STG 5 The National Curriculum: Science Primary and Secondary

Session Objectives To share personal experiences of schooling To see the NC structure and look at documentation Discuss the progression for pupils through the Key Stages. To recognise that The National Curriculum is not static, discussing the landscape of curriculum change and begin to develop a personalized view towards of this

Think, pair, share How does this compare with your own school experience? Was your own primary experience like this? Or indeed your secondary experience? And how does it compare with primary school last week?

Pre 1988 Before 1988 there was no National Curriculum Teachers were, along with exam boards, other professionals and business people responsible for the curriculum Part of teacher’s professionalism was to keep up to date with research and to change their teaching and curricular to keep pupils interested and learning Teachers could write their own syllabuses to meet the needs of their pupils Teacher subject organisations, such as the Association of Science Education (ASE) were part of devising curricular and discussing pedagogy. Membership has decreased since the introduction of the National Curriculum. Local Education Authorities (LEA) were responsible for admissions, and ensuring provisions like SEN, music and libraries. They would provide centralised support for Heads. LEAs would also have subject advisors who would support subject teaching and put schools in contact with each other. Some LEAs did this well, and others not so.

Then.. Following the Education Reform Act 1988 The National Curriculum was introduced National Curriculum tests (SATs) were introduced. GCSE to assess KS4 continued The NC has since been through many revisions

The National Curriculum (NC) Legal documents: Specify what should be taught Specify how it should be assessed But not how it should be taught.

Who does the National Curriculum apply to? Only to English schools which are State schools. It does NOT apply to: Academies Free Schools Independent/Public schools School types would have been discussed in S3P – 14/9: School Systems and Structures

AgeYearKey Stage 3-4Early Years1 4-5Early Year - Reception 1 5-6Y11 6-7Y21 7-8Y32 8-9Y Y Y62 AgeYearKey Stage 11-12Y Y Y Y114 Secondary School Primary School

All Change 2014 – New NC KS1-3 Therefore 2016 – New assessments KS1 and KS2; national tests in English and Maths based areas, only sample testing in Science. KS3 no longer has national test. on-changes-to-2016-tests-and-assessments In new system there are no levels – New curriculum taught in KS4, assessment by GCSEs

The National Curriculum Aims in England from The national curriculum provides pupils with an introduction to the essential knowledge that they need to be educated citizens. It introduces pupils to the best that has been thought and said; and helps engender an appreciation of human creativity and achievement. 3.2 The national curriculum is just one element in the education of every child. There is time and space in the school day and in each week, term and year to range beyond the national curriculum specifications. The national curriculum provides an outline of core knowledge around which teachers can develop exciting and stimulating lessons to promote the development of pupils’ knowledge, understanding and skills as part of the wider school curriculum.

Cross curricular areas As well as teaching science you also have to cover: Inclusion Numeracy and mathematics Language and literacy

The national curriculum for science aims to ensure that all pupils: develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future.

Discussion questions KS1 and 2 1. What do you think of the KS1/2 curriculum? 2. Why teach science in primary schools? 3. What are the positive outcomes of pupils studying science at primary school? 4. What less desirable outcomes may arise an a consequence of pupils studying science at primary school? 5. What do these advantages and disadvantages mean for you as a secondary science teacher?

Moving to KS3 1. Is there a difference between primary and secondary science? 2. If so, what? 3. How might you, schools, systems help pupils transition science learning from primary to secondary school? 4. What might be the implications of no national testing at the end of KS3? There are two Wellcome Trust documents on KEATS that students may want to look at; Perspectives on education - Primary–secondary transfer in science - Spring 2009 Improving primary science - Primary Science: Is It Missing Out? Recommendations for reviving primary science - September 2014

And finally KS4 1. As a table, write your own set of questions for the a partner table, challenge them to engage with the document content and their response to the document. 2. Swap questions with the partner table and answer their questions 3. Pair up so you can each hear one anothers responses.

Plenary Question