ABSTRACT
Having looked at ways of evaluating provision at class and school level – which inevitably reveal aspects that could be improved – in this chapter we turn attention to action to enhance provision. As we noted in Chapter 20, part of the science subject leader’s role is enhancing provision through monitoring learning and teaching in the school and providing for staff development. So in the first part of this chapter we review what the subject leader can do to identify – and help their colleagues to identify for themselves through a dialogue about teaching and learning – aspects of teaching which can be improved. The second part discusses some issues relating to primary teachers’ science subject knowledge. We then turn in the third and fourth parts to sources and providers of professional development. A number of these depend centrally on the science subject leader, particularly activities such as working toward one of the awards of the Primary Science Quality Mark project. But professional development is also a personal matter and we consider several avenues for individual teachers to upgrade their qualifications, or simply satisfy the urge to keep abreast of new ways of enhancing pupils’ learning. So we also recognise that teachers may undertake CPD not on account of any inadequacy but to increase their knowledge and skill.
