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TEACHERS in primary schools in England and Wales are still having difficulty
assessing the progress of children in mathematics and science as they are
required to do by the national curriculum. The problem was highlighted in
a report published last week by the HM Inspectorate of the Department of
Education and Science.

The report was based on visits made to 100 schools in the autumn term,
which followed up visits to 500 schools in the previous term. The inspectors
found that many teachers still had misgivings about their ability to carry
out all the tasks laid down in the curriculum. Many were also unsure about
how much of their time they should spend trying to meet each requirement
and responsibility.

Noting that ‘the pressures on staff to fulfil curricular and organisational
responsibilities were considerable’, the report said that some of the schools
it revisited last autumn were experiencing ‘severe staffing difficulties’
that were hindering the successful implementation of the national curriculum.

The inspectors said that in 60 per cent of the classrooms where they
observed science being taught, the work was ‘satisfactory or better’. In
half the lessons the inspectors observed, good standards were being attained.
‘Good work in science was characterised by well-organised practical activity,
high but realistic teachers’ expectations and the carefully planned development
of scientific ideas and skills,’ they said.

By contrast, ‘standards of work were unsatisfactory or poor where the
activities had no clear purpose, were poorly planned and were not well-matched
to children’s capabilities’. Another impediment to science teaching was
a lack of resources in half the schools visited.

Despite the difficulties, the inspectors said that in-service training
for non-scientists had worked well. ‘In the schools characterised by very
good or good practice in science, very few of the teachers had initial qualifications
in the subject, but most had either received extensive help through advisory
teachers’ support schemes or had gained expertise through a combination
of different training initiatives,’ the report stated.