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F: The teacher questionnaire
F.1 The questionnaire and the respondents
The teacher questionnaire used in this survey (see Annex III) was designed to explore experiences of Science teaching and pupil learning. Every teacher who was involved in teaching Science at one of the relevant stages in a survey school was requested to complete the questionnaire. To facilitate this, survey schools were asked to provide details of teacher numbers and sufficient questionnaires were sent to each school with a request that all relevant teachers complete it.
The questionnaire was completed by class teachers at P3, P5 and P7 in the primary schools, and by S2 Science teachers in the secondary schools. Over 5,000 questionnaires in total were sent out to schools, and just over 4,000 were returned completed (around 1,000 at each stage), giving a return rate of around 80 per cent for the primary sector and 75 per cent at S2. Some of the shortfall can be attributed to 41 schools that did not in the event participate in the survey, accounting for 2 to 4 per cent of non-completed questionnaires. Of the approximately 11,000 schools that participated in the pupil assessments, only 27 primary schools and 13 secondary schools did not return any teacher questionnaires. The findings presented and discussed in the remainder of this chapter are based on this unweighted survey data.
More than nine out of ten of the primary teachers who completed the questionnaire were female, compared with half of the secondary teachers. This is broadly in line with the national gender profiles of the two sectors.
In both sectors, around three quarters of the respondents had been teaching for more than five years (Table F1a), whilst about one in ten were in their first year of teaching. Just over half of all teachers surveyed had been in their current posts for more than five years (Table F1b) and one in five had taken up their current posts that year. In the primary sector, female teachers tended to have been teaching and in their current posts longer than their male colleagues, with the reverse holding at S2.
F.2 Science teaching responsibilities
Respondents were asked whether Science in their class was being taught by them, and/or by a specialist teacher in their school or an external specialist teacher (this question was clearly only relevant for primary class teachers). Of the primary teacher respondents, 94 per cent were teaching Science to their own classes (Table F2a). For 11 per cent of respondents Science teaching was being taught by, or shared with, a specialist in the school (6 per cent) or an external specialist (5 per cent). Teaching by an external specialist was more common at P7 than at the younger stages.
S2 teachers were asked whether they taught biology topics only, chemistry topics only, physics topics only, or Science as an integrated course. Around four in every five of the S2 teachers (81 per cent), male and female equally, were teaching Science within an integrated curriculum (Table F2b). Approximately one in five recorded that they were teaching a particular Science subject only. While there was no marked difference between male and female teachers in general, a lower proportion of women (4 per cent) than men (7 per cent) were teaching only physics. The converse was true of biology and chemistry with a lower proportion of men teaching only these subjects (5 per cent) than women (8 per cent).
F.3 Confidence in teaching Science
In response to a question about confidence when teaching topics with a biology, chemistry or physics theme, some clear subject differences emerged. Detailed results are given in Tables F3a (primary sector) and F3b (S2), while Chart F1 illustrates the general picture that emerged.
Chart F1
Confidence when teaching topics with a particular Science subject theme
(% teachers giving each response)
At all primary stages, teachers reported the greatest level of confidence in teaching biology topics (Table F3a), with no difference in the general picture from one stage to another. Around 90 per cent of the primary teachers were 'fairly confident' or 'very confident' when teaching Science with a biology theme. The corresponding figures for chemistry and physics were markedly lower, at around 60 per cent and just over 50 per cent respectively. The proportion of teachers who were 'very confident' when teaching Science with a biology theme was just under 30 per cent, falling to around 10 per cent for chemistry and physics themes.
In general, S2 teachers were more confident than their primary colleagues when teaching individual Science topics (see Table F3b). Over 90 per cent were 'very confident' or 'fairly confident', whatever Science subject they were teaching. However, there were subject differences in the proportion of S2 teachers recording that they were 'very confident' in teaching each individual topic. Less than 50 per cent of teachers were 'very confident' about teaching physics compared to around 60 per cent each for biology and chemistry.
Gender differences were also identified in teachers' responses about confidence. In the primary sector, female teachers were slightly more confident than their male colleagues when teaching biology topics, whilst male teachers tended to express more confidence than female teachers about teaching topics with chemistry or physics themes. For example, the proportions of female and male primary teachers who indicated they were 'very confident' or 'fairly confident' about biology teaching were 90 per cent and 84 per cent, respectively. For chemistry the corresponding proportions of females and males were 60 per cent and 75 per cent and for physics the gap was even larger, with proportions of around 50 per cent and 80 per cent for females and males respectively.
At S2, a greater proportion of female (almost 70 per cent) than male teachers (less than 50 per cent) were 'very confident' about teaching biology but a far greater proportion of male (over 60 per cent) than female teachers (30 per cent) were 'very confident' about teaching physics. There was no significant difference in the proportion of male and female teachers (just over 60 per cent for each) expressing confidence in teaching chemistry at S2.
F.4 Professional development
The questionnaire asked teachers how often they had taken up professional development opportunities in Science within the previous four years and whether or not they were satisfied with the opportunities they were offered.
Professional development in Science (Table F4a) differed considerably between the sectors. Nearly two-thirds (63 per cent) of S2 teachers compared with only 15 per cent of primary teachers reporting taking up more than two professional development opportunities in this period. The higher the stage taught in the primary school the more likely teachers were to have taken up professional development activities. In particular, around 40 per cent of P3 and P5 teachers reported having taken up no professional development in Science in the period, compared with just under 35 per cent of teachers at P7.
No differences were found in the professional development experience of male and female primary teachers in Science. However, among S2 teachers males tended to have taken up professional development opportunities more frequently than females, with 68 per cent of men and 58 per cent of women having taken up two or more opportunities in the previous four years.
There was also a difference in satisfaction with professional development activities between the sectors. Just over 40 per cent of primary teachers compared with almost 60 per cent of S2 teachers indicated that they were satisfied with the opportunities available in Science (Table 4b). However, the more activities the teachers had taken up, the more likely they were to express satisfaction with them, this being especially true of the female teachers. For example, among those primary teachers who had taken up no professional development in Science during the previous four years, 25 per cent nevertheless reported that they were satisfied with the opportunities made available to them. In contrast, among those primary teachers who had taken up two or more opportunities in the period, almost 70 per cent were satisfied. Among S2 teachers the corresponding proportions were 40 per cent and 65 per cent, respectively. The least satisfied groups were female teachers who had not taken up professional development in Science in the previous four years, with 25 per cent 'satisfied' among primary teachers and just over 30 per cent 'satisfied' at S2.
F.5 Teaching and preparation time
Table F5a provides information about the time respondents reported spending teaching Science in a typical week. As might be expected, S2 teachers on average were found to spend significantly more time teaching Science than their primary colleagues. For example, over 40 per cent of the S2 teachers reported spending six hours or more teaching Science in a typical week compared to around one per cent of primary teachers. Almost one-third of the primary class teachers noted that they spent less than one hour a week on this activity.
The amount of preparation time (Table F5b) also differed significantly between sectors, with S2 teachers indicating that they spent more time on average than their primary colleagues preparing for their Science teaching. For example, one-quarter of the S2 teachers reported spending six hours or more on Science preparation compared, again, to around one per cent of primary teachers. Forty-five per cent of primary teachers spent less than one hour on this task in a typical week.
There were no gender differences, and no stage differences within the primary sector, in either teaching or preparation time.
F.6 Lesson activities
Respondents were invited to indicate how frequently their pupils engaged in each of a number of different activities during their Science lessons (this was also asked in the pupil questionnaires). The findings are recorded in detail in Tables F6a (by sector), F6b (by stage) and F6c (by teacher gender) whilst Chart F2 illustrates the general picture.
Teachers reported that the pupil activity which occurred most frequently in both sectors was whole class teaching. Almost 50 per cent of the primary teachers and over 70 per cent of the S2 Science teachers indicated that this occurred 'during most lessons'. Almost 45 per cent of primary teachers and just under 65 per cent of S2 teachers also reported 'working with a partner or group on a shared task' as occurring during most lessons.
The biggest sector differences were for 'using Science equipment' and 'carrying out investigations'. Forty-seven per cent of S2 teachers reported that pupils were 'carrying out investigations' during most lessons compared with 16 per cent of primary teachers. For 'using Science equipment', these figures were 57 per cent and 10 per cent respectively.
Chart F2
Learning activities in primary and S2 Science lessons
(% teachers reporting pupil engagement in the activity concerned 'during most lessons')
Within the primary school, some of the activities became more frequent as stage increased (Table F6b). For example, just under 40 per cent of P3 teachers responded that 'working with a partner or group on a shared task' occurred 'during most lessons' compared to 45 per cent of P5 teachers and almost 50 per cent at P7. Other examples of increases in frequency of use by stage include 'making or using diagrams', 'making or using tables or charts', 'using an interactive whiteboard', 'working at a computer', 'writing in their own words about Science'. Conversely, some activities became less frequent as stage increased, such as 'completing worksheets', 'working in the school grounds' and 'handling real objects from outside the classroom to do with Science'.
There were few gender differences in the frequency of lesson activities (see Table F6c). Within the primary sector, whole class teaching was mentioned as more frequent by female than by male teachers (50 per cent of female and 43 per cent of male teachers responded that pupils spent time on this activity 'during most lessons'). On the other hand, while not particularly frequent in the primary sector in general, 'working at a computer', 'talking to a visitor about Science ' and 'visiting a Science centre or other places outside schools' were recorded as occurring more frequently by male than female teachers.
At S2, the few statistically significant gender differences were for activities mentioned as being more frequent by the female teachers than the males. These were 'working with a partner or group on a shared task', 'working quietly on their own', 'talking on their own with you', 'making or using diagrams', 'making or using tables or charts', 'discussing everyday uses of Science or opinions about Science'.
F.7 Resource use
Respondents were then asked to indicate how often they used each of a number of different resources in their Science teaching. Detailed results are given in Tables F7a (by sector), F7b (by primary stage) and F7c (by teacher gender).
The most frequently used resource in both sectors was the national 5-14 guidelines, used 'during most lessons' by almost 40 per cent of the primary teachers and over 45 per cent of the S2 Science teachers (Table F7a). Other frequently used ('during most lessons') resources included commercial textbooks or resource packs (just under 25 per cent of primary and almost 35 per cent of secondary teachers') and teachers' own local authorities' 5-14 Science materials (over 30 per cent of primary and almost 20 per cent of secondary teachers). However, a high proportion of S2 teachers (almost half) indicated that they used this local resource at most once a year. Materials written by the teachers themselves were used 'during most lessons' by almost 20 per cent of primary and almost 35 per cent of secondary teachers. At S2, nearly half of teachers also frequently used Science materials developed by other teachers in their school.
Electronic equipment, visiting specialists and the nationally available advice in the Improving Science Education 5-14 pack (or on the website) were little used in either sector.
There was no difference in frequency of use of most resources in the different stages in primary schools (Table F7b). The exceptions were use of internet materials, where there was greater use at P5 and P7 compared with P3; materials produced by the teachers themselves or by other teachers in the school, where there was slightly greater use at P3 and P5 compared with P7; and use of a visiting specialist Science teacher, where there was slightly greater use at P7 compared with P3 and P5, a finding in line with the information given in section F.2. All of these stage differences were statistically significant.
Some gender differences were identified in reported resource use and, in particular, in the frequency of use of electrical equipment such as sensors, digital cameras and digital microscopes. Female teachers in both sectors indicated less frequent use of these resources than their male counterparts (Table F7c).
F.8 Pupil assessment and personal learning planning
The questionnaire asked teachers about their use of formative assessment, personal learning planning and different assessment strategies. Teachers were asked to record whether these were used 'often', 'sometimes' or 'never'.
There were strong (statistically significant) sector differences for frequency of use of all the different forms of assessment (Table F8a) considered by the questionnaire: oral testing, written testing, written class work, observing group discussions, observing experiments, informal discourse and whole-class discussion. In the main, a greater proportion of primary teachers recorded these as being used 'often' than S2 teachers. The only exceptions were written testing and observing experiments, with much higher proportions of S2 teachers using them 'often' - almost 70 per cent of S2 teachers compared with just under 20 per cent of primary teachers for written testing and over 55 per cent of S2 teachers compared with just under 40 per cent of primary teachers for observing experiments.
With the exception of written testing, which was equally frequently used for pupil assessment by both male and female teachers in each sector, higher proportions of female teachers in both sectors tended to use most of the different types of assessment strategy 'often', particularly at S2 (Table F8b).
Whichever forms of assessment teachers were using, they might or might not be using the results formatively. This issue was explored, with formative assessment being defined in the questionnaire as follows:
Formative assessment focuses on the gap between present performance and desired goal. To be formative, the information gathered must be used to adapt the teaching or the learning to meet the needs of the learner.
Almost all teachers reported using formative assessment approaches 'often' or 'sometimes' with their pupils (Table F8c). Primary teachers (just over three quarters) were significantly more likely to be using formative assessment approaches 'often' than their secondary colleagues (less than half), although frequency of use was lower at P3 than at P5/P7. There were also statistically significant gender differences in both sectors, with more female teachers reporting that they used formative assessment 'often' than male teachers, particularly at S2.
The teachers were further asked about their use of written testing and class work/homework when coming to summative judgements about pupils' achievement levels. A large sector difference was found (Table F8d) in the frequency with which teachers made use of written testing for this purpose, with almost 90 per cent of S2 Science teachers reporting use of written testing 'often' compared with under 30 per cent of the primary teachers. No gender differences were found in the use of written tests to assess pupils' levels of achievement.
In contrast, there was little sector difference for use of class work/homework for assessment, with just under 70 per cent of teachers reporting that they use this 'often' and fewer than one per cent indicating that they 'never' use this evidence. At S2 significantly higher proportions of female (75 per cent) than male teachers (just over 60 per cent) said that they used the evidence from class work and homework 'often' in assessing pupils' achievement. At primary level, there were no gender or stage differences.
Finally, teachers were asked whether they 'often', 'sometimes' or 'never' engaged in personal learning planning with their pupils. Personal learning planning was defined in the questionnaire as follows:
Personal learning planning is a process in which pupils, teachers and other relevant stakeholders, including parents and carers, are involved in discussions about an individual's strengths, areas for development and goals for self-improvement. Personal learning planning is key in addressing individual learning needs, and covers concepts such as self-evaluation, identifying and reflecting on the evidence of learning, planning, goal-setting and monitoring.
Teachers' responses to the question about personal learning planning (Table F8e) indicated that this activity was more common in the primary school than at S2, and more common at P5/P7 than at P3. While 70 per cent of primary teachers reported engaging in personal learning planning 'often' or 'sometimes', with almost a quarter responding 'often', the figure fell to 50 per cent indicating 'often' or 'sometimes' at S2, with just over 5 per cent reporting 'often'. Thirty per cent (reaching almost 40 per cent at P3) of primary teachers and just under half of S2 teachers indicated that they never used personal learning planning with their pupils.
Female teachers in both sectors were more likely to be using personal learning planning than male teachers, the difference being statistically significant at S2 where 54 per cent of male teachers compared with 44 per cent of female teachers recorded that they 'never' engaged in this activity.
F.9 Pupils' lesson attendance, learning motivation and behaviour
Teachers were invited to rate their pupils for lesson attendance, learning motivation and behaviour in class. The detailed results are given in Tables F9a and F9b, while the general pattern is illustrated in the Chart set F3.
Most respondents gave ratings of 'good' or 'very good' for all three aspects (Table F9a). For lesson attendance almost all the teachers in both sectors gave their pupils 'good' or 'very good' ratings. For behaviour in class and motivation to learn, ratings were also very positive, with around 95 per cent or more of the primary teachers and around 85 per cent of the S2 Science teachers rating their pupils' behaviour and motivation as 'good' or 'very good', although the proportion rating their pupils 'very good' was lower than for lesson attendance.
Primary teachers gave 'very good' ratings more often than their secondary colleagues. For example, 65 per cent of the primary teachers rated their pupils' lesson attendance as 'very good' compared to just over 40 per cent of S2 teachers. For behaviour in class the corresponding proportions were just under 40 per cent for primary and 15 per cent for S2 teachers. Finally, almost half of the primary teachers rated their pupils' motivation to learn as 'very good' compared to just under 15 per cent of the S2 teachers.
The proportion of 'very good' ratings for behaviour in class and motivation to learn was higher at P3 than at P5 and P7. Almost 45 per cent of P3 teachers rated class behaviour as 'very good' compared to just over 35 per cent at P5 and P7. The proportion indicating 'very good' ratings for motivation to learn was 57 per cent at P3, 47 per cent at P5 and 41 per cent at P7.
Chart set F3
Teachers' ratings of their pupils' lesson attendance, learning motivation and class behaviour
(% teachers giving each rating: around 1000 teachers per stage)
There were no gender differences in teachers' ratings of their pupils' lesson attendance, motivation or behaviour in either sector. There was, however, a strong link with deprivation (Table F9b). In order to investigate this link, survey schools were classified as either 'more deprived' or 'less deprived' at each stage. 'More deprived' refers to those schools where 50 per cent or more of the pupils at a particular stage lived in areas classified as amongst the 20 per cent most deprived in the country based on the Scottish Index of Multiple Deprivation ( SIMD) 2004. All other schools are referred to as 'less deprived'. Charts F4a to F4c illustrate the results.
Chart F4a
Teachers' ratings of their pupils' lesson attendance: by deprivation status of school at each stage*
(% teachers giving each rating: approx 1000 teachers per stage)
* School were classified as 'more deprived' if 50 per cent or more of the pupils in the stage were living in areas classified as among the 20 per cent most deprived in Scotland, according to the Scottish Index of Multiple Deprivation 2004. Around 15 per cent of the primary teachers at each stage and 12 per cent of the S2 teachers were teaching pupils in 'more deprived' schools.
As Chart F4a shows, teachers of pupils in 'more deprived' schools rated lesson attendance as 'very good' less often than teachers of pupils in 'less deprived' schools. Nevertheless, it should be noted that only very small percentages of primary teachers (in schools of all deprivation levels), and fewer than 15 per cent of the S2 Science teachers in the more deprived schools, rated lesson attendance as 'poor' or 'very poor'.
Around 70 per cent of teachers in less deprived schools rated lesson attendance as 'very good' at each of P3, P5 and P7. However at S2 this figure was lower at just under 45 per cent. In contrast, the proportion of 'very good' lesson attendance ratings from teachers in the more deprived schools became steadily lower from P3 (43 per cent) to S2 (19 per cent).
Chart F4b shows the corresponding picture for behaviour in class which is generally similar, although ratings of 'poor' and 'very poor' were more evident than for lesson attendance, particularly in the more deprived schools. In addition, while behaviour in class was generally more highly rated by teachers in the less deprived schools than in the more deprived ones, by the time pupils were in S2 the proportions of 'very good' ratings from teachers were almost identical in both groups, at around 15 per cent.
Finally, Chart F4c shows that higher proportions of teachers in less deprived schools rated pupils' motivation to learn as 'very good' than teachers in the more deprived areas. However, for both groups, proportions with 'very good' motivation decreased with stage from P3 and most sharply between P7 and S2.
Chart F4b
Teachers' ratings of their pupils' behaviour in class: by deprivation status of school at each stage*
(% teachers giving each rating: approx 1000 teachers per stage)
* School were classified as 'more deprived' if 50 per cent or more of the pupils in the stage were living in areas classified as among the 20 per cent most deprived in Scotland, according to the Scottish Index of Multiple Deprivation 2004. Around 15 per cent of the primary teachers at each stage and 12 per cent of the S2 teachers were teaching pupils in more deprived' schools.
Chart F4c
Teachers' ratings of their pupils' motivation to learn: by deprivation status of school at each stage*
(% teachers giving each rating: approx 1000 teachers per stage)
* School were classified as 'more deprived' if 50 per cent or more of the pupils in the stage were living in areas classified as among the 20 per cent most deprived in Scotland, according to the Scottish Index of Multiple Deprivation 2004. Around 15 per cent of the primary teachers at each stage and 12 per cent of the S2 teachers were teaching pupils in more deprived' schools.
F.10 Detailed results for teacher questionnaire
Table F1a
Length of teaching experience
(% giving each response: 1,036 P3 teachers, 1,046 P5, 1,020 P7, 993 S2; 227 men and 2,818 women primary teachers, 489 and 488 at S2)
How long have you been teaching? | Stage | < 1 year | 1-5 years | > 5 years |
|---|
P3 | 11 | 16 | 73 |
|---|
P5 | 11 | 20 | 69 |
|---|
P7 | 6 | 20 | 74 |
|---|
Men | 17 | 18 | 65 |
|---|
Women | 9 | 19 | 72 |
|---|
All Primary | 9 | 19 | 72 |
|---|
S2 men | 7 | 13 | 80 |
|---|
S2 women | 10 | 20 | 70 |
|---|
All S2 | 9 | 16 | 75 |
|---|
There are no stage or sector differences in terms of length of teaching experience, but gender differences in both sectors are statistically significant.
Table F1b
Time in current post
(% giving each response: 1,020 P3 teachers, 1,020 P5, 993 P7, 982 S2; 223 men and 2,755 women primary teachers, 487 and 479 at S2)
How long have you been in your current post? | Stage | < 1 year | 1-5 years | > 5 years |
|---|
P3 | 20 | 27 | 53 |
|---|
P5 | 23 | 29 | 48 |
|---|
P7 | 16 | 32 | 52 |
|---|
Men | 26 | 32 | 42 |
|---|
Women | 19 | 29 | 52 |
|---|
All Primary | 20 | 29 | 51 |
|---|
S2 men | 16 | 23 | 61 |
|---|
S2 women | 24 | 33 | 43 |
|---|
All S2 | 20 | 28 | 52 |
|---|
There are no stage or sector differences in terms of length of teaching experience, but gender differences in both sectors are statistically significant.
Table F2a
Responsibility for primary class teaching in Science
(% giving each response: 1,041 P3 teachers, 1,050 P5, 1,023 P7)
Is Science taught in your class: | Stage | Yes | No |
|---|
by you? | P3 | 96 | 4 |
|---|
P5 | 93 | 7 |
|---|
P7 | 92 | 8 |
|---|
All Primary | 94 | 6 |
|---|
by a specialist teacher in your school? | P3 | 5 | 95 |
|---|
P5 | 6 | 94 |
|---|
P7 | 7 | 93 |
|---|
All Primary | 6 | 94 |
|---|
by an external specialist teacher? | P3 | 2 | 98 |
|---|
P5 | 2 | 95 |
|---|
P7 | 8 | 92 |
|---|
All Primary | 5 | 95 |
|---|
Stage differences for 'by you' and 'by external specialist' are statistically significant.
Table F2b
Science subjects taught at S2
(% giving each response: 958 teachers - 477 men, 481 women)
Subgroup | Biology | Chemistry | Physics | All three |
|---|
S2 men | 5 | 5 | 7 | 83 |
|---|
S2 women | 8 | 8 | 4 | 80 |
|---|
All S2 | 7 | 7 | 5 | 81 |
|---|
The difference in subject distribution between men and women is statistically significant.
Table F3a
Primary teachers' confidence when teaching Science
(% giving each response: 1,036 P3 teachers, 1,045 P5, 1,016 P7; 227 men, 2,811 women )
How confident are you in teaching topics: | Subgroup | Very confident | Fairly confident | Not very confident | Not at all confident |
|---|
With a biology theme? | P3 | 29 | 62 | 7 | 1 |
|---|
P5 | 27 | 62 | 9 | 1 |
|---|
P7 | 28 | 61 | 10 | 1 |
|---|
Men | 32 | 52 | 15 | <1 |
|---|
Women | 28 | 62 | 9 | 1 |
|---|
All Primary | 28 | 62 | 9 | 1 |
|---|
With a chemistry theme? | P3 | 10 | 50 | 35 | 5 |
|---|
P5 | 11 | 50 | 34 | 5 |
|---|
P7 | 11 | 50 | 34 | 6 |
|---|
Men | 23 | 52 | 23 | 2 |
|---|
Women | 10 | 50 | 35 | 5 |
|---|
All Primary | 10 | 50 | 34 | 5 |
|---|
With a physics theme? | P3 | 8 | 44 | 38 | 9 |
|---|
P5 | 10 | 43 | 39 | 9 |
|---|
P7 | 10 | 44 | 36 | 10 |
|---|
Men | 31 | 48 | 19 | 2 |
|---|
Women | 8 | 43 | 39 | 10 |
|---|
All Primary | 9 | 44 | 38 | 9 |
|---|
Subject differences in confidence are statistically significant, as are the gender differences in confidence within each subject.
Table F3b
S2 teachers' confidence when teaching Science
(% giving each response: 966 teachers - 483 men, 483 women)
How confident are you in teaching topics: | Subgroup | Very confident | Fairly confident | Not very confident | Not at all confident |
|---|
With a biology theme? | S2 men | 47 | 44 | 8 | <1 |
|---|
S2 women | 68 | 27 | 5 | <1 |
|---|
All S2 | 57 | 36 | 6 | <1 |
|---|
With a chemistry theme? | S2 men | 61 | 37 | 3 | <1 |
|---|
S2 women | 61 | 36 | 2 | <1 |
|---|
All S2 | 61 | 36 | 2 | <1 |
|---|
With a physics theme? | S2 men | 63 | 34 | 3 | <1 |
|---|
S2 women | 30 | 52 | 17 | 1 |
|---|
All S2 | 47 | 43 | 10 | <1 |
|---|
Confidence in physics was significantly less good than in biology or chemistry, and gender differences in biology and physics are also statistically significant.
Among those teachers that were teaching biology, chemistry or physics only, whether as a separate subject or within an integrated curriculum, 98-99 per cent were 'very confident' when teaching their subject, with no gender difference.
Table F4a
Professional development in Science during the previous four years
(% giving each response: 1,016 P3 teachers, 1,026 P5, 1,003 P7, 963 S2)
| Subgroup | None | One | Two | > Two |
|---|
How many professional development activities in Science have you taken up in the past four years? | P3 | 41 | 31 | 15 | 12 |
|---|
P5 | 39 | 30 | 16 | 15 |
|---|
P7 | 34 | 32 | 17 | 17 |
|---|
Men | 38 | 29 | 17 | 17 |
|---|
Women | 38 | 31 | 16 | 15 |
|---|
All Primary | 38 | 31 | 16 | 15 |
|---|
S2 men | 11 | 11 | 11 | 68 |
|---|
S2 women | 11 | 16 | 15 | 58 |
|---|
All S2 | 11 | 13 | 13 | 63 |
|---|
S2 Science teachers were significantly more likely than primary teachers to have had professional development in Science during the previous four years, as were male S2 teachers compared with their female colleagues.
Table F4b
Satisfaction with professional development opportunities
(% giving each response: 943 P3 teachers, 949 P5, 916 P7, 938 S2; 199 male and 2,528 female primary teachers, 468 men and 456 women at S2)
| Subgroup | None | One | Two | > Two | Overall |
|---|
Are you satisfied with the professional development opportunities in Science available to you? | P3 | 25 | 42 | 58 | 71 | 42 |
|---|
P5 | 21 | 35 | 57 | 71 | 40 |
|---|
P7 | 30 | 40 | 59 | 66 | 45 |
|---|
Men | 32 | 43 | 56 | 60 | 45 |
|---|
Women | 25 | 39 | 59 | 69 | 42 |
|---|
All Primary | 25 | 39 | 58 | 69 | 42 |
|---|
S2 men | 47 | 62 | 64 | 63 | 62 |
|---|
S2 women | 31 | 41 | 52 | 67 | 57 |
|---|
All S2 | 40 | 49 | 57 | 65 | 59 |
|---|
There is a clear positive relationship between experience of professional development in Science and satisfaction with opportunities in both sectors, and for both male and female teachers, though stronger for the women. Satisfaction level was significantly higher among S2 teachers than among primary class teachers.
Table F5a
Time spent teaching Science in a typical week
(% giving each response: 995 P3 teachers, 998 P5, 995 P7, 987 S2; 220 male and 2,716 female primary teachers, 487 men and 484 women at S2)
| Stage | < 1 hour | 1-5 hours | 6-10 hours | > 10 hours |
|---|
How much time do you spend in teaching Science at [stage] in a typical week? | P3 | 30 | 69 | <1 | <1 |
|---|
P5 | 28 | 70 | 1 | 1 |
|---|
P7 | 33 | 66 | 1 | <1 |
|---|
Men | 33 | 66 | <1 | 1 |
|---|
Women | 30 | 68 | 1 | <1 |
|---|
All Primary | 31 | 68 | 1 | <1 |
|---|
S2 men | 2 | 53 | 14 | 31 |
|---|
S2 women | 3 | 55 | 14 | 28 |
|---|
All S2 | 3 | 54 | 14 | 29 |
|---|
The sector difference is statistically significant. There are no gender differences.
Table F5b
Time spent in preparation for Science in a typical week
(% giving each response: 987 P3 teachers, 980 P5, 979 P7, 976 S2; 219 male and 2,675 female primary teachers, 483 men and 477 women at S2)
| Stage | < 1 hour | 1-5 hours | 6-10 hours | > 10 hours |
|---|
How much time do you spend in preparation in Science at [stage] in a typical week? | P3 | 45 | 54 | 1 | <1 |
|---|
P5 | 44 | 55 | 1 | <1 |
|---|
P7 | 46 | 53 | 1 | <1 |
|---|
Men | 47 | 51 | 1 | <1 |
|---|
Women | 45 | 54 | <1 | <1 |
|---|
All Primary | 45 | 54 | 1 | <1 |
|---|
S2 men | 11 | 62 | 14 | 13 |
|---|
S2 women | 11 | 65 | 13 | 11 |
|---|
S2 | 11 | 64 | 13 | 12 |
|---|
The sector difference is statistically significant. There are no gender differences.
Table F6a
Frequency of activities in Science lessons: by sector
(%giving indicated responses: 3,064 primary teachers, 991 S2 teachers)
During Science lessons in [stage], how often do pupils spend time: | Stage | during most lessons | most weeks | once or twice each term | once a year or less |
|---|
talking on their own with you? | Primary | 16 | 38 | 38 | 8 |
|---|
S2 | 23 | 52 | 22 | 3 |
|---|
working with a partner or group on a shared task? | Primary | 44 | 45 | 10 | 1 |
|---|
S2 | 63 | 35 | 2 | 0 |
|---|
reading textbooks or reference books? | Primary | 9 | 45 | 40 | 5 |
|---|
S2 | 17 | 60 | 22 | 1 |
|---|
completing worksheets? | Primary | 18 | 56 | 25 | 1 |
|---|
S2 | 29 | 42 | 25 | 5 |
|---|
making or using diagrams? | Primary | 11 | 54 | 34 | 2 |
|---|
S2 | 34 | 60 | 5 | <1 |
|---|
making or using tables or charts? | Primary | 5 | 39 | 52 | 4 |
|---|
S2 | 16 | 71 | 13 | <1 |
|---|
carrying out investigations? | Primary | 16 | 41 | 40 | 3 |
|---|
S2 | 47 | 50 | 2 | 0 |
|---|
watching or talking about Science videos or DVDs? | Primary | 1 | 13 | 60 | 25 |
|---|
S2 | 2 | 36 | 62 | 1 |
|---|
using Science equipment? | Primary | 10 | 33 | 48 | 8 |
|---|
S2 | 57 | 42 | 1 | 0 |
|---|
using an interactive whiteboard? | Primary | 17 | 21 | 27 | 35 |
|---|
S2 | 14 | 13 | 16 | 57 |
|---|
making things to do with Science? | Primary | 4 | 21 | 63 | 12 |
|---|
S2 | 3 | 11 | 54 | 32 |
|---|
talking to a visitor about Science? | Primary | 1 | 2 | 27 | 71 |
|---|
S2 | <1 | <1 | 10 | 89 |
|---|
with the whole class being taught together by you? | Primary | 49 | 39 | 11 | 1 |
|---|
S2 | 72 | 26 | 2 | <1 |
|---|
working quietly on their own? | Primary | 10 | 44 | 39 | 8 |
|---|
S2 | 27 | 59 | 13 | 1 |
|---|
working at a computer? | Primary | 4 | 34 | 47 | 14 |
|---|
S2 | 1 | 11 | 63 | 25 |
|---|
writing in their own words about Science? | Primary | 10 | 42 | 42 | 6 |
|---|
S2 | 12 | 41 | 35 | 12 |
|---|
working in the school grounds? | Primary | 1 | 8 | 56 | 34 |
|---|
S2 | 1 | 1 | 33 | 65 |
|---|
visiting Science centres or other places outside school? | Primary | <1 | 1 | 22 | 77 |
|---|
S2 | <1 | <1 | 10 | 89 |
|---|
discussing everyday uses of Science or opinions about Science? | Primary | 8 | 34 | 46 | 11 |
|---|
S2 | 15 | 48 | 32 | 5 |
|---|
handling real objects from outside the classroom to do with Science? | Primary | 4 | 21 | 54 | 22 |
|---|
S2 | 2 | 16 | 52 | 30 |
|---|
copying down information about Science? | Primary | 6 | 29 | 44 | 21 |
|---|
S2 | 21 | 50 | 22 | 7 |
|---|
Sector differences are statistically significant in every case.
Table F6b
Frequency of activities in Science lessons: by primary stage
(% teachers giving indicated responses: 1,032 P3 teachers, 1,037 P5, 1,009 P7, 994 S2)
During Science lessons in [stage], how often do pupils spend time: | Stage | during most lessons | most weeks | once or twice each term | once a year or less |
|---|
talking on their own with you? | P3 | 14 | 41 | 38 | 7 |
|---|
P5 | 17 | 37 | 38 | 8 |
|---|
P7 | 16 | 37 | 39 | 9 |
|---|
working with a partner or a group on a shared task?* | P3 | 39 | 47 | 13 | 1 |
|---|
P5 | 45 | 44 | 10 | 1 |
|---|
P7 | 48 | 43 | 9 | <1 |
|---|
reading textbooks or reference books?* | P3 | 8 | 40 | 43 | 8 |
|---|
P5 | 10 | 49 | 37 | 4 |
|---|
P7 | 11 | 46 | 39 | 4 |
|---|
completing worksheets?* | P3 | 22 | 55 | 23 | 1 |
|---|
P5 | 18 | 56 | 24 | 2 |
|---|
P7 | 15 | 57 | 27 | 1 |
|---|
making or using diagrams?* | P3 | 8 | 44 | 45 | 3 |
|---|
P5 | 11 | 56 | 31 | 2 |
|---|
P7 | 13 | 61 | 25 | 1 |
|---|
making or using tables or charts?* | P3 | 3 | 30 | 60 | 7 |
|---|
P5 | 5 | 40 | 53 | 3 |
|---|
P7 | 7 | 48 | 42 | 3 |
|---|
carrying out investigations? | P3 | 16 | 42 | 39 | 3 |
|---|
P5 | 16 | 42 | 39 | 3 |
|---|
P7 | 14 | 39 | 43 | 4 |
|---|
watching or talking about Science videos or DVDs? | P3 | 1 | 13 | 58 | 28 |
|---|
P5 | 1 | 13 | 61 | 25 |
|---|
P7 | 2 | 14 | 61 | 23 |
|---|
using Science equipment? | P3 | 10 | 31 | 50 | 9 |
|---|
P5 | 10 | 36 | 48 | 7 |
|---|
P7 | 11 | 33 | 47 | 9 |
|---|
using an interactive whiteboard?* | P3 | 14 | 19 | 26 | 41 |
|---|
P5 | 17 | 22 | 27 | 34 |
|---|
P7 | 20 | 24 | 27 | 29 |
|---|
making things to do with Science? | P3 | 4 | 22 | 62 | 12 |
|---|
P5 | 3 | 23 | 63 | 11 |
|---|
P7 | 4 | 19 | 63 | 14 |
|---|
talking to a visitor about Science?* | P3 | <1 | 2 | 25 | 74 |
|---|
P5 | <1 | 1 | 25 | 73 |
|---|
P7 | 1 | 2 | 31 | 66 |
|---|
with the whole class being taught together by you? | P3 | 53 | 37 | 9 | 1 |
|---|
P5 | 46 | 41 | 12 | 1 |
|---|
P7 | 48 | 38 | 12 | 2 |
|---|
working quietly on their own? | P3 | 11 | 42 | 38 | 9 |
|---|
P5 | 8 | 46 | 39 | 8 |
|---|
P7 | 10 | 43 | 40 | 7 |
|---|
working at a computer?* | P3 | 2 | 30 | 48 | 20 |
|---|
P5 | 3 | 36 | 48 | 12 |
|---|
P7 | 6 | 37 | 45 | 11 |
|---|
writing in their own words about Science?* | P3 | 8 | 36 | 48 | 8 |
|---|
P5 | 10 | 45 | 40 | 5 |
|---|
P7 | 11 | 45 | 38 | 5 |
|---|
working in the school grounds?* | P3 | 2 | 10 | 58 | 31 |
|---|
P5 | 2 | 8 | 56 | 34 |
|---|
P7 | 1 | 7 | 53 | 38 |
|---|
visiting Science centres or other places outside school?* | P3 | 0 | 1 | 19 | 80 |
|---|
P5 | <1 | <1 | 19 | 80 |
|---|
P7 | <1 | 1 | 27 | 72 |
|---|
discussing everyday uses of Science or opinions about Science? | P3 | 7 | 33 | 48 | 13 |
|---|
P5 | 9 | 34 | 46 | 11 |
|---|
P7 | 8 | 36 | 45 | 11 |
|---|
handling real objects from outside the classroom to do with Science?* | P3 | 5 | 24 | 53 | 19 |
|---|
P5 | 4 | 20 | 53 | 23 |
|---|
P7 | 3 | 18 | 55 | 24 |
|---|
copying down information about Science?* | P3 | 5 | 27 | 44 | 24 |
|---|
P5 | 7 | 30 | 44 | 19 |
|---|
P7 | 6 | 32 | 44 | 18 |
|---|
* Statistically significant differences across stages.
Table F6c
Frequency of activities in Science lessons: by gender
(% giving indicated response: 226 men and 2,647 women primary teachers; 474 men and 469 women at S2)
During Science lessons in [stage], how often do pupils spend time: | Stage | during most lessons | most weeks | once or twice each term | once a year or less |
|---|
talking on their own with you? | Primary men | 16 | 40 | 36 | 8 |
|---|
Primary women | 15 | 38 | 9 | 8 |
|---|
S2 men* | 22 | 50 | 23 | 5 |
|---|
S2 women | 24 | 55 | 20 | 1 |
|---|
working with a partner or a group on a shared task? | Primary men | 44 | 46 | 9 | <1 |
|---|
Primary women | 44 | 45 | 11 | <1 |
|---|
S2 men* | 59 | 39 | 2 | <1 |
|---|
S2 women | 67 | 30 | 3 | 0 |
|---|
reading textbooks or reference books? | Primary men | 8 | 41 | 45 | 5 |
|---|
Primary women | 10 | 46 | 40 | 5 |
|---|
S2 men | 17 | 61 | 21 | 1 |
|---|
S2 women | 17 | 59 | 23 | <1 |
|---|
completing worksheets? | Primary men | 13 | 60 | 26 | <1 |
|---|
Primary women | 19 | 56 | 24 | 1 |
|---|
S2 men | 27 | 42 | 24 | 7 |
|---|
S2 women | 29 | 42 | 25 | 4 |
|---|
making or using diagrams? | Primary men | 12 | 55 | 32 | <1 |
|---|
Primary women | 11 | 53 | 34 | 2 |
|---|
S2 men* | 32 | 60 | 7 | 0 |
|---|
S2 women | 36 | 60 | 3 | <1 |
|---|
making or using tables or charts? | Primary men | 3 | 47 | 46 | 4 |
|---|
Primary women | 5 | 38 | 52 | 4 |
|---|
S2 men* | 14 | 70 | 16 | 0 |
|---|
S2 women | 17 | 73 | 10 | <1 |
|---|
carrying out investigations? | Primary men | 13 | 43 | 42 | 2 |
|---|
Primary women | 16 | 41 | 40 | 3 |
|---|
S2 men | 45 | 53 | 2 | 0 |
|---|
S2 women | 50 | 48 | 3 | <1 |
|---|
watching or talking about Science videos or DVDs? | Primary men | 1 | 16 | 64 | 19 |
|---|
Primary women | 1 | 13 | 60 | 26 |
|---|
S2 men | 2 | 36 | 61 | 1 |
|---|
S2 women | 1 | 36 | 62 | 1 |
|---|
using Science equipment? | Primary men | 8 | 37 | 48 | 7 |
|---|
Primary women | 10 | 33 | 49 | 8 |
|---|
S2 men | 54 | 45 | 1 | 0 |
|---|
S2 women | 59 | 40 | 1 | <1 |
|---|
using an interactive whiteboard? | Primary men | 17 | 22 | 29 | 32 |
|---|
Primary women | 17 | 21 | 27 | 35 |
|---|
S2 men | 13 | 12 | 17 | 58 |
|---|
S2 women | 16 | 14 | 15 | 55 |
|---|
Making things to do with Science? | Primary men | 2 | 24 | 59 | 15 |
|---|
Primary women | 4 | 21 | 63 | 12 |
|---|
S2 men | 2 | 9 | 57 | 32 |
|---|
S2 women | 4 | 13 | 52 | 31 |
|---|
talking to a visitor about Science? | Primary men* | <1 | 5 | 30 | 65 |
|---|
Primary women | <1 | 1 | 27 | 72 |
|---|
S2 men | <1 | <1 | 10 | 89 |
|---|
S2 women | <1 | <1 | 11 | 89 |
|---|
with the whole class being taught together by you? | Primary men* | 43 | 46 | 11 | 0 |
|---|
Primary women | 50 | 38 | 11 | 1 |
|---|
S2 men | 71 | 28 | 1 | 0 |
|---|
S2 women | 72 | 26 | 2 | <1 |
|---|
working quietly on their own? | Primary men | 9 | 46 | 38 | 7 |
|---|
Primary women | 10 | 43 | 39 | 8 |
|---|
S2 men* | 22 | 60 | 17 | 1 |
|---|
S2 women | 33 | 57 | 9 | 1 |
|---|
working at a computer? | Primary men* | 6 | 36 | 50 | 8 |
|---|
Primary women | 4 | 34 | 47 | 15 |
|---|
S2 men | <1 | 11 | 63 | 26 |
|---|
S2 women | 1 | 12 | 63 | 24 |
|---|
writing in their own words about Science? | Primary men | 10 | 40 | 44 | 6 |
|---|
Primary women | 10 | 42 | 42 | 6 |
|---|
S2 men | 11 | 39 | 38 | 12 |
|---|
S2 women | 14 | 42 | 32 | 12 |
|---|
working in the school grounds? | Primary men | 2 | 6 | 58 | 34 |
|---|
Primary women | 1 | 8 | 56 | 34 |
|---|
S2 men | 2 | 1 | 35 | 62 |
|---|
S2 women | 1 | 1 | 31 | 67 |
|---|
visiting Science centres or other places outside school? | Primary men* | 0 | 2 | 28 | 70 |
|---|
Primary women | <1 | 1 | 21 | 78 |
|---|
S2 men | <1 | 0 | 11 | 89 |
|---|
S2 women | 0 | <1 | 10 | 90 |
|---|
discussing everyday uses of Science or opinions about Science? | Primary men | 9 | 38 | 45 | 8 |
|---|
Primary women | 8 | 34 | 46 | 12 |
|---|
S2 men* | 13 | 43 | 37 | 7 |
|---|
S2 women | 17 | 52 | 27 | 4 |
|---|
handling real objects from outside the classroom to do with Science? | Primary men | 4 | 22 | 52 | 22 |
|---|
Primary women | 4 | 20 | 54 | 22 |
|---|
S2 men | 1 | 16 | 53 | 30 |
|---|
S2 women | 3 | 16 | 51 | 30 |
|---|
copying down information about Science? | Primary men | 5 | 30 | 44 | 21 |
|---|
Primary women | 6 | 29 | 44 | 20 |
|---|
S2 men | 19 | 49 | 24 | 8 |
|---|
S2 women | 22 | 52 | 20 | 6 |
|---|
* Statistically significant gender differences
Table F7a
Resource use in Science: by sector
(% giving indicated responses: 3,080 primary teachers, 996 S2 Science teachers)
For this subject, how much use do you make of… | Stage | during most lessons | most weeks | once or twice each term | once a year or less |
|---|
commercial textbooks/resource packs? | Primary | 23 | 34 | 32 | 11 |
|---|
S2 | 34 | 51 | 13 | 2 |
|---|
National Guidelines 5-14? | Primary | 39 | 33 | 23 | 5 |
|---|
S2 | 46 | 28 | 17 | 9 |
|---|
the nationally available advice in the Improving Science Education 5-14 pack or website? | Primary | 4 | 10 | 32 | 54 |
|---|
S2 | 5 | 12 | 36 | 48 |
|---|
your own local authority 5-14 Science materials? | Primary | 32 | 26 | 22 | 20 |
|---|
S2 | 19 | 15 | 18 | 49 |
|---|
materials produced by another local authority? | Primary | 13 | 12 | 27 | 49 |
|---|
S2 | 4 | 7 | 21 | 68 |
|---|
materials produced by a teachers' group/association? | Primary | 4 | 9 | 21 | 66 |
|---|
S2 | 12 | 12 | 19 | 57 |
|---|
materials produced by another school/department? | Primary | 3 | 5 | 23 | 69 |
|---|
S2 | 3 | 9 | 25 | 63 |
|---|
materials developed by other teachers in your school/department? | Primary | 6 | 16 | 31 | 47 |
|---|
S2 | 48 | 33 | 13 | 6 |
|---|
materials you have written yourself? | Primary | 18 | 33 | 32 | 18 |
|---|
S2 | 34 | 40 | 21 | 5 |
|---|
materials from the internet? | Primary | 13 | 37 | 38 | 12 |
|---|
S2 | 6 | 35 | 47 | 12 |
|---|
electronic equipment, such as sensors, digital cameras and digital microscopes? | Primary | 3 | 12 | 45 | 41 |
|---|
S2 | 2 | 11 | 48 | 38 |
|---|
a visiting Science specialist? | Primary | 2 | 2 | 10 | 87 |
|---|
S2 | <1 | <1 | 4 | 96 |
|---|
All sector differences are statistically significant.
Table F7b
Resource use in Science: by primary stage
(% giving indicated responses: 1,008 P3 teachers, 1,019 P5, 978 P7)
For this subject, how much use do you make of… | Stage | during most lessons | most weeks | once or twice each term | once a year or less |
|---|
commercial textbooks/resource packs? | P3 | 23 | 35 | 30 | 12 |
|---|
P5 | 22 | 35 | 33 | 10 |
|---|
P7 | 24 | 33 | 33 | 10 |
|---|
National Guidelines 5-14? | P3 | 40 | 31 | 24 | 5 |
|---|
P5 | 39 | 34 | 23 | 4 |
|---|
P7 | 38 | 34 | 23 | 5 |
|---|
the nationally available advice in the Improving Science Education 5-14 pack or website? | P3 | 3 | 9 | 31 | 57 |
|---|
P5 | 5 | 11 | 32 | 53 |
|---|
P7 | 4 | 10 | 32 | 53 |
|---|
your own local authority 5-14 Science materials? | P3 | 32 | 27 | 20 | 21 |
|---|
P5 | 32 | 27 | 22 | 19 |
|---|
P7 | 32 | 25 | 23 | 20 |
|---|
materials produced by another local authority? | P3 | 12 | 11 | 26 | 52 |
|---|
P5 | 14 | 11 | 27 | 47 |
|---|
P7 | 13 | 13 | 26 | 47 |
|---|
materials produced by a teacher's group/association? | P3 | 4 | 9 | 20 | 66 |
|---|
P5 | 4 | 10 | 22 | 64 |
|---|
P7 | 4 | 8 | 21 | 67 |
|---|
materials produced by another school/department? | P3 | 2 | 4 | 23 | 71 |
|---|
P5 | 3 | 5 | 23 | 69 |
|---|
P7 | 3 | 7 | 23 | 67 |
|---|
materials developed by other teachers in your school/department? 1 | P3 | 6 | 17 | 33 | 44 |
|---|
P5 | 6 | 17 | 32 | 45 |
|---|
P7 | 4 | 15 | 28 | 52 |
|---|
materials you have written yourself? 1 | P3 | 20 | 33 | 31 | 16 |
|---|
P5 | 18 | 31 | 34 | 16 |
|---|
P7 | 15 | 33 | 30 | 21 |
|---|
materials from the internet? 2 | P3 | 11 | 34 | 39 | 16 |
|---|
P5 | 14 | 38 | 38 | 10 |
|---|
P7 | 15 | 39 | 37 | 9 |
|---|
electronic equipment, such as sensors, digital cameras and digital microscopes? | P3 | 2 | 12 | 43 | 43 |
|---|
P5 | 3 | 11 | 46 | 41 |
|---|
P7 | 3 | 14 | 45 | 38 |
|---|
a visiting Science specialist? 1 | P3 | 1 | 1 | 8 | 89 |
|---|
P5 | 2 | 2 | 9 | 88 |
|---|
P7 | 2 | 2 | 13 | 83 |
|---|
1 Differences between P3/P5 and P7 are statistically significant.
2 The difference between P3 and P5/P7 is statistically significant.
Table F7c
Resource use in Science: by gender
(% giving indicated response: 224 men and 2,726 women primary teachers; 486 of each gender at S2)
For this subject, how much use do you make of… | Stage | during most lessons | most weeks | once or twice each term | once a year or less |
|---|
commercial textbooks/resource packs? | Primary men* | 15 | 42 | 31 | 12 |
|---|
Primary women | 24 | 34 | 32 | 11 |
|---|
S2 men | 35 | 50 | 13 | 2 |
|---|
S2 women | 34 | 51 | 13 | 2 |
|---|
National Guidelines 5-14? | Primary men* | 33 | 41 | 21 | 5 |
|---|
Primary women | 40 | 32 | 24 | 4 |
|---|
S2 men* | 40 | 32 | 18 | 10 |
|---|
S2 women | 52 | 25 | 15 | 8 |
|---|
the nationally available advice in the Improving Science Education 5-14 pack or website? | Primary men | 5 | 10 | 31 | 54 |
|---|
Primary women | 4 | 10 | 32 | 54 |
|---|
S2 men* | 5 | 8 | 36 | 51 |
|---|
S2 women | 5 | 15 | 36 | 44 |
|---|
your own local authority 5-14 Science materials? | Primary men | 28 | 32 | 22 | 18 |
|---|
Primary women | 32 | 25 | 22 | 20 |
|---|
S2 men | 17 | 15 | 18 | 50 |
|---|
S2 women | 21 | 14 | 17 | 48 |
|---|
materials produced by another local authority? | Primary men* | 10 | 19 | 28 | 43 |
|---|
Primary women | 13 | 11 | 27 | 49 |
|---|
S2 men | 4 | 7 | 22 | 67 |
|---|
S2 women | 3 | 7 | 21 | 69 |
|---|
materials produced by a teacher's group/association? | Primary men* | 4 | 7 | 31 | 58 |
|---|
Primary women | 4 | 9 | 21 | 66 |
|---|
S2 men | 13 | 12 | 20 | 55 |
|---|
S2 women | 11 | 13 | 18 | 58 |
|---|
materials produced by another school/department? | Primary men* | <1 | 8 | 26 | 65 |
|---|
Primary women | 3 | 5 | 23 | 69 |
|---|
S2 men | 3 | 8 | 24 | 64 |
|---|
S2 women | 4 | 9 | 27 | 60 |
|---|
materials developed by other teachers in your school/department? | Primary men | 5 | 22 | 31 | 42 |
|---|
Primary women | 6 | 16 | 31 | 47 |
|---|
S2 men | 46 | 35 | 13 | 6 |
|---|
S2 women | 50 | 31 | 12 | 6 |
|---|
materials you have written yourself? | Primary men | 16 | 35 | 30 | 19 |
|---|
Primary women | 18 | 32 | 32 | 18 |
|---|
S2 men* | 29 | 42 | 24 | 5 |
|---|
S2 women | 40 | 37 | 18 | 5 |
|---|
materials from the internet? | Primary men | 15 | 38 | 36 | 11 |
|---|
Primary women | 13 | 37 | 38 | 12 |
|---|
S2 men* | 4 | 32 | 49 | 15 |
|---|
S2 women | 8 | 38 | 44 | 10 |
|---|
electronic equipment, such as sensors, digital cameras and digital microscopes? | Primary men* | 3 | 18 | 51 | 27 |
|---|
Primary women | 2 | 12 | 44 | 42 |
|---|
S2 men* | 3 | 13 | 51 | 33 |
|---|
S2 women | 2 | 9 | 46 | 43 |
|---|
a visiting Science specialist? | Primary men* | 4 | 2 | 16 | 78 |
|---|
Primary women | 1 | 2 | 10 | 87 |
|---|
S2 men | <1 | 0 | 4 | 96 |
|---|
S2 women | <1 | <1 | 3 | 96 |
|---|
* Statistically significant gender differences
Table F8a
Use of different assessment strategies: by stage and sector
(% giving indicated response: 1,035 P3 teachers, 1,041 P5, 1,017 P7, 995 S2)
How often do you assess your pupils' work through: | Stage | often | sometimes | never |
|---|
oral testing? | P3 | 74 | 25 | 1 |
|---|
P5 | 69 | 29 | 2 |
|---|
P7 | 69 | 30 | 1 |
|---|
All Primary | 70 | 28 | 2 |
|---|
S2 | 63 | 29 | 8 |
|---|
written testing? | P3 | 17 | 74 | 9 |
|---|
P5 | 19 | 75 | 6 |
|---|
P7 | 20 | 75 | 5 |
|---|
All Primary | 19 | 75 | 6 |
|---|
S2 | 69 | 31 | <1 |
|---|
written class work? | P3 | 59 | 41 | <1 |
|---|
P5 | 57 | 43 | <1 |
|---|
P7 | 58 | 42 | <1 |
|---|
All Primary | 58 | 42 | <1 |
|---|
S2 | 50 | 47 | 3 |
|---|
observing group discussions? | P3 | 56 | 43 | 1 |
|---|
P5 | 60 | 40 | <1 |
|---|
P7 | 61 | 39 | <1 |
|---|
All Primary | 59 | 41 | <1 |
|---|
S2 | 23 | 61 | 16 |
|---|
observing experiments? | P3 | 38 | 59 | 4 |
|---|
P5 | 41 | 56 | 3 |
|---|
P7 | 38 | 58 | 4 |
|---|
All Primary | 39 | 58 | 3 |
|---|
S2 | 57 | 41 | 2 |
|---|
informal discourse? | P3 | 46 | 52 | 2 |
|---|
P5 | 44 | 54 | 2 |
|---|
P7 | 48 | 51 | 2 |
|---|
All Primary | 46 | 52 | 2 |
|---|
S2 | 41 | 51 | 7 |
|---|
whole class discussion? | P3 | 72 | 27 | 1 |
|---|
P5 | 72 | 28 | <1 |
|---|
P7 | 70 | 29 | 1 |
|---|
All Primary | 71 | 28 | 1 |
|---|
S2 | 51 | 43 | 6 |
|---|
All sector differences are statistically significant, as are stage differences within the primary sector for oral work and written testing.
Table F8b
Use of different assessment strategies: by gender
(% giving indicated response: 227 men and 2,802 women primary teachers; 486 of each gender at S2)
How often do you assess your pupils' work through: | Stage | often | sometimes | never |
|---|
oral testing? | Primary men* | 62 | 38 | <1 |
|---|
Primary women | 71 | 28 | 1 |
|---|
S2 men* | 57 | 31 | 12 |
|---|
S2 women | 69 | 26 | 5 |
|---|
written testing? | Primary men | 23 | 73 | 4 |
|---|
Primary women | 19 | 75 | 6 |
|---|
S2 men | 69 | 31 | <1 |
|---|
S2 women | 70 | 30 | 0 |
|---|
written class work? | Primary men | 58 | 41 | <1 |
|---|
Primary women | 58 | 41 | <1 |
|---|
S2 men* | 44 | 52 | 4 |
|---|
S2 women | 57 | 42 | 1 |
|---|
observing group discussions? | Primary men* | 51 | 49 | 0 |
|---|
Primary women | 59 | 40 | 1 |
|---|
S2 men* | 20 | 58 | 22 |
|---|
S2 women | 26 | 63 | 11 |
|---|
observing experiments? | Primary men | 34 | 63 | 3 |
|---|
Primary women | 39 | 57 | 4 |
|---|
S2 men* | 52 | 46 | 2 |
|---|
S2 women | 62 | 35 | 2 |
|---|
informal discourse? | Primary men | 43 | 55 | 2 |
|---|
Primary women | 46 | 52 | 2 |
|---|
S2 men | 39 | 52 | 9 |
|---|
S2 women | 44 | 50 | 6 |
|---|
whole class discussion? | Primary men | 65 | 34 | <1 |
|---|
Primary women | 71 | 28 | <1 |
|---|
S2 men* | 47 | 46 | 7 |
|---|
S2 women | 57 | 39 | 4 |
|---|
* Gender differences are statistically significant for oral testing and for observing group discussions in both sectors, and for written class work, observing experiments and whole class discussion at S2.
Table F8c
Use of formative assessment approaches
(% giving each response: 1,026 P3 teachers, 1,039 P5, 1,020 P7, 990 S2; 226 men, 2,802 women primary teachers, 490 and 485, resp., at S2)
| Subgroup | Often | Sometimes | Never |
|---|
Do you make use of formative assessment approaches in your classroom? | P3 | 73 | 26 | 1 |
|---|
P5 | 78 | 22 | <1 |
|---|
P7 | 78 | 21 | 1 |
|---|
Men | 71 | 29 | 0 |
|---|
Women | 77 | 22 | 1 |
|---|
All Primary | 76 | 23 | 1 |
|---|
S2 men | 39 | 58 | 3 |
|---|
S2 women | 53 | 46 | 1 |
|---|
All S2 | 46 | 52 | 2 |
|---|
The strong sector difference is statistically significant, as are the gender differences within sector, and the difference between P3 and P5/P7 teachers.
Table F8d
Assessing pupils' level achievements
(% giving each response: 1,017P3 teachers, 1,022 P5, 1,010 P7, 984 S2; 227 men, 2,806 women primary teachers, 484 and 484, resp., at S2)
Do you assess your pupils' levels of achievement … | Subgroup | Often | Sometimes | Never |
|---|
through tests? | P3 | 26 | 60 | 13 |
|---|
P5 | 27 | 64 | 8 |
|---|
P7 | 30 | 63 | 7 |
|---|
Men | 25 | 67 | 8 |
|---|
Women | 28 | 62 | 10 |
|---|
All Primary | 28 | 63 | 10 |
|---|
S2 Men | 87 | 13 | <1 |
|---|
S2 Women | 89 | 11 | 0 |
|---|
All S2 | 88 | 12 | <1 |
|---|
through class work/homework | P3 | 69 | 30 | 1 |
|---|
P5 | 70 | 29 | 1 |
|---|
P7 | 69 | 30 | 1 |
|---|
Men | 67 | 33 | 0 |
|---|
Women | 70 | 29 | 1 |
|---|
All Primary | 69 | 30 | 1 |
|---|
S2 men | 62 | 34 | 4 |
|---|
S2 women | 75 | 23 | 2 |
|---|
All S2 | 69 | 28 | 3 |
|---|
Sector differences are statistically significant, as is the gender difference for class work/homework at S2.
Table F8e
Use of personal learning planning
(% giving each response: 1,008 P3 teachers, 1,021 P5, 996 P7, 985 S2; 224 men, 2,744 women primary teachers, 488 and 482, resp., at S2)
| Subgroup | Often | Sometimes | Never |
|---|
Do you use personal learning planning with your pupils? | P3 | 20 | 43 | 37 |
|---|
P5 | 24 | 47 | 29 |
|---|
P7 | 27 | 47 | 26 |
|---|
Men | 19 | 53 | 28 |
|---|
Women | 24 | 45 | 31 |
|---|
All Primary | 24 | 46 | 30 |
|---|
S2 men | 5 | 41 | 54 |
|---|
S2 women | 7 | 49 | 44 |
|---|
All S2 | 6 | 45 | 49 |
|---|
The strong sector difference is statistically significant, as is the gender difference at S2. The difference between P3 and P5/P7 teachers is also statistically significant.
Table F9a
Pupils' lesson attendance, behaviour in class and learning motivation
(% giving each response: 1,033 P3 teachers, 1,041 P5, 1,017 P7, 983 S2; 227 men, 2,806 women primary teachers, 484 and 484, resp., at S2)
Please indicate your opinion about your pupils' … | Subgroup | Very good | Good | Poor | Very poor |
|---|
lesson attendance | P3 | 67 | 33 | <1 | 0 |
|---|
P5 | 64 | 35 | 1 | 0 |
|---|
P7 | 64 | 35 | <1 | <1 |
|---|
Men | 65 | 34 | 1 | 0 |
|---|
Women | 65 | 34 | 1 | <1 |
|---|
All Primary | 65 | 34 | 1 | <1 |
|---|
S2 men | 41 | 57 | 2 | 0 |
|---|
S2 women | 41 | 54 | 4 | 1 |
|---|
All S2 | 41 | 55 | 3 | <1 |
|---|
behaviour in class | P3 | 44 | 51 | 5 | <1 |
|---|
P5 | 36 | 59 | 5 | <1 |
|---|
P7 | 36 | 58 | 5 | <1 |
|---|
Men | 38 | 57 | 4 | 0 |
|---|
Women | 39 | 56 | 5 | <1 |
|---|
All Primary | 39 | 56 | 5 | <1 |
|---|
S2 men | 15 | 69 | 14 | 1 |
|---|
S2 women | 15 | 73 | 11 | 1 |
|---|
All S2 | 15 | 71 | 13 | 1 |
|---|
motivation to learn | P3 | 57 | 42 | 1 | 0 |
|---|
P5 | 47 | 51 | 2 | <1 |
|---|
P7 | 41 | 56 | 3 | <1 |
|---|
Men | 42 | 56 | 2 | 0 |
|---|
Women | 49 | 49 | 2 | <1 |
|---|
All Primary | 48 | 50 | 2 | <1 |
|---|
S2 men | 13 | 67 | 17 | 3 |
|---|
S2 women | 15 | 70 | 14 | 1 |
|---|
All S2 | 14 | 69 | 15 | 2 |
|---|
Sector differences are all statistically significant, as are stage differences within the primary sector for learning motivation and behaviour in class (but not lesson attendance). There were no significant differences in the opinions of male and female teachers for any aspect.
Table F9b
Pupils' lesson attendance, behaviour in class and learning motivation: by school intake deprivation*
(% giving each response: around 1,000 teachers per stage, with around 15% per primary stage and 12% at S2 teaching in 'more deprived schools')
Please indicate your opinion about your pupils' … | Stage | Nature of year group | Very good | Good | Poor | Very poor |
|---|
lesson attendance | P3 | More deprived | 43 | 55 | 1 | <1 |
|---|
| Less deprived | 71 | 29 | 0 | 0 |
|---|
P5 | More deprived | 40 | 56 | 4 | 0 |
|---|
| Less deprived | 68 | 31 | 1 | 0 |
|---|
P7 | More deprived | 32 | 65 | 2 | 1 |
|---|
| Less deprived | 69 | 30 | <1 | 0 |
|---|
S2 | More deprived | 19 | 67 | 12 | 1 |
|---|
| Less deprived | 44 | 53 | 2 | <1 |
|---|
behaviour in class | P3 | More deprived | 34 | 59 | 7 | 0 |
|---|
| Less deprived | 45 | 50 | 5 | 0 |
|---|
P5 | More deprived | 25 | 65 | 10 | 0 |
|---|
| Less deprived | 38 | 58 | 4 | 0 |
|---|
P7 | More deprived | 18 | 69 | 10 | 3 |
|---|
| Less deprived | 39 | 56 | 4 | 0 |
|---|
S2 | More deprived | 13 | 58 | 27 | 2 |
|---|
| Less deprived | 15 | 73 | 11 | 1 |
|---|
motivation to learn | P3 | More deprived | 40 | 58 | 2 | 0 |
|---|
| Less deprived | 60 | 39 | 1 | 0 |
|---|
P5 | More deprived | 32 | 61 | 6 | 1 |
|---|
| Less deprived | 49 | 50 | 1 | 0 |
|---|
P7 | More deprived | 24 | 67 | 8 | 1 |
|---|
| Less deprived | 44 | 54 | 2 | 0 |
|---|
S2 | More deprived | 7 | 63 | 27 | 4 |
|---|
| Less deprived | 15 | 69 | 14 | 2 |
|---|
* Schools were classified as 'more deprived' if 50 per cent or more of the pupils in the stage were living in areas classified as among the 20 per cent most deprived in Scotland, according to the Scottish Index of Multiple Deprivation 2004. Around 15 per cent of the 1,000 primary teachers at each stage and 12 per cent of the S2 teachers were teaching pupils in 'more deprived' schools.
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