- ERO evaluates and reports on the education and care of children and young people in early childhood services and schools.
Appendix 2: Self review questions
Science programme planning
- How well does your school plan for teaching science set out how the Nature of Science strand is to be taught?
- To what extent does your school-wide plan for science reflect any school-wide priorities, the Key Competencies of The New Zealand Curriculum and how student prior knowledge is to be identified and used?
- To what extent does your school-wide plan for science allow teachers to respond to the interests of students?
The professional knowledge of teachers
- How does your school assist teachers to develop their knowledge of both science and science teaching? How effective is this assistance?
- How well do the science lessons at your school connect with the lives of students?
- How engaging are science lessons for students? What data has the school collected to identify what students think of their science lessons?
- How is student thinking, discussion and investigation supported by classroom teaching?
- How does any use of science competitions by your school enhance student learning in science?
- What is the quality of feedback that students receive on any science fair projects they complete?
Science, numeracy and literacy
- How well does your school’s science teaching complement student achievement and progress in numeracy and literacy?
- What literacy and numeracy strategies can be applied to improve student learning in science?
Science and diverse students
- How do Māori students experience science at your school? What Māori scientific contexts does your school’s science programme draw from?
- To what extent is science education responsive to students of different abilities, genders and cultures?
Careers education and science
- To what extent do students make links between your school science programme and the different sorts of science and science-based jobs that exist?
The strategic place of science
- How is the teaching of science documented in the school’s strategic plan? What, if any, goals have been set by your school for learning in science?
- What events, learning experiences or celebrations does your school have to value science and science learning?
- Who is responsible for leading science education at the school? What, if anything, do they need to support the science teaching of other staff?
- What science resources does the school have? Is there a list of these resources?
- What assistance do teachers have for accessing, developing and maintaining science resources?
- What science resources could be borrowed from nearby schools or resource centres?
- How do you know that the science assessment in your school is aligned with the levels in The New Zealand Curriculum?
- What science achievement information is collected, used and analysed, at your school?
- What is the quality of feedback that students receive on their work in science?
Self review of science
- To what extent does the board of trustees receive high quality information about student achievement in science?
- To what extent does the information provided to the board of trustees about science teaching and learning demonstrate the improvements that have been made to teaching and learning over time?
Reporting to parents
- To what extent do parents receive information on how well their child is achieving in science in terms of the curriculum levels?
- To what extent do the reports to parents make it clear what a child’s strengths are in science and what are the key things they can develop?
- Are students at your school able to report back to parents what they know about science and what their science learning goals are for the future?