1. Subject Leaders Network Meeting 10 “The Framework for secondary science - planning” Thursday 19 th June 2008 Clayton Park

2. Task - Developing your curriculum On the Flipchart paper Draw a diagram/ map/ flow chart/ visual image etc. displaying:- ‘The essential elements for an effective curriculum’ Annotate your diagram and connect together all the elements

3. Task - Developing your curriculum Review your diagram/ map etc have you included all of the following ? Planning for progression Developing pedagogy Assessment for learning Tracking pupils' progress Providing personalised intervention Formal assessment

4. Objectives To: Launch the Secondary Frameworks website and the planning tool Engage subject leaders in the process of collaborative unit planning Explore how the Secondary National Strategy can support subject leaders and teachers to use the Secondary Frameworks to plan for increasing pupil progress

5. Outcomes Participants will have: discussed the issues in developing the new curriculum and collaborative planning decided how to use the planning tool and the Secondary Frameworks website to support their planning identified the next steps for curriculum development

6. Overview of the day Developing a KS3 Curriculum Planning for progression Where are we now? The opportunities and the risks Long and medium term plans Developing Future Scientists Interactive Teaching Level 6+ Project

7. Session 1 Planning for progression

8. Objectives To: Develop the planning, teaching and assessment cycle Consider the place of this meeting in the broader plans for 2008–09 and onwards

9. Outcomes Participants will have: clarified the elements of effective curriculum delivery

10. Elements of curriculum delivery Planning for progression Strengthening subject pedagogy Assessing pupil progress (APP) Tracking pupils' progress Providing personalised intervention Formal assessment

11. Planning for progression Strengthening subject pedagogy Providing personalised intervention Tracking pupils’ progress Formal assessment Strong senior and subject leadership Departments working collaboratively Secure self-evaluation processes. APP

12. Strategy plans 2008-9 Using Handout 1.2 Consider how the content of the next years subject leader development meetings will support you and your department develop a new curriculum.

13. Session 2 Where are we now?

14. Objectives To: Review progress in planning for Key Stage 3 Share issues and solutions

15. Outcomes Participants will have: identified progress since the last subject leader meeting discussed some of the issues and solutions

16. Examples of curriculum planning Southlands HS – Paul Graham Rhyddings HS – Gary Dutton

17. Planning a science curriculum Developments since Spring term SLDM 9

18. Route 1 Led by progression in range & content : Range & ContentTeaching SequenceHow Science Works

19. Route 2 “Another way” Led by progression in HSW Range & Content Teaching Sequence How Science Works Other subject

20. Route 3 Led by progression in both HSW and range and content Range & ContentTeaching SequenceHow Science Works

21. Examples of new approaches to the new curriculum HSW through acids and alkalis – Would you eat an acid? (Purple) Using models in science – Behaviour of light unit (Abbs Cross school, Havering) (Orange) Emphasising thinking skills in science (Marshals Park school Havering) (Orange) A themed approach – “Its a pirates life for me” (Pale Yellow) Scientific thinking – Developing an argument (White)

22. The challenge of change Increasing change from existing practice Acids and Alkalis Using models in science - light Thinking skills in science Themed approach. Its a pirates life for me Developing an argument Big change Advantage – Greater emphasis on HSW and change of approach to T&L is obvious to teachers Disadvantage - Teachers (and pupils) may be de-skilled Small change Advantage – Context and structure is familiar – Teachers remain confident Disadvantage - Teachers (and pupils) may not spot the change and continue teaching as before

23. Task – Reviewing curriculum plans As a table using the case studies provided:- Review the different approaches and identify strengths/ weaknesses/ opportunities and threats to the different curriculum plans

24. Where are we now?

25. Where are you now? Discuss: What are your plans for KS3 development? What you have achieved so far What are the barriers to your plans?

26. Session 3 The opportunities and the risks Slide 3.1

27. Objectives To: Explore the issues raised in the Science Education in Europe: Critical Reflections report Link these issues to planning your Key Stage 3 curriculum Slide 3.2

28. Outcomes Participants will have: become aware of the issues in the Science Education in Europe: Critical Reflections report agreed a planning checklist Slide 3.3

29. What makes a successful learner in science? A successful learner in science is: self-confident yet able to make mistakes a critical and creative thinker analytical and a problem solver self-reflective a good communicator able to apply a range of skills well curious and well motivated Slide 3.4

30. ‘Powerful learning, powerful teaching, powerful schools, by David Hopkins’ ‘It is the integration of content, process and social climate that explains how the learning experience can be organised to make a positive difference to students. The impact is not just on test scores and examination results, but also on the students capacity to learn. This is the heart of the matter. If the teacher can teach the student how to learn at the same time as assisting them to acquire curriculum content then the twin goals of learning and achievement can be met at the same time.’

31. Powerful learning ‘Powerful learning therefore refers to the ability of learners to respond successfully to the tasks that they are set, as well as the tasks they set themselves.’ Hopkins, D. (2000) ‘Powerful learning, powerful teaching and powerful schools’, Journal of Educational Change, Volume 1, Volume 2 / June, 2000. © Springer Netherlands. Used with kind permission of Springer Science and Business Media. Slide 3.5

32. Task - Compelling Learning Experiences Describe to your neighbour one that you have experienced personally Agree some key vocabulary that describes a ‘compelling learning experience’ Share these with your table and write your top 3 individually on a post it note and attach to the flip chart

33. Compelling learning Compelling learning experiences have: focus on impact not coverage connections between subjects, skills and cross- curricular dimensions coherence for the learner more opportunity to enhance, enrich and extend QCA 2007 Slide 3.6

34. Task A Are the features of: Successful learners in science Powerful learning Compelling learning experiences Highlighted in the key messages on handout 3.1 Slide 3.7

35. ‘The irony of the current situation is that somehow we have managed to transform a school subject which engages nearly all young people in primary schools, and which many would argue is the crowning intellectual achievement of European society, into one which the majority find alienating by the time they leave school.’ Science Education in Europe: Critical Reflections, 2008 report to Nuffield Foundation Slide 3.8

36. Task B Given the issues raised on handout 3.1 discuss: The implications for your department when planning the new Key Stage 3 curriculum At least three key points that you would put on a planning checklist Slide 3.9

37. Powerful learning Refers to the ability of learners to respond successfully to the tasks that they are set and those they set themselves Integrate prior and new knowledge Acquire and use a range of learning skills Solve problems Think carefully about success and failures Evaluate conflicting evidence and to think critically Accept that learning involves uncertainty and difficulty

38. Powerful learning Does not occur by accident Need an effective learning situation created by a skilful teacher

39. Bruce Joyce and Beverley Showers 1991….. ‘Knowing this is the core of effective teaching, because effective teachers are confident that they can make a diiference and that the difference is made by increasing their own teaching repertoires and the learning repertoires of their students’.

40. Summary Powerful teachers believe that all pupils can learn and that they can teach all pupils and more importantly they convey this message to all their pupils.

41. Session 4 Long and Medium term plans Slide 4.1

42. Objectives To: Explore long- and medium-term planning in science Explore how the Framework for secondary science planning tool can be used to support planning Appreciate how effective medium- and long-term planning can improve progression in pupils; learning, particularly in How Science Works Slide 4.2

43. Outcomes Participants will have: discussed the purposes of long-, medium- and short-term planning in science explored three templates for medium-term planning and how these could be used to improve medium- and long-term planning identified how effective medium- and long- term planning can improve learning for pupils Slide 4.3

44. Task C: Long- and medium-term planning In pairs discuss the relationship between long-, medium- and short-term planning in science Slide 4.4

45. Task D: Key features of long- and medium-term planning Look at handouts 4.2 and 4.3 Identify which features would be the non- negotiables for a long-term or medium- term plan Slide 4.5

46. Task E: Alternative templates Look at handouts 4.4, 4.5 and 4.6 Compare these formats with your current long-term plan What features are missing? What extra features do you have? Slide 4.6

47. Planning for progression; long-term planning Medium-term plans need to fit into a coherent long-term plan that maps a progressive learning journey across five years Long-term plans need to take account of operational features which are likely to be school-specific What additional features should a long-term plan for your school include? Slide 4.7

48. Task F: Alternative templates Look at handouts 4.7, 4.8 and 4.9 Compare these formats with your current medium-term plans What features are missing? What extra features do you have? Slide 4.8

49. Task G: Using medium-term plans to plan for long-term progression Look at the three medium-term plans on handout 4.10 Arrange the topics into a teaching order that ensures progression in pupils' learning Use the Framework for secondary science of yearly learning objectives to help you if necessary Slide 4.9

50. Next steps Add further annotations to your planner Use handouts 5.1 and 5.2 to plan your department CPD session Slide 4.10

51. Outcomes Participants will have: discussed the issues in developing the new curriculum and collaborative planning decided how to use the planning tool and the Secondary Frameworks website to support their planning identified the next steps for curriculum development

52. Impact Prompts – Summer 08 Complete the form to feedback progress on various aspects of science development within your school.

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