Last Updated: Monday, March 05, 2018

Bearsden Cluster – Science Literacy

What is this?

This video demonstrates an approach taken by a secondary school and its partnership primaries to develop literacy across the sciences. Children, young people and staff describe the benefits from this partnership working.

Who is this for?

This video is for senior leaders and classroom teachers who wish to explore and implement a partnership approach to planning in the Sciences curriculum.

How to use this exemplar to improve practice:

This video along with reflective questions invite you to consider the impact of your own approach to planning learning. You are invited to watch the video and consider, individually or as a team, the following improvement questions:

  • What opportunities have you had to plan and deliver learning opportunities in collaboration with external partners? What kind of benefits arise from this approach?
  • Consider the opportunities that active learning approaches open up for work across your school with colleagues? How would such an approach benefit from the inclusion of partners in the community or wider afield?
  • How could digital technologies be used to support approaches to partnership work?

Explore this exemplar:

What was done?

A working party was established within the local authority cluster, to plan for and embed approaches to literacy in the science curriculum. Primary teachers observed a secondary scientist teaching in their primary context and then jointly planned their own lessons. Schools came together at the end of the programme of work to share learning and celebrate outcomes.

Can't view this video? You can also view this clip on Glow (log-in required). 

What brought about the change?

There was a desire on the part of schools in the local authority cluster to work together to improve learning outcomes in science and ensure that progression in literacy was embedded in curriculum delivery.

What was the impact?

Secondary science teachers had a better understanding of the role they could play in supporting literacy. The confidence of primary school practitioners in designing and delivering learning opportunities around the sciences was improved. Resources created for this particular programme were available to be used across different schools to support future planning. Collaboration between different schools in the local authority cluster was improved.  At a secondary level a more rigorous S1 science course was delivered as a result of improvements in the prior learning of pupils.