Consider the questions in this list when you are managing a programme to enhance and enrich pupils’ experience of science. The questions set out the detailed preparation required and also ask you to consider the programme’s relevance to the science curriculum and the whole-school development programme.
- Are you the lead in this programme of enhancement and enrichment or have you designated a member of your staff? If you are the leader then you may find the question checklist for STEM teachers and leaders helpful as well.
- Have you informed the senior leadership team of the department’s plans and activities? Effective enhancement and enrichment opportunities are usually supported by the senior leadership team – you might like to share and discuss the points raised on the STEM senior leadership team checklist with the link member of the senior leadership team.
- Are any other departments, for example mathematics and design and technology involved in STEM enhancement and enrichment? Can you share contacts and resources with them? Other useful contacts and resources can be accessed via the STEM Directories and STEMNET Brokers.
- Are any other departments in the school involved in extra-curricular activities which may have links or useful experiences for STEM enhancement and enrichment (for example drama, physical education, geography).
- Does your department or the school have specific funding for enhancement and enrichment activities? If not, how could you make a case for this to the senior leadership team?
- What are the school policies and procedures regarding visitors to school and visits of pupils? Is guidance available? If there are issues about STEM enhancement and enrichment activities, how will these be brought to the attention of the senior leadership team
- How will you gather and share information regarding completed CRB checks for visitors with the teachers involved in the enhancement and enrichment provision?
- How will the successes of the enhancement and enrichment programme be publicised through the whole school?
- What records of individual pupils’ achievement are kept by the department and school? How might tracking for enhancement and enrichment experiences complement these?
- How will the impact of the enhancement and enrichment programme on pupil progress be evaluated? Will this be informed by evidence gathered from a range of activities including pupil interviews and parent and pupil questionnaires?
- How can a coherent programme of STEM enhancement and enrichment contribute to the school’s development plan? What representation to the senior leadership team is needed to ensure provision of staff time and funds?
