Ensuring Impact in Angus Council 5 – 14
Science Development
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Class Teachers'
forward plans are scrutinised by the School Management Team every forward
planning period (approx. 6 weeks) to ensure that there is appropriate
breadth and balance. This takes account of the science component and is set
against the schools agreed science curriculum.
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Classroom Observation
– Schools have established a programme of classroom observation to monitor
learning and teaching. This may not always cover learning and teaching in
science although some schools have made arrangements each year to ensure
that there is a particular focus on science.
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Each year all schools
undertake an evaluation of their work measured against the criteria in ‘How
Good is Our School’. Quality Indicators in "Curriculum" and "Learning and
Teaching" are taken into account. Science may therefore not necessarily be
evaluated on an annual basis although schools will have set in place
systemic procedures to ensure that all curricular areas receive attention
over a set period.
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Science coordinators
have been appointed and given training and support in every school, Primary
and Secondary. The specific role of the science coordinator is to support
the delivery of a quality science course taking account of the school and
authority policies.
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Cluster science
groups composed of science coordinators are required to meet at least twice
in any school session to share good practice, identify development needs and
seek to address them.
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The group, informed
by cluster needs and development, sets the agenda of these meetings. Agenda
items are added by the authority science team.
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Science Staff Tutor
Team supports the improvement in science education by providing centre,
school and classroom based CPD activities.
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Advice on planning,
resourcing and use of materials is provided to schools and teachers directly
and through cluster science meetings and centre-based INSET.
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Cluster science
meetings are used by the science team to disseminate up to date information
on science development, provide informal and formal staff development,
demonstrate use of equipment, support cluster bids for small grants,
organise science festivals and to listen to classroom teachers.
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Science coordinators
are a point of contact within schools and in some cases have been very
effective in organising and supporting science development within their
schools.
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The personal contact
with cluster science groups, schools and individual coordinators is a useful
mechanism for assessing the impact of an initiative and identifying the need
for further support.
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Quality Improvement
Officers' (QIOs') Visits
QIOs undertake two formal visits to each
school on an annual basis. These visits cover progress in the School
Development Plan and a range of current Scottish Executive Authority
priorities. As School Development Plans have included the development of
5-14 science as an important target over recent sessions, there has been a
range of information gathered on this work in individual schools. In session
2002-2003 science was the focus of classroom observation by QIOs in all
schools and a generally high standard of lessons was observed. In 2003-2004
progress on science was identified as an area in which QIOs were asked to
evaluate progress towards meeting 5-14 guidelines through discussion with
Head Teachers.
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