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Extended Services in Primary Schools
When the government announced a radical programme to revolutionise the way schools work in 2005 - with the concept of a "21st-century school" that would be open from eight in the morning until six in the evening, 48 weeks a year - TLCKids immediately developed an interest to address the the range of needs of children, young people and famillies in the local community to meet five core objectives of Every Child Matters. The Maths and Science After School Kit was designed to support schools in developing a diversified extended services provision. The Kit was designed to help improve attitudes and standards towards maths and science in an inclusive 'club' environment, giving all students the opportunity to get hands-on, have fun, get motivated and achieve their potential!
UK Standards in Maths and Science
STANDARDS IN MATHS
"Mathematics is boring" and "No opportunities for practical/ group work" are common refrains of pupils who do not like mathematics in primary school.
Source: Mathematics performance in primary schools: getting the best results, 7 May 2009
"It is disgraceful that over one-fifth of pupils are still leaving primary school without a secure grasp of essential mathematical skills, and that, as a result, only one in ten of these children are likely to attain the expected standard by age 16."
"Some 5% of 11-year olds (30,000 in 2008) leave primary school with mathematical skills that are, at best, at the level of those expected of a seven year old."
"Some schools are failing to develop pupils’ mathematical knowledge and skills sufficiently between the ages of seven and 11."
From: Mathematics performance in primary schools: getting
the best results
Twenty-third Report of Session 2008–09
Report, together with formal minutes, oral and written evidence
Ordered by the House of Commons
Published on 7 May 2009
By authority of the House of Commons, London: The Stationery Office Limited
STANDARDS IN SCIENCE
Greater emphasis needs to be placed on stimulating enthusiasm for science so that fewer children lose interest towards the end of their primary education. Developments should include making primary science more relevant to children’s everyday lives and placing a greater focus on children’s thinking, questioning and investigative skills.
Source: PRIMARY HORIZONS: Starting out in science
"More meaningful and enjoyable primary science could lead to a better uptake of science at secondary levels and potentially increase the number of people choosing to enter science-related careers."
"The links between science and other subjects should be made more explicit and strengthened to help bring science to life and develop transferable skills."
From: PRIMARY HORIZONS: Starting out in science
Project directors and authors
Dr Colette Murphy, Head of Learning and
Teaching, Graduate School of Education, Queen’s University Belfast
Full report available at www.wellcome.ac.uk/primaryhorizons