Opaque materials do not let
light pass through them
Opaque materials create
shadows
Opaque Opaque materials block light
Translucent BlockPositive, Minus, Interesting
PSTT Bright Ideas resource: https://pstt.org.uk/resources/curriculum-
materials/bright-ideasCONCEPT
CARTOONS
©Millgate
House
PublicatonsQuizzes
www.kahoot.itOther Ideas • Big Questions • Pictures for talk • Drawing pictures ie: quick prompt around key features. Labels and vocab can be added • Matching games ie: matching objects/materials/pictures to descriptions • Sorting activities/classifying ie: using given criteria to sort objects/materials or deciding their own • Mind maps ie: what do you know about… • Discussions/debates ie: True or False?
Kate.Redhead@PSTT.org.uk
@RedPSTTYou can also read
