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ERIC Number: EJ911831
Record Type: Journal
Publication Date: 2010-Feb
Pages: 1
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0013-1377
North Tyneside Perspective on Primary Science APP
Keilty, Ged
Education in Science, n236 p30 Feb 2010
The status of primary science as a core subject has been gradually corroded in recent years, with the abolition of targets for science and the focus of the primary national strategy on literacy and numeracy. The NAIGS Committee were very well positioned within local authorities to pilot APP, but first had to write the criteria. Towards the end of the summer term 2008, a group of interested stakeholders, including the national strategies, primary headteachers, secondary consultants, along with QCDA staff led by Peter Slade and members of the NAIGS Committee, spent the day using the existing secondary assessment guidelines for how science works to write the levels 1 and 2 criteria. These draft criteria were developed throughout the pilot into the finished article, which will be available, following the national launch of APP at the ASE Annual Conference in January 2010, on the primary national strategy website. Three primary schools from North Tyneside Local Authority took part in the Primary Science APP pilot project, which was launched in September 2008. Two teachers from each school were tasked with trialling the Science APP Assessment Guidelines with a small group of pupils from their class, from October 2008 to June 2009. The second aspect of the pilot was for the teachers involved to provide examples of pupils' work for QCDA to compile into standards files. This article presents the perspectives of the North Tyneside teachers on the assessment guidelines.
Association for Science Education. College Lane Hatfield, Herts, AL10 9AA, UK. Tel: +44-1707-283000; Fax: +44-1707-266532; e-mail: info@ase.org.uk; Web site: http://www.ase.org.uk
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)