Science Book Look Feedback November 2014
NB: There needs to be more photographic evidence of science in KS1 and KS2
KS1
Year 1
Good range of different tasks (cut and stick, sorting, filling in missing words,
labelling, drawing)
Some evidence of differentiation
Most comments relate to the LF
Positive comments
Some evidence of questioning
Try to be more consistent in coverage across the year group
Try to include more evidence of marking
Use the
Try to include more evidence of science and Sc1 experiments.
Try to include more photographic evidence of science in action, perhaps with
pupils annotating/adding speech bubbles showing what they have learnt.
Begin using the Aiming High levelled `I Can topic sheets for teacher assessment
Try to include more science specific targets for pupils, relating to the APP
statements.
more consistently
Year 2
Good consistency within year group
Good science coverage
Generally good coverage of the topics studied.
Some evidence of differentiation
Good evidence of Sc1, particularly predicting and results.
Good examples of childrens own work: explanations of key scientific ideas and
concepts. (Journey of a seed)
Good use of recording and Sc1
Excellent positive comments that relate to the LF
Good use of peer marking (on post-its)
Good questioning to draw out further knowledge
Good diagrams with Scientific vocabulary
Good tables and charts
Try to include more photographic evidence of science in action.
Use the
Ensure marking is consistent throughout the year group, i.e. work is marked,
with written comments given.
Begin using the Aiming High levelled `I Can topic sheets for teacher assessment
Try to include more science specific targets for pupils, relating to the APP
statements.
Maintain the amount and evidence of Sc1 in books
more consistently
KS2
Year 3
Positive comments, relating to the learning focus
Targets given
I Can statements used by half the year group
Good questions posed to draw out further knowledge and understanding
Good responses by pupils to questioning
Evidence of Sc1
Some great use of mind maps to assess prior knowledge and post knowledge
Use of the
T
T
Try to include more evidence of Sc1 (more table, pictures, results)
Try to include more science specific targets for pupils, relating to the APP
statements.
Try to be consistent in coverage, as in all teachers giving the same focus each
week.
Ensure enough time is being given to science; it is 2 whole lessons each week.
The amount of work in books should reflect this.
Ensure all teachers are using I CAN sheets and that they are in the pupils books.
Year 4
Good consistency in coverage across year group
Evidence of written investigative work
I Can statements being used by half the year group
Some good questions posed to children to extend learning, involving responses
from pupils
Good responses from pupils to questions posed
Use of the
Some evidence ofT differentiation
Try to include more science specific targets for pupils, relating to the APP
statements to enable pupils to move on in their learning.
Ensure all teachers are using I CAN sheets and that they are in the pupils books.
Try to include more photographic evidence of science in action.
Use the
Ensure marking isT consistent throughout the year group, i.e. work is marked,
with written comments given.
more consistently
Year 5
Lots of evidence of written investigative work
I Can statements being used by all teachers
Some good questions posed to children to extend learning
Use of the
Some evidence ofT differentiation
Some good responses by children to the targets set
Some evidence of peer marking
Good homework activities, which support learning in the topic area
Targets relate to the LF and to the APP Sc1 statements
Ensure there is a clear LF and date on top of all pieces of work including stuck in
sheets.
Try to use more peer marking
Try to show more differentiation in science, particularly with Sc1.
Try to include more photographic evidence of science in action.
Year 6
Sc1 evidence
Good range of activities and tasks
Good coverage of science in Y6
Most teachers using the I CAN sheets for the different topics.
On the whole an excellent use by most of the
Most targets relate to the LF
Some good questions posed to children to extend learning
Some good responses by children to the targets set
Some evidence of differentiation
Some evidence of peer marking
Try to include more science specific targets for pupils, relating to the APP
statements to enable pupils to move on in their learning.
Ensure all teachers are using I CAN sheets and that they are in the pupils books.
Try to include more photographic evidence
Try to show more differentiation in science, particularly with Sc1.
Try to use more peer marking
Ensure marking is consistent throughout the year group, i.e. work is marked,
with written comments given.
Ensure all are adhering to the marking policy
