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They are the performance criteria describing attainment
up to level 1 in the National Curriculum. Descriptions
were developed for science in the publication Supporting
the Target Setting Process (DfES and QCA March 2001).
With greater inclusion there is likely to be the need
to refer to the p scales in mainstream environments
for pupils of all ages. In primary schools at KS1 we
are already conscious that pupils working towards level
1 are not given credit for their achievements as they
make progress, and the next step of learning is not
always easy to plan for. Progression within the 'levels'
of the p scales will help a teacher understand the steps
individuals make towards active learning and participation
whatever their age. This will help teachers to recognise
achievement and progress, and give pupils clearer targets
for success.
The material can support schemes of work in schools.
The TRREACLE section includes an explanation of this
mnemonic that will help you to understand and remember
the steps in the p scales. A break down of the levels
for Life Processes and Living Things, Materials and
their Properties and Physical Processes is included.
Expectations of learning outcomes within topics throughout
the science curriculum will help teachers pitch their
planning and teaching with an appropriate level of challenge.
The diagrammatic representation of TRREACLE could be
used to explain how progress in learning can be measured
to other teachers, teaching assistants, parents and
where appropriate, to students.
TRREACLE has been developed by Liz Singleton, in collaboration
with several teachers and schools in the Leeds Area.
The materials included are based on an article from
the Social Inclusion themed edition of the ASE's School
Science Review journal (June 2002). Responding to
the interest generated from their initial work, wider
applications of this approach are being explored. For
more information contact liz.singleton@bradford.gov.uk
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