A Review of the Key Stage Four Curriculum By Emma Feggetter

Introduction Background Information Aims of the change to the curriculum Review at St Bede’s Findings Further work

St Bede’s Catholic College Smaller than average secondary school Wide Catchment Area In % achieved 5 A*-C GCSE grades Specialist Science Status Previous links with the school

What I did at St Bede’s Observation Participation GCSE coursework Science Week Key Stage Four review

Science Week - Demonstration

Basis for my review General interest in change in curriculum First cohort of students Helped pupils with coursework Useful to the school for future reference

History of Science Education Early 19 th Century – Science not taught in schools 1904 – Science compulsory in grammar schools 1950s – Science Education needed major reform 1988 – Introduction of the National Curriculum Source:

1988 Education Reform Act - Compulsory education up to 16 National Curriculum divided into four key stages Series of modifications to the existing curricula

KS4 Curriculum Dilemma Scientific Literacy versus Science for Specialists

New Science Curriculum Seeks to satisfy both - promote ‘scientific literacy’ - prepare young people for more advanced study Source: (Millar 2006)

Further Aims Integrated 14 – 19 approach More flexible curriculum Greater level of independent learning Ensure entitlement for all learners Engaging for pupils Set science in a relevant context More appropriate scheme of assessment

Finding out staff and student opinion at St Bede’s ? Pupil Questionnaires - completed by 232 pupils Teacher Surveys - completed by all 8 members of staff Technicians Question Time

Methodology Quantitative and Qualitative Analysis Open Questions –Thought Provoking Closed Questions –Ability to conduct statistical analysis Anonymity

Analysis of the pupils questionnaires 81 % of pupils in years 10 and 11 like science 78 % like the subject matter of the GCSE course

Analysis of the pupils questionnaire 70% of year 10 pupils think the course is relevant to everyday life 93 % of pupils in years 10 and 11 would like more practicals

Pupil Comments Explain how the GCSE course is or isn’t relevant to your everyday life: ‘It allows for complex and informed opinions to be formulated and expressed about social, cultural and economic subjects.’ ‘We do work about baby care and such other things that we will deal with in everyday life.’ ‘It isn’t relevant because once I leave school I wont need to know these things.’

Pupils Comments Continued How has the GCSE course been different to years 7 – 9? ‘Its more related to issues’ ‘Its more engaged and interesting and more challenging’ ‘You have more independent work and your teachers are there if you need them.’

Analysis of the teacher survey 100 % thought the new course was more relevant to everyday life 100 % thought there were not enough practicals allocated in the scheme of work 100 % thought there were too many discussions

Conclusions Limitations – Data only from one school Satisfies both scientific literacy and science for specialists In general, aims of the changes fulfilled More practical work required Potentially too many discussions - Better framework required - More background science

My Further Work Compare with St Brendan’s Sixth Form Compare with France Source :

Summary Information about St Bede’s What I did during my time there Brief History of the Curriculum The aims of the change in curriculum Research methods Findings Further Work

With Thanks to The Staff and Pupils at St Bede’s Tony and Barbara the technicians at St Bede’s Tim Harrison and Dr David Smith Linda Sellou