Assessment of Achievement Programme: Report of the Sixth AAP Survey of Science (2003)

Appendix H: Preparedness to teach science, resourcing and curriculum coverage

Table H.1 How well prepared do you feel to teach Knowledge and Understanding?

(% teachers giving each response: 50-70 primary teachers and 60-80 S2 teachers per strand)

Outcome and strand	Stage	Very well	Quite well	Not very well	Not at all well
Energy and forces
Energy through the study of the properties and uses of heat, light, sound and electricity	S2	73	24	3	0
	P5/P7	30	54	16	0
Energy conversion in practical everyday contexts	S2	73	26	1	0
Energy conversion in practical everyday contexts	P5/P7	29	50	19	2
Forces and how they can explain familiar phenomena and practices	S2	62	34	3	1
	P5/P7	19	58	19	4
Earth and space
The position of the Earth in the solar system and the universe, and the effects of its movement and that of the moon	S2	52	28	14	7
	P5/P7	37	55	6	2
The materials available on our planet, and the links between properties and uses	S2	52	40	6	2
	P5/P7	19	60	19	2
The ways in which materials can be changed	S2	47	40	12	1
The ways in which materials can be changed	P5/P7	28	51	19	2
Living things and the processes of life
The characteristic features of the main groups of plants and animals, including humans and micro-organisms, including principles of genetics.	S2	53	50	3	4
	P5/P7	29	57	14	0
Growth and development and life cycles, including cells and cell processes. The main organs of the human body and their functions are also considered.	S2	62	34	0	4
	P5/P7	32	58	10	0
The interdependence of living things with the environment. The conservation and care of living things are also considered.	S2	62	30	7	1
	P5/P7	34	57	8	1

Table H.2 How well resourced are you to teach Knowledge and Understanding?

(% teachers giving each response: 50-70 primary teachers and 60-80 S2 teachers per strand)

Outcome and strand	Stage	Very well	Quite well	Not very well	Not at all well
Energy and forces
Energy through the study of the properties and uses of heat, light, sound and electricity	S2	50	43	4	3
	P5/P7	27	58	12	3
Energy conversion in practical everyday contexts	S2	49	45	4	3
Energy conversion in practical everyday contexts	P5/P7	23	52	18	7
Forces and how they can explain familiar phenomena and practices	S2	36	53	7	4
	P5/P7	16	54	23	7
Earth and space
The position of the Earth in the solar system and the universe, and the effects of its movement and that of the moon	S2	20	51	22	7
	P5/P7	23	64	13	0
The materials available on our planet, and the links between properties and uses	S2	22	57	18	3
	P5/P7	17	67	17	0
The ways in which materials can be changed	S2	28	49	19	3
The ways in which materials can be changed	P5/P7	17	60	23	0
Living things and the processes of life
The characteristic features of the main groups of plants and animals, including humans and micro-organisms, including principles of genetics.	S2	29	53	14	4
	P5/P7	23	63	1	2
Growth and development and life cycles, including cells and cell processes. The main organs of the human body and their functions are also considered.	S2	38	51	5	6
	P5/P7	30	58	12	0
The interdependence of living things with the environment. The conservation and care of living things are also considered.	S2	32	49	16	3
	P5/P7	29	57	14	0

Table H.3 To what extent have you covered Knowledge and Understanding this session?

(% teachers giving each response: 50-70 primary teachers and 60-80 S2 teachers per strand)

Outcome and strand	Stage	Very well	Quite well	Not very well	Not at all well
Energy and forces
Energy through the study of the properties and uses of heat, light, sound and electricity	S2	46	46	3	4
	P5/P7	25	58	14	3
Energy conversion in practical everyday contexts	S2	51	40	3	6
Energy conversion in practical everyday contexts	P5/P7	27	48	15	10
Forces and how they can explain familiar phenomena and practices	S2	43	43	7	7
	P5/P7	17	50	24	9
Earth and space
The position of the Earth in the solar system and the universe, and the effects of its movement and that of the moon	S2	21	34	19	26
	P5/P7	35	57	4	4
The materials available on our planet, and the links between properties and uses	S2	24	46	16	14
	P5/P7	16	64	16	4
The ways in which materials can be changed	S2	21	50	16	13
The ways in which materials can be changed	P5/P7	20	60	16	4
Living things and the processes of life
The characteristic features of the main groups of plants and animals, including humans and micro-organisms, including principles of genetics.	S2	30	52	10	8
	P5/P7	26	63	9	2
Growth and development and life cycles, including cells and cell processes. The main organs of the human body and their functions are also considered.	S2	41	44	7	7
	P5/P7	37	52	8	3
The interdependence of living things with the environment. The conservation and care of living things are also considered.	S2	31	40	18	10
	P5/P7	33	53	10	3

Table H.4 Preparedness to teach investigating skills in science

(% teachers giving each response: 89 primary teachers and 105 S2 teachers)

Strand	Stage	Very well	Quite well	Not very well	Not at all well
Understanding the task and planning a practical activity	S2	72	24	3	1
Understanding the task and planning a practical activity	P5/P7	35	47	15	3
Predicting	S2	68	23	8	1
Predicting	P5/P7	30	52	18	1
Undertaking fair testing	S2	82	16	1	1
Undertaking fair testing	P5/P7	31	50	17	2
Observing and measuring	S2	79	19	0	2
Observing and measuring	P5/P7	29	54	16	1
Recording findings in a variety of ways	S2	74	23	3	1
Recording findings in a variety of ways	P5/P7	30	53	15	2
Reporting and presenting	S2	76	22	2	1
Reporting and presenting	P5/P7	36	52	11	1
Interpreting and evaluating results	S2	69	27	3	1
Interpreting and evaluating results	P5/P7	28	54	17	1

Table H.5 How well resourced are you to teach investigating skills in science?

(% teachers giving each response: 89 primary teachers and 105 S2 teachers)

Strand	Stage	Very well	Quite well	Not very well	Not at all well
Understanding the task and planning a practical activity	S2	43	45	7	5
Understanding the task and planning a practical activity	P5/P7	22	53	23	2
Predicting	S2	43	41	11	6
Predicting	P5/P7	21	55	22	2
Undertaking fair testing	S2	60	32	4	5
Undertaking fair testing	P5/P7	19	56	23	2
Observing and measuring	S2	58	33	4	5
Observing and measuring	P5/P7	19	58	20	2
Recording findings in a variety of ways	S2	52	36	8	4
Recording findings in a variety of ways	P5/P7	18	59	21	2
Reporting and presenting	S2	48	42	7	3
Reporting and presenting	P5/P7	32	50	17	1
Interpreting and evaluating results	S2	44	44	9	3
Interpreting and evaluating results	P5/P7	21	55	21	2

Table H.6 To what extent have you covered investigating skills in science this session?

(% teachers giving each response: 89 primary teachers and 105 S2 teachers)

Strand	Stage	Very well	Quite well	Not very well	Not at all well
Understanding the task and planning a practical activity	S2	37	47	8	8
Understanding the task and planning a practical activity	P5/P7	25	57	15	3
Predicting	S2	31	42	18	9
Predicting	P5/P7	22	61	14	3
Undertaking fair testing	S2	46	37	11	6
Undertaking fair testing	P5/P7	23	54	20	3
Observing and measuring	S2	52	38	7	3
Observing and measuring	P5/P7	20	61	16	3
Recording findings in a variety of ways	S2	46	39	13	3
Recording findings in a variety of ways	P5/P7	20	61	17	2
Reporting and presenting	S2	47	41	8	4
Reporting and presenting	P5/P7	28	55	17	1
Interpreting and evaluating results	S2	40	46	10	4
Interpreting and evaluating results	P5/P7	18	60	20	2

Table H.7 Preparedness to develop informed attitudes in science

(% teachers giving each response: 89 primary teachers and 105 S2 teachers)

Strand	Stage	Very well	Quite well	Not very well	Not at all well
Commitment to learning	S2	49	36	11	4
Commitment to learning	P5/P7	36	53	9	1
Respect and care for self and others	S2	58	28	8	6
Respect and care for self and others	P5/P7	50	44	6	0
Social and environmental responsibility	S2	51	34	11	4
Social and environmental responsibility	P5/P7	44	48	8	0

Table H.8 How well resourced are you to develop informed attitudes in science

(% teachers giving each response: 89 primary teachers and 105 S2 teachers)

Strand	Stage	Very well	Quite well	Not very well	Not at all well
Commitment to learning	S2	30	38	26	6
Commitment to learning	P5/P7	27	55	17	1
Respect and care for self and others	S2	33	33	25	10
Respect and care for self and others	P5/P7	36	55	8	1
Social and environmental responsibility	S2	27	35	29	9
Social and environmental responsibility	P5/P7	31	59	10	0

Table H.9 To what extent have you covered informed attitudes this session?

(% teachers giving each response: 89 primary teachers and 105 S2 teachers)

Strand	Stage	Very well	Quite well	Not very well	Not at all well
Commitment to learning	S2	49	36	11	4
Commitment to learning	P5/P7	36	53	9	1
Respect and care for self and others	S2	58	28	8	6
Respect and care for self and others	P5/P7	50	44	6	0
Social and environmental responsibility	S2	51	34	11	4
Social and environmental responsibility	P5/P7	44	48	8	0

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