NAIGS Conference 5 July 2007 Peter Slade Curriculum Adviser ‘To develop a modern, worldclass curriculum that will inspire and challenge all learners and prepare them.
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NAIGS Conference 5 July 2007 Peter Slade Curriculum Adviser ‘To develop a modern, worldclass curriculum that will inspire and challenge all learners and prepare them for the future’ The future - a changing society… 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 Our curriculum conversation Three 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? Three key questions 1 WHAT are we trying to achieve? 2 HOW do we organise learning? 3 HOW WELL are we achieving our aims? Working draft June 2007 A big picture of the curriculum Three key questions 1 WHAT are we trying to achieve? Working draft June 2007 A big picture of the curriculum To secure Accountability measures Attainment and improved standards Behaviour and attendance 2 HOW do we organise learning? Further involvement in education, employment or training 3 HOW WELL are we achieving our aims? Civic participation Healthy lifestyle choices Working draft June 2007 Three key questions A big picture of the curriculum 1 WHAT are we trying to achieve? 2 HOW do we organise learning? 3 HOW WELL are we achieving our aims? Securing Accountability measures Attainment and improved standards Behaviour and attendance Civic participation Healthy lifestyle choices Further involvement in education, employment or training Three key questions 1 WHAT are we trying to achieve? Working draft June 2007 A big picture of the curriculum The curriculum aims to enable all young people to become Confident individuals who are able to lead safe and healthy lives Responsible citizens Successful learners who make a positive contribution to society who enjoy learning, make progress and achieve 2 Every child matters HOW do we organise learning? Make a positive contribution Enjoy and achieve Be healthy 3 HOW WELL are we achieving our aims? Stay safe Achieve economic well-being Working draft June 2007 Three key questions A big picture of the curriculum The curriculum aims to enable all young people to become Curriculum aims 1 WHAT are we trying to achieve? Successful learners Confident individuals Responsible citizens who enjoy learning, make progress and achieve who are able to lead safe and healthy lives who make a positive contribution to society Every child matters outcomes Enjoy and achieve Stay Safe Be Healthy Make a Positive Contribution Achieve economic wellbeing 2 HOW do we organise learning? 3 HOW WELL are we achieving our aims? Securing Accountability measures Attainment and improved standards Behaviour and attendance Civic participation Healthy lifestyle choices Further involvement in education, employment or training Three key questions 1 WHAT are we trying to achieve? Working draft June 2007 A big picture of the curriculum Focus for learning Attitudes and attributes e.g. determined, adaptable, confident, risk-taking, enterprising Skills eg, literacy, numeracy, ICT, personal, learning and thinking skills 2 HOW do we organise learning? 3 HOW WELL are we achieving our aims? Knowledge and understanding eg, big ideas that shape the world Working draft June 2007 Three key questions A big picture of the curriculum The curriculum aims to enable all young people to become Curriculum aims 1 WHAT are we trying to achieve? Successful learners Confident individuals Responsible citizens who enjoy learning, make progress and achieve who are able to lead safe and healthy lives who make a positive contribution to society Every child matters outcomes Enjoy and achieve Focus for learning Stay Safe Be Healthy Make a Positive Contribution Attitudes and attributes Skills eg, determined, adaptable, confident, risk-taking, enterprising eg, literacy, numeracy, ICT, personal, learning and thinking skills Achieve economic wellbeing Knowledge and understanding eg, big ideas that shape the world 2 HOW do we organise learning? 3 HOW WELL are we achieving our aims? Securing Accountability measures Attainment and improved standards Behaviour and attendance Civic participation Healthy lifestyle choices Further involvement in education, employment or training Three key questions Working draft June 2007 A big picture of the curriculum 1 WHAT are we trying to achieve? The curriculum as an entire planned learning experience underpinned by a broad set of common values and purposes Components Lessons Events Routines Locations Out of school Environment 2 HOW do we organise learning? 3 HOW WELL are we achieving our aims? Extended hours Three key questions Working draft June 2007 A big picture of the curriculum The curriculum as an entire planned learning experience 1 underpinned by a broad set of common values and purposes WHAT are we trying to achieve? Learning approaches Including enquiry, active learning, practical and constructive Including all learners In tune with human development Community and business links Matching time to learning need, e.g, deep, immersive and regular frequent learning Taking risks Opportunities for learner choice and personalisation 2 HOW do we organise learning? 3 HOW WELL are we achieving our aims? Building on learning beyond the school Using a range of audiences and purposes Working draft June 2007 Three key questions A big picture of the curriculum The curriculum aims to enable all young people to become Curriculum aims 1 WHAT are we trying to achieve? Every child matters outcomes Focus for learning Successful learners Confident individuals Responsible citizens who enjoy learning, make progress and achieve who are able to lead safe and healthy lives who make a positive contribution to society Enjoy and achieve Stay Safe Be Healthy Make a Positive Contribution Attitudes and attributes Skills eg, determined, adaptable, confident, risk-taking, enterprising eg, literacy, numeracy, ICT, personal, learning and thinking skills Achieve economic wellbeing Knowledge and understanding eg, big ideas that shape the world The curriculum as an entire planned learning experience underpinned by a broad set of common values and purposes Components 2 Learning approaches Lessons Locations Environment Events Routines Extended hours Out of school A range of approaches, Building on Matching time to learning range Opportunities for A range ofenquiry, approaches,active includingIncluding all In tune with time to learning need, eg, Taking Using Using aarange of including learning and Matching need, eg, deep, Including all In tune with human Building on learning Community Community and Opportunities for learner enquiry, active learning, practical deep, immersive and regular Taking risks ofaudiences and human audiences learner and learners development beyond the school business links choice and choice personalisation learning, learners beyond the business links immersive regular risks andpractical constructiveand frequentand learning purposes development and purposes personalisation constructive school frequent learning HOW do we organise learning? 3 HOW WELL are we achieving our aims? Securing Accountability measures Attainment and improved standards Behaviour and attendance Civic participation Healthy lifestyle choices Further involvement in education, employment or training Three key questions Working draft June 2007 A big picture of the curriculum The curriculum as an entire planned learning experience 1 underpinned by a broad set of common values and purposes WHAT are we trying to achieve? Dimensions Cultural diversity and identity Health & Lifestyles Community and civic participation 2 HOW do we organise learning? 3 HOW WELL are we achieving our aims? Sustainable futures and the global dimension Enterprise and entrepreneurship Technology and the media Creativity and critical thinking Working draft June 2007 Three key questions A big picture of the curriculum The curriculum aims to enable all young people to become Curriculum aims 1 WHAT are we trying to achieve? Every child matters outcomes Focus for learning Successful learners Confident individuals Responsible citizens who enjoy learning, make progress and achieve who are able to lead safe and healthy lives who make a positive contribution to society Enjoy and achieve Stay Safe Be Healthy Make a Positive Contribution Attitudes and attributes Skills eg, determined, adaptable, confident, risk-taking, enterprising eg, literacy, numeracy, ICT, personal, learning and thinking skills Achieve economic wellbeing Knowledge and understanding eg, big ideas that shape the world The curriculum as an entire planned learning experience underpinned by a broad set of common values and purposes Components 2 HOW do we organise learning? Learning approaches Lessons Locations Environment A range of approaches, In tune with including enquiry, active Including all human learning, practical and learners development constructive Events Routines Extended hours Out of school Building on Matching time to learning Using a range Opportunities for learning Community and need, eg, deep, Taking of audiences learner choice and beyond the business links immersive and regular risks and purposes personalisation school frequent learning Overarching themes that have a significance for individuals and society, and provide relevant learning contexts Dimensions National curriculum 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 Communication, language and literacy Creative development A&D D&T CEG Ci En Knowledge and understanding of the world Ge Hi ICT Mathematical development Ma MFL Personal, social and emotional development Physical development Mu RE PE PSHE Sc 3 HOW WELL are we achieving our aims? Securing Accountability measures Attainment and improved standards Behaviour and attendance Civic participation Healthy lifestyle choices Further involvement in education, employment or training Three key questions Working draft June 2007 A big picture of the curriculum Assessment fit for purpose 1 WHAT are we trying to achieve? 2 HOW do we organise learning? To 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 Promotes a broad and engaging curriculum Maximises pupils’ progress Gives helpful feedback for the learner and other stakeholders Helps identify clear targets for improvement Links to national standards which are consistently interpreted Informs future planning and teaching Uses tests and tasks appropriately 3 HOW WELL are we achieving our aims? Embraces peer- and self-assessment Working draft June 2007 Three key questions A big picture of the curriculum The curriculum aims to enable all young people to become Curriculum aims 1 WHAT are we trying to achieve? Every child matters outcomes Focus for learning Successful learners Confident individuals Responsible citizens who enjoy learning, make progress and achieve who are able to lead safe and healthy lives who make a positive contribution to society Enjoy and achieve Stay Safe Be Healthy Make a Positive Contribution Skills eg, literacy, numeracy, ICT, personal, learning and thinking skills Attitudes and attributes eg, determined, adaptable, confident, risk-taking, enterprising Achieve economic wellbeing Knowledge and understanding eg, big ideas that shape the world The curriculum as an entire planned learning experience underpinned by a broad set of common values and purposes Components Learning approaches 2 HOW do we organise learning? Lessons Locations A range of approaches, including enquiry, active learning, practical and constructive Environment Including all learners Events Building on learning beyond the school In tune with human development Routines Extended hours Community Matching time to and learning need, eg, deep, business immersive and regular links frequent learning Taking risks Out of school Using a range of audiences and purposes Opportunities for learner choice and personalisation Overarching themes that have a significance for individuals and society, and provide relevant learning contexts Dimensions 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 Communication, language and literacy 3-5 National curriculum 5-16 A&D CEG Ci Creative development D&T En Knowledge and understanding of the world Ge Hi ICT Mathematical development Ma MFL Personal, social and emotional development Physical development Mu RE PE PSHE Sc 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? Assessment Accountability measures Is integral to effective teaching and learning Draws on a wide range of evidence of pupils’ learning Attainment and improved standards Gives helpful Promotes a Maximises feedback for the broad and pupils’ learner and engaging progress other curriculum stakeholders Behaviour and attendance Helps identify Links to national clear targets standards which for are consistently improvement interpreted Civic participation Informs future planning and teaching Healthy lifestyle choices Uses tests and tasks appropriately Embraces peer- and selfassessment Further involvement in education, employment or training Working draft June 2007 Three key questions A big picture of the curriculum The curriculum aims to enable all young people to become Curriculum aims 1 WHAT are we trying to achieve? Every child matters outcomes Focus for learning Successful learners Confident individuals Responsible citizens who enjoy learning, make progress and achieve who are able to lead safe and healthy lives who make a positive contribution to society Enjoy and achieve Stay Safe Be Healthy Make a Positive Contribution Skills eg, literacy, numeracy, ICT, personal, learning and thinking skills Attitudes and attributes eg, determined, adaptable, confident, risk-taking, enterprising Achieve economic wellbeing Knowledge and understanding eg, big ideas that shape the world The curriculum as an entire planned learning experience underpinned by a broad set of common values and purposes Components Learning approaches 2 HOW do we organise learning? Lessons Locations A range of approaches, including enquiry, active learning, practical and constructive Environment Including all learners Events Building on learning beyond the school In tune with human development Routines Extended hours Community Matching time to and learning need, eg, deep, business immersive and regular links frequent learning Taking risks Out of school Using a range of audiences and purposes Opportunities for learner choice and personalisation Overarching themes that have a significance for individuals and society, and provide relevant learning contexts Dimensions 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 Communication, language and literacy 3-5 National curriculum 5-16 A&D CEG Ci Creative development D&T En Knowledge and understanding of the world Ge Hi ICT Mathematical development Ma MFL Personal, social and emotional development Physical development Mu RE PE PSHE Sc 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? Assessment Accountability measures Is integral to effective teaching and learning Draws on a wide range of evidence of pupils’ learning Attainment and improved standards Gives helpful Promotes a Maximises feedback for the broad and pupils’ learner and engaging progress other curriculum stakeholders Behaviour and attendance Helps identify Links to national clear targets standards which for are consistently improvement interpreted Civic participation Informs future planning and teaching Healthy lifestyle choices Uses tests and tasks appropriately Embraces peer- and selfassessment Further involvement in education, employment or training Government ambitions for science More young people taking science A levels More pupils achieving A*-C grades in science GCSEs All pupils achieving level 6 to be entitled to study three separate science GCSEs More pupils getting at least level 6 at the end of KS3 The new secondary curriculum A new look at subjects A fresh look at the curriculum The revised programmes of study follow a common format: • • • • • • Curriculum aims Importance statement Key concepts Key processes Range and content Curriculum opportunities 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 ICT In programmes of study Embedded in GCSE and Diploma Stand-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 Horizons Commissioned 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 Question 1: What are the biggest challenges? 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. …concern that science is losing its status as a core subject. Primary Science Conferences 2007 Question 1: What are the biggest challenges? 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. Many teachers teach ‘safe science’ with minimal risk taking. 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. …KS2 tests have made primary science appear successful… Primary Science Conferences 2007 Question 2: What do teachers need (other than CPD)? 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. More funding, technical and TA support, time and preparation for delivery… Primary Science Conferences 2007 Question 2: What do teachers need (other than CPD)? 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. Support from colleagues in their science teaching… Primary Science Conferences 2007 Question 3: What CPD do teachers need? 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 Better understanding of teaching and progression of scientific enquiry… Question 3: What CPD do teachers need? 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. ….responsive to local and individual needs. Primary Science Conferences 2007 Question 4: What changes should occur to the PoS? 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. Greater emphasis on cross-curricular links and teaching cross-curricular skills… Primary Science Conferences 2007 Question 4: What changes should occur to the PoS? 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. …some support for removing the tests at the end of key stage 2, to be replaced with rigorous standardised teacher assessment. 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. Resources should be available at a national level… Primary Science Conferences 2007 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 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