1. Madeleine Denyer, Head Teacher, Stanford Infant School Thursday 27 th March 2014 SCIENCE in the new NATIONAL CURRICULUM

2. Welcome & Introductions

3. Who’s Who LeadContact information Madeleine DenyerStanford Infant School madeleinedenyer@stanford-inf.brighton-hove.sch.uk Melinda StoneWestdene Primary melindastone@westdene.brighton-hove.sch.uk Keith Beuttell-TriggsUniversity of Brighton K.Triggs@brighton.ac.uk Nicola HalsteadHove Park School nhalstead@hovepark.org.uk Andy RichbellSt Nicholas CofE VA Primary School andyrichbell@stnicolas.brighton-hove.sch.uk

4. Describe key changes in the new Science Curriculum and identify the implications for your schoolDescribe key changes in the new Science Curriculum and identify the implications for your school 1 Describe features of successful teaching and learning in ScienceDescribe features of successful teaching and learning in Science 2 Consider resouce implicationsConsider resouce implications 3 Today’s Overview

5. Time Spent Curriculum Design Get Familiar 2014 onwards! The Big Picture Get Experienced

6. 3 Rules to Spark Learning!

7. Science has 3 main goals 1.To understand a set of ‘big ideas’ in science 2.To develop scientific capabilities, i.e. gathering and using evidence 3.To develop scientific attitudes This is to ensure that every individual is able to take an informed part in decisions, and to take appropriate actions, that affect their own well-being and the well-being of society and the environment.

8. * 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. * 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. The 3 Main Aims of the New National Curriculum

9. Every state-funded school must offer a curriculum which is balanced and broadly based and which: promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society; prepares pupils at the school for the opportunities, responsibilities and experiences of later life.

10. Teachers should set high expectations for every pupil. They should plan stretching work for pupils whose attainment is significantly above the expected standard. They have an even greater obligation to plan lessons for pupils who have low levels of prior attainment or come from disadvantaged backgrounds. Within each Key Stage, schools have the flexibility to introduce content earlier or later than set out in the programme of study. In addition, schools can introduce key stage content during an earlier key stage if appropriate.

11. Science Purpose of Study A high-quality science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. Science has changed our lives and is vital to the world’s future prosperity, and all pupils should be taught essential aspects of knowledge, methods, processes and uses of science. Through building up a body of key foundational knowledge and concepts, pupils should be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. They should be encouraged to understand how science can be used to explain what is occuring, predict how things will behave, and analyse causes.

12. Aims 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 in the future.

14. Discussion What main aspects of the subject are emphasised in the new NC? What are the changes to the new curriculum for Science? How is it different? In what ways is it the same? What is the emphasis of the new curriculum for Science? What are the challenges for schools/your school in light of these changes? What are the opportunities for schools/your school?

15. Key Stage 2 split into Lower and Upper Key stages Yearly required content with sequential content development Science Enquiry (SC1) replaced by Working Scientifically which is not to be taught or assessed discreetly Content identified within Biology, Chemistry and Physics, skills development integral to content Greater content demand with wider required vocabulary Skills development in English and Mathematics not necessarily synchronous with scientific content

16. In a Nutshell! In keeping with the shift from a skills-based curriculum to a knowledge based one, the new programmes of study for science put a greater focus on acquiring scientific knowledge, and less emphasis on developing scientific skills and understanding. The scientific enquiry strand, now called working scientifically, is set out on a two-yearly basis. As before, this aspect is not taught separately, but is embedded throughout the subject. Suggestions of how teachers might do this are given in the non-statutory notes and guidance in the rest of the programme of study, which is set out year by year. Despite the yearly layout, it is only compulsory to teach the content by the end of the relevant key stage.

17. Key Facts There is greater progression in the skills of scientific enquiry. In Key Stage 1, pupils are expected to do less than before – they no longer need to make predictions, recognise unfair tests or compare results with predictions. In Upper Key Stage 2, pupils are expected to do more – to work more independently, make more accurate measurements, and keep more complex records. There is greater emphasis on learning scientific vocabulary. Throughout the new programme of study, pupils are required to read and spell scientific vocabulary. However, a vocabulary list is not provided! Habitats and food chains are now introduced in Key Stage 1. In Year 2, pupils learn how different habitats provide the needs of different living things, and represent feeding relationships within a habitat using a simple food chain. Evolution and Inheritance is a new area of study in Year 6. By studying fossils, pupils learn that living things change over time – a process called evolution. They learn that although characteristics are passed from one generation to the next, offspring vary from their parents. Gradually this variation, acted on by the process of natural selection (survival of the fittest), makes living things more suited to their environment – they evolve.

18. Other additions to the Programme of Study include: In Year 1 – Seasonal Changes In Year 3 – the transportation of water in plants In Year 4 – the Human Digestive System In Year 5 – the Solar System In Year 6 – the transportation of nutrients and water in animals (including humans) Top Tips! Begin by analysing your existing schemes of work, to find out which match the new requirements Do an audit of science resources. Will you need extra resources to teach the new curriculum?

19. OpportunitiesYr 1Yr 2Yr 3Yr 4Yr 5Yr 6 Biology Plants Living Things and their Habitats Animals & Humans Evoltion & Inheritance Seasonal Changes Chemistry Uses of Everyday Materials Properties & Changes to Materials Rocks States of Matter Physics Light Sound Electricity Forces Earth & Space Forces & Magnets

20. While the Programmes of study contain year-by-year content, schools are only required to teach the relevant Programmes of Study by the end of the Key Stage. Schools therefore will need to consider when to introduce topics to help support continuous learning. When will topics in Science be most effectively taught in your school?

21. Science is a practical subject with the development of practical skills as well as subject knowledge

22. Resources: 1. identifying science resources to support the teaching of the school’s science curriculum 2. reviewing science resources (equipment and consumables plus outdoor space) and identifying topics for which there is a lack of appropriate resources 3. to enable schools to compare their resources, to support a rationale for increased funding for science in their school 4. planning for a rolling programme of resource replacement 5. working with the SLT on the science aspects of the SDIP and forecasting future needs

23. Opportunities for learning outside the classroom ‘Habitat’ access Biology ‘Habitat’ access Chemistry ‘Habitat’ access Physics To study animal and plant life and use classification keys. To study life cycles, e.g. of frogs Access to a pond or natural water habitat To observe different rock types locally in natural and/or man- made environments. To study materials, their properties, uses and effect of processes (e.g. weathering) in the outdoor environment Access to a range of man-made and natural materials To measure changes in the environment and observe the seasons Access to an outside space To grow plants, understand requirements of growth, food sources and plant structures Access to a vegetable patch, plant containers or allotment To observe the basic properties of light and sound Access to a variety of light and sound sources To study plants and invertebrates and use their adaptations. To use classification keys and introduce simple food chains and webs Access to a variety of habitats, including grassland To experience examples of forces and motion, including fiction and resistance, in everyday settings Access to a range of surfaces and play equipment To observe the moon, sun and stars either through modelling or star gazing Access to outside space or planetarium to observe the day or night sky and solar system

24. Schools’ Self-Evaluation Identify strengths and areas for development in Science Prioritise actions needed to improve outcomes for pupils Identifying development points and producing an action plan https://set.nationalstemcentre.org.uk/#choose- evaluation

25. Summary Define your opportunities/challenges Set realistic expectations Keep your eye on the goal!

26. Web Links National Stem Centre: http://www.nationalstemcentre.org.uk/stem-in-context/support-for- science-ITE Ofsted Good Practice Guide: http://www.ofsted.gov.uk/resources/successful-science http://www.ofsted.gov.uk/resources/successful-science Primary Science Quality Mark: http://www.psqm.org.uk/about_psqm/Information_000.html http://www.psqm.org.uk/about_psqm/Information_000.html The Association for Science Education: http://www.ase.org.uk/home/ Science Learning Centres: https://www.sciencelearningcentres.org.uk/ DROP BOX: https://www.dropbox.com