Last Updated: Monday, March 05, 2018

Building the science curriculum in Millersneuk Primary

What is this?

This video resource looks at the innovative approach taken to teaching and learning during a science project at Millersneuk Primary School in East Dunbartonshire. Hear how staff used the Sciences: Concept Development paper and guidance from the Principles and practice document to develop high quality learning experiences that involved depth, challenge and application of learning.

Who is this for?

This resource is for senior leaders and classroom teachers who wish to amend programmes of study and develop them to be progressive and engaging, while also providing opportunities for discrete science teaching and learning, and for learning to be experienced as part of a wider interdisciplinary experience.

How to use this exemplar to improve practice

This video, along with reflective questions, invites 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:

  • How do you ensure that your programmes of study articulate with the principles of curriculum design?
  • How do you ensure curricular frameworks enable progression in learning for individuals? How do you monitor and track individuals’ progression and share this data?
  • In what ways can teacher confidence affect the number of opportunities to enhance the learning experiences of all individuals?
  • What advantages can be gained from teaching science both as a discrete subject and as an integral part of an interdisciplinary learning experience? 

Explore this exemplar

What was done? 

A working group modified and enhanced aspects of current practice and used this to develop an improved, progressive science framework. This articulated with the principles of curriculum design by providing clear progression while enabling learners to deepen their learning and experience more challenge and opportunities to apply learning. Teachers were given the freedom to plan learning experiences around this framework and so could deliver science either as a discrete subject or as part of an interdisciplinary experience.

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

What brought about the change?

As part of a moderation process, the working group reviewed the suitability of the previous science programmes of study used across the whole school. Using the available support documentation and reflecting on the key messages and advice provided within, the group planned to design, develop and implement a coherent progressive science framework. Key to this development was self-evaluation and the ability to implement positive changes to the science education being delivered across the school.

What was the impact?

The developments were designed to raise the profile of science and to engage learners in better planned and structured investigative and collaborative learning experiences. Learners became more motivated and involved in science lessons and demonstrated increased levels of scientific knowledge and improved skills. A greater degree of professional learning resulted in increased staff confidence and ability to design and facilitate progressive and challenging learning experiences in science.