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Building in progression KS3 – KS4 sciences Peter Campbell and Cris Edgell, Nuffield Curriculum Centre

Hugh Williets, Settle College, N Yorks

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Outcomes

pupils’ needs at KS3

Knowledge and skills required at KS4

suggested approaches to progression

planning

two examples from schools

managing change

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KS3 Science is criticalPupils can ‘switch off’ permanently from science

unless

they get some sense of enjoyment and progress in

science lessons

they see how school science links to ‘real life’ and the

world of work

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Science educationfor tomorrow’s … scientists, doctors and engineers- employment areas where the practice of science, technology

and/or maths is the main activity

other users of science- employment areas where knowledge and understanding of

science, technology and/or maths is critical to, or where it enhances occupational competence

What’s needed: subject knowledge and skills, motivation and capacity for ongoing learning

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Science in everyday lifeA science education should

help people

– to make sense of scientific

issues that get into the news

– to evaluate claims based on

science

– to take part in discussion,

debate and decision-making

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June 2008 … about 1m candidates for GCSE Science

(includes ~ 80 000 who took three GCSEs in biology, chemistry & physics)

A Biology A Chemistry A Physics

56 000 42 000 28 000 (5.6%) (4.2%) (2.8%)

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Two questions

What changes at KS3 would

better engage learners, and so make them

more successful?

develop good progression, preparing students

for C21 science courses at KS4?

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Scienceexplanations

Modules Ideas about Science

etc.

Knowledge: science explanations, ideas about scienceLearning skills: researching, evaluating evidence & argument, collaborating, communicating, making presentations

Key stage 4

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creativity & imagination

decision making

validity

correlation

scientific community

risk

evidence

variables

model

factor

outcome

reliabilityethics

argument

cause

observationexplanation

experimentation

data

IaS terminology

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Range & content Modules Key concepts & processes, curriculum

opportunities

Knowledge: range and content, science case studies Learning skills: researching, evaluating evidence & argument, collaborating, communicating, making presentations

Key stage 3

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A devolved curriculum New ‘flexibility’ - schools can design schemes of work

that engage pupils & enable deeper understanding.

Less recall.

Teachers can shape the curriculum

collaborate with other departments & schools

drive their own CPD

create shared resources

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Tensions to managegeneric knowledge & skills v subject-specific knowledge

subject process v subject content

entitlement curriculum v student choice

age appropriate learning v preparing for future learning

stability v change

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Teaching and learning

Curriculum content Pedagogy

Assessment

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Possible starting points

Curriculum Pedagogy

Assessment

APP: Assessing Pupil Progress

C21 Science explanations, Ideas about science

LSS, AKSIS, Thinking skills, Cross-curricular projects, Thematic topics

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Curriculum: how science works

Compare National Strategy’s Yearly Learning Objectives for ‘how

science works’

with IaS statements for GCSE Science (Appendix F)

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Curriculum: how science works

C1 – Data and their limitations (IaS 1 & 2)Data as the starting point for scientific enquiry

P1 – Ideas and evidence (IaS 3 & 4)How we know what we know. Hutton and rock cycle, fossils,

deep time, development of a new science of geology 18th and 19th centuries, Charles Lyell

B1 - Making decisions (IaS 5 & 6)… about science & technology. Distinguishing what can be

done from what should be done – benefits, risks - many opportunities

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Curriculum: preparing for C21 Glossary of IaS terms [Science]

Data analysis & Case Study assessment criteria [Science]

Investigation assessment criteria - SCIEP [Add Science]

Work related Portfolio [Add Applied Science]

OCR Examiner Reports

Highlight the key skills, knowledge, understanding and vocabulary that might be taught and developed in KS3.

Suggest age-related and different contexts from those used in C21 when working towards KS4 outcomes.

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Assessment: APP strands Thinking scientifically

Understanding the applications and implications of

science

Communicating and collaborating in science

Using investigative approaches

Working critically with evidence

… expressed as pupil outcomes, at levels 3 - 8

Can be used as Assessment for Learning

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T & L approaches: Project-based STEM learningScience, Maths and DT interacting to deal with a crisis or challenge e.g. How will you prevent the

spread of rabies from a Kent village?

to make something useful e.g. Design and make a sundial.

to improve design e.g. How will you keep the pizza hot?

to investigate a research question e.g. What is reducing honeybee populations?

Overarching ideas: cycles, feedback, boundaries, hypothesising and modelling

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Case study 1:Settle College, N Yorks.

13 to 18 Technology College

two feeder Middle Schools

Pilot school for 21st Century Science

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Changes since 2003 Y9 = 2 term sprint to the exams

Fixed time table

Sc1

Post key stage 3 exams

– LSS Data presentation (data analysis)

– LSS Information retrieval, finding answers on the

web, evaluating websites

– Case Study

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Liaison Introduced HoS at middle schools to C21

science especially IaS

New KS3

How science works

Could we start KS4 in Y9?– Looked at where we could subsume some KS3

into first Science units.

Heads agreed that Middle Schools would take

responsibility for all of KS3

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Case study 2Peacehaven School, East Sussex Y9 independent study task We wrote some 'skills' lessons to help prepare them,

which run in Y7 and Y8. ‘Now students of all abilities really get to grips with the Y9 task.’

Investigations ‘Whenever we set we really focus on the Interpreting and evaluating data, introducing the idea of reliability and accuracy and linking this to confidence.’

IaS ‘now feeding these into the new KS3 modules that we are writing, mainly to get students used to terminology and the way of thinking’

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Changing teaching practice

Teachers’

Beliefs – what is science education for?

Skills – e.g. how to develop pupil skills such as

communication and critical thinking

Knowledge of courses, targets and assessment

Language – vocabulary embedded in new

schemes of work and teaching approaches

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Managing change

Increasing change from existing practice

Acids and Alkalis

Using models in science -

light

Thinking skills in science

Themed approach.

It’s a pirates life

for me

Developing an

argument

Big changeAdvantage – Greater emphasis on HSW and change of approach to

T&L is obvious to teachersDisadvantage - Teachers (and

pupils) may be de-skilled

Small changeAdvantage – Context and

structure is familiar – Teachers remain confident

Disadvantage - Teachers (and pupils) may not spot the change and continue teaching as before

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Contact

www.21stcenturyscience.org