Secondary National Strategy © Crown copyright 2005 SLD Meeting 15 th May 2008

Secondary National Strategy

© Crown copyright 2005

SLD Meeting 15th May 2008

Secondary National Strategy Science © Crown copyright 2005

Starter Activity

Work in pairs.

Complete the questionnaire about Key Stage 4 Science, discussing answers with your partner and with each of you putting your answers down one side of the sheet. Please put the name of your school at the top of your column.

Key messages and issues from the responses will be discussed as a whole group during the later ‘Sharing Good Practice Session’


Agenda:

Session 1 - Progress with an Issue

‘Post 16 Science’ [JC]

Session 2 - “Science Education in Europe: Critical Reflections” [JC]

Session 3 - “The Key Stage 3 Curriculum” [DC/PH]

Session 4 - “Sharing Practice”

Session 5 - Workshops

[N.B. At 15.00 we will all come together to discuss next steps]


Session 1: Progress with an Issue

Objectives

To review progress with post 16 science

Outcome

By the end of the session, delegates should

have shared experiences of post 16 science

have supported one another with issues arising


Starting with the data…

Y12 No. AS

2006

Y13 No. A2

2007% of AS

2006

Y13 No. AS

2007% of AS

2006

Biology 1232 896 73 (70) 472 38

Chemistry 918 687 75 (76) 385 42

Physics 644 482 75 (76) 272 42


Hypotheses

What hypotheses can you draw from this data?

What could be behind this data?


Exploring the reasons

What factors could influence the take up of post-16 science courses?

What factors could influence the progression of pupils to A2?


Findings from the National study – factors contributing to high uptake of A level sciences

Departments proactively market their subject

‘Success breeds success’

Pupils with a variety of grades at GCSE

Timely careers education

Focused CPD

Teaching that is good or better

Teacher commitment/enthusiasm


Findings from the National study – factors contributing to high uptake of A level sciences

Parental support

Pupil enthusiasm

Pupils are well supported

Mixture of triple and ‘double’ science

Curriculum enrichment

Good resourcing and learning environment

AfL, tracking and intervention


Some questions to consider

Do pupils from all pre-16 science courses have an equal opportunity to study post-16 sciences?

Do pupils from all schools have the option of studying all three science A level courses post-16?

What are the common subjects against which biology, physics and chemistry are timetabled post-16 (to encourage take up of sciences)?

What more could be done in the department?

Research, report and case studies on CD out 19/05/08.


Session 2:Science Education in EuropeObjectives:

To explore the issues raised in the Science Education in Europe: Critical Reflections report

To link these issues to planning your Key Stage 3 curriculum

Outcomes:

By the end of the session, delegates will have:

become aware of the issues in the Science Education in Europe: Critical Reflections report


PSA targets

Increase percentage of L6+ KS3

Increase percentage A*/A grades at GCSE

Increase uptake of A level sciences


National targets

Summer 2008, 46% L6+ (SIIF)

Summer 2010, increase the percentage of pupils attaining grade B to 27%


Chance of 5 A*-C

KS3 English

KS3 Maths

KS3 Science

Chance of 5A*-C including EN and MA

L5 L5 L5 70.8

L6 L5 L5 88.2

L5 L6 L5 81.6

L5 L5 L6 88

L6 L6 L5 92.7

L5 L6 L6 90.3

L6 L5 L6 94.7

L6 L6 L6 95.8


Making good progress

Evaluation skills

Extended writing

Writing explanations

Talking about ideas

Group work

Practical work

Misconceptions

These are also found in the Level 6 Project work, CD out 19/05/08.


Target setting based on the recommendationsThere are 7 key recommendations from the report. You have been provided with 7 post-it notes. Think individually about the degree of control you have over each recommendation.

Stick your post-its on the target to show the degree of control – the nearer the ‘bull’ the greater the degree of control.

Most control


Discussion based on the recommendations

In groups, discuss the issues arising from the recommendation that your group has been allocated.

Feedback


Quote from the H/O

“Traditional curricula in school science suffer from a number of difficulties. Knowledge is usually presented in fragmented concepts where the overarching coherence is not even glimpsed let alone grasped – an experience which has been described as akin to being on a train with blacked-out windows – you know you are going somewhere, but only the train driver knows where.”


Reflection

Take a couple of minutes to reflect on the implications for your department.

Please complete the evaluation for session 2


Session 3: The new Key Stage 3 curriculum

Objectives

To explore long-, medium- and short term planning in science

To explore how the Framework for secondary science planning tool can be used to support planning

To appreciate how effective planning can improve progression in pupils’ learning, particularly in How Science Works


Outcomes:

By the end of the session, delegates will have:

discussed the purposes of long-, medium- and short-term planning in science

explored some planning templates

identified how effective medium- and long- term planning can improve learning for pupils


De Bono’s Thinking Hats

The White Hat is cold, neutral, and objective. Take time to look at the

facts and figures.

The Red Hat represents anger (seeing red). Take time to listen to your emotions, your intuition.

The Yellow Hat is sunny and positive. Take time to be hopeful and optimistic.

The Green Hat is grass, fertile and growing. Take time to be creative and cultivate new ideas.

The Black Hat is gloomy and negative. Take time to look at why this will fail.

The Blue Hat is the colour of the sky, high above us all. Look from a higher and wider perspective to see whether you are addressing the right issue


Follow up to SLDM on New KS3 on 17th MarchSurvey sent out to all delegates

16 returns [25%+ of the possible return]

Q1. Generally there was a good degree of confidence, although a number felt that they needed more support with progression in both aspects of HSW

Q2. Most delegates have fed back to dept staff

Q3. Still a fair degree of concern about levels of understanding within depts but many planned events to address this.


Contd.

Q4. Virtually everyone has started planning for 2008/09

Mixed message for planning for 2008/12

7/15 schools doing some version of condensed KS3

Q6. The majority are adopting an approach to progression that is a combination of R&C and HSW

[N.B. Message about assessment: 50%+ HSW]


Contd.

Q7. Small number of schools buying into a published scheme.

Small number going for an integrated approach.

Majority of schools are writing new SOW, incorporating HSW and/or cross-curricular skills.

Q8. At least 50% of schools are prepared to share resources

Mechanism? Wiki / herts-sci-net


“The irony of the current situation is that somehow we have managed to transform a school subject which engages nearly all young people in primary schools, and which many would argue is the crowning intellectual achievement of European society, into one which the majority find alienating by the time they leave school.”

Science Education in Europe:Critical Reflections 2008 report to Nuffield Foundation

Referring back to session 2:The Outcome and The Challenge


The Opportunity

The new Key Stage 3 curriculum offers:

a. an opportunity to address this

b. a mechanism by shifting the balance between skills and content


The ‘SHIP’ Model

Your group has been supplied with several cards, each containing a feature that ‘Should Have Informed your Planning’ when devising a SOW. You also have some blank cards for you to add ideas of your own.

Blutack your cards on to a sheet of flipchart paper.

Add arrows with comments to express the connections.


Reflection and the ‘IP’ Model

Pair up with another group and explain your posters to one another:

How did you decide what made a good connection?

What strategies did you use when deciding what to add as annotations?

How do you think this process helps you think about effective curriculum delivery?

This is the first step to producing an ‘Informed Planned’ SOW


In groups discuss the meaning of and the relationship between

- long term planning,

- medium term planning

- short term planning

Try to agree a common definition for each

Compare your definitions with those on the H/O

Slide 4.4

Definitions/Semantics


Planning Features

You have been provided with 3 examples of long term planning templates. Look through these and identify:

- any common features

- any features that you think are missing

Repeat the task with the 3 examples of medium term planning templates

You might find it helpful to do this task in conjunction with the H/O on ‘Features of Planning Templates’


Developing or revising a SOW

There are important principles involved in developing a science scheme of work. It should:

make clear reference to the lines of progression in both the planning and the delivery

ensure appropriate coverage of the key processes and concepts as well as the content learning objectives

use effective blending of learning objectives so that the content is delivered through enquiry.


Using the Science Framework

The new framework is available electronically at:

http://www.standards.dcsf.gov.uk/secondary/frameworks [Demo]

The Herts Curriculum Planner [Demo]


Task: Using medium-term plans to plan for long-term progression

• Look at the three medium-term plans on the H/O

• Arrange the topics into a teaching order that ensures progression in pupils' learning

• Use the Framework for secondary science of yearly learning objectives to help you if necessary

Slide 4.9


Look at the H/O on ‘Reviewing a long-term plan’

auditing an existing SOW

/review a published SOW

Two routes identified

developing a new SOW

For either:

consider how to-day’s tools can help

Next Steps 1: Considering your long-term plan


Session 4 - “Sharing Practice”

“Wikied Science” [Peter Nickson]

Analysing KS4 GCSE questions/coursework

Useful website [Tom Wright]

Norfolk booklet on ‘Behaviour’

Bias booklet [Peter Hart]

Starter questionnaire on Key Stage 4

BTec Science [Louise Baldwin]

A sample KS3 SOW [Ruth Evans]


Session 5 - Workshops

You now have time to start to follow up on any of the ideas from to-day’s session:


Use your copy of ‘The Delivery Chain’.

Individually, draw connections between the boxes to show the flow of information in your school/dept.

In addition, list any barriers to that flow.

Reflect on strategies to overcome any barriers. [N.B. You can be done individually or in discussion]

Reminder: Your school has 15 days of supply cover to address the new Key Stage 3 curriculum!!!

Next Steps 2: Taking the dept with you


Details on the 15 days

Note that the 2008/09 Standards Fund grant 1.8 includes an allocation of funding equivalent to 15 days supply cover per secondary school for using the renewed secondary Frameworks for auditing, planning and developing schemes of work and teaching plans to encompass the new Programmes of Study and to address the expectation that all pupils make good progress.’

The funding is inside section 2 below which also includes the AFL funding. So it’s a notional allocation rather than a separate grant that you can point to. But the DCSF made additional funding to the tune of 15 days supply per school available.


Contd.

Grant 1.8: Secondary Strategy School Targeted Support

2. Universal category: £30.7m has been allocated to improve delivery in the core subjects, specifically the introduction of new Secondary Frameworks in the core subjects and ICT. This category also includes support to expand the provision for Assessment for Learning, in order that schools can use formative assessment to drive pupil progress.

Documents

Secondary National Strategy © Crown copyright 2005 SLD Meeting 15 th May 2008