naigs conference 5 july 2007 peter slade curriculum adviser

NAIGS Conference 5 July 2007

Peter Slade

Curriculum Adviser

‘To develop a modern, world-class curriculum that will inspire

and challenge all learners and prepare them for the future’

‘To develop a modern, world-class curriculum that will inspire

and challenge all learners and prepare them for the future’

technology an ageing population the gap between rich and poor global culture and ethnicity sustainability changing maturity levels in schools expanding knowledge of learning a changing economy

The future - a changing society…

Our curriculum conversationThree key questions

1. What are we trying to achieve through the curriculum?

2. How do we best organise learning to achieve these aims?

3. How effectively are we evaluating the impact of the curriculum and continuously improving it?

Working draft June 2007

A big picture of the curriculum

1

WHAT are we trying to achieve?

Three key questions

2

HOW do we

organise learning?

3

HOW WELL are we

achieving our aims?

1


Three key questions

2

HOW do we

organise learning?

3

HOW WELL are we

achieving our aims?

To secureAccountability measures

Further involvement in education,

employment or training

Attainment and improved standards

Behaviour and attendance

Civic participation Healthy lifestyle choices



1


Three key questions

2

HOW do we

organise learning?

3

HOW WELL are we

achieving our aims?

Securing

Accountability measures

Further involvement in education, employment or

training


Behaviour and attendance Civic participation

Healthy lifestyle choices



Successful learnerswho enjoy learning, make progress

and achieve

Responsible citizens who make a positive contribution to

society

Confident individuals

who are able to lead safe and healthy lives

The curriculum aims to enable all young people to become1


Three key questions

2

HOW do we

organise learning?

3

HOW WELL are we

achieving our aims?

Stay safe

Enjoy and achieve

Be healthy

Make a positive contribution

Achieve economic well-being

Every child matters



1


Three key questions

2

HOW do we

organise learning?

3

HOW WELL are we

achieving our aims?

Securing


Further involvement in education, employment

or training




Every child matters outcomes

Curriculum aims

Enjoy and achieve Stay Safe Be Healthy Make a Positive Contribution Achieve economic wellbeing

Successful learnerswho enjoy learning, make progress and achieve

Responsible citizens who make a positive contribution to society

Confident individualswho are able to lead safe and healthy lives

The curriculum aims to enable all young people to become



1


Three key questions

2

HOW do we

organise learning?

3

HOW WELL are we

achieving our aims?

Focus for learning

Attitudes and attributes

e.g. determined, adaptable, confident,

risk-taking, enterprising

Knowledge and understanding

eg, big ideas that shape the world

Skills eg, literacy, numeracy, ICT,

personal, learning and thinking skills



1


Three key questions

2

HOW do we

organise learning?

3

HOW WELL are we

achieving our aims?

Securing


Further involvement in education, employment

or training




Every child matters outcomes

Curriculum aims

Enjoy and achieve Stay Safe Be Healthy Make a Positive Contribution Achieve economic wellbeing

Focus for learning

Attitudes and attributeseg, determined, adaptable, confident,


Knowledge and understanding

eg, big ideas that shape the world

Skills eg, literacy, numeracy, ICT, personal, learning

and thinking skills

Successful learnerswho enjoy learning, make progress and achieve

Responsible citizens who make a positive contribution to society

Confident individualswho are able to lead safe and healthy lives




1


Three key questions

2

HOW do we

organise learning?

3

HOW WELL are we

achieving our aims?

Lessons

Out of school

Extended hours

RoutinesEvents

LocationsEnvironment

The curriculum as an entire planned learning experienceunderpinned by a broad set of common values and purposes

Components



1


Three key questions

2

HOW do we

organise learning?

3

HOW WELL are we

achieving our aims?


Learning approaches

Including enquiry, active learning, practical and constructive

Community and business links

Using a range of audiences and

purposes

In tune with human development

Including all learners

Building on learning beyond

the school

Matching time to learning need, e.g, deep, immersive

and regular frequent learning

Taking risksOpportunities for

learner choice and personalisation



1


Three key questions

2

HOW do we

organise learning?

3

HOW WELL are we

achieving our aims?


Opportunities for learner choice and personalisation

Using a range of audiences and

purposesTaking risks

Matching time to learning need, eg, deep, immersive and regular

frequent learning


Building on learning beyond the school

In tune with human development

A range of approaches, including enquiry, active learning, practical

and constructive

Learning approaches

Components Lessons Out of schoolExtended hoursRoutinesEventsLocations Environment


Securing



training




Every child matters outcomes Enjoy and achieve Stay Safe Be Healthy Make a Positive Contribution Achieve economic wellbeing

Focus for learning



Knowledge and understandingeg, big ideas that shape the world

Skills eg, literacy, numeracy, ICT, personal,

learning and thinking skills

Curriculum aims

Successful learnerswho enjoy learning, make progress and

achieve


society

Confident individualswho are able to lead safe and healthy

lives





Opportunities for learner choice and

personalisation

Using a range of audiences and purposes

Taking risks

Matching time to learning need, eg, deep,

immersive and regular frequent learning


Building on learning

beyond the school

In tune with human

development

A range of approaches, including enquiry, active learning, practical and

constructive

1


Three key questions

2

HOW do we

organise learning?

3

HOW WELL are we

achieving our aims?


Dimensions

Cultural diversity and

identity

Creativity and critical

thinking

Sustainable futures and the

global dimension

Community and civic

participation

Health & Lifestyles

Enterprise and entrepreneurship

Technology and the media



1


Three key questions

2

HOW do we

organise learning?

3

HOW WELL are we

achieving our aims?

DimensionsOverarching themes that have a significance for individuals and society, and provide relevant learning contexts

Cultural diversity and identity – health lifestyles – community and civic participation – enterprise and entrepreneurship – sustainable futures and the global dimension – technology and the media – creativity and critical thinking

National curriculum

A & D MaCi D & T En Ge Hi ICT ScPSHEPEMuMFL RECEG

Personal, social and emotional development

Communication, language and literacy

Mathematical development

Knowledge and understanding of the world

Physical development

Creative development


Securing



training





Focus for learning






Curriculum aims

Successful learnerswho enjoy learning, make progress and

achieve


society


lives




Learning approaches



Opportunities for learner choice and

personalisation


Taking risks

Matching time to learning need, eg, deep,

immersive and regular frequent learning



beyond the school

In tune with human

development


constructive

1


Three key questions

2

HOW do we

organise learning?

3

HOW WELL are we

achieving our aims?

Assessment fit for purposeTo make learning and teaching more effective so that

learners understand quality and how to improve

Is integral to effective teaching

and learning

Draws on a wide range of evidence of

pupils’ learning

Maximises pupils’ progress

Gives helpful feedback for the learner and other

stakeholders

Links to national standards which are

consistently interpreted

Promotes a broad and engaging

curriculum

Helps identify clear targets for

improvement

Informs future planning and

teaching

Uses tests and tasks appropriately

Embraces peer- and self-assessment



1


Three key questions

2

HOW do we

organise learning?

3

HOW WELL are we

achieving our aims?

Assessment


Opportunities for learner choice

and personalisation


Taking risks

Matching time to learning need, eg, deep, immersive and regular

frequent learning

Community and

business links


beyond the school

In tune with human

development


constructive

Dimensions

Learning approaches

3-5

5-16





training





Focus for learning






Curriculum aimsSuccessful learners

who enjoy learning, make progress and achieve


society


lives




Assessment fit for purposeTo make learning and teaching more effective so that learners understand quality and how to improve

Embraces peer- and

self-assessment

Uses tests and tasks

appropriately

Links to national standards which are consistently

interpreted

Helps identify clear targets

for improvement

Gives helpful feedback for the learner and other

stakeholders

Maximises pupils’

progress

Promotes a broad and engaging curriculum

Draws on a wide range of evidence of

pupils’ learning

Is integral to effective

teaching and learning

Informs future planning and

teaching

National curriculum

A & D MaCi D & T En Ge Hi ICT ScPSHEPEMuMFL RECEG

Personal, social and emotional development

Communication, language and literacy

Mathematical development

Knowledge and understanding of the world

Physical development

Creative development

Overarching themes that have a significance for individuals and society, and provide relevant learning contextsCultural diversity and identity – health lifestyles – community and civic participation – enterprise and entrepreneurship – sustainable

futures and the global dimension – technology and the media – creativity and critical thinking

Government ambitions for science

More young people taking science A levels

More pupils getting at least level 6 at the end of KS3

More pupils achieving A*-C grades in science GCSEs

All pupils achieving level 6 to be entitled to study three separate science GCSEs

The new secondary curriculum

A fresh look at the curriculumThe revised programmes of study follow a common format:

• Curriculum aims• Importance statement• Key concepts• Key processes• Range and content• Curriculum opportunities

A new look at subjects

Less prescribed content but an increased focus on subject discipline… the key ideas and skills that underpin a subject.

The importance of science

The study of science fires pupils' curiosity about phenomena in the world around them and offers opportunities to find explanations. It engages learners at many levels, linking direct practical experience with scientific ideas. Experimentation and modelling are used to develop and evaluate explanations, encouraging critical and creative thought, and to show how knowledge and understanding in science are rooted in evidence. Pupils discover how scientific ideas contribute to technological change - affecting industry, business and medicine and improving quality of life. They trace the development of science worldwide and recognise its cultural significance. They learn to question and discuss issues that may affect their own lives, the directions of societies and the future of the world.

Key concepts• Scientific thinking• Applications and implications of science• Cultural understanding• Collaboration

Key processes• Practical and enquiry skills• Considering evidence• Communication

Range and content

• Energy, electricity and forces

• Chemical and material behaviour

• Organisms, behaviour and health

• The environment, Earth and universe

Curriculum opportunities

• Research, experiment, discuss and develop arguments • Pursue an independent enquiry into an aspect of science

of personal interest • Use real life examples which put science into context as

a basis for finding out about science • Study science in local, national and global contexts and

appreciate the connections between these • Experience science outside the school environment

including in the workplace, where possible • Use creativity and innovation in science, and appreciate

their importance in enterprise

Curriculum opportunities

• Recognise the importance of sustainability in scientific and technological developments

• Explore contemporary and historical scientific developments and how they have been communicated

• Prepare to specialise in a range of science subjects at key stage 4 and consider career opportunities that are provided by science qualifications both within science and in other areas

• Consider how knowledge and understanding of science informs personal and collective decisions, including those on substance abuse and sexual health

• Make links between science and other subjects and areas of the curriculum

Level descriptions

• AT1: How science works

• AT2: Organisms, their behaviour and the environment

• AT3: Materials, their properties and the Earth

• AT4: Energy, forces and space

An increased focus on skills

A new framework for Personal, learning and thinking skills• Independent enquirers

• Creative thinkers• Reflective learners• Team workers• Self-managers• Effective participators

Functional skills

English, Maths and ICTIn programmes of studyEmbedded in GCSE and DiplomaStand-alone qualifications

Cross-curricular dimensions

The non-statutory cross-curricular dimensions reflect the major ideas and challenges that face society and have significance for individuals. They can provide powerful unifying themes that give learning relevance and help young people make sense of the world.

• Identity and culture• Healthy lifestyles• Community participation• Enterprise • Sustainable futures and the global dimension• Technology and the media• Creativity and critical thinking

Timeline

June 2007 Final proposals to SoS

Sept 2007 New curriculum on-line and training begins

Sept 2008 Implementation for year 7

May 2011 First assessments on new level descriptions

Primary science

Wellcome Trust: Primary HorizonsCommissioned in 2004

Suggestion of a decline in children’s positive attitude towards science in the later primary years

Respondents pointing towards a lack of knowledge, expertise, confidence and training as a major concern in teaching science

University of Cambridge: Primary Review

Status of science and resources The impact of the National Primary Strategy concentrates on literacy and numeracy and there was

concern that science is losing its status as a core subject. This leads to schools and local authorities allocating less time, funding and support to primary science.

There needs to be a consistent expectation for primary science across the country. Many primary science teachers and coordinators lack science knowledge, understanding and skills

in certain areas. There is a lack of fully trained teaching assistants (TAs) for science. Newly qualified teachers (NQTs) and teachers with no science background are being asked to take

on science coordinator roles. There are some instances of science just being taught by TAs. There needs to be more continuous professional development (CPD) for senior managers to make

them aware of the value of science in the curriculum. The teaching of active practical science is inhibited by the lack of funding, technical and TA support,

time and preparation for delivery. Classroom space can also be a factor. ICT such as interactive whiteboards should be used to support and enhance practical science

learning activities, not replace them. Published resources often give a perceived level of content that far exceeds the requirements for

KS2 and can constrain scientific enquiry. QCA schemes of work should be used as guidance only, as many teachers depend too heavily

upon them, thus stifling creativity.

Primary Science Conferences 2007

Question 1: What are the biggest challenges?

…concern that science is losing its status as a core subject.

Curriculum planning Science is in competition with literacy and numeracy and usually relegated to the afternoon when

pupils’ concentration can be reduced. There is often no time for teachers to plan science lessons across the curriculum and make links to

the ‘big picture’ within the school, or opportunities to reflect on lessons and share good practice. Teachers tend to be skilled at teaching knowledge and understanding but can lack confidence in

teaching aspects of physics and scientific enquiry skills. Many teachers teach ‘safe science’ with minimal risk taking. Reasons for this again included lack of

funding, technical and TA support, time and preparation for delivery. Lack of teacher confidence, especially when there were behavioural problems in the class, was also an issue.

Assessment and progression National results in KS2 tests have made primary science appear successful and therefore there is a

perception that there is no apparent need for any changes or improvement. There is some concern that teaching to the tests occurs in Y6 due to the accountability imposed by

the national testing regime. Pupils then become bored and are turned off science. Progression with no strong central support leads to schemes of work being revisited which also

leads to boredom for the pupils. Teachers’ lack of confidence in being able to assess progress and levelness leads to over-

emphasis on irrelevant recording of written evidence.


Question 1: What are the biggest challenges?

…KS2 tests have made primary science appear successful…

Many teachers teach ‘safe science’ with minimal risk taking.

Status of science and resources The status of science being raised and given greater recognition by Ofsted, DfES, the National

Strategies, local authorities and consultants. There was support for a Primary National Strategy for science which could help to identify and

support the progression of skills development. Revised framework and updated QCA schemes of work that link to the programmes of study

(PoSs), with examples of practical activities and materials for e.g. global climate change. Better access to ICT equipment such as data loggers. More opportunities for inspirational visits to the school by scientists, or visits to scientists in their

workplace, to develop understanding of what scientists do and science careers that are available. More opportunities to develop science teaching in real life contexts in order to provide inspiration. More funding, technical and TA support, time and preparation for delivery in order to be able to

teach the practical aspects of scientific enquiry.


Question 2: What do teachers need (other than CPD)?

More funding, technical and TA support, time and preparation for delivery…

Curriculum planning Support from senior management on the importance of science in the curriculum, with adequate

time for planning and teaching. Time for curriculum planning meetings in order to consider the ‘big picture’ within the school, as

valuable professional discussions on science teaching and learning do not just take place on courses.

Time for a coordinator role, particularly for monitoring the quality of teaching (formative assessments of teacher knowledge, observations, work scrutiny, learning walks etc).

Working with Y6 and Y7 colleagues on transition projects in order to have more coherence with the Secondary National Strategy and to develop better links with secondary schools.

Funding to allow CPD opportunities to take place with clear guidance to the coordinator before taking up the role.

Support from colleagues in their science teaching to help them build their confidence to deliver more practical activities through observing and sharing good practice, giving reassurance on what is going well and advising on what evidence needs recording.


Question 2: What do teachers need (other than CPD)?

Support from colleagues in their science teaching…

Requirements There needs to be recognition and entitlement to CPD for all those who need it. Many primary

teachers do not receive any CPD for science. CPD specifically needed for primary consultants, science coordinators, advanced skills teachers

(ASTs), teachers and their TAs. Better understanding of teaching and progression of scientific enquiry with ideas for inspiring and

creative practical work. Strategies for challenging the more able pupils. Understanding behaviour management as this is often recorded as more problematic for science,

particularly for practical work. Time for curriculum planning meetings with colleagues in order to consider the ‘big picture’ of what

is happening within the school and beyond. Awareness of what is happening in Y7 science, in order to prepare pupils for the transition from Y6,

through links with secondary schools and working with secondary science teachers. Subject knowledge and understanding, especially for forces and electricity, and some updating on

terminology would be useful. Embedding ICT in science and using it appropriately and within the context of the subject. Linking science to numeracy, for example when to collect and the best way to present data, such

as when to use a bar chart or line graph and how to spot trends and data analysis. Recording evidence and an understanding of Ofsted requirements. Assessment for learning and levelness to enhance assessment skills and confidence with

examples in both scientific skills and content. Primary Science Conferences 2007

Question 3: What CPD do teachers need?

Better understanding of teaching and progression of scientific enquiry…

Effective forms of CPD CPD can occur through a variety of ways. Not all effective CPD takes place on courses. CPD courses need to be fit for purpose and responsive to local and individual needs. CPD can be targeted at specific year groups. Collaboration with outside agencies such as SETNET, with better knowledge of other national

schemes. Science teacher networks similar to the Secondary National Strategy. Coaching or mentoring, where a teacher teams up with an expert (either a scientist, science

coordinator or another teacher), and supported by self-study style resources. The impact of CPD must be monitored effectively. Lessons learnt need to be put into practice soon

afterwards otherwise the momentum is lost. Using the literacy and numeracy model of dissemination to make relevant links.


Question 3: What CPD do teachers need?

….responsive to local and individual needs.

Structure and content There was general agreement that the PoS for primary science should be less prescriptive and

taught through skills. There was some support for a more flexible curriculum where teachers could choose a science

theme or topic, which is relevant to their particular needs and circumstances. Flexibility should allow teaching of contemporary and historical science topics. There was some support for putting energy and space back into the primary curriculum, as these

are now easer to teach with interactive whiteboards. Repetition within the primary science curriculum needs to be highlighted and deleted. There needs to be continuity between the foundation stage, KS1 and KS2. Greater emphasis on cross-curricular links and teaching cross-curricular skills, especially for

literacy and numeracy. Links also need to be made to the early learning goals and pupils’ prior learning.


Question 4: What changes should occur to the PoS?

Greater emphasis on cross-curricular links and teaching cross-curricular skills…

Assessment Generally the move to teacher assessment at KS1 was welcomed. There was some support for removing the tests at the end of KS2, to be replaced with rigorous

standardised teacher assessment. Generally it was considered that teachers are successful in teaching knowledge and understanding

required by pupils for the tests but lack the confidence when opportunities occur to extend them. Some supported the tests as they examine what has been learnt, and there was some concern that

if KS2 tests were abolished, the status of primary science in relation to English and mathematics would decline further.

Support material There was support for exemplar materials based on scientific enquiry as well as ideas for practical

activities similar to those for literacy and numeracy. Materials highlighting cross-curricular links. Strategies to support any changes. Resources should be available at a national level so that the derivatives can be shared

collaboratively, e.g. Primary UPD8. Revised QCA schemes of work, linked to the PoS with cross-curricular links.


Question 4: What changes should occur to the PoS?

Resources should be available at a national level…

…some support for removing the tests at the end of key stage 2, to be replaced with

rigorous standardised teacher assessment.

A level science

Changes to A levels:

• 6 units for the sciences

• 2 units of internal assessment, assessing practical skills

• Only one component of assessment per unit

• Overarching set of criteria for A level sciences

• Appendices contain subject specific content

New opportunities allow:

• Integration of how science works from GCSE

• Updated content

• Inclusion of contemporary contexts

• Development of a wider range of practical and investigative skills

• Stretch and challenge…

Stretch and challenge:

• Questions with a variety of stems to elicit different types of response

• Connectivity between sections of questions

• Extended writing

• Wider range of question types to address different skills

• Improved synoptic assessment

Timeline

July/Aug 2007 Specifications accredited

Sept 2007 New specifications to centres

Sept 2008 First teaching of new specifications

Summative assessment must not lead the curriculum or dictate the pedagogy used to teach it. Ofsted

Summative assessment must not lead the curriculum or dictate the pedagogy used to teach it. Ofsted

Assessing pupils’ progress (APP)•Teacher assessment materials for KS3 being produced in line with English and maths

•Assessment criteria based on the new level descriptions

•Provides formative and summative judgements, supporting assessment for learning

Come to the session tomorrow….

Contact details

[email protected]

www.qca.org.uk/science

www.qca.org.uk/curriculum

naigs conference 5 july 2007 peter slade curriculum adviser

Documents

science study science

experience science

science worksat2

aspect of science

science qualifications

development of science

range of science subjects

scientific ideas