Long-term planning

Interactive Guidelines - Long-term planning
Long-term planning ensures that the main aspects of science receive attention over time. It also provides a means by which teachers and others can gain a sense of the overall coherence of the pupil's experience and it offers a framework for shared understanding between teachers and schools. Long-term planning should:
include a broad range of topics from each of the outcomes to ensure that pupils have access to a range of scientific concepts	ensure that opportunities are provided for pupils to work scientifically	achieve a balance between the different science outcomes and strands over the planning cycle
provide opportunities for integration across environmental studies, for example with technology when examining the properties and uses of materials or 'people and place' when looking at aspects of the weather and water. There are also opportunities to link with other areas of the curriculum, for example mathematics when measuring and estimating, or expressive arts - music - when exploring sound	give pupils plenty of opportunities to explore and investigate their immediate and local environment	provide for continuity and progression in the development and application of scientific ideas, skills and attitudes.
	see also : 5-14 Environmental Studies nine-year plan Small school's Environmental Studies programme Implications for managers Short-term & day-to-day planning

Implications for managers Collaboration Managing the planning process
Collaboration A collaborative approach is essential when designing the curriculum over P1-S2. Planning for science within a school and across a cluster should be a collaborative and consultative process that involves collaboration within each primary and secondary school, but also within a cluster group. Cluster planning is an important factor in ensuring effective progression and continuity. It is essential that discussion and collaboration among schools results in agreement about the science content/contexts to be taught over the period P6-S2. In primary schools, discussion and collaboration in the planning of the science component of environmental studies should ensure that:
there is a shared understanding about the nature and role of science providing a clear sense of direction and purpose	use is made of the interests and aptitudes of the teaching staff, and expertise and resources are shared
the evaluation of teaching resources and approaches is facilitated	staff development needs - in terms of teacher competence and readiness to teach science - are identified and acted upon.
Managing the planning process Managers must ensure that quality time is given to the planning process. Within primary schools careful planning of the topics should ensure that:
the distinctive contribution of science is obvious and that there is a broad and comprehensive coverage of the science strands	adequate opportunities are planned for the development of skills and informed attitudes	the planning focuses on what the pupils will learn and how this will be facilitated by the teacher rather than what the pupils will do.

Improving Science Education 5-14

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