Trust Projects - Making Sense of Science
 What is distinctive about this project?
The Making Sense of Science initiative is in itself a distinctive form of professional development and support for primary teachers, particularly science co-ordinators. Its distinctiveness is chiefly in the flexibility of use of the resources (study guide and video material) allowing teachers to work at their own pace and responding to their own needs. The AstraZeneca Science Teaching Trust funding provided a way of enhancing the original programme by giving the science subject leaders time to work in school and to take part in courses out of school as well as providing the equipment grant to ensure that resources were available to teachers. The further development of the course incorporated the TTA's subject leader standards and encouraged those taking part to develop themselves in the role of subject leader.
 Many of the teachers who have attended the course have stated that the core subject days and tutor support and guidance offered, along with the opportunity to work with colleagues from other schools, has helped remove feelings of isolation in their roles as subject leaders. They have said they intend to build on associations initiated with other science subject leaders through the project.
Overview
This project has been run by Software Production Enterprises Ltd. using its Making Sense of Science distance learning materials to promote excellence in primary school science. The project provided a model of a new flexible approach to in-service training and has now been piloted over two years in approximately 40 schools in Lewisham and Thanet.
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Aims
The project's main aims were:
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to enable subject leaders for science to develop and extend their understanding of science and science teaching and learning
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to develop the skills needed for subject leadership
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to develop monitoring skills with regards to SC1 and managing resources
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to develop a cycle of activities to give greater structure for school based moderation of SC1
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to review and develop schemes of work
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to develop ICT in science.
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Costs
Typical costs for one school in Year 1
(Costs are substantially lower in Year 2)
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1. Resources
2. Tutor Costs/Staff Training
3. Supply Cover |
£ 998
£ 750
£1,200 |
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Total |
£2,948 |
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Achievements
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Many of the school-based projects have fundamentally changed primary science practice across the school, particularly in the areas of investigative skills, schemes of work and diagnostic assessment
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Most of the teachers stated that their understanding of the importance and role of science in pupils' learning had increased a great deal/quite a lot
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In the first year of the pilot, most teachers taking part stated that the project had significantly affected the school's policy and planning in science. In the second year, nearly all the teachers said this
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Most of the teachers felt that the course had a marked effect on their personal practice of teaching science
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In the first year, the great majority stated that the project had affected their working relationships with colleagues significantly. In the second year, this figure had risen to 100%
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Most reported that their colleagues' confidence in teaching science had improved significantly
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All those taking part stated that they now had personal confidence and understanding of their role as a science subject leader
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Most stated that the profile and status of science had been raised through their involvement in the project.
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Summary
As well as being a self-contained programme for the benefit of the teacher and his or her own school (linked to the TTA's Subject Leader Standards), the course also provided a way to obtain a Certificate of Continuing Professional Development from the Open University.
The course centred around an in-school project across two terms supported by the Making Sense of Science resources - a study guide, videos and notes. The flexible approach of the course allowed science co-ordinators and senior management to analyse their schools' training needs and to develop a project to meet those needs. Core subject days provided the essential background to science teaching and learning and offered support in developing the project. Co-ordinators identified three main areas of focus for their projects:
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a curriculum focus identifying an area of science to be developed with children;
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a teaching and learning focus to be addressed with colleagues;
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a co-ordination focus for their own professional development.
The study guide contained background reading and the activities which form the basis of core and optional course assignments. The content of optional subject sessions was decided in conjunction with course members, and included, for example, areas of subject knowledge or skills in running subject.
During the course, participants were required to keep a project portfolio which contained their project documents as evidence and charted their progress. Activities undertaken as part of the course, together with work done in school with pupils and colleagues all had a place in the portfolio, and it is on this evidence that participants' progress was assessed. In many cases, portfolios have illustrated remarkably rapid and exciting developments for both schools and subject leaders over two terms.
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What others say
"Support offered has made a considerable impact on my own perceptions of science and has made me want to improve my own knowledge and expertise using the materials and resources."
Science co-ordinator
"I'm at a school for students with severe learning difficulties. A lot of material from the course relates to work at a higher level than my students achieve which is not to say that it was of no use. I valued the opportunity to look at good practice in the mainstream and reflect on implications for my practice."
Science co-ordinator
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Professional development
Making Sense of Science focuses closely on the professional develop of the science co-ordinator. Participants say that this programme has been excellent for their own professional development and confidence allowing them to focus on opportunities for science development. For some, the project has enabled them to identify areas where they needed to improve in order to achieve progression with the pupils and enhance staff involvement and commitment.
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Contact
Jeffrey A Vicarioli e-mail: jeffv@spe.co.uk
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