Meeting the needs and aspirations of all students

2

Up to September 2006

For all

Balanced

Approx. 15%

Most Double Award

Balanced, 20%

Single Award, balanced, 10%

Double Applied, vocational, 20%

Separate Sciences, 20-30%

Alternative courses

KS3

Age 11-14

KS4

Age 14-16 (GCSE)

KS5

Age 16-19

Majority have no

formal science

education post-16

Some AS/A2,

Some vocational

courses, minority IB

3

Twenty First Century Science

A new model for KS4 science

Commissioned by QCA in 2000

Piloted in 78 schools from 2003

First students completed courses in 2005

Model forms basis of all GCSE courses from 2006

4

Things must be very bad …?

5

% Pupils achieving Grades A* - C in Double Science GCSE

44

46

48

50

52

54

56

1996 1997 1998 1999 2000 2001 2002 2003 2004

%

6

Students’ views

20% people deterred from science because of their school experience

27% among people born between 1980 – 1988

Science in Society, UK Office of Science & Technology 2005

7

Students’ views

Strongly disagree (%)

Disagree

(%)

Agree

(%)

Strongly agree (%)

I like school science better than other

subjects43 25 20 11

I would like to become a scientist 58 21 13 8

I would like to get a job in technology 41 25 21 13

Jenkins, E, & Nelson, N.W. (2005) Important but not for me: Students’ attitudes towardsSecondary school science in England. Research in Science & Technology Education, 23(1), 41-57.

8

Students’ views

Strongly disagree (%)

Disagree

(%)

Agree

(%)

Strongly agree (%)

I like school science better than other

subjects43 25 20 11

I would like to become a scientist 58 21 13 8

I would like to get a job in technology 41 25 21 13

Jenkins, E, & Nelson, N.W. (2005) Important but not for me: Students’ attitudes towardsSecondary school science in England. Research in Science & Technology Education, 23(1), 41-57.

9

“It is clear that the major problems lie at Key Stage 4. Many students lose any feelings of enthusiasm that they once had for science.

If students are to be able to see the relevance of their school science, the curriculum should include recent scientific developments.

Students want the opportunity to discuss controversial and ethical issues in their science lessons, but this happens very rarely.”

House of Commons Select Committee on Science and Technology (2002). Science Education from 14 to 19. List of Recommendations.

Where’s the problem?

10

Implications for a new curriculum

A lot of the stuff is irrelevant. You’re just going to go away from school and you’re never going to think about it again.

Osborne, J. and Collins, S. (2000). Pupils’ and Parents’ Views of the School ScienceCurriculum, London: King’s College

11

Implications for a new curriculum

What should we teach?

Osborne, J. and Collins, S. (2000). Pupils’ and Parents’ Views of the School ScienceCurriculum, London: King’s College

12

Implications for a new curriculum

What should we teach?

In art and drama you can choose, like whether you’re going to do it this way or that, and how you’re going to go about it, whereas in science there’s just one way.

Osborne, J. and Collins, S. (2000). Pupils’ and Parents’ Views of the School ScienceCurriculum, London: King’s College

13

Implications for a new curriculum

What should we teach?

How should we teach?

Osborne, J. and Collins, S. (2000). Pupils’ and Parents’ Views of the School ScienceCurriculum, London: King’s College

14

Implications for a new curriculum

What should we teach?

How should we teach?

It’s all crammed in … You catch bits of it, then it gets confusing, then you put the wrong bits together …

Osborne, J. and Collins, S. (2000). Pupils’ and Parents’ Views of the School ScienceCurriculum, London: King’s College

15

Implications for a new curriculum

What should we teach?

How should we teach?

How should we assess?

Osborne, J. and Collins, S. (2000). Pupils’ and Parents’ Views of the School ScienceCurriculum, London: King’s College

16

curriculum

assessmentpedagogy

17

Inspiration for a new model

“The science curriculum from (age) 5 to 16 should be seen primarily as a course to enhance general ‘scientific literacy’.”

How can we achieve this, whilst also catering for the needs of future specialists?

Beyond 2000 (1998)

18

The school science curriculum has to do two jobs.

It has to provide:

The key problem (Beyond 2000)

Access to basic

scientific literacy

The first stages of a

training in science

for all for a minority

There is an inherent tension between these aims.

19

Concern for future scientists

“respondents were concerned that pupils …

… were not enthused by the content of the science curriculum

… could not relate the issues they studied in science to the world around them.

All these issues … were seen to result in declining numbers taking mathematics, physics and chemistry at A-level and beyond.”

Sir Gareth Roberts’ Review (2002) SET for Success: The supply of people with science, technology, engineering and mathematics skills

20

Humanities

Mixed

Science & Mathsonly

21

22

“We find much in the analysis in Beyond 2000 with which to agree, but we do not have enough evidence to pass a considered judgment on its detailed recommendations.”

House of Lords Select Committee on Science and Technology (2000). Science and Society, paras. 6.16-6.17

Can a new model work? The pilot …

23

Currently

Most Double Award

20%

KS4

Age 14-16 (GCSE)

24

The pilot curriculum model

GCSE Science

10%

Emphasis on scientific literacy

for all students

(1 GCSE)

GCSE Additional Science

10%

or

GCSE Additional Applied Science

10%

for many students

(1 GCSE)

25

Benefits?

Emphasises that there is a core of science which everyone needs.

Recognises that students are different, and meets a wider range of student needs.

Each course can be designed to be ‘fit for purpose’.

Separate courses makes it easier for students to pick up additional science at a later date, if their aspirations change.

26

Aims of the pilot programme

To make school science more attractive– to students, teachers, and parents

To meet the needs and aspirations of all students– relevant to different pathways

27

Relevance for different aims

GCSE Science

– ‘scientific literacy’ for everyone

– appreciation of what we are, who we are, our place in the Universe

– useful knowledge for making everyday choices and decisions, and forming a personal viewpoint

– essential beginnings of understanding nature of science

28

Relevance for different aims

GCSE Additional Science

– start of training in science

– deeper understanding of science explanations, more abstract concepts

– skills of investigation

29

Relevance for different aims

GCSE Additional Applied Science– start of training in science– deeper understanding of some science explanations– practical performance and work-related testing– data collection, precision, reliability

30

Teaching for scientific literacy

31

Principles for curriculum

Scientific literacy – a course for both:– citizens who will not pursue science– citizens who will become scientists

How do citizens meet science?

What knowledge and skills do they need to deal with this?

32

33

34

What’s needed to make sense of this?

Some scientific knowledge (Science Explanations):– tools for thinking– the major stories of science

Some knowledge about science itself (Ideas about Science):– the methods of scientific enquiry– the nature of scientific knowledge– the relationships between science, technology and society

35

Two foundations

ScienceExplanations

(Breadthof study)

GCSE Science

Ideas aboutScience

(How scienceworks)

Teaching through issues and contexts; but ‘durable’ learning is of Science Explanations and Ideas about Science.

36

Science explanations – examples

Chemical change

Materials and their properties

The interdependence of living things

The gene theory of inheritance

Radiation

The Earth

37

Ideas about Science

Data and its limitations: reliability and validity

Evaluating evidence for correlations and causes

How scientific explanations are developed: the dynamic nature of scientific knowledge, acceptance of theories

How the scientific community works: peer review

Assessing levels of risk

How individuals and society make decisions about applications of science

38

39

40

41

Mobile phones

SE: A source emits radiation. This can affect a receiver some distance away.

SE: When radiation is absorbed it ceases to exist as radiation; usually it simply heats the absorber.

IaS: Explain why it is impossible for something to be completely safe.

IaS: Interpret and discuss information on the size of risks, presented in different ways.

IaS: Explain what the ALARA principle means and how it applies in a given context.

42

Putting it all together

ScienceExplanations

Modules Ideas about Science

etc.

43

Modules

You and your genes B Air quality C Earth in the Universe P Keeping healthy B Materials C Radiation and life P Life on Earth B Food matters C Radioactive materials P

44

Pedagogy for GCSE Science

Engages with contemporary scientific issues:

– relevant and stimulating for students

Much is familiar:– whole class, small group and

individual work– students still do practical

BUT they also have more opportunity to talk, discuss, analyse and develop arguments

45

Assessment rationale

Fit for purpose & not repetitive

Examinations– Short objective papers – two sessions in a year

objective questions– ‘Ideas in context’ paper – end of course

holistic understanding pre-release stimulus material

Skills assessment (coursework)– ‘Case Study’

exploring a controversial question– ‘Data analysis’

interpretation and evaluation of first-hand data

46

Case Study:Is it dangerous to use sunbeds?

“69 000 more cases of skin cancer each year in the UK.

Over 2 000 people die of skin cancer each year in the UK

Australia has more cases than UK.

UK has more deaths than Australia.”

47

Where are we now?

48

National curriculum model - 2006

Entry level

GCSE Science

GCSE Additional

GCSE AdditionalApplied Science

GCSE Biology

GCSE Chemistry

GCSE Physics

GCSE Astronomy

BTEC

etc

For all students For most students

and/or

49

First awards

First cohort results awarded June 2005:– GCSE Science 6022 students, A*-C 58.4%– GCSE Additional Science 2583 students, A*-C 79.6%– GCSE Additional Applied Science, 2297 students, A*-C 33.8%

In context, national data for England in 2005:– Science (Double Award) A*-C 56.6%– Science (Single Award) A*-C 23.7%– Applied Science (Double Award) A*-C 32.8%

50

First awards

First cohort results awarded June 2005:– GCSE Science 6022 students, A*-C 58.4%– GCSE Additional Science 2583 students, A*-C 79.6%– GCSE Additional Applied Science, 2297 students, A*-C 33.8%

In context, national data for England in 2005:– Science (Double Award) A*-C 56.6%– Science (Single Award) A*-C 23.7%– Applied Science (Double Award) A*-C 32.8%

51

Additional data from …

Questionnaires completed by 40 Pilot school teachers at the end of the first year

52

Teachers’ views Number of teachers

Much better 6

Better 21

Same 7

Worse 4

Much worse 1

Teachers’ views of students’ response

53

Teachers’ views of students’ response

[Students’ interest is] Greater because of what’s happening in the news now.

Most pupils are enthused about [the course] and its ethical up to date approach and take more interest …

More interest especially in science issues and will often comment on stories in the media. Engagement real, as opposed to often tacit with traditional courses.

54

Is the GCSE Science course successful in improving students’ general scientific literacy?

Teachers’ views Number of teachers

Very successful 9

Successful 26

Neutral 2

Unsuccessful 1

Very unsuccessful 2

55

Positive aspects (teachers, n=40)

Aspect Number of teachers

Everyday relevance of content, up to date, links to science in the media

23

Computer-based resources provided 18

Use of Case Study, inclusion of ethical issues, links to citizenship, opportunities to discuss and debate, develops critical thinking

15

Less emphasis on factual content, more emphasis on Ideas about Science

14

Good practical activities, better coursework tasks 6

Layout and style of textbook 4

Range of learning styles and skills required, encourages independent learning

4

56

Positive aspects (teachers, n=40)

Aspect Number of teachers

Everyday relevance of content, up to date, links to science in the media

23

Computer-based resources provided 18

Use of Case Study, inclusion of ethical issues, links to citizenship, opportunities to discuss and debate, develops critical thinking

15

Less emphasis on factual content, more emphasis on Ideas about Science

14

Good practical activities, better coursework tasks 6

Layout and style of textbook 4

Range of learning styles and skills required, encourages independent learning

4

57

Challenges identified by teachers

Aspect Number of teachers

Language demand of resources, not enough differentiation for weaker students

24

Demand on students to reason, debate; managing such activities in class

15

Fitting everything into time available; finding way around new resources; recognising what is essential for exam success

13

Less practical work 11

Being part of a pilot, getting materials at short notice, preparing for new activities

9

Activities that don’t engage some students, specific topics or modules named as difficult

4

58

Challenges identified by teachers

Aspect Number of teachers

Language demand of resources, not enough differentiation for weaker students

24

Demand on students to reason, debate; managing such activities in class

15

Fitting everything into time available; finding way around new resources; recognising what is essential for exam success

13

Less practical work 11

Being part of a pilot, getting materials at short notice, preparing for new activities

9

Activities that don’t engage some students, specific topics or modules named as difficult

4

59

End of year 2 (n=51)

Teachers’ views of: More +ve

Same Less +ve

n.r.

The new model 23 20 1 7

The scientific literacy course

26 20 4 1

60

Revision following pilot

During the pilot worked with teachers to:

– revise specifications: amount of content, appropriate level (both Science Explanations & Ideas about Science)

– differentiate textbooks

– develop some activities with a lower reading demand

– add more practical activities where needed

– ensure coursework assessment is manageable

61

External evaluation studies (2006)

Development of students’ understanding of some key Science Explanations and Ideas about Science

Changes in students’ attitudes to science and to school science:

– in both cases, compared to students following the ‘normal’ science programme

Classroom practices and teaching approaches– principal challenges for teachers, and CPD needs

62

Supporting teachers

63

The key element

Pupils expressed a keen interest in a range of contemporary scientific or socio-scientific issues.

Both pupils and their parents felt that teachers and their style of teaching were very important determinants of pupils’ interest in the subject.

Pupils’ and Parents’ Views of the School Science CurriculumOsborne & Collins, King’s College London, 2000

64

Teacher support

Resources– lesson plans– activities & teacher guidance– ICT resources– textbooks– website discussion forum– regular newsletters

Training– residential courses– assessment courses– support officer visits

65

Science Learning Centres

National Science Learning Centre (York)– opened Nov 2005– £26 million (Wellcome Trust)– residential courses, focus on pedagogy, contemporary science

Regional Science Learning Centres– opened 2003/2004– 8 regions across England– £25 million (DfES)– day courses, focus on pedagogy

66

Lessons from the pilot

Changing the curriculum model: More than one course new for many schools ‘Over-teaching’ in GCSE Science Change of style/emphasis between courses New criteria for internal assessment

Managing choice: Curriculum planning – options Informing parents and students Supporting students’ choice Informing post-16 providers – progression

67

Lessons from the pilot

For some, expanding teaching and learning activities: Exploring ‘How science works’ Discussion, argumentation skills for ‘How science works’ Supporting ‘freedom’ in Applied, extended problem-solving? New internal assessment – moving away from Sc1

68

What do teachers say?

“It’s what I feel I should be teaching.”

“Our Year 11 (age 16) students are feeling increasingly positive about science.”

“The most stimulating, exciting and rewarding time I have experienced in teaching.”

“Our first cohort results are excellent.”

“Thanks to everyone who gave us the opportunity to try this exciting, dynamic, and thoroughly relevant suite of courses.”

69

70

Scientific literacy activities

71

What are the learning objectives?

How are these activities similar / different to current teaching?

72

Hayfever

When given data relating to affect of air quality:

– can give an example from everyday life of a correlation between a factor and an outcome

– can explain why a correlation between a factor and an outcome does not necessarily mean that one causes the other

73

Whales

When provided with additional data can draw valid conclusions about the implications of given data for a given theory, for example:

– recognises that an observation that agrees with a prediction (derived from an explanation) increases confidence in the explanation, but does not prove it is correct;

– recognises that an observation that disagrees with a prediction (derived from an explanation) indicates that either the observation or the prediction is wrong, and that this may decrease our confidence in the explanation

74

Main contacts

Jenifer Burden, University of York– jb56@york.ac.uk

Project website: – www.21stcenturyscience.org

Publisher website:– www.twentyfirstcenturyscience.org