1. Science Subject Leader development meeting 6 Farington Lodge, Tuesday 6 th March 2007 Presented by: Lynne Carruthers Crispin Myerscough Damian Gent

2. 2.1 Programme for the day Session 1 – Improving Transfer Session 2 – Progressing to level 6 Session 3a – Key Stage 4 Assessment Session 3b – Curriculum Models Session 4 - Interactive Whiteboards

3. Subject leader development materials spring 2007 Session 1 Improving transfer into Year 7

4. 2.3 Objectives To develop the understanding and skills of subject leaders to enable pupils to make progress in science during Years 6 and 7 To provide a summary of key findings concerning transfer To share good local practice To identify the factors that contribute to effective transfer of good practice

5. 2.4 Outcomes Participants will have: decided the next steps in improving pupils’ progress from Year 6 to Year 7 been made aware of resources to support transfer identified factors that contribute to effective transfer decided how to use the session to lead a department meeting

6. 2.5 Research suggests that: Key Stage 2 work is often repeated in Key Stage 3 pupils experience a big change in learning environment and teaching styles at Key Stage 3 there is failure to build on earlier learning experiences there is mistrust of Key Stage 2 assessment data about half of pupils do not appear to improve their attainment in science during Year 7 pupils’ enjoyment of science lessons dips during Year 7

7. 2.6 Research suggests that: success comes from cross-phase continuity academic transfer strategies to sustain pupils’ progress

8. 2.7 Local Input Science transition project in Wyre Cardinal Allen RC High Presented by Andy Harding

9. 2.8 KS2 Input Presented by Teacher adviser Rachael Webb

10. 2.9 Year 6 lessons What specific skills and abilities do pupils demonstrate in terms of:  scientific knowledge and understanding?  vocabulary?  investigative skills?  analysis of results?

11. 2.10 Year 7 lessons Given what the pupils have shown they can do in this Year 6 lesson, what features of Year 7 lessons would you expect to see that provide:  curriculum continuity?  an increased level of challenge?

12. 2.11 Year 7 lessons How confident are you that you would find this level of provision in your department? Would early Year 7 lessons in your department stretch these pupils and help them to make rapid progress? What are the good features of typical Year 7 lessons in your department?

13. 2.12 Plenary Decide which three points or suggested actions from this session are of most interest to you Which point or action would be easiest to implement? Which point or action would have most impact on Year 7 learning? How would you introduce this point or action in your department? Share your choice with a partner

14. Subject leader development materials spring 2007 Session 2 Supporting progression to level 6+

15. 2.14 Objectives To consider some of the blocks to pupils attaining their target level (6+) To begin to plan intervention strategies to support pupils in danger of not attaining level 6+

16. 2.15 Outcomes Participants will have: identified appropriate leadership actions that need to be taken experienced a short CPD session as preparation for delivery to the department begun to plan for intervention to support progress to level 6+

17. 2.16 The ten year Science and Innovation Investment Framework (SIIF) 2004 – 2014 More scientists to compete in the global economy Conversion rates from L4(KS2) to L6+(KS3) needs to be improved All level 6+ pupils will be entitled to study separate sciences There is a negative impact on pupils’ self esteem and self image if they stay stuck in KS3 Reporting of Double Science GCSE grades alongside league tables

18. 2.17 New ambitions – March 2006 Through a review the 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.

19. 2.18 Task – Intervention Arrange the cards (Handout 1.1) into three piles under the headings Do, Would do, Won’t do On the A3 sheet provided :- Annotate some of the block to you developing these intervention strategies Swap sheets with another group On the sheet you now have, identify solutions for as many of the block as you can Return to your original sheet

20. 2.19 Task plenary Consider whether: you will instigate this process in your department you need to make some adjustments to your current intervention plans there are further actions you might take if you are already planning L6+ intervention

21. 2.20 Criteria for effective practice in converting from L5/6 to A*/B and also in converting L6/7 to A*/A. Inspiring teachers with high expectations who know their children well using open ended tasks and using a range of abstract ideas to explain a phenomenon Understanding the thinking skills differences between explaining, describing, applying and linking Teachers planning opportunities for pupils to apply, analyse, synthesise and evaluate Teachers setting appropriate and challenging learning outcomes Teachers have high expectations especially for L6 /7 pupils Encouraging pupils to look critically at evidence / work Understanding there are different routes to developing abstract thinking to minimise pupil disenchantment if their thinking is not recognised

22. 2.21 Criteria for effective practice in converting from L5/6 to A*/B and also in converting L6/7 to A*/A. Developing a range of literacy skills….group wk, quality dialogue (including peer assessment), extended writing using technical language in context Don’t assume children learn by osmosis – Teachers have to teach explicitly and be aware of what is needed to get to this level Teachers using models and analogies Teachers recognising misconceptions Teachers develop pupil’s understanding of proportionality – big ideas in number Giving pupils opportunities to experience unfamiliar contexts Recognising level pupils have achieved – avoiding repetition Pupil’s experiencing and developing research skills

23. 2.22 Task – Intervention plans Sort the cards (Handout 1.2) into a ranking of key reasons what pupils who failed to get L6 could not do Select one statement (Handout 1.2) In groups, devise an outline plan to address the issue using Handout 1.3 and 1.4 The learning outcomes should reflect the small steps needed to progress, List any relevance resources you would use within the sequence of work Be prepared to share your plan with the other groups

24. 2.23 Plenary Outcomes Participants will have: identified appropriate leadership actions that need to be taken experienced a short CPD session as preparation for delivery to the department begun to plan for intervention to support progress to level 6+

25. Subject leader development materials spring 2007 Session 3 Part A – Analysis of Key Stage 4 assessment

26. 2.25 Objectives To analyse what knowledge and skills pupils need to be successful in the new Key Stage 4 courses To review where and how these aspects are being taught in the current scheme of work

27. 2.26 Outcomes Participants will have: analysed the requirements of specific assessments identified areas for increased focus in Key Stage 4 teaching

28. 2.27 GCSE science assessment objectives The assessment objectives must be weighted between the following limits What is the weighting for each objective in your specification? Extract from GCSE criteria for science QCA/004104350

29. 2.28 Success in the new GCSEs Using Handout 3.1 Identify aspects of ‘How Science Works’ in the grade criteria for grades A and C To be successful in the new GCSEs pupils need to demonstrate an understanding of the concepts included in how science works alongside more familiar scientific ‘knowledge’

30. 2.29 So what do the assessments look like? As a Table – Select either a task or question each to analyse (Handout 3.4 + additional sheets) Complete Handout 3.2 What additional knowledge or skills do pupils need to tackle the question or task as a whole? Be prepared to give feedback on the features of your task or questions

31. 2.30 Back in school What changes of emphasis in teaching (if any) do you need to implement? Are there any other aspects of the assessment scheme for your specification that you need to analyse in this way? Do you need to revisit the grade criteria or assessment objectives with your department? Could you use the analysis task with your department?

32. 2.31 Plenary Outcomes Participants will have: analysed the requirements of specific assessments identified areas for increased focus in Key Stage 4 teaching

33. Subject leader development materials spring 2007 Session 3 part B Curriculum models for the new Key Stage 4 courses

34. 2.33 Objectives To broaden understanding of the issues relating to the organisation of the new science curriculum in Years 10 and 11 To provide deeper insights into alternative curriculum models

35. 2.34 Outcomes Participants will have: reflected on issues related to the organisation of the new science curriculum in Years 10 and 11 explored the strengths and weaknesses of alternative curriculum models in detail

36. 2.35 Curriculum models What are the emerging issues relating to your current curriculum model for the new Key Stage 4 courses?

37. 2.36 Five possible curriculum models 1. Simple series model 2. Series model with options 3. Series model incorporating entry level 4. Parallel model 5. Alternating model (handout 3.5)

38. 2.37 Analysis in expert groups In your expert group Identify the main strengths and weaknesses of this model Answer the specific question posed at the top of your recording sheet (if there is a question) Provide three or more points of advice for a colleague and/or the senior leadership team considering this model Keep notes in order to report the most significant points

39. 2.38 In your home group Consider each model in turn Report the main points from your expert group

40. 2.39 Points for discussion Where does coursework fit into the models? Will pupils ‘cash in’ a qualification at the end of Year 10? What opportunities are there for pupils who do not achieve a grade C (or equivalent) at the end of Year 10? How could the models incorporate the entitlement for pupils achieving level 6 and above to study separate science at GCSE?

41. 2.40 The separate sciences entitlement Box 6.6 GCSE options: commitment The Government will: by September 2008 [ensure that] all pupils achieving at least level 6 at Key Stage 3 [will be] entitled to study triple science GCSE, for example through collaborative arrangements with other schools, FE colleges and universities; by September 2008, ensure that all specialist science schools offer triple science at least to all pupils achieving level 6+ at the end of Key Stage 3; and encourage all schools to make triple science available to all pupils who would benefit. Science and innovation investment framework 2004–2014 Next steps HM1(2006) ISBN-13: 978-1-84532-160-4

42. 2.41 Level 6+ – examining the evidence Almost 90% of level 6 pupils achieve an A*–C at GCSE (around 45% of level 5) A*/A grades are achieved by 71% of level 7 pupils but only 13% of level 6 pupils B grade GCSE candidates: double award – 17% take at least one A Level in science separate sciences – 31% take at least one A Level in science Drill down a bit – select only those pupils who achieve a level 6 or level 7 at Key Stage 3 science and focus on A Level physics: level 6 double science – 3% take A Level physics level 6 separate physics– 9% take A Level physics level 7 double science – 18% take A Level physics level 7 separate physics– 26% take A Level physics

43. 2.42 Outcomes Participants will have: reflected on issues related to the organisation of the new science curriculum in Years 10 and 11 explored the strengths and weaknesses of alternative curriculum models in detail

44. Subject leader development materials spring 2007 Session 4 Leading the departmental use of interactive whiteboards (IWBs) in science

45. 2.44 Objectives To provide an opportunity for subject leaders to: explore the Strategy IWB guidance and support materials consider their role in supporting the development of the use of IWBs in their departments consider how they might monitor the implementation of IWBs in lessons and evaluate the impact of IWB use on learning

46. 2.45 Outcomes Participants will have: been made aware of the structure and scope of the guidance provided in the DVD Whiteboard technology in science 1 gained an increased awareness of the importance of careful planning to support this development identified how the impact of the use of IWBs could be evaluated 1 Whiteboard technology in science DVD-ROM DfES ref: 0408-2006DVD-EN

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49. 2.48 Research Findings Using Handout 4.1 As a table read the document and identify a single bullet point/ comment to share with your department

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52. 2.51 Training Issues Using Handout 4.2 As a table read the document : - what are the implications of this for you and your department

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54. 2.53 Development process Using Handout 4.3 Replacement vs transformation Identify the stages of development of IWB use in a department. Identify possible activities for you to use with your department

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56. 2.55 Monitoring of implementation Using Handout 4.4 In pairs, Consider how you would monitor the development of IWB use (using the possible activity prompts) Be prepared to feedback

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58. 2.57 Evaluating Impact Using Handout 4.5 Read the document : - what are the implications of this for you and your department How does this reflect your current development plans?

59. 2.58 Next Steps Using all the Handouts What will you do to support the development of IWB use in your department ? What is the possible timeline for this development ?

60. 2.59 Plenary Outcomes Participants will have: been made aware of the structure and scope of the guidance provided in the DVD Whiteboard technology in science 1 gained an increased awareness of the importance of careful planning to support this development identified how the impact of the use of IWBs could be evaluated 1 Whiteboard technology in science DVD-ROM DfES ref: 0408-2006DVD-EN