Transcript Working together for better science 8 January 2010 Ian Richardson HMI National Adviser for Science [email protected].

Working together for better science
8 January 2010
Ian Richardson HMI
National Adviser for Science
[email protected]
Objectives

This session will engage colleagues in discussions
of the ‘hot topics’ in science education.

Delegates will be able to express opinions and
find solutions together to the challenges that we
face.

Ian Richardson HMI will give an update of
developments based on evidence from science
inspections.

All outcomes will be collated and made available
to delegates.
Continuing change
We are currently surrounded by changes to
science education:
 a reviewed and renewed primary
curriculum; loss of Key Stage 2 tests; loss
of core status
 new Key Stage 3 National Curriculum; new
GCSEs still being refined in practice and
subject to review; new A level courses.
What has subject
inspection of
schools shown?
Primary science
 Science relevant to pupils’ lives.
 Science that pupils participate in; not
science that is ‘done to them’.
 Science that is taught with enthusiasm,
depth and respect for pupils’ contributions
and needs.
Primary science
 Children’s progress is higher in schools
where children are engaged in a good
range of activities and learning styles that
have at their core an engagement with
scientific enquiry.
Primary science
 Excitement and enjoyment of science is
evidenced in schools where children
research topics, come up with their own
ideas, exchange views with others and
evaluate their work individually and with
others.
Primary science
 Where planning is collaborative a clear
sense of progression in science ideas is
developed and good links are made with
other areas and aspects of the curriculum
such as literacy, numeracy and ICT,
enhancing children’s learning.
Primary science
 Learning is more effective when teachers
monitor and evaluate the progress of
children through a range of methods, not
just tests, and they are able to analyse the
impact of their teaching, make
adjustments to their planning and
informing children of how to improve.
Primary science
 Where science co-ordinators are allowed
to exercise the responsibility for
monitoring and evaluating the quality of
teaching there is often a positive
environment for sharing good practice and
for professional development within the
school.
Issues in primary schools
Rose Review/Proposals
 Scientific and technological
understanding?
 Absence of Key Stage 2 tests?
 Loss of core status?
Rose Review/proposals
Scientific and technological understanding:
one of the six areas of learning.
 What might be gained?
 What might be lost?
 What needs to be done to secure the
quality of science in primary science if
these changes are to be successful?
Loss of core status
Science may no longer be designated as a
core subject.
 What might be gained?
 What might be lost?
 What needs to be done to secure the place
of science in the primary curriculum?
Absence of Key Stage 2 tests
The absence of Key Stage 2 tests in science.
 What might be gained?
 What might be lost?
 What needs to be done to support primary
teachers in the absence of tests?
Issues in primary schools
Rose Review/Proposals
 Scientific and technological
understanding?
 Absence of Key Stage 2 tests?
 Loss of core status?
What has subject
inspection of
schools shown?
Secondary science
 Where scientific investigation is at the
heart of students’ science work, and
teachers are planning effective
experiences of how science works, there
are higher levels of engagement and
enjoyment leading to higher standards.
Secondary science
 Students actively engaged in a variety of
science work, including group work and
debate, are showing good personal
development. Where the science content is
related to relevant current issues, students
have greater opportunity to consider the
impact of science on society and the new
curriculum aim for responsible citizens.
Secondary science
 Greater levels of activity in science- taking
on roles, making decisions on procedures
or presenting data, evaluating their own
work and that of fellow students- are all
contributing to personal development and
promoting learning.
Secondary science
 There are continued improvements in
monitoring both students’ progress and
the quality of teaching. The data gathered
are being more effectively used to review
teaching and inform planning.
Secondary science
 Assessment practice is developing to
ensure schools are not solely reliant on
end of unit tests. Where there is a broad
range of assessment activities they lead to
more effective feedback to students and
more focused learning.
Secondary science
 The science curriculum offered is providing
a better range of pathways 14-19 and is
meeting better the needs of all students.
The provision of three separate sciences at
GCSE is increasing and is having a positive
impact on standards attained and
recruitment to post-16 science courses.
Issues in secondary schools
 The new Key Stage 3 curriculum
and the absence of statutory tests
 The new GCSEs introduced
September 2006
 Science diploma
The new Key Stage 3 curriculum
There is a new programme of study for
science and an absence of statutory tests
at the end of Key Stage 3.
 Successes experienced?
 Problems encountered?
 What needs to be done further to support
secondary teachers?
The new GCSEs introduced September 2006
 Successes experienced?
 Problems encountered?
 What needs to be done to ensure any new
specification provides improved support for
effective science teaching?
Science Diploma
 Is a diploma in science necessary
alongside vocational qualifications?
 What are the anticipated benefits?
 What are the anticipated problems?
Primary
 Scientific and technological understanding?
 Absence of Key Stage 2 tests?
 Loss of core status?
Secondary
 The new Key Stage 3 curriculum and the
absence of statutory tests
 The new GCSEs introduced September
2006
 Science diploma
Bonus feature / Extras
A synopsis of the report from Ofsted
‘Success in Science’.
‘Success in Science’ report from Ofsted

This report draws on the results of visits by
inspectors to 90 primary and 105 secondary
schools between 2004 and 2007. It also draws on
the outcomes of subject conferences organised by
Ofsted and work which Her Majesty’s Inspectors
(HMI) have done with educational organisations
nationally. The report is to be found at:
http://www.ofsted.gov.uk/assets/Internet_Content/Shared_
Content/Files/2008/june/sucinsci.pdf
Key finding 1

Outcomes of tests and public examinations in
science have not changed substantially over the
last three years at either primary or secondary
level. While being satisfactory, there is clear
scope for improvement.
Percentage of pupils achieving Level 4 or above or Level 5 or above in
Key Stage 2 science tests, 1997 to 2008
100
90
85
Percentage of pupils
86
87
86
86
87
88
88
78
80
70
87
69
69
60
50
40
34
38
47
46
47
44
27
30
20
34
41
43
19
16
10
0
1997
1998
1999
2000
2001
Level 4 or above
*2008 figures are based on provisional data.
2002
2003
2004
2005
2006
Level 5 or above
2007
2008*
Percentage of pupils achieving Level 5 or above or
Level 6 or above in Key Stage 3 science tests, 1997 to 2008
80
70
Percentage of pupils
60
66
60
67
68
70
72
73
71
66
59
56
55
50
40
30
41
40
34
29
27
34
33
41
41
37
29
24
20
10
0
1997
1998
1999
2000
Level 5 or above
*2008 figures are based on provisional data.
2001
2002
2003
2004
2005
2006
Level 6 or above
2007
2008*
Sciences: percentage of pupils achieving A*–C grades
at GCSE, 2005 to 2008
100
91 91 92
94
91 91 92
90
95
90 90 90 91
80
68
Percentage of pupils
70
59
60
57 57 58
50
40
30
20
20 20
18
10
0
Single Award Science
2005
Double Award Science
2006
*2008 figures are based on provisional data.
Physics
Chemistry
2007
Biological Sciences
2008*
Sciences: percentage of pupils achieving A*–C grades
at GCSE, 2008
100
94
95
Physics
Chemistry
91
90
80
68
Percentage of pupils
70
60
59
50
40
30
20
10
0
Single Award Science
Double Award Science
*2008 figures are based on provisional data.
Biological Sciences
Key finding 2

Of the schools visited, those with the highest or
most rapidly improving standards ensured that
scientific enquiry was at the core of their work in
science. Pupils were given the opportunity to pose
questions and design and carry out investigations
for themselves.
Scientific enquiry

Preparing pupils to behave like scientists is a
focus of successful teaching and learning in
science. It is a key component of the National
Curriculum programmes of study and forms the
basis of ‘scientific enquiry’ at Key Stages 1 and 2
and ‘how science works’ at Key Stages 3 and 4.
At primary and secondary level, the highest
achievement in science occurs most often where
pupils have frequent opportunities for
experimentation, investigation and analysis.
Scientific enquiry

The results of this survey show that schools are
now placing greater emphasis on learning
through investigative work and this is having a
very positive impact on pupils’ understanding and
enjoyment of science. However, there is still
some way to go before it is a regular part of
every pupil’s experience.
Scientific enquiry

In some schools, practical work is too heavily
directed by teachers and there is too much
reliance on work sheets. In these circumstances,
practical activities are often used to illustrate
points rather than to give pupils the opportunity
to plan and conduct their own investigations.
Scientific enquiry

Some secondary schools place too much
emphasis on transmitting knowledge about
science rather than also developing pupils’
scientific skills and conceptual understanding. In
some cases, this reflects weaknesses in the
teacher’s subject knowledge and a lack of the
specialist expertise needed to teach scientific
enquiry well.
Key finding 3

Teaching and learning were at least satisfactory in
almost all of the schools visited. However, within
this generally positive picture, there were
recurring weaknesses, particularly in planning and
assessment.
Secondary school teaching and learning

Around 95% of the lessons seen were at least
satisfactory. Overall, teaching and learning in
science were good in 66% of the schools and
were outstanding in around 7%. As in the primary
schools, these figures conceal some imbalances.
Secondary school teaching and learning

Given the extensive subject knowledge of most
secondary science teachers, too much teaching
paid scant regard to what and how pupils were
learning. In many lessons, teachers simply passed
on information without any expectation of pupils’
direct engagement in the process. The objective
appeared to be to get notes into books, and then
leave the learning to the pupils.
Progress in science was seen when teachers:

had a clear understanding of what knowledge,
understanding and skills were to be developed

understood how development in scientific enquiry
promotes effective learning

understood the relationship between concepts
and the cognitive demand they make

were clear about what pupils already knew,
understood and could do.
Progress was also seen when pupils:

understood clearly the standards they had
achieved, knew what they needed to do to
improve and were involved in self and peer
evaluation

took part in decision-making, discussion, research
and scientific enquiry

were engaged in science that had relevance to
their lives.
Key finding 4

Too often, in planning science activities, teachers
did not take sufficient account of what pupils had
already learned in previous key stages and did not
give them clear advice on how to improve their
work further. As a result, pupils lost interest and
made insufficient progress.
Continuing professional development

Since 2004, in collaboration with the Wellcome
Trust, the DCSF has established a network of
Science Learning Centres to provide high-quality
professional development for all those involved in
science education in primary and secondary
schools and further education.
Continuing professional development

Too few schools in the survey, however, took
advantage of these centres. Some were aware of
the courses they offered but did not apply for
them because of financial constraints and the
distance from their nearest centre.
Key finding 6

In too many primary and secondary schools,
teachers were mainly concerned with meeting
narrow test and examination requirements and
course specifications. This led them to adopt
methodologies which did not meet the needs of
all pupils or promote independent learning.
Key finding 7

The secondary schools visited were beginning to
develop programmes of study that gave 14- to
19-year-olds access to vocational and academic
pathways in science, suited to their needs and
interests. However, progress in this area was too
slow.
Separate sciences

Double science equips pupils with the necessary
knowledge, understanding and skills to study
science A levels. However, evidence from the
DCSF and qualitative evidence from Ofsted
suggest that those who study three separate
sciences are more likely to choose to study
science at A level and degree level. The
Government is encouraging all schools to make
triple science an entitlement for all pupils
attaining Level 6 at the end of Year 9.
Supply of science teachers

In 2006, the National Foundation for Educational
Research published a report on staffing for
mathematics and science departments in
secondary schools. This showed that, of the
science teachers in England, 44% had a
specialism in biology, 25% in chemistry and only
19% in physics. The Government recognises the
need to increase recruitment in shortage areas
and its aim is that, by 2014, 25% of science
teachers should have a specialism in physics and
31% a specialism in chemistry.
Relationship between achievement and
the match of teachers to the curriculum in science
Match of teachers to
the curriculum
Excellent/very good (154
schools)
Good (209 schools)
45
10
Satisfactory (96 schools)
4
Unsatisfactory/poor (23
schools)
4
47
8 1
55
34
26
Excellent/very good
32
48
13
Good
4
14
57
Satisfactory
Unsatisfactory/poor
The DCSF, the DIUS and the QCA should:

encourage secondary schools to provide the
necessary range and choice of science courses to
meet the needs of all pupils continuing beyond
the age of 16 in education, training or
employment

promote the sharing of good practice between
phases and sectors to ensure more effective
transition for pupils between key stages.
Secondary schools should:

collaborate with associated schools to ensure
continuity and coherence in pupils’ science
education as they move from one key stage to
the next

provide a range of courses matched to pupils’
needs and relevant to a life of continuing
education in a technological age

ensure that the science curriculum is engaging,
relevant to pupils’ needs and not constrained by
an undue focus on meeting examination
requirements.