Secondary National Strategy

Secondary National Strategy The science curriculum Where next?

Why the review? ‘Develop a modern, world-class curriculum that will inspire and challenge all learners and prepare them for the future’

Three questions driving curriculum design, development and implementation • WHAT are we trying to achieve? • HOW do we organise learning? • HOW well are we achieving our aims?

Working draft January 2007 A big picture of the curriculum Three key questions The curriculum aims to enable all young people to become 1 WHAT are we trying to achieve? Successful learners who enjoy learning, make progress and achieve Confident individuals who are able to lead safe and healthy lives Responsible citizens who make a positive contribution to society Curriculum aims Every child matters outcomes Enjoying and achieving Safety Health Contributing positively Achieving economic wellbeing Skills eg, literacy, numeracy, ICT, personal, learning and thinking skills Knowledge and understanding eg, big ideas that shape the world Attitudes and attributes eg, determined, adaptable, confident, risk-taking, enterprising Focus for learning The curriculum as an entire planned learning experience underpinned by a broad set of common values and purposes Lessons Locations Environment Events Routines Extended hours Out of school Components 2 HOW do we organise learning? Learning approaches A range of approaches, including enquiry, active learning, practical and constructive Including all learners In tune with human development Building on learning beyond the school Community and business links Opportunities for learner choice and personalisation Matching time to learning need, eg, deep, immersive and regular frequent learning Taking risks Using a range of audiences and purposes spiritual – moral – social – cultural personal development, health and well-being – active citizenship and community action – enterprise and entrepreneurship – cultural diversity, identity and belonging – technology and the media – global dimension and sustainability Dimensions Communication, language and literacy Creative development Knowledge and understanding of the world Mathematical development Personal, social and emotional development Physical development 3-5 National curriculum A & D CEG Ci D & T En Ge Hi ICT Ma MFL Mu PE PSHE RE Sc 5-16 Assessment fit for purpose To make learning and teaching more effective so that learners understand quality and how to improve 3 HOW WELL are we achieving our aims? Builds a more open relationship between teacher and learner Has clear learning intentions shared with pupils Has understood, shared and negotiated success criteria Gives advice on what and how to improve Includes peer- and self-assessment Includes peer- and self- evaluation Includes testing Includes individual target setting Uses error positively Celebrates success against agreed criteria Assessment Securing Further involvement in education, employment or training Attainment and improved standards Behaviour and attendance Civic participation Healthy lifestyle choices Accountability measures

A new challenge “ Ask not what the curriculum can do for science, but what science can do for the curriculum.”

What is the context in science? • The recent (and on going changes) to Key Stage 4 science represent a useful context in which to place the opportunities offered by the KS3 review

So all has changed in KS4 science… • Emphasis on how science works • Content as context • Relevant and contemporary • Courses that match styles of teaching and learning and patterns of assessment to pupils strengths..

…or has it? • What do you mean the pupils don’t have the skills to produce a good ISA/Case study/Science in the news* * delete as applicable

The answer to improved KS4 outcomes lies in improving progress in KS3….

skills and ways of thinking Key processes Range and content opportunities Curriculum Key concepts knowledge and understanding essential ideas contexts for learning The new KS3 curriculum A new look at subjects Less prescribed content but an increased focus on subject discipline… the key ideas and skills that underpin a subject. Importance of science Why thesubject matters and how it contributes to the aims

Task 1 A new look at subjects… “Less prescribed content but an increased focus on subject discipline… the key ideas and skills that underpin a subject” • So what are the key ideas and skills that underpin science - in short what makes science, science?

The National Strategies’ Revised Frameworks Programme of Study Revised Framework

Yearly Learning Objectives • Threads of progression in How science works and Range and Content

Threads of progression in HSW • Explanations, argument and decisions • Developing explanations using ideas and models • Challenge and collaboration in the development of explanations • Developing argument • Applications, implications and cultural understanding • Communication for audience and with purpose • Practical and enquiry skills • Planning an approach • Selecting and managing variables • Assessing risk and working safely • Obtaining and presenting primary evidence • Working critically with primary evidence • Working critically with secondary evidence

Threads of progression in range and content • Organisms, behaviour and health • Life processes • Variation and interdependence • Behaviour • Chemical and material behaviour • Particle models • Chemical reactions • Patterns in chemical reactions • Energy, electricity and forces • Energy transfer and electricity • Forces • The environment, Earth and the universe • Changing environment and sustainability • Changing Earth • Earth, Space and beyond

Framework - further support and guidance • Amplification – what might the YLOs mean? • Learning Journey – key features of progression in this aspect of science • Barriers to learning – common alternative conceptions held by pupils • Pathways – visual representation of progression

Further support and guidance at • The new secondary Frameworks http://www.standards.dcsf.gov.uk/secondary/framework/

Planning a science curriculum How do you do it?

Route 1 Led by progression in range & content: Range & Content Teaching Sequence How Science Works

Route 2 “Another way”Led by progression in HSW Range & ContentTeaching SequenceHow Science Works Other subject

Task 2 Progression in HSW • On sticky notes write down anything pupils can be asked to do that relates to graphs • Now arrange the stickies in a sensible teaching order • How about that for progression in HSW!

Route 3Led by progression in both HSW and range and content Range & Content Teaching Sequence How Science Works Theme based topics

A mixed economy • Mixed models……. • How to avoid re arranging the range and content deck chairs on the sinking science curriculum……

Range and content deckchairs HSW skills, K&U How science works Things that shouldn’t happen at sea “If we move this lesson so it comes before the one on displacement reactions I’m sure it will make all the difference….”

Task 3 – Exploring a range of possible approaches • Look at the example of a departments preliminary planning you have been given • How is this science department responding to the opportunity offered to better plan for progression in HSW? • Use the Yearly Learning Objectives for from the revised Framework to help you identify features of progression in HSW and R&C • Can you identify which planning route 1- 3 the school is using? • Be prepared to explain the approach to colleagues

Examples of new approaches to the new curriculum • Using models in science – Behaviour of light unit (Abbs Cross school Havering) • HSW through acids and alkalis – Would you eat an acid? (Eastbury School Barking and Dagenham + King Solomon School Redbridge) • Emphasising thinking skills in science(Marshals Park school Havering) • A themed approach – “Its a pirates life for me” (Sydney Russell school Barking and Dagenham) • Scientific thinking – Developing an argument (Staffordshire science team)

The change management challenge! Acids and Alkalis Using models in science - light Thinking skills in science Themed approach. Its 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

The future’s bright – The future is science 22

Secondary National Strategy