1. Meeting the needs and aspirations of all students

2. 2 Up to September 2006 For all Balanced Approx. 15% Most Double Award Balanced, 20% Single Award, balanced, 10% Double Applied, vocational, 20% Separate Sciences, 20-30% Alternative courses KS3 Age 11-14 KS4 Age 14-16 (GCSE) KS5 Age 16-19 Majority have no formal science education post-16 Some AS/A2, Some vocational courses, minority IB

3. 3 Twenty First Century Science  A new model for KS4 science  Commissioned by QCA in 2000  Piloted in 78 schools from 2003  First students completed courses in 2005  Model forms basis of all GCSE courses from 2006

4. 4 Things must be very bad …?

5. 5

6. 6 Students’ views  20% people deterred from science because of their school experience  27% among people born between 1980 – 1988 Science in Society, UK Office of Science & Technology 2005

7. 7 Students’ views Strongly disagree (%) Disagree (%) Agree (%) Strongly agree (%) I like school science better than other subjects 43252011 I would like to become a scientist 5821138 I would like to get a job in technology 41252113 Jenkins, E, & Nelson, N.W. (2005) Important but not for me: Students’ attitudes towards Secondary school science in England. Research in Science & Technology Education, 23(1), 41-57.

8. 8 Students’ views Strongly disagree (%) Disagree (%) Agree (%) Strongly agree (%) I like school science better than other subjects 43252011 I would like to become a scientist 5821138 I would like to get a job in technology 41252113 Jenkins, E, & Nelson, N.W. (2005) Important but not for me: Students’ attitudes towards Secondary school science in England. Research in Science & Technology Education, 23(1), 41-57.

9. 9 “It is clear that the major problems lie at Key Stage 4. Many students lose any feelings of enthusiasm that they once had for science. If students are to be able to see the relevance of their school science, the curriculum should include recent scientific developments. Students want the opportunity to discuss controversial and ethical issues in their science lessons, but this happens very rarely.” House of Commons Select Committee on Science and Technology (2002). Science Education from 14 to 19. List of Recommendations. Where’s the problem?

10. 10 Implications for a new curriculum  A lot of the stuff is irrelevant. You’re just going to go away from school and you’re never going to think about it again. Osborne, J. and Collins, S. (2000). Pupils’ and Parents’ Views of the School Science Curriculum, London: King’s College

11. 11 Implications for a new curriculum  What should we teach? Osborne, J. and Collins, S. (2000). Pupils’ and Parents’ Views of the School Science Curriculum, London: King’s College

12. 12 Implications for a new curriculum  What should we teach?  In art and drama you can choose, like whether you’re going to do it this way or that, and how you’re going to go about it, whereas in science there’s just one way. Osborne, J. and Collins, S. (2000). Pupils’ and Parents’ Views of the School Science Curriculum, London: King’s College

13. 13 Implications for a new curriculum  What should we teach?  How should we teach? Osborne, J. and Collins, S. (2000). Pupils’ and Parents’ Views of the School Science Curriculum, London: King’s College

14. 14 Implications for a new curriculum  What should we teach?  How should we teach?  It’s all crammed in … You catch bits of it, then it gets confusing, then you put the wrong bits together … Osborne, J. and Collins, S. (2000). Pupils’ and Parents’ Views of the School Science Curriculum, London: King’s College

15. 15 Implications for a new curriculum  What should we teach?  How should we teach?  How should we assess? Osborne, J. and Collins, S. (2000). Pupils’ and Parents’ Views of the School Science Curriculum, London: King’s College

16. 16 curriculum assessmentpedagogy

17. 17 Inspiration for a new model  “The science curriculum from (age) 5 to 16 should be seen primarily as a course to enhance general ‘scientific literacy’.”  How can we achieve this, whilst also catering for the needs of future specialists? Beyond 2000 (1998)

18. 18  The school science curriculum has to do two jobs. It has to provide: The key problem (Beyond 2000) Access to basic scientific literacy The first stages of a training in science for all for a minority  There is an inherent tension between these aims.

19. 19 Concern for future scientists “respondents were concerned that pupils … … were not enthused by the content of the science curriculum … could not relate the issues they studied in science to the world around them. All these issues … were seen to result in declining numbers taking mathematics, physics and chemistry at A-level and beyond.” Sir Gareth Roberts’ Review (2002) SET for Success: The supply of people with science, technology, engineering and mathematics skills

20. 20 Humanities Mixed Science & Maths only

21. 21

22. 22 “We find much in the analysis in Beyond 2000 with which to agree, but we do not have enough evidence to pass a considered judgment on its detailed recommendations.” House of Lords Select Committee on Science and Technology (2000). Science and Society, paras. 6.16-6.17 Can a new model work? The pilot …

23. 23 Currently Most Double Award 20% KS4 Age 14-16 (GCSE)

24. 24 The pilot curriculum model GCSE Science 10% Emphasis on scientific literacy for all students (1 GCSE) GCSE Additional Science 10% or GCSE Additional Applied Science 10% for many students (1 GCSE)

25. 25 Benefits?  Emphasises that there is a core of science which everyone needs.  Recognises that students are different, and meets a wider range of student needs.  Each course can be designed to be ‘fit for purpose’.  Separate courses makes it easier for students to pick up additional science at a later date, if their aspirations change.

26. 26 Aims of the pilot programme  To make school science more attractive – to students, teachers, and parents  To meet the needs and aspirations of all students – relevant to different pathways

27. 27 Relevance for different aims  GCSE Science – ‘scientific literacy’ for everyone – appreciation of what we are, who we are, our place in the Universe – useful knowledge for making everyday choices and decisions, and forming a personal viewpoint – essential beginnings of understanding nature of science

28. 28 Relevance for different aims  GCSE Additional Science – start of training in science – deeper understanding of science explanations, more abstract concepts – skills of investigation

29. 29 Relevance for different aims  GCSE Additional Applied Science – start of training in science – deeper understanding of some science explanations – practical performance and work-related testing – data collection, precision, reliability

30. 30 Teaching for scientific literacy

31. 31 Principles for curriculum  Scientific literacy – a course for both: – citizens who will not pursue science – citizens who will become scientists  How do citizens meet science?  What knowledge and skills do they need to deal with this?

32. 32

33. 33

34. 34 What’s needed to make sense of this?  Some scientific knowledge (Science Explanations): – tools for thinking – the major stories of science  Some knowledge about science itself (Ideas about Science): – the methods of scientific enquiry – the nature of scientific knowledge – the relationships between science, technology and society

35. 35 Two foundations Science Explanations (Breadth of study) GCSE Science Ideas about Science (How science works) Teaching through issues and contexts; but ‘durable’ learning is of Science Explanations and Ideas about Science.

36. 36 Science explanations – examples Chemical change Materials and their properties The interdependence of living things The gene theory of inheritance Radiation The Earth

37. 37 Ideas about Science  Data and its limitations: reliability and validity  Evaluating evidence for correlations and causes  How scientific explanations are developed: the dynamic nature of scientific knowledge, acceptance of theories  How the scientific community works: peer review  Assessing levels of risk  How individuals and society make decisions about applications of science

38. 38

39. 39

40. 40

41. 41 Mobile phones  SE: A source emits radiation. This can affect a receiver some distance away.  SE: When radiation is absorbed it ceases to exist as radiation; usually it simply heats the absorber.  IaS: Explain why it is impossible for something to be completely safe.  IaS: Interpret and discuss information on the size of risks, presented in different ways.  IaS: Explain what the ALARA principle means and how it applies in a given context.

42. 42 Putting it all together Science Explanations Modules Ideas about Science etc.

43. 43 Modules  You and your genes B  Air quality C  Earth in the Universe P  Keeping healthy B  Materials C  Radiation and life P  Life on Earth B  Food matters C  Radioactive materials P

44. 44 Pedagogy for GCSE Science  Engages with contemporary scientific issues: – relevant and stimulating for students  Much is familiar: – whole class, small group and individual work – students still do practical  BUT they also have more opportunity to talk, discuss, analyse and develop arguments

45. 45 Assessment rationale  Fit for purpose & not repetitive  Examinations – Short objective papers – two sessions in a year  objective questions – ‘Ideas in context’ paper – end of course  holistic understanding  pre-release stimulus material  Skills assessment (coursework) – ‘Case Study’  exploring a controversial question – ‘Data analysis’  interpretation and evaluation of first-hand data

46. 46 Case Study: Is it dangerous to use sunbeds?  “69 000 more cases of skin cancer each year in the UK.  Over 2 000 people die of skin cancer each year in the UK  Australia has more cases than UK.  UK has more deaths than Australia.”

47. 47 Where are we now?

48. 48 National curriculum model - 2006 Entry level GCSE Science GCSE Additional Applied Science GCSE Biology GCSE Chemistry GCSE Physics GCSE Astronomy BTEC etc For all studentsFor most students and/or

49. 49 First awards  First cohort results awarded June 2005: – GCSE Science 6022 students, A*-C 58.4% – GCSE Additional Science 2583 students, A*-C 79.6% – GCSE Additional Applied Science, 2297 students, A*-C 33.8%  In context, national data for England in 2005: – Science (Double Award) A*-C 56.6% – Science (Single Award) A*-C 23.7% – Applied Science (Double Award) A*-C 32.8%

50. 50 First awards  First cohort results awarded June 2005: – GCSE Science 6022 students, A*-C 58.4% – GCSE Additional Science 2583 students, A*-C 79.6% – GCSE Additional Applied Science, 2297 students, A*-C 33.8%  In context, national data for England in 2005: – Science (Double Award) A*-C 56.6% – Science (Single Award) A*-C 23.7% – Applied Science (Double Award) A*-C 32.8%

51. 51 Additional data from …  Questionnaires completed by 40 Pilot school teachers at the end of the first year

52. 52 Teachers’ viewsNumber of teachers Much better6 Better21 Same7 Worse4 Much worse1 Teachers’ views of students’ response

53. 53 Teachers’ views of students’ response  [Students’ interest is] Greater because of what’s happening in the news now.  Most pupils are enthused about [the course] and its ethical up to date approach and take more interest …  More interest especially in science issues and will often comment on stories in the media. Engagement real, as opposed to often tacit with traditional courses.

54. 54 Is the GCSE Science course successful in improving students’ general scientific literacy? Teachers’ viewsNumber of teachers Very successful9 Successful26 Neutral2 Unsuccessful1 Very unsuccessful2

55. 55 Positive aspects (teachers, n=40) AspectNumber of teachers Everyday relevance of content, up to date, links to science in the media 23 Computer-based resources provided18 Use of Case Study, inclusion of ethical issues, links to citizenship, opportunities to discuss and debate, develops critical thinking 15 Less emphasis on factual content, more emphasis on Ideas about Science 14 Good practical activities, better coursework tasks6 Layout and style of textbook4 Range of learning styles and skills required, encourages independent learning 4

56. 56 Positive aspects (teachers, n=40) AspectNumber of teachers Everyday relevance of content, up to date, links to science in the media 23 Computer-based resources provided18 Use of Case Study, inclusion of ethical issues, links to citizenship, opportunities to discuss and debate, develops critical thinking 15 Less emphasis on factual content, more emphasis on Ideas about Science 14 Good practical activities, better coursework tasks6 Layout and style of textbook4 Range of learning styles and skills required, encourages independent learning 4

57. 57 Challenges identified by teachers AspectNumber of teachers Language demand of resources, not enough differentiation for weaker students 24 Demand on students to reason, debate; managing such activities in class 15 Fitting everything into time available; finding way around new resources; recognising what is essential for exam success 13 Less practical work11 Being part of a pilot, getting materials at short notice, preparing for new activities 9 Activities that don’t engage some students, specific topics or modules named as difficult 4

58. 58 Challenges identified by teachers AspectNumber of teachers Language demand of resources, not enough differentiation for weaker students 24 Demand on students to reason, debate; managing such activities in class 15 Fitting everything into time available; finding way around new resources; recognising what is essential for exam success 13 Less practical work11 Being part of a pilot, getting materials at short notice, preparing for new activities 9 Activities that don’t engage some students, specific topics or modules named as difficult 4

59. 59 End of year 2 (n=51) Teachers’ views of: More +ve SameLess +ve n.r. The new model232017 The scientific literacy course 262041

60. 60 Revision following pilot  During the pilot worked with teachers to: – revise specifications: amount of content, appropriate level (both Science Explanations & Ideas about Science) – differentiate textbooks – develop some activities with a lower reading demand – add more practical activities where needed – ensure coursework assessment is manageable

61. 61 External evaluation studies (2006)  Development of students’ understanding of some key Science Explanations and Ideas about Science  Changes in students’ attitudes to science and to school science: – in both cases, compared to students following the ‘normal’ science programme  Classroom practices and teaching approaches – principal challenges for teachers, and CPD needs

62. 62 Supporting teachers

63. 63 The key element  Pupils expressed a keen interest in a range of contemporary scientific or socio-scientific issues.  Both pupils and their parents felt that teachers and their style of teaching were very important determinants of pupils’ interest in the subject. Pupils’ and Parents’ Views of the School Science Curriculum Osborne & Collins, King’s College London, 2000

64. 64 Teacher support  Resources – lesson plans – activities & teacher guidance – ICT resources – textbooks – website discussion forum – regular newsletters  Training – residential courses – assessment courses – support officer visits

65. 65 Science Learning Centres  National Science Learning Centre (York) – opened Nov 2005 – £26 million (Wellcome Trust) – residential courses, focus on pedagogy, contemporary science  Regional Science Learning Centres – opened 2003/2004 – 8 regions across England – £25 million (DfES) – day courses, focus on pedagogy

66. 66 Lessons from the pilot Changing the curriculum model:  More than one course new for many schools  ‘Over-teaching’ in GCSE Science  Change of style/emphasis between courses  New criteria for internal assessment Managing choice:  Curriculum planning – options  Informing parents and students  Supporting students’ choice  Informing post-16 providers – progression

67. 67 Lessons from the pilot For some, expanding teaching and learning activities:  Exploring ‘How science works’  Discussion, argumentation skills for ‘How science works’  Supporting ‘freedom’ in Applied, extended problem-solving?  New internal assessment – moving away from Sc1

68. 68 What do teachers say?  “It’s what I feel I should be teaching.”  “Our Year 11 (age 16) students are feeling increasingly positive about science.”  “The most stimulating, exciting and rewarding time I have experienced in teaching.”  “Our first cohort results are excellent.”  “Thanks to everyone who gave us the opportunity to try this exciting, dynamic, and thoroughly relevant suite of courses.”

69. 69

70. 70 Scientific literacy activities

71. 71  What are the learning objectives?  How are these activities similar / different to current teaching?

72. 72 Hayfever  When given data relating to affect of air quality: – can give an example from everyday life of a correlation between a factor and an outcome – can explain why a correlation between a factor and an outcome does not necessarily mean that one causes the other

73. 73 Whales  When provided with additional data can draw valid conclusions about the implications of given data for a given theory, for example: – recognises that an observation that agrees with a prediction (derived from an explanation) increases confidence in the explanation, but does not prove it is correct; – recognises that an observation that disagrees with a prediction (derived from an explanation) indicates that either the observation or the prediction is wrong, and that this may decrease our confidence in the explanation

74. 74 Main contacts  Jenifer Burden, University of York – jb56@york.ac.uk  Project website: – www.21stcenturyscience.org  Publisher website: – www.twentyfirstcenturyscience.org