Developing the school plan for science
Planning for science in the school should
- create a common understanding of the nature and role of science in the curriculum. Organisational planning for science should be a collaborative and consultative process involving the principal and teachers and, where appropriate, parents and the board of management. A written statement of the school's policy for science will be a useful record and reference point for the staff and will provide teachers with a clear sense of direction and purpose
- seek to make use of the interests and aptitudes of teaching staff and provide for the sharing of expertise and the co-ordination of teaching resources
- involve a review of the facilities and resources available to the school
- determine how the school intends to phase in the new programme
- involve review and evaluation during development and after a fixed period
- involve communication between the principal, teachers, parents and the board of management.
Supporting the implementation of the science curriculum
Some useful strategies and potential sources of support for the implementation of the SESE curriculum are outlined in the Teacher Guidelines for SESE: History and in the Teacher Guidelines for SESE: Geography. Teachers should refer to these documents to identify how existing resources can best be used to support the implementation of the science programme and to identify where further help is required.
The contribution of parents and local people
The emphasis that the science curriculum places on the exploration of the environment will mean that the children's families may help to enrich and support the programme in many ways. Parents and local people may contribute to such science activities by
- sharing knowledge and expertise
- helping to organise visits to places of interest, such as farms, factories, museums and science centres
- working with small groups of children.