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Senior Professional Development Leader Katy Bloom, from the National Science Learning Centre in York, outlines the implications for teachers of the move to linear assessment. She emphasises that young teachers will have no experience of linear assessment and will have to adjust their teaching and learning strategies to fit.
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Westminster Education Forum17th July 2014
Katy Bloom
@bloom_growhow
MyscienceEstablished in 2004 by the Universities of York, Leeds, Sheffield and Sheffield Hallam, Myscience is developing and supporting teachers, technicians and others working in STEM education
Myscience manages:• the National Science Learning Network on behalf of the
Wellcome Trust and the Department for Education;• the National STEM Centre on behalf of the Gatsby
Charitable Foundation; and • a number of other STEM programmes.
Myscience programmes
Key messages
• Our programmes form part of a coordinated approach to ensure teachers and lecturers are receiving the targeted support they need and are able to improve learner outcomes
• Our programs impact on quality of teaching and learning and
through this the outcome of young people
• Teachers’ professionalism is recognised
• Delivering high quality trusted CPD solutions across UK helping
to ensure supply (quality and quantity) STEM graduates of the future
T&L implications of linear assessment
• ‘Young’ teachers may never have experienced linear assessment themselves
• Most teachers have at least 12 years of modular teaching habits
Linear assessment
Effective exam preparation
Synoptic T&L
How can Government address concerns that making the content of the GCSEs more challenging has the potential to put pupils off taking up Science at GCSE and A-level?
Increased demand of both literacy and mathematics
It’s not about the content
• Teachers provide the challenge• Teachers provide the transitions
The issue is the quality of the teaching rather then the content of the curriculum.
Key solution is to professionally develop the teaching workforce so that they cope with the constant change
Triple Science
• More advanced than Double Science?
• Advantage?
• All schools should offer Triple Science?
• What support is in place?
The issue is how teachers in post-16 offer the right transition from different pathways
Engagement with Triple Science
• 25% students taking TS by Sept 2013• 11% FSM pupils taking TS by Sept 2013• 755 partner schools have engaged in targeted
support (116%)• Positive impacts of CPD• Self-sustaining support beyond the programme:
– 30 networks– Online sustainability packs made available
“..participation in the Programme was building the confidence of schools to expand or introduce triple science more quickly than would have been possible in the absence of the Programme.”
Triple Science Support Programme Evaluation report to DfE
Science CPD
In 2012-13:• 26,603 training days were delivered by the National Science
Learning Network• 17,131 individual teachers participated in Science Learning Centre
led CPD
Since 2008:• 70% of all UK state-funded secondary schools have participated in
National Science Learning Centre CPD• 98% of all state-funded secondary schools and colleges in England
have participated in National Science Learning Network CPD
Impact on schoolsNational Science Learning Centre
