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How do we
know? |
Features to
look for |
Evidence/
What we
found out |
Action
points |
|
1. Do all members of staff have access to
an up-to-date science programme? |
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|
2. Does our science programme help the
pupils’ progress in their learning? |
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3.
Does our present science programme have a
balance of knowledge and skills? |
-
Activities designed to promote
understanding of scientific ideas
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Activities involve a balance of skills
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There are opportunities for pupil
investigation
|
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Does the
logical sequence within the programme promote progression and continuity
in pupils’ learning? |
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5.
Are there links with other areas of the
curriculum shown in the programme? |
-
Activities are clearly linked to other
areas of the curriculum e.g. technology, maths, health education,
functional writing
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6.
To what extent do the teacher notes give
teachers clear guidance on the programme of study for science? |
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7.
Is the programme practical to resource and
run? |
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Activities require easily accessed
materials
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Teachers find experiments easy to set up
and control
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Safety advice is practical and integrated
within programme
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Use is made of real materials and local
resources including the environment
|
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8.
Does the programme include adequate
guidance on the assessment of pupils’ progress in science? |
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9.
Are we meeting the children’s needs by
providing appropriate challenges |
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All pupils enthusiastic about science
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A range of science activities are seen in
all classrooms
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Pupils all make significant progress in
science each year
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Activities suitable for age and stage
-
Evidence of differentiation
-
There are opportunities for challenging
and purposeful homework activities in line (with school policy)
|
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10.
Has the science co-ordinator’s role been
helpful in the implementation of the programme? |
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