1. NAIGS Conference 5 July 2007 Peter Slade Curriculum Adviser

2. ‘To develop a modern, world- class curriculum that will inspire and challenge all learners and prepare them for the future’

3.  technology  an ageing population  the gap between rich and poor  global culture and ethnicity  sustainability  changing maturity levels in schools  expanding knowledge of learning  a changing economy The future - a changing society…

7. Our curriculum conversation Three key questions 1. What are we trying to achieve through the curriculum? 2. How do we best organise learning to achieve these aims? 3. How effectively are we evaluating the impact of the curriculum and continuously improving it?

8. Working draft June 2007 A big picture of the curriculum 1 WHAT are we trying to achieve? Three key questions 2 HOW do we organise learning? 3 HOW WELL are we achieving our aims?

9. 1 WHAT are we trying to achieve? Three key questions 2 HOW do we organise learning? 3 HOW WELL are we achieving our aims? To secure Accountability measures Further involvement in education, employment or training Attainment and improved standards Behaviour and attendance Civic participation Healthy lifestyle choices Working draft June 2007 A big picture of the curriculum

10. 1 WHAT are we trying to achieve? Three key questions 2 HOW do we organise learning? 3 HOW WELL are we achieving our aims? Securing Accountability measures Further involvement in education, employment or training Attainment and improved standards Behaviour and attendance Civic participation Healthy lifestyle choices Working draft June 2007 A big picture of the curriculum

11. Successful learners who enjoy learning, make progress and achieve Responsible citizens who make a positive contribution to society Confident individuals who are able to lead safe and healthy lives The curriculum aims to enable all young people to become 1 WHAT are we trying to achieve? Three key questions 2 HOW do we organise learning? 3 HOW WELL are we achieving our aims? Stay safe Enjoy and achieve Be healthy Make a positive contribution Achieve economic well-being Every child matters Working draft June 2007 A big picture of the curriculum

12. 1 WHAT are we trying to achieve? Three key questions 2 HOW do we organise learning? 3 HOW WELL are we achieving our aims? Securing Accountability measures Further involvement in education, employment or training Attainment and improved standards Behaviour and attendance Civic participation Healthy lifestyle choices Every child matters outcomes Curriculum aims Enjoy and achieve Stay Safe Be Healthy Make a Positive Contribution Achieve economic wellbeing Successful learners who enjoy learning, make progress and achieve Responsible citizens who make a positive contribution to society Confident individuals who are able to lead safe and healthy lives The curriculum aims to enable all young people to become Working draft June 2007 A big picture of the curriculum

13. 1 WHAT are we trying to achieve? Three key questions 2 HOW do we organise learning? 3 HOW WELL are we achieving our aims? Focus for learning Attitudes and attributes e.g. determined, adaptable, confident, risk-taking, enterprising Knowledge and understanding eg, big ideas that shape the world Skills eg, literacy, numeracy, ICT, personal, learning and thinking skills Working draft June 2007 A big picture of the curriculum

14. 1 WHAT are we trying to achieve? Three key questions 2 HOW do we organise learning? 3 HOW WELL are we achieving our aims? Securing Accountability measures Further involvement in education, employment or training Attainment and improved standards Behaviour and attendance Civic participation Healthy lifestyle choices Every child matters outcomes Curriculum aims Enjoy and achieve Stay Safe Be Healthy Make a Positive Contribution Achieve economic wellbeing Focus for learning Attitudes and attributes eg, determined, adaptable, confident, risk-taking, enterprising Knowledge and understanding eg, big ideas that shape the world Skills eg, literacy, numeracy, ICT, personal, learning and thinking skills Successful learners who enjoy learning, make progress and achieve Responsible citizens who make a positive contribution to society Confident individuals who are able to lead safe and healthy lives The curriculum aims to enable all young people to become Working draft June 2007 A big picture of the curriculum

15. 1 WHAT are we trying to achieve? Three key questions 2 HOW do we organise learning? 3 HOW WELL are we achieving our aims? Lessons Out of school Extended hours RoutinesEvents Locations Environment The curriculum as an entire planned learning experience underpinned by a broad set of common values and purposes Components Working draft June 2007 A big picture of the curriculum

16. 1 WHAT are we trying to achieve? Three key questions 2 HOW do we organise learning? 3 HOW WELL are we achieving our aims? The curriculum as an entire planned learning experience underpinned by a broad set of common values and purposes Learning approaches Including enquiry, active learning, practical and constructive Community and business links Using a range of audiences and purposes In tune with human development Including all learners Building on learning beyond the school Matching time to learning need, e.g, deep, immersive and regular frequent learning Taking risks Opportunities for learner choice and personalisation Working draft June 2007 A big picture of the curriculum

17. 1 WHAT are we trying to achieve? Three key questions 2 HOW do we organise learning? 3 HOW WELL are we achieving our aims? Including all learners Opportunities for learner choice and personalisation Using a range of audiences and purposes Taking risks Matching time to learning need, eg, deep, immersive and regular frequent learning Community and business links Building on learning beyond the school In tune with human development A range of approaches, including enquiry, active learning, practical and constructive Learning approaches Components LessonsOut of schoolExtended hoursRoutinesEventsLocationsEnvironment The curriculum as an entire planned learning experience underpinned by a broad set of common values and purposes Securing Accountability measures Further involvement in education, employment or training Attainment and improved standards Behaviour and attendance Civic participation Healthy lifestyle choices Every child matters outcomes Enjoy and achieve Stay Safe Be Healthy Make a Positive Contribution Achieve economic wellbeing Focus for learning Attitudes and attributes eg, determined, adaptable, confident, risk-taking, enterprising Knowledge and understanding eg, big ideas that shape the world Skills eg, literacy, numeracy, ICT, personal, learning and thinking skills Curriculum aims Successful learners who enjoy learning, make progress and achieve Responsible citizens who make a positive contribution to society Confident individuals who are able to lead safe and healthy lives The curriculum aims to enable all young people to become Working draft June 2007 A big picture of the curriculum Including all learners Opportunities for learner choice and personalisation Using a range of audiences and purposes Taking risks Matching time to learning need, eg, deep, immersive and regular frequent learning Community and business links Building on learning beyond the school In tune with human development A range of approaches, including enquiry, active learning, practical and constructive

18. 1 WHAT are we trying to achieve? Three key questions 2 HOW do we organise learning? 3 HOW WELL are we achieving our aims? The curriculum as an entire planned learning experience underpinned by a broad set of common values and purposes Dimensions Cultural diversity and identity Creativity and critical thinking Sustainable futures and the global dimension Community and civic participation Health & Lifestyles Enterprise and entrepreneurship Technology and the media Working draft June 2007 A big picture of the curriculum

19. 1 WHAT are we trying to achieve? Three key questions 2 HOW do we organise learning? 3 HOW WELL are we achieving our aims? Dimensions Overarching themes that have a significance for individuals and society, and provide relevant learning contexts Cultural diversity and identity – health lifestyles – community and civic participation – enterprise and entrepreneurship – sustainable futures and the global dimension – technology and the media – creativity and critical thinking National curriculum A & D MaCiD & TEnGeHiICTScPSHEPEMuMFLRECEG Personal, social and emotional development Communication, language and literacy Mathematical development Knowledge and understanding of the world Physical development Creative development The curriculum as an entire planned learning experience underpinned by a broad set of common values and purposes Securing Accountability measures Further involvement in education, employment or training Attainment and improved standards Behaviour and attendance Civic participation Healthy lifestyle choices Every child matters outcomes Enjoy and achieve Stay Safe Be Healthy Make a Positive Contribution Achieve economic wellbeing Focus for learning Attitudes and attributes eg, determined, adaptable, confident, risk-taking, enterprising Knowledge and understanding eg, big ideas that shape the world Skills eg, literacy, numeracy, ICT, personal, learning and thinking skills Curriculum aims Successful learners who enjoy learning, make progress and achieve Responsible citizens who make a positive contribution to society Confident individuals who are able to lead safe and healthy lives The curriculum aims to enable all young people to become Working draft June 2007 A big picture of the curriculum Learning approaches Components LessonsOut of schoolExtended hoursRoutinesEventsLocationsEnvironment Including all learners Opportunities for learner choice and personalisation Using a range of audiences and purposes Taking risks Matching time to learning need, eg, deep, immersive and regular frequent learning Community and business links Building on learning beyond the school In tune with human development A range of approaches, including enquiry, active learning, practical and constructive

20. 1 WHAT are we trying to achieve? Three key questions 2 HOW do we organise learning? 3 HOW WELL are we achieving our aims? Assessment fit for purpose To make learning and teaching more effective so that learners understand quality and how to improve Is integral to effective teaching and learning Draws on a wide range of evidence of pupils’ learning Maximises pupils’ progress Gives helpful feedback for the learner and other stakeholders Links to national standards which are consistently interpreted Promotes a broad and engaging curriculum Helps identify clear targets for improvement Informs future planning and teaching Uses tests and tasks appropriately Embraces peer- and self-assessment Working draft June 2007 A big picture of the curriculum

21. 1 WHAT are we trying to achieve? Three key questions 2 HOW do we organise learning? 3 HOW WELL are we achieving our aims? Assessment Including all learners Opportunities for learner choice and personalisation Using a range of audiences and purposes Taking risks Matching time to learning need, eg, deep, immersive and regular frequent learning Community and business links Building on learning beyond the school In tune with human development A range of approaches, including enquiry, active learning, practical and constructive Dimensions Learning approaches 3-5 5-16 Components LessonsOut of schoolExtended hoursRoutinesEventsLocationsEnvironment The curriculum as an entire planned learning experience underpinned by a broad set of common values and purposes Accountability measures Further involvement in education, employment or training Attainment and improved standards Behaviour and attendance Civic participation Healthy lifestyle choices Every child matters outcomes Enjoy and achieve Stay Safe Be Healthy Make a Positive Contribution Achieve economic wellbeing Focus for learning Attitudes and attributes eg, determined, adaptable, confident, risk-taking, enterprising Knowledge and understanding eg, big ideas that shape the world Skills eg, literacy, numeracy, ICT, personal, learning and thinking skills Curriculum aims Successful learners who enjoy learning, make progress and achieve Responsible citizens who make a positive contribution to society Confident individuals who are able to lead safe and healthy lives The curriculum aims to enable all young people to become Working draft June 2007 A big picture of the curriculum Assessment fit for purpose To make learning and teaching more effective so that learners understand quality and how to improve Embraces peer- and self- assessment Uses tests and tasks appropriately Links to national standards which are consistently interpreted Helps identify clear targets for improvement Gives helpful feedback for the learner and other stakeholders Maximises pupils’ progress Promotes a broad and engaging curriculum Draws on a wide range of evidence of pupils’ learning Is integral to effective teaching and learning Informs future planning and teaching National curriculum A & D MaCiD & TEnGeHiICTScPSHEPEMuMFLRECEG Personal, social and emotional development Communication, language and literacy Mathematical development Knowledge and understanding of the world Physical development Creative development Overarching themes that have a significance for individuals and society, and provide relevant learning contexts Cultural diversity and identity – health lifestyles – community and civic participation – enterprise and entrepreneurship – sustainable futures and the global dimension – technology and the media – creativity and critical thinking

22. 1 WHAT are we trying to achieve? Three key questions 2 HOW do we organise learning? 3 HOW WELL are we achieving our aims? Assessment Including all learners Opportunities for learner choice and personalisation Using a range of audiences and purposes Taking risks Matching time to learning need, eg, deep, immersive and regular frequent learning Community and business links Building on learning beyond the school In tune with human development A range of approaches, including enquiry, active learning, practical and constructive Dimensions Learning approaches 3-5 5-16 Components LessonsOut of schoolExtended hoursRoutinesEventsLocationsEnvironment The curriculum as an entire planned learning experience underpinned by a broad set of common values and purposes Accountability measures Further involvement in education, employment or training Attainment and improved standards Behaviour and attendance Civic participation Healthy lifestyle choices Every child matters outcomes Enjoy and achieve Stay Safe Be Healthy Make a Positive Contribution Achieve economic wellbeing Focus for learning Attitudes and attributes eg, determined, adaptable, confident, risk-taking, enterprising Knowledge and understanding eg, big ideas that shape the world Skills eg, literacy, numeracy, ICT, personal, learning and thinking skills Curriculum aims Successful learners who enjoy learning, make progress and achieve Responsible citizens who make a positive contribution to society Confident individuals who are able to lead safe and healthy lives The curriculum aims to enable all young people to become Working draft June 2007 A big picture of the curriculum Assessment fit for purpose To make learning and teaching more effective so that learners understand quality and how to improve Embraces peer- and self- assessment Uses tests and tasks appropriately Links to national standards which are consistently interpreted Helps identify clear targets for improvement Gives helpful feedback for the learner and other stakeholders Maximises pupils’ progress Promotes a broad and engaging curriculum Draws on a wide range of evidence of pupils’ learning Is integral to effective teaching and learning Informs future planning and teaching National curriculum A & D MaCiD & TEnGeHiICTScPSHEPEMuMFLRECEG Personal, social and emotional development Communication, language and literacy Mathematical development Knowledge and understanding of the world Physical development Creative development Overarching themes that have a significance for individuals and society, and provide relevant learning contexts Cultural diversity and identity – health lifestyles – community and civic participation – enterprise and entrepreneurship – sustainable futures and the global dimension – technology and the media – creativity and critical thinking

23. Government ambitions for science More young people taking science A levels More pupils getting at least level 6 at the end of KS3 More pupils achieving A*-C grades in science GCSEs All pupils achieving level 6 to be entitled to study three separate science GCSEs

24. The new secondary curriculum

26. A fresh look at the curriculum The revised programmes of study follow a common format: Curriculum aims Importance statement Key concepts Key processes Range and content Curriculum opportunities A new look at subjects Less prescribed content but an increased focus on subject discipline… the key ideas and skills that underpin a subject.

27. The importance of science The study of science fires pupils' curiosity about phenomena in the world around them and offers opportunities to find explanations. It engages learners at many levels, linking direct practical experience with scientific ideas. Experimentation and modelling are used to develop and evaluate explanations, encouraging critical and creative thought, and to show how knowledge and understanding in science are rooted in evidence. Pupils discover how scientific ideas contribute to technological change - affecting industry, business and medicine and improving quality of life. They trace the development of science worldwide and recognise its cultural significance. They learn to question and discuss issues that may affect their own lives, the directions of societies and the future of the world.

28. Key concepts Scientific thinking Applications and implications of science Cultural understanding Collaboration Key processes Practical and enquiry skills Considering evidence Communication

29. Range and content Energy, electricity and forces Chemical and material behaviour Organisms, behaviour and health The environment, Earth and universe

30. Curriculum opportunities Research, experiment, discuss and develop arguments Pursue an independent enquiry into an aspect of science of personal interest Use real life examples which put science into context as a basis for finding out about science Study science in local, national and global contexts and appreciate the connections between these Experience science outside the school environment including in the workplace, where possible Use creativity and innovation in science, and appreciate their importance in enterprise

31. Curriculum opportunities Recognise the importance of sustainability in scientific and technological developments Explore contemporary and historical scientific developments and how they have been communicated Prepare to specialise in a range of science subjects at key stage 4 and consider career opportunities that are provided by science qualifications both within science and in other areas Consider how knowledge and understanding of science informs personal and collective decisions, including those on substance abuse and sexual health Make links between science and other subjects and areas of the curriculum

32. Level descriptions AT1: How science works AT2: Organisms, their behaviour and the environment AT3: Materials, their properties and the Earth AT4: Energy, forces and space

34. An increased focus on skills A new framework for Personal, learning and thinking skills Independent enquirers Creative thinkers Reflective learners Team workers Self-managers Effective participators Functional skills English, Maths and ICT In programmes of study Embedded in GCSE and Diploma Stand-alone qualifications

35. Cross-curricular dimensions The non-statutory cross-curricular dimensions reflect the major ideas and challenges that face society and have significance for individuals. They can provide powerful unifying themes that give learning relevance and help young people make sense of the world. Identity and culture Healthy lifestyles Community participation Enterprise Sustainable futures and the global dimension Technology and the media Creativity and critical thinking

36. Timeline June 2007 Final proposals to SoS Sept 2007 New curriculum on-line and training begins Sept 2008 Implementation for year 7 May 2011 First assessments on new level descriptions

38. Primary science

39. Wellcome Trust: Primary Horizons  Commissioned in 2004  Suggestion of a decline in children’s positive attitude towards science in the later primary years  Respondents pointing towards a lack of knowledge, expertise, confidence and training as a major concern in teaching science

40. University of Cambridge: Primary Review

41. Status of science and resources  The impact of the National Primary Strategy concentrates on literacy and numeracy and there was concern that science is losing its status as a core subject. This leads to schools and local authorities allocating less time, funding and support to primary science.  There needs to be a consistent expectation for primary science across the country.  Many primary science teachers and coordinators lack science knowledge, understanding and skills in certain areas.  There is a lack of fully trained teaching assistants (TAs) for science.  Newly qualified teachers (NQTs) and teachers with no science background are being asked to take on science coordinator roles. There are some instances of science just being taught by TAs.  There needs to be more continuous professional development (CPD) for senior managers to make them aware of the value of science in the curriculum.  The teaching of active practical science is inhibited by the lack of funding, technical and TA support, time and preparation for delivery. Classroom space can also be a factor.  ICT such as interactive whiteboards should be used to support and enhance practical science learning activities, not replace them.  Published resources often give a perceived level of content that far exceeds the requirements for KS2 and can constrain scientific enquiry.  QCA schemes of work should be used as guidance only, as many teachers depend too heavily upon them, thus stifling creativity. Primary Science Conferences 2007 Question 1: What are the biggest challenges? …concern that science is losing its status as a core subject.

42. Curriculum planning  Science is in competition with literacy and numeracy and usually relegated to the afternoon when pupils’ concentration can be reduced.  There is often no time for teachers to plan science lessons across the curriculum and make links to the ‘big picture’ within the school, or opportunities to reflect on lessons and share good practice.  Teachers tend to be skilled at teaching knowledge and understanding but can lack confidence in teaching aspects of physics and scientific enquiry skills.  Many teachers teach ‘safe science’ with minimal risk taking. Reasons for this again included lack of funding, technical and TA support, time and preparation for delivery. Lack of teacher confidence, especially when there were behavioural problems in the class, was also an issue. Assessment and progression  National results in KS2 tests have made primary science appear successful and therefore there is a perception that there is no apparent need for any changes or improvement.  There is some concern that teaching to the tests occurs in Y6 due to the accountability imposed by the national testing regime. Pupils then become bored and are turned off science.  Progression with no strong central support leads to schemes of work being revisited which also leads to boredom for the pupils.  Teachers’ lack of confidence in being able to assess progress and levelness leads to over-emphasis on irrelevant recording of written evidence. Primary Science Conferences 2007 Question 1: What are the biggest challenges? …KS2 tests have made primary science appear successful… Many teachers teach ‘safe science’ with minimal risk taking.

43. Status of science and resources  The status of science being raised and given greater recognition by Ofsted, DfES, the National Strategies, local authorities and consultants.  There was support for a Primary National Strategy for science which could help to identify and support the progression of skills development.  Revised framework and updated QCA schemes of work that link to the programmes of study (PoSs), with examples of practical activities and materials for e.g. global climate change.  Better access to ICT equipment such as data loggers.  More opportunities for inspirational visits to the school by scientists, or visits to scientists in their workplace, to develop understanding of what scientists do and science careers that are available.  More opportunities to develop science teaching in real life contexts in order to provide inspiration.  More funding, technical and TA support, time and preparation for delivery in order to be able to teach the practical aspects of scientific enquiry. Primary Science Conferences 2007 Question 2: What do teachers need (other than CPD)? More funding, technical and TA support, time and preparation for delivery…

44. Curriculum planning  Support from senior management on the importance of science in the curriculum, with adequate time for planning and teaching.  Time for curriculum planning meetings in order to consider the ‘big picture’ within the school, as valuable professional discussions on science teaching and learning do not just take place on courses.  Time for a coordinator role, particularly for monitoring the quality of teaching (formative assessments of teacher knowledge, observations, work scrutiny, learning walks etc).  Working with Y6 and Y7 colleagues on transition projects in order to have more coherence with the Secondary National Strategy and to develop better links with secondary schools.  Funding to allow CPD opportunities to take place with clear guidance to the coordinator before taking up the role.  Support from colleagues in their science teaching to help them build their confidence to deliver more practical activities through observing and sharing good practice, giving reassurance on what is going well and advising on what evidence needs recording. Primary Science Conferences 2007 Question 2: What do teachers need (other than CPD)? Support from colleagues in their science teaching…

45. Requirements  There needs to be recognition and entitlement to CPD for all those who need it. Many primary teachers do not receive any CPD for science.  CPD specifically needed for primary consultants, science coordinators, advanced skills teachers (ASTs), teachers and their TAs.  Better understanding of teaching and progression of scientific enquiry with ideas for inspiring and creative practical work.  Strategies for challenging the more able pupils.  Understanding behaviour management as this is often recorded as more problematic for science, particularly for practical work.  Time for curriculum planning meetings with colleagues in order to consider the ‘big picture’ of what is happening within the school and beyond.  Awareness of what is happening in Y7 science, in order to prepare pupils for the transition from Y6, through links with secondary schools and working with secondary science teachers.  Subject knowledge and understanding, especially for forces and electricity, and some updating on terminology would be useful.  Embedding ICT in science and using it appropriately and within the context of the subject.  Linking science to numeracy, for example when to collect and the best way to present data, such as when to use a bar chart or line graph and how to spot trends and data analysis.  Recording evidence and an understanding of Ofsted requirements.  Assessment for learning and levelness to enhance assessment skills and confidence with examples in both scientific skills and content. Primary Science Conferences 2007 Question 3: What CPD do teachers need? Better understanding of teaching and progression of scientific enquiry…

46. Effective forms of CPD  CPD can occur through a variety of ways. Not all effective CPD takes place on courses.  CPD courses need to be fit for purpose and responsive to local and individual needs.  CPD can be targeted at specific year groups.  Collaboration with outside agencies such as SETNET, with better knowledge of other national schemes.  Science teacher networks similar to the Secondary National Strategy.  Coaching or mentoring, where a teacher teams up with an expert (either a scientist, science coordinator or another teacher), and supported by self-study style resources.  The impact of CPD must be monitored effectively. Lessons learnt need to be put into practice soon afterwards otherwise the momentum is lost.  Using the literacy and numeracy model of dissemination to make relevant links. Primary Science Conferences 2007 Question 3: What CPD do teachers need? ….responsive to local and individual needs.

47. Structure and content  There was general agreement that the PoS for primary science should be less prescriptive and taught through skills.  There was some support for a more flexible curriculum where teachers could choose a science theme or topic, which is relevant to their particular needs and circumstances.  Flexibility should allow teaching of contemporary and historical science topics.  There was some support for putting energy and space back into the primary curriculum, as these are now easer to teach with interactive whiteboards.  Repetition within the primary science curriculum needs to be highlighted and deleted.  There needs to be continuity between the foundation stage, KS1 and KS2.  Greater emphasis on cross-curricular links and teaching cross-curricular skills, especially for literacy and numeracy. Links also need to be made to the early learning goals and pupils’ prior learning. Primary Science Conferences 2007 Question 4: What changes should occur to the PoS? Greater emphasis on cross-curricular links and teaching cross-curricular skills…

48. Assessment  Generally the move to teacher assessment at KS1 was welcomed.  There was some support for removing the tests at the end of KS2, to be replaced with rigorous standardised teacher assessment.  Generally it was considered that teachers are successful in teaching knowledge and understanding required by pupils for the tests but lack the confidence when opportunities occur to extend them.  Some supported the tests as they examine what has been learnt, and there was some concern that if KS2 tests were abolished, the status of primary science in relation to English and mathematics would decline further. Support material  There was support for exemplar materials based on scientific enquiry as well as ideas for practical activities similar to those for literacy and numeracy.  Materials highlighting cross-curricular links.  Strategies to support any changes.  Resources should be available at a national level so that the derivatives can be shared collaboratively, e.g. Primary UPD8.  Revised QCA schemes of work, linked to the PoS with cross-curricular links. Primary Science Conferences 2007 Question 4: What changes should occur to the PoS? Resources should be available at a national level… …some support for removing the tests at the end of key stage 2, to be replaced with rigorous standardised teacher assessment.

49. A level science

50. Changes to A levels: 6 units for the sciences 2 units of internal assessment, assessing practical skills Only one component of assessment per unit Overarching set of criteria for A level sciences Appendices contain subject specific content

51. New opportunities allow: Integration of how science works from GCSE Updated content Inclusion of contemporary contexts Development of a wider range of practical and investigative skills Stretch and challenge…

52. Stretch and challenge: Questions with a variety of stems to elicit different types of response Connectivity between sections of questions Extended writing Wider range of question types to address different skills Improved synoptic assessment

53. Timeline July/Aug 2007Specifications accredited Sept 2007New specifications to centres Sept 2008First teaching of new specifications

54. Summative assessment must not lead the curriculum or dictate the pedagogy used to teach it. Ofsted Summative assessment must not lead the curriculum or dictate the pedagogy used to teach it. Ofsted

55. Assessing pupils’ progress (APP) Teacher assessment materials for KS3 being produced in line with English and maths Assessment criteria based on the new level descriptions Provides formative and summative judgements, supporting assessment for learning Come to the session tomorrow….

56. Contact details info@qca.org.uk www.qca.org.uk/science www.qca.org.uk/curriculum