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By Lynn D Newton

First released in 2004. Routledge is an imprint of Taylor & Francis, an informa corporation.

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Extra info for Coordinating Science Across the Primary School (Subject Leader's Handbooks)

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It also helps to organise a review discussion, perhaps over a cup of coffee at lunchtime, to talk about how things are getting along and what other things are possible. 46 WORKING WITH OTHERS Suggestion As the science coordinator, you may also need to work with parents and governors. Often, they will not have an extensive A programme for the evening might take knowledge of science. It may be necessary to organise some afterschool activities for parents and governors to raise their the following form: awareness of primary science education.

More formal assessments help to complete the picture. For the purposes of the National Curriculum, some formal records of teachers’ assessments must be maintained. This requires agreed ways of assessing, recording and reporting progress and it is likely that you will have to integrate science into the school’s system or devise such a system for science. This is discussed in Part 4. Thinking about your own professional development Many aspects of the science coordinator’s role can take time to achieve, especially if you are not only new to the role but also new to the school.

Being a coordinator extends that dimension to include greater professional interaction with adults. Good, professional relationships with others makes the role of coordinator easier and more satisfying and contributes to more effective teaching and learning. As the science coordinator, you will need to work with a number of different colleagues in different ways. First, all coordinators usually have to work closely with the headteacher, who has overall responsibility for the teaching and learning going on in the school.

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