Science teacher at Milngavie Primary

Published 01/01/2017.  Last updated 10/12/2024

?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:

  • What kind of impact does teacher confidence have on approaches to learning and teaching? How do you measure this impact?
  • What arrangements are in place, both locally and nationally, to provide teachers opportunities in which to enhance their subject knowledge?
  • How do you ensure that there are opportunities to contextualise learning and make it more relevant to learners' lives?

Explore this exemplar

What was done?

Through careful planning and restructuring of the school curriculum, greater importance was placed on the delivery of science, resulting in it being taught as a discrete subject. Although the lead teacher lacked a science background, professional commitment - and a combination of professional learning and enquiry - enabled lessons to be planned that provided opportunities for learners to develop and enhance their scientific language and analytical skills while also applying them to their everyday lives.

What brought about the change?

A review of the previous curriculum model identified that the science education delivered at the school was generally superficial and often delivered as a small addition to a larger interdisciplinary learning experience. In order to increase the worth of science and make science more relevant to the lives of children, the school decided to deliver science as a discrete subject. Key to this development was the establishment of a whole-school science teacher.

What was the impact?

Science is no longer observed as ancillary to the school’s curriculum. Learners, are able to fully engage with science and, as a result, have greater awareness of its importance and relevance to their everyday lives. Equally, learners develop science capital and transferable skills by being actively involved in their learning experiences.

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Science teacher at Milngavie Primary

Published 01/01/2017.  Last updated 10/12/2024

?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:

  • What kind of impact does teacher confidence have on approaches to learning and teaching? How do you measure this impact?
  • What arrangements are in place, both locally and nationally, to provide teachers opportunities in which to enhance their subject knowledge?
  • How do you ensure that there are opportunities to contextualise learning and make it more relevant to learners' lives?

Explore this exemplar

What was done?

Through careful planning and restructuring of the school curriculum, greater importance was placed on the delivery of science, resulting in it being taught as a discrete subject. Although the lead teacher lacked a science background, professional commitment - and a combination of professional learning and enquiry - enabled lessons to be planned that provided opportunities for learners to develop and enhance their scientific language and analytical skills while also applying them to their everyday lives.

What brought about the change?

A review of the previous curriculum model identified that the science education delivered at the school was generally superficial and often delivered as a small addition to a larger interdisciplinary learning experience. In order to increase the worth of science and make science more relevant to the lives of children, the school decided to deliver science as a discrete subject. Key to this development was the establishment of a whole-school science teacher.

What was the impact?

Science is no longer observed as ancillary to the school’s curriculum. Learners, are able to fully engage with science and, as a result, have greater awareness of its importance and relevance to their everyday lives. Equally, learners develop science capital and transferable skills by being actively involved in their learning experiences.

^ Back to top