© Crown copyright 2007 Strategic view of the changing picture of science.

© Crown copyright 2007 National Directions in science Science and Innovations Investment Framework 2004 Science Technology, Engineering and Mathematics ( STEM) agenda New PSA targets and GCSE reporting Secondary Curriculum Review Assessment for Learning (APP) in science Making good progress ( MGP) and single level testing Triple science Increase progression to Post 16 sciences

© Crown copyright 2007 New SIIF ambitions – March 2006 Government has set new ambitions to improve STEM skills including to: Achieve year on year increase in the number of young people taking A levels in physics, chemistry and mathematics; Continually improve the number of pupils getting at least level 6 at the end of KS3; Continually improve the number of pupils achieving A* - B and A* - C grades in two science GCSEs ; Step up recruitment, retraining and retention of physics, chemistry and mathematics specialist teachers.

© Crown copyright 2007 Package of measures – March 2006 Make science a priority in schools by reporting 2 science GCSEs in the School Accountability Framework; An entitlement from 2008 for all pupils achieving at least level 6 at KS3 to study three separate science GCSEs Continue to drive to recruit science graduates into teaching via Employment Based Routes with new incentives to providers of £1k per recruit to attract more physics and chemistry teachers; Develop and pilot a CPD programme, leading to an accredited diploma, to give existing science teachers without physics and chemistry specialism the deep subject knowledge and pedagogy they need to teach these subjects effectively.

© Crown copyright 2007 SIIF targets A.Continuous improvement in number of pupils achieving at least level 6 in science at KS3 to 46% by 2010 (currently 41%) B.Continuous improvement in numbers achieving GCSE A*/B in double and triple science to achieve 27% by 2010 [25% now] C.Increase by 20% the number of pupils achieving A*/B GCSEs as above who choose to progress to A level in one of physical sciences

© Crown copyright 2007 STEM agenda The Government is committed to meeting the challenges raised by the STEM mapping review and analysis through a series of clear and decisive actions. We will work together with partners and stakeholders to achieve the ambition we set out - which is to create an education and training environment that delivers the best in science teaching and learning at every stage.

© Crown copyright 2007 PSA targets 2008 target - 80% level 5+ at KS3 Schools accountability Framework – reporting the percentage of pupils attaining A*-C in 2 GCSEs Criteria for what counts as 2 GCSEs restricted to those subjects which will allow progression to science A levels. SI2241

© Crown copyright /9 Targets Proportion of pupils achieving at least level 5 or above in Science at Key Stage 3 Proportion of pupils achieving 2 or more A*-C grades in Science GCSEs or equivalent Post-16 participation in physical sciences (A level physics, chemistry and maths)

© Crown copyright 2007 Secondary Curriculum Review New Programme of Study at KS3 for all subjects KS3 PoS Science has continuity to new KS4 PoS but not always obvious at first glance. Possible revision of new KS4?

© Crown copyright 2007 Triple Science Managed by LSN 370 schools targeted Up to 3 days free training / consultancy 4 themes - increasing subject specific expertise and improving teaching and learning; -curriculum development and design; -strategies for raising attainment; and, -collaborative approaches to delivery

© Crown copyright 2007 Task You have 5 minutes to produce a diagram or picture to explain the links between the national directions in science

© Crown copyright 2007 Crowded science support agencies Secondary National Strategy Local Authorities Science Learning Centres STEMNETs ASE Learned societies ( Royal Society, British Association for Advancement in science, Institute of Physics, Royal society of Chemistry, Institute of Biology, Earth science teachers etc) Specialist Schools and Academies Trust Science council

© Crown copyright 2007 Issues for LAs and schools 1.How can the SIIF messages be delivered to head teachers, senior leaders and science subject leaders? 2.How can LAs support schools’ curriculum planning to take the changes in triple science and curriculum into account? 3.What role can LAs take in supporting access to curriculum enrichment and enhancement? 4.How can LAs help schools prepare for the KS3 science targets while preparing for reporting 2 science GCSEs? 5.What are the strategies a LA can take to ensure that standards don’t fall as schools implement changes to the curriculum? 6.How can LAs support schools to improve their AfL practice and prepare for possible changes in external testing?

© Crown copyright 2007 National science results - implications for strategic work with schools.

© Crown copyright 2007 A*-C rate increases for science (back to 2005 levels) 2005 to 2007 figures are for pupils at the end of KS4. All previous figures are for pupils aged 15

© Crown copyright 2007 Comparison Bio, Chem, Physics Single, Double and ‘other’ 91%

© Crown copyright 2007 Attainment improving as entries fall; girl outperform boys Girls 59% Boys 57% Overall 58%

© Crown copyright 2007 % attempting 2 sciences remains above 80% if all qualifications are considered Data for qualifications other than GCSEs and GNVQs were first reported in 2004

© Crown copyright 2007 Science KS3 Test results level level

© Crown copyright 2007 Stuck pupils On average, L5 pupils in year 6 are not achieving a +1 level increase at KS3 ( 43% achieved level 5+ at KS2 but only 41% level 6+ at KS3) Government push for all pupils to make two levels of progress over the key stage

© Crown copyright 2007 Outcomes from 2 year KS3 Pilot (40 schools) %L5+%L6+%pt difference Year Y KS Not 2Y KS

© Crown copyright 2007 Standards in writing and mathematics are declining because….

© Crown copyright 2007 The importance of science The study of science fires pupils’ curiosity about phenomena in the world around them and offers opportunities to find explanations. It engages learners at many levels, linking direct practical experience with scientific ideas. Experimentation and modelling are used to develop and evaluate explanations, encouraging critical and creative thought. Pupils learn how knowledge and understanding in science are rooted in evidence. They discover how scientific ideas contribute to technological change – affecting industry, business and medicine and improving quality of life. They trace the development of science worldwide and recognise its cultural significance. They learn to question and discuss issues that may affect their own lives, the directions of societies and the future of the world.

© Crown copyright 2007 Schools need to Clarify their vision – what skills, knowledge, attitudes and attributes Identify what they do well Identify areas for development Consider how to turn the vision into reality

© Crown copyright 2007 Discussion What steps are you taking to ensure that your school is -thinking about the school wide view of the whole learner -not just planning from the range and content

© Crown copyright 2007 Strands and threads within range and content Organisms, Behaviour and Health Life processes Variation and interdependence Behaviour Chemical and Material Behaviour Particle model Chemical reactions Patterns in chemical reactions Energy Electricity and Forces Forces Energy Environment, Earth and Universe Changing earth Space and beyond Changing environment and sustainability

© Crown copyright 2007 Yearly learning objectives ‘Chemical and material behaviour’ aspects…..

© Crown copyright 2007 Learning outcomes to exemplify the level/grade F C A/A* Level 3Level 4Level 5Level 6Level 7Level 8/EP They can recognise that some changes can be reversed and some cannot, and they classify changes in this way They describe some phenomena and processes, such as separation methods, drawing on scientific knowledge and understanding. They recognise that both evidence and creative thinking contribute to the development of scientific ideas, such as basing separation methods for mixtures on physical and chemical properties. They describe phenomena and processes using abstract ideas, such as the particle model applied to solids, liquids and gases. They describe some evidence for some accepted scientific ideas, such as the patterns in the reactions of acids with metals and the reactions of a variety of substances with oxygen. They apply and use knowledge and understanding, such as relating changes of state to energy transfers, in unfamiliar contexts. They take account of a number of factors or use abstract ideas or models, such as word equations, in their explanations of phenomena and processes. They describe phenomena and processes using abstract ideas, such as the particle model applied to solids, liquids and gases. They describe some evidence for some accepted scientific ideas, such as the patterns in the reactions of acids with metals and the reactions of a variety of substances with oxygen. They apply and use knowledge and understanding, such as relating changes of state to energy transfers, in unfamiliar contexts. They take account of a number of factors or use abstract ideas or models, such as word equations, in their explanations of phenomena and processes. They interpret, evaluate and synthesise data from a range of sources and in a range of contexts, such as describing chemical reactions, classifying them and suggesting how new substances could be made. Pupils demonstrate an extensive knowledge and understanding of the behaviour of, and changes to, materials. They use and apply this effectively in their descriptions and explanations, identifying links between topics.

© Crown copyright 2007 Support in identifying learning steps Level 4          Level 5          Level 6 They describe some phenomena and processes, such as separation methods, drawing on scientific knowledge and understanding. Following an opportunity to separate a variety of chemical substances, in a group and class discussion, pupils justify their selection of separation techniques by using their knowledge of properties of materials gained in earlier lessons. They recognise that both evidence and creative thinking contribute to the development of scientific ideas, such as basing separation methods for mixtures on physical and chemical properties. Following an opportunity to separate a variety of chemical substances, in a group and class discussion, pupils justify their selection of separation techniques by applying their knowledge of the particle theory and the properties of materials gained in earlier lessons. They describe phenomena and processes using abstract ideas, such as the particle model applied to solids, liquids and gases. They describe some evidence for some accepted scientific ideas, such as the patterns in the reactions of acids with metals and the reactions of a variety of substances with oxygen. They apply and use knowledge and understanding, such as relating changes of state to energy transfers, in unfamiliar contexts. They take account of a number of factors or use abstract ideas or models, such as word equations, in their explanations of phenomena and processes.

© Crown copyright 2007 Key messages Maintaining and improving standards - expectation of 2 levels of progress per key stage - Improving A*-B progression to A level sciences Developing and improving teaching and learning. Curriculum enrichment and enhancement

© Crown copyright 2007 Plenary