Building in progression KS3 – KS4 sciences
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Transcript of Building in progression KS3 – KS4 sciences
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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