Trust Projects

Liverpool John Moores University (Innovative Project)

The unique aspect of the LJMU project is the extent to which members of the team worked alongside teachers in their classrooms in the planning, delivery and assessment of science teaching. The long term consistent support of the 'expert' has allowed teachers to become confident enough to change their method of teaching science. The aim is to help teachers move away from 'telling children the facts' to employing active, innovative teaching and learning strategies where children's conceptual understanding is developed by exploring their ideas, encouraging verbalisation and using practical everyday experiences.

Overview

Promoting excellence in primary science, a Teachers' professional development project funded through the Trust, has been based at Liverpool John Moores University since September 1997. The project has involved more than twenty Merseyside primary schools, five secondary schools and the local LEA.

Aims

The project's main aims were:

  • to improve the quality of science teaching in local primary schools
  • to encourage teaching and learning activities that were more open-ended, scientific and investigative in nature
  • to enhance pupil learning outcomes
  • to encourage science co-ordinators to make the transition from being co-ordinators of science to becoming subject leaders
  • to build knowledge and confidence.

subject programmes, provided for teachers and science co-ordinators through twilight sessions, focused on developing scientific knowledge and then demonstrating ways of sharing this knowledge with KS1 and KS2 pupils. A series of booklets were developed and distributed as teacher support materials. Science co-ordinators took part in a number of fully-funded courses, typically 4 whole days per year, to clarify and extend their role. Considerable support was provided to change science teaching practise, using ICT in science and in the development of schemes of work and school science policies. Support was also provided for Early Years teachers wishing to incorporate science into their teaching.

Costs

Typical costs for one school in Year 1

(Costs are substantially lower in Year 2

  1. 1. Resources £1,000
  2. 2. Tutor Costs/Staff Training £2,000
  3. 3. Supply Cover £1,040
  4. 4. Consultancy £2,960
Total £7,000

Achievements

  • Increase in teacher knowledge of science
  • Increase in teacher confidence in teaching science
  • Increase in range of teaching approaches used in science lessons
  • Increase in pupil attainment in science
  • Transformation of science co-ordinators from co-ordinating teacher to subject leader
  • science co-ordinator led policy changes and scheme of work modifications as part of the process to embed change
  • Teacher-led mini-projects as part of the process to embed and sustain change
  • Continuity and progression between science teaching in primary and secondary schools
  • High level of parental interest in science
  • Modification of QCA scheme of work for science, to make it more accessible to teachers, to link it to assessment and to enable it to be more easily applied in the classroom.

Summary

The project shows that teachers have developed the range of strategies they use to teach science and have more confidence in their teaching. These claims are supported by a wide range of evidence including data from pupils' tests, classroom field notes, artefacts and videotapes. Teachers readily acknowledge that changes in their professional practices in science resulted from their engagement with the AstraZeneca Science Teaching Trust project.

What others say

  • "The practical approach being promoted by LJMU and the AstraZeneca Science Teaching Trust, I believe to be excellent, regardless of the year group being taught. It gives the children the opportunity to investigate aspects of science, where they can touch and watch the processes actually happening, which helps to cement the concepts in their minds. It also allows the children to investigate any ideas they may have, again aiding their overall understanding." Deputy Headteacher
  • "In science, teaching of the highest possible quality was seen in a Year 6 lesson delivered by the classroom teacher together with a lecturer from John Moores University, on reversible and irreversible change. In this excellent lesson the activities were very motivating and the imaginative teaching very effective in developing pupils' scientific knowledge, understanding and skills." Part of a written appraisal by an OFSTED inspector , during an inspection of one of the schools participating in the LJMU AstraZeneca Science Teaching Trust project.

Additional

Working across phases

The project was founded with a close knit group of primary schools and two secondary schools with the aim of improving educational achievement and opportunity for disadvantaged children aged from three to sixteen.

The project has helped to bridge the divide between KS2 and KS3 in that secondary school teachers have prepared materials, equipment and presented sessions on science topics for all primary teachers held after schools. KS2 and KS3 teachers have visited each others' classrooms and curriculum continuity has been discussed and promoted.

Contact

Direct e-mail for further information: j.a.porter@livjm.ac.uk