Ideas and Support for the new Primary Science Curriculum National Advisors and Inspectors Group Nicola Beverley, Joanna Conn and Zoe Crompton For more science support visit

Headlines for Key Stage 1, 2 and 3 Curriculum organised into Working Scientifically, Biology, Chemistry and Physics Minor changes to content

Working Scientifically Practical scientific methods, processes and skills through the teaching of the programme of study content Asking relevant questions and planning different types of enquiry to answer them

Primary: All change – or is it? Programmes of Study altered considerably over summer. Summer 2013 and September 2013 FINAL versions are organised differently. Full implementation September 2014 Apart from seasonal change, no directly Physics related learning in KS1 Content that disappeared from KS1 reappeared (mostly) in LKS2 Evolution and inheritance now only in Y6 Working Scientifically remained pretty much unchanged 4

Subject Leader Top Tips – Are you new NC ready? Working Scientifically, the new Scientific Enquiry  Five types of science enquiry specified  Children’s questions at the heart  Fully integrated and central to all science related learning Ongoing aspects of learning  Described in non-statutory notes and guidance  Signals a new approach to planning for teaching and learning  Requires more purposeful outdoor learning, using the resources that are available to schools, in whatever context 5

Subject Leader Top Tips – Are you new NC ready? Ensuring progression  Bridging gaps  Differentiation and appropriate challenge to achieve or exceed ‘mastery’ of the programme of study Making the curriculum your own – it’s not the whole story Add a sprinkle of ‘real’ scientists Quality teacher assessment 6

Check list Are you using the September 2013 version of the new National Curriculum? Have you looked at the new NC during an INSET? Worked with it? Considered the introduction (to the PoS) as well as the rest? How do you plan to change/amend your scheme of work, in light of new NC implementation? How well established is science enquiry practice? Are children’s questions at the centre? How about the 5 types of enquiry? Others??? 7

The challenges Working scientifically expanded to incorporate: classification; observing over time; pattern seeking; fair tests; research Differentiation and providing appropriate challenge for all Transition and progression within and between key stages

Progression Look at the progression grid KS1-KS3 Opportunities for skill development through the subject knowledge How could these be used by subject leaders in developing and planning a new curriculum?

A review Differentiation can be by…. Resource Support Task Outcome

Differentiation by resource By type of resource and their level of challenge (e.g. website, data, presentation, video clip) By quantity of material (e.g. just one website, factsheet, text book or many) By practical resources (e.g. different trays of materials for different groups)

Differentiation by support Using scaffolds and graphical organisers: scientific enquiry posters, writing templates, graph axes Using higher-order questioning (Blooms’ taxonomy) From a teaching assistant From a peer or group

Differentiation by task A written activity: report, story, poem, mind map, leaflet, letter A presentation, powerpoint, TV commercial, news report, poster A role play, drama, mime, song or rap

Differentiation by outcome Using an open-ended activity that allows pupils to demonstrate different levels of achievement Starts from a clear understanding of the success criteria for a task

How do we address differentiation and challenge the most able in the new curriculum? Knowing our pupils’ prior learning Providing different tasks NOT more Providing choice Moving from simple to complex ideas Moving from concrete to abstract ideas Moving from guided to independent tasks

Differentiation by different outcomes IDEALBLOOMSOLO Identify-Knowledge-Pre-structural Describe-Understanding-Uni-structural Explain-Application-Multi-structural Apply-Interpretation-Relational Link-Synthesis-Extended Abstract -Evaluation

SOLO taxonomy

Transition dates: All pupils in KS1, KS2 and KS3, except Y2 and Y6 studying new curriculum from September 2014 All primary pupils studying new curriculum from September 2015 Pupils from primary entering secondary from new curriculum in September 2016 New GCSEs in science ‘start’ September 2016

Transition Issues: Mixed aged classes in primary moving to new curriculum Y2 transition onto Y3/4 curriculum for next two years Primary pupils facing a more challenging curriculum in secondary over the next two years KS3 students moving onto ‘current’ GCSEs for next two years Secondary schools looking to plan a 5 year curriculum (Y9 Fusion curriculum)

Specific transition issues Current Y1/2 moving into Y3/4 having already covered: Recognising the need for light to see Recognising how shadows are formed Identifying forces as pushes and pulls Finding patterns in sounds Identifying common appliances that run on electricity Constructing a simple electrical circuit

Specific transition issues Current Y5/6 moving onto new KS3 missing: Levers and pulleys in Forces Classification systems in Living things Fossil evidence for Evolution The nature of travelling Light Burning and rusting in Properties and changes of materials

Opportunities: Greater emphasis on outdoor learning and the environment. Identify trees and plants, a vegetable plot and a pond nearby. Practical equipment: data loggers, hand lens, microscopes, rocks and fossils, teeth, buzzers and motors, tea light holders, levers and pulleys. Animals: chicks, pets, woodlice. Refer to CLEAPSS guides. Spoken language: emphasis on using relevant scientific language when discussing their ideas and communicating findings. Links with D & T: making boats, making a sundial, making a lever, making a periscope, designing a set of traffic lights Children should learn about famous scientists. Collect a few books in the library. Support from STEM Ambassadors and