working together for better science 8 january 2010 ian richardson hmi national adviser for science...
TRANSCRIPT
Working together for better science
8 January 2010
Ian Richardson HMI
National Adviser for Science
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.
Rose Review/Proposals
Scientific and technological understanding?
Absence of Key Stage 2 tests?
Loss of core status?
Issues in primary schools
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?
Rose Review/Proposals
Scientific and technological understanding?
Absence of Key Stage 2 tests?
Loss of core status?
Issues in primary schools
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.
The new Key Stage 3 curriculum and the absence of statutory tests
The new GCSEs introduced September 2006
Science diploma
Issues in secondary schools
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
69 69
78
85 87 86 87 86 86 87 88 88
1916
27
34 3438
41 4347 46 47
44
0
10
20
30
40
50
60
70
80
90
100
1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008*
Perc
enta
ge o
f pu
pils
Level 4 or above Level 5 or above
*2008 figures are based on provisional data.
Percentage of pupils achieving Level 5 or above or Level 6 or above in Key Stage 3 science tests, 1997 to 2008
6056 55
59
66 67 6866
7072 73
71
2927
24
29
34 33
40
3437
41 41 41
0
10
20
30
40
50
60
70
80
1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008*
Perc
enta
ge o
f pu
pils
Level 5 or above Level 6 or above
*2008 figures are based on provisional data.
Sciences: percentage of pupils achieving A*–C grades at GCSE, 2005 to 2008
20
57
91 91 90
20
57
91 91 90
18
58
92 92 90
59
68
94 9591
0
10
20
30
40
50
60
70
80
90
100
Single Award Science Double Award Science Physics Chemistry Biological Sciences
Perc
enta
ge o
f pu
pils
2005 2006 2007 2008*
*2008 figures are based on provisional data.
Sciences: percentage of pupils achieving A*–C grades at GCSE, 2008
59
68
94 9591
0
10
20
30
40
50
60
70
80
90
100
Single Award Science Double Award Science Physics Chemistry Biological Sciences
Perc
enta
ge o
f pu
pils
*2008 figures are based on provisional data.
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
4
10
45
26
34
55
47
13
48
32
8
57
14
4
4
1
Unsatisfactory/poor (23 schools)
Satisfactory (96 schools)
Good (209 schools)
Excellent/very good (154 schools)
Excellent/very good Good 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.