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About this Knowledgebase
Introduction to the Science Department
-- Staffing and Job Descriptions
-- Classes and Teachers
-- Science Timetable 2006/7
-- Training and Development Needs
-- Subject Self Evaluation 2006
-- Science Improvement Plan 2006-2008
Day to Day Procedures
-- Planning
-- Ordering Resources
-- Teaching
-- -- Effective Teaching
-- -- Behavioural Management
-- Staff absences
Health and Safety
Performance Management
Key Stage 3 Science
-- Rotations
-- Schemes of Work
-- Scientific Enquiry
-- Assessment Resources
-- Transition from KS3 to KS4
Key Stage 4 Science
-- How Science Works
-- AQA Science A
-- -- Biology
-- -- Chemistry
-- -- Physics
-- -- Letters
-- Additional Applied
-- Additional
-- Entry Level Certificate
-- 21st Century Science
-- -- Assessments
-- Investigative Skills Assignments (ISAs)
Key Stage 5 Science
-- Biology Resources
Gifted and Talented
ICT Resources
-- Software for making resources
-- Interactive Online Resources
-- Our Science Websites
-- Recommended Grids for Learning
-- Resources for Revision
Accommodation
Assessment, Recording and Reporting (ARR)
-- Assessment
-- KS3 Updates for 2006/7
Policy Documents
-- Homework
-- Gender and Science Education
-- Work Scrutiny
Business and Enterprise
Examinations
School Development
-- Curriculum Leaders
Student Voice
Science Blogs
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Interactive Science Handbook
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Introduction to the Science Department
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Subject Self Evaluation 2006
/ On the basis of your evaluation what are your key priorities for development?
On the basis of your evaluation what are your key priorities for development?
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Effective monitoring procedures for teaching and learning
Assessment for Learning
Raising achievement at level 6+ (
KS3
)
Content-driven teaching to development of skills through ‘How Science Works’
Provision of courses more appropriate to the needs and learning preferences of students.
Other questions in this category
What processes do you have for collecting pupil views about your subject area?
What do parents/carers think of your curriculum area?
Do individuals or groups of pupils reveal negative attitudes or poor behaviour? What action has been taken to remedy this?
What aspects of your curriculum area contribute to developing healthy lifestyles?
How do you involve parents/carers in providing for the needs of their child?
Are parents provided with good quality information about your subject and how well their child is making progress?
Are pupil self-assessment and peer assessment regularly incorporated into schemes of work and lesson planning?
When reviewing your department, at what point in the process do you canvas the views of all stakeholders?
Is attainment in your subject area in line with expectations and other subjects in your school?
Compared with other areas in the school, are there individual pupils or groups of pupils who are achieving less well in your subject?
What range of evidence is being used to monitor pupil progress in your subject?
What does analysis of assessment information tell you about pupils’ learning in your area? What strengths or weaknesses are revealed?
What action is taken to support and challenge pupils who are underachieving or exceeding expectations?
Do teaching programmes give opportunities to address all areas of weakness identified? If not, how will you address this?
Do Subject Meetings allow time for discussion of information on pupils’ outcomes and how is it used to make progress?
How good is the quality of teaching and learning in your subject area?
How well is pupils’ progress assessed and monitored?
Do teachers have excellent subject knowledge and understanding? Are they able to make this accessible to pupils?
Do lessons have clear learning objectives and use a wide range of teaching strategies to address the needs of learners? Are they differentiated appropriately?
Is classroom management routinely good with well-established routines?
Do pupils understand what is required of them, how well they are doing and how they can improve?
To what extent does the curriculum or activities match learners’ needs, aspirations or capabilities, building on prior attainment and experience?
What opportunities do learners have to develop enterprise financial or other work related learning skills? What contribution do you make towards the economic well being of the learner?
How well are learners guided and supported? How do you ensure policies are implemented? How well does your team collaborate with support staff?
How do you identify training needs within your department? Are training, follow-up and outcomes monitored and evaluated?
What impact does the Performance Management process in terms of improvement for staff and pupils?
Do you have sufficient resources to support the curriculum, effective teaching and learning and the learning needs of pupils?
What contact do you routinely have with parents?
How effectively and efficiently do you deploy resources to achieve value for money?
How do you show clear vision, a sense of purpose and high expectation to the staff you lead?
What are your training and development needs for 2006/7
How will your training and development needs be met?
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