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Building in progression KS3 – KS4 sciences

Building in progression KS3 – KS4 sciences. Peter Campbell and Cris Edgell, Nuffield Curriculum Centre Hugh Williets, Settle College, N Yorks. Outcomes. pupils’ needs at KS3 Knowledge and skills required at KS4 suggested approaches to progression planning two examples from schools

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Building in progression KS3 – KS4 sciences

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  1. Building in progression KS3 – KS4 sciences Peter Campbell and Cris Edgell, Nuffield Curriculum Centre Hugh Williets, Settle College, N Yorks

  2. Outcomes • pupils’ needs at KS3 • Knowledge and skills required at KS4 • suggested approaches to progression planning • two examples from schools • managing change

  3. KS3 Science is critical Pupils can ‘switch off’ permanently from science unless • they get some sense of enjoyment and progress in science lessons • they see how school science links to ‘real life’ and the world of work

  4. Science education for tomorrow’s … scientists, doctors and engineers - employment areas where the practice of science, technology and/or maths is the main activity other users of science - employment areas where knowledge and understanding of science, technology and/or maths is critical to, or where it enhances occupational competence What’s needed:subject knowledge and skills, motivation and capacity for ongoing learning

  5. Science in everydaylife A science education should help people • to make sense of scientific issues that get into the news • to evaluate claims based on science • to take part in discussion, debate and decision-making

  6. June 2008 … • about 1m candidates for GCSE Science (includes ~ 80 000 who took three GCSEs in biology, chemistry & physics)

  7. Two questions What changes at KS3 would • better engage learners, and so make them more successful? • develop good progression, preparing students for C21 science courses at KS4?

  8. Modules Science explanations Ideas about Science etc. Key stage 4 Knowledge: science explanations, ideas about science Learning skills: researching, evaluating evidence & argument, collaborating,communicating, making presentations

  9. IaS terminology evidence correlation argument outcome cause experimentation observation factor creativity & imagination explanation data risk ethics reliability model scientific community validity decision making variables

  10. Modules Range & content Key concepts & processes, curriculum opportunities Key stage 3 Knowledge: range and content, science case studies Learning skills: researching, evaluating evidence & argument, collaborating,communicating, making presentations

  11. A devolved curriculum New ‘flexibility’ - schools can design schemes of work that engage pupils & enable deeper understanding. Less recall. Teachers can • shape the curriculum • collaborate with other departments & schools • drive their own CPD • create shared resources

  12. Tensions to manage generic knowledge & skills v subject-specific knowledge subject process vsubject content entitlement curriculum v student choice age appropriate learning v preparing for future learning stability v change

  13. Teaching and learning Curriculum content Pedagogy Assessment

  14. Possible starting points LSS, AKSIS, Thinking skills, Cross-curricular projects, Thematic topics C21 Science explanations, Ideas about science Curriculum Pedagogy Assessment APP: Assessing Pupil Progress

  15. Curriculum:how science works Compare National Strategy’s Yearly Learning Objectives for ‘how science works’ with IaS statements for GCSE Science (Appendix F)

  16. Curriculum:how science works C1 – Data and their limitations (IaS 1 & 2) Data as the starting point for scientific enquiry P1 – Ideas and evidence(IaS 3 & 4) How we know what we know. Hutton and rock cycle, fossils, deep time, development of a new science of geology 18th and 19th centuries, Charles Lyell B1 - Making decisions (IaS 5 & 6) … about science & technology. Distinguishing what can be done from what should be done – benefits, risks - many opportunities

  17. Curriculum: preparing for C21 • Glossary of IaS terms [Science] • Data analysis & Case Study assessment criteria [Science] • Investigation assessment criteria - SCIEP [Add Science] • Work related Portfolio [Add Applied Science] • OCR Examiner Reports Highlight the key skills, knowledge, understanding and vocabulary that might be taught and developed in KS3. Suggest age-related and different contexts from those used in C21 when working towards KS4 outcomes.

  18. Assessment:APP strands • Thinking scientifically • Understanding the applications and implications of science • Communicating and collaborating in science • Using investigative approaches • Working critically with evidence … expressed as pupil outcomes, at levels 3 - 8 Can be used as Assessment for Learning

  19. T & L approaches: Project-based STEM learning Science, Maths and DT interacting • to deal with a crisis or challenge e.g. How will you prevent the spread of rabies from a Kent village? • to make something useful e.g. Design and make a sundial. • to improve design e.g. How will you keep the pizza hot? • to investigate a research question e.g. What is reducing honeybee populations? Overarching ideas: cycles, feedback, boundaries, hypothesising and modelling

  20. Case study 1:Settle College, N Yorks. 13 to 18 Technology College two feeder Middle Schools Pilot school for 21st Century Science

  21. Changes since 2003 Y9 = 2 term sprint to the exams Fixed time table Sc1 Post key stage 3 exams LSS Data presentation (data analysis) LSS Information retrieval, finding answers on the web, evaluating websites Case Study

  22. Liaison Introduced HoS at middle schools to C21 science especially IaS New KS3 How science works Could we start KS4 in Y9? Looked at where we could subsume some KS3 into first Science units. Heads agreed that Middle Schools would take responsibility for all of KS3

  23. Case study 2Peacehaven School, East Sussex • Y9 independent study task We wrote some 'skills' lessons to help prepare them, which run in Y7 and Y8. ‘Now students of all abilities really get to grips with the Y9 task.’ • Investigations ‘Whenever we set we really focus on the Interpreting and evaluating data, introducing the idea of reliability and accuracy and linking this to confidence.’ • IaS ‘now feeding these into the new KS3 modules that we are writing, mainly to get students used to terminology and the way of thinking’

  24. Changing teaching practice Teachers’ • Beliefs– what is science education for? • Skills – e.g. how to develop pupil skills such as communicationandcritical thinking • Knowledge of courses, targets and assessment • Language – vocabulary embedded in new schemes of work and teaching approaches

  25. Managing change Acids and Alkalis Using models in science - light Thinking skills in science Themed approach. It’s a pirates life for me Developing an argument Increasing change from existing practice Big change Advantage – Greater emphasis on HSW and change of approach to T&L is obvious to teachers Disadvantage - Teachers (and pupils) may be de-skilled Small change Advantage – Context and structure is familiar – Teachers remain confident Disadvantage - Teachers (and pupils) may not spot the change and continue teaching as before

  26. Contact www.21stcenturyscience.org

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