By Lynn D Newton
First released in 2004. Routledge is an imprint of Taylor & Francis, an informa corporation.
Read or Download Coordinating Science Across the Primary School (Subject Leader's Handbooks) PDF
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Extra resources for Coordinating Science Across the Primary School (Subject Leader's Handbooks)
Example text
A more objective approach is to carry out an audit of staff skills and expertise in science. This would give you a more accurate picture of their strengths and needs, and allow you, with the headteacher, to plan an appropriate staff development programme. This can be done in a number of ways. The easiest is to prepare an audit sheet for your colleagues to complete. The DFE (1992) provided some useful examples for headteachers of how to carry out audits of teachers’ general skills. However, they tended to focus on biographical information (like years of service and qualifications) rather than subject specific aspects.
These are the focus of this chapter. When you first become a science coordinator, you are likely to feel that you have to make progress quickly. However, be cautious. You can waste a lot of time by not doing the ground work first. In the same way that it is unreasonable to expect you to know everything that there is to know about science and science education, it is also unreasonable to expect you to do everything immediately. You need to plan your work as a coordinator and this will go side by side with your professional development.
For the purposes of the National Curriculum, some formal records of teachers’ assessments must be maintained. This requires agreed ways of assessing, recording and reporting progress and it is likely that you will have to integrate science into the school’s system or devise such a system for science. This is discussed in Part 4. Thinking about your own professional development Many aspects of the science coordinator’s role can take time to achieve, especially if you are not only new to the role but also new to the school.