© Crown copyright 2005 Science subject leaders meetings: KS4 science – pedagogical issues in choosing new GCSE course(s)

Secondary National Strategy Science © Crown copyright Objectives To consider the pedagogical changes in the new KS4 PoS For subject leaders to think about / discuss the sort of science teaching that best meets the needs of the pupils in their school To provide tools for use by subject leaders in departmental discussions To begin to consider the CPD needs of science staff in order to teach the new course(s)

Secondary National Strategy Science © Crown copyright Outcomes Subject leaders will have a clearer idea of the pedagogical issues to be addressed to best meet the needs of the pupils in their school Subject leaders will have carried out a SWOT analysis of 2 new specifications for science. Subject leaders will be able to take the discussion back to their department so that all science staff can take a part in curriculum choice and can begin to recognise their own CPD needs to teach the new course(s) effectively

Secondary National Strategy Science © Crown copyright Comments on existing GCSE science ‘………………… elements such as the crammed and content-laden nature of the curriculum, the lack of opportunities for discussion, the considerable repetition of subject matter, and the overuse of copying have led to the voicing of many well-articulated complaints. In many cases the outcome has been the formation of negative attitudes towards one or more of the sciences.’ Assessment of Science Learning 14–19, A report prepared by King’s College London, © Royal Society, 2004

Secondary National Strategy Science © Crown copyright Comments on existing GCSE science ‘… recent research would suggest that pupils’ experience is structured by a curriculum that is dominated by content requiring their teachers to “frogmarch them across the scientific landscape”. The pedagogy commonly used by such a curriculum is heavily reliant on transmission and one-way communication of information, and lacks a variety of teaching approaches.’ Assessment of Science Learning 14–19, A report prepared by King’s College London, © Royal Society, 2004

Secondary National Strategy Science © Crown copyright Comments on existing GCSE science ‘However, both scholarly analysis and empirical evidence would suggest that the latter aim (to develop an understanding about science necessary for citizenship) is best served by a fundamentally different curriculum and approach: one that gives less significance to content and much more weight to teaching about science.’ Assessment of Science Learning 14–19, A report prepared by King’s College London, © Royal Society, 2004

Secondary National Strategy Science © Crown copyright Evaluation of 21st century science pilot GCSEs ‘ The pilot courses represent an ambitious agenda for change in the contexts and approaches used in science teaching and learning. The pilot is successfully generating such changes but this takes time and there is still a long way to go before the courses achieve their aims.’ ‘Teachers are aware that to be effective, the pilot courses required adjustments to their classroom styles and techniques. Many are making these changes but a few are struggling or reluctant to do so.’ ‘The professional development provided so far has been very well received but a substantial programme is needed to raise teachers’ levels of skills and confidence in the new teaching approaches encouraged by the pilot.’ Evaluation and analysis of the 21st century science GCSEs, QCA, February 2005

Secondary National Strategy Science © Crown copyright Reviewing new GCSE specifications Work in groups of three, using two new GCSE specifications (Each member of the group should read a different part of the specification). Do one of the following: try to answer/ talk about as many questions on handout 4 as you can for one new specification summary From this discussion identify the Strengths, Weaknesses, Opportunities and Threats implied by your discussion/ analysis Record your analysis on a flipchart and be prepared to offer feedback to others on the advantages and disadvantages of the specification(s) you have considered Time 20 Mins

Secondary National Strategy Science © Crown copyright Future actions with your department/ Thinking time ! What one action will you, as the science subject leader, do when you get back to school? In the next two or three terms, what do you think your priorities for action might be? Do you have any suggestions for the focus of the next SLD meeting? How can we help/ support you?

Secondary National Strategy Science © Crown copyright

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