Why should I sign up to be a Primary Science Mentor? Flyer – Primary Science Mentors CPD

(Head Teachers – why would you encourage staff to sign up to be a Primary Science Mentor?)

The following are just some of the evaluation responses from last year’s cohort:

• I have delivered science more practically and confidently to my class and I have shared my learning with other teachers
• I worry less about engaging with science. The information we have gained has been cascaded to all the class teachers which has had a significant effect on willingness to engage with science across the school
• I have put on a CPD for staff to share with them the sources for helping to teach science as many of them expressed that they were not confident with it
• We have held professional development meetings which have focused entirely on science
• I liked the content with delivered CPD, teaching other teachers and own reading/development. I would like to see more teachers from my ASG take the opportunity to develop their science
• I have thoroughly enjoyed the PSMT CPD’s and feel that there has been a good variety in delivery of CPD. The hands on sessions have been fab with some great ideas for teaching the science curriculum
• I have loved being part of the programme this year and look forward to developing science within my own setting

Moray’s Primary Science Mentor Training expands on the SSERC Primary Cluster programme and integrates hands on practical experiences with subject knowledge.

It encourages teachers to form a professional learning network to support them as they move forward with Science and STEM in their school. The addition of sessions on coaching and mentoring, DYW and Career Education Standards, Technologies, Parental Engagement and STEM have increased teacher confidence and from their feedback it has impacted positively on learner experiences.

The majority of participants responded with “to a great extent” to the following Question:

Tick all the ways that the PSMT CPD programme you attended has had a positive impact to you/in your school:

• Improve my confidence in planning and delivering high-quality Science experiences for my learners
• Improve my knowledge and skills about Science content
• Learners are more engaged and motivated in learning Science
• Learners have more opportunity to further develop their skills for learning, life and work
• Learners aspirations regarding STEM careers have increased
• I have promoted awareness of careers in Science and more widely, STEM
• Learners attainment and achievement in Science has increased
• I am more able to meet learners’ needs
• I am more able to effectively monitor and report on learners’ progress in Science
• I am more committed to my own career-long professional learning, seeking opportunities to develop my Science teaching further
• My collegiality in school with my colleagues around planning and sharing good practice with my peers has increased
• Professional dialogue in my school or setting has improved

From the positive statements above – why would you not sign up?

Access to the support of Professional Learning Community dedicated to STEM and Science (But sharing good practice across the board) ; access to high quality CPD from a variety of providers over the course of the year; resources to take back to school to use with classes…

SESSION 1 – THURSDAY 27th September.

Sign Up on Gateway CPD Manager! Flyer – Primary Science Mentors CPD

Claire Griffiths is a Computing/ICT teacher who has been working with Kinloss Primary and Craigellachie Primary for their Digital Learning Weeks and beyond in 2017, see the links below for more details!

https://kinlossprimary.wordpress.com/digital-learning-week-2017/

https://craigellachieprimary.wordpress.com/learning-and-teaching/digital-learning-week-may-2017/

Though the above work is from Digital learning week originally it has been updated since then.

An example from Kinloss Primary this term:
https://kinlossprimary.wordpress.com/learning-and-teaching/p6c/

A series of activities for the P3-7 classes generally includes:

• Finding out about devices which have a computer in them.
• Drawing our own linear (e.g. getting dressed for school) and branching algorithms (e.g. shall we go to the cinema? – which has lots of choices)
• Talking about Internet Safety and looking at the Thinkuknow website.We watched an interesting article on CBBC Newsround about the online gaming websites and how to safe safe.
• Designing our own Scratch sprites based on a Halloween theme.
• Learning how to type faster and where all the keys are on the keyboard
• Learning how to use the Scratch programming tool to create a simple cat and mouse game. In coding we learnt about forever loops, changing costumes and event handler e.g. when clicked
• Learning about file types including animated gifs (which often dance or move like a very short cartoon)

To date 27 Primary Schools and 8 Secondary Schools plus Pinefield Parc have taken part in the full day training event led by Primary Engineer. The Primary teacher training was Structures and Mechanisms with Basic Electrics (with a simple car for younger Early/First level and a Motorised Car for First/Second level pupils) and for Secondary teachers was Fluid Power Challenge (Hydraulic Crane).

At the training teachers were introduced to their linked engineer who will provide support and visit the school during the project.

In both instances the training empowered teachers to deliver a practical engineering project with their pupils. Teachers were provided with the required kit and access to a Virtual Learning Environment of support materials.

In Moray this project has been linked to the Engineering Sector of the Moray Skills Pathway and Activity Overview Guides produced and given to teachers along with a strategic document highlighting the links to the Career Education Standards. I envision teachers using these additional materials to embed this IDL STEM project into their curriculum as part of developing pupil skills for life, learning and work.