1. NAIGS ANNUAL CONFERENCE Ian Richardson HMI Specialist Adviser for Science ian.richardson@ofsted.gov.uk Date 5 July 2007

2. PURPOSES  To provide an update on science in primary and secondary phases.  To freely exchange views and questions between delegates.

3. The elements coming together to make science engaging and enjoyable include:  effective planning  good subject knowledge  science enquiry  clear objectives What is good science?

4.  lively and energetic teaching  good classroom management  a variety of activities including ICT  appropriate pace  challenge and differentiation  involvement of pupils in decisions  effective feedback to pupils. What is good science?

5. What has subject inspection in primary schools shown?

6.  Collaborative planning with cross curricular links to other subjects and themes such as literacy, numeracy, ICT and PSHE.  Science activities that include a good range of learning opportunities and styles, and have at their heart the active engagement of pupils in scientific enquiry. Strengths

7.  Incorporation of scientific enquiry both for skills development and to secure subject knowledge and understanding.  Enjoyment of pupils and their active engagement in science activities, where they research topics, come up with their own ideas, exchange views with other pupils and teacher, plan and carry out investigations and evaluate their work and the work of others. Strengths

8.  Analysis of data to show the impact on learning and the effectiveness of teaching and assessment. Such analysis is to inform teachers’ planning and help pupils to know what they need to do to improve.  Thorough evaluation of teaching to evaluate the success of teaching, identify needs for CPD and to inform planning. Strengths

9.  Leadership and management that focus on the monitoring of standards and the professional development of teachers. Strengths

10.  The scientific knowledge and understanding of teachers and co-ordinators are not well evaluated or supported, and teachers do not have ready access to materials to use to carry out self- evaluation.  Lack of confidence of teachers in science knowledge and understanding.  Lack of confidence to plan a range of science activities with links to other areas of experience. Weaknesses

11.  Isolation of planning to individual teachers and poor reference to previous experiences and performance of pupils.  Insufficient professional development to help teachers develop better knowledge and understanding and to promote effective ways of teaching science. Weaknesses

12.  Lack of monitoring and evaluation to ensure good standards, identify weaknesses and provide a focus for CPD.  Weak leadership of science by co-ordinators who are often not subject specialists and do not receive appropriate training and support to promote their effectiveness. Weaknesses

13. What has subject inspection in secondary schools shown?

14.  Good collaboration between agencies concerned with science.  Revision of programmes of study at Key Stages 3 and 4 to promote engagement and enjoyment of pupils. Strengths

15.  Clear advice and support to teachers in implementation of curriculum change.  A strongly developing culture in science that encourages focus on the needs of individuals and on successful learning. Strengths

16.  Effective planning for progression including the development of science enquiry.  Thorough monitoring and evaluation of teaching and learning used to inform planning. Strengths

17.  Lively and energetic teaching guided by clear learning objectives that provide appropriate challenge for all pupils.  Involvement of pupils in decision making and assessment leading to effective feedback to pupils. Strengths

18.  Inadequate analysis of the impact of teaching on the achievement of pupils.  Resistance to change in which schools are not taking the opportunity to select courses appropriate to the needs of their pupils. Weaknesses

19.  High levels of staff turn over and difficulties in recruiting appropriately qualified staff; science has the largest number of unfilled teacher vacancies.  Subject leaders and teachers who are insufficiently engaged in self evaluation and the effective monitoring of the impact they are having on pupils’ learning. Weaknesses

20.  Poor accommodation and resources in some schools restricting the range of science activities in which pupils can engage. Weaknesses

21. Quality of teaching Match of teachers to the curriculum

22. Quality of teaching Match of teachers to the curriculum

23. Match of teachers to the curriculum post 16 Teaching post-16

24. Match of teachers to the curriculum Standards Relationship between standards and the match of teachers to the curriculum in science (percentage of secondary schools 2004/05) 5 13 45 18 32 25 30 28 31 19 65 49 25 4 10 0%20%40%60%80%100% Unsatisfactory/poor (23 schools) Satisfactory (96 schools) Good (209 schools) Excellent/very good (154 schools) Excellent/very goodGoodSatisfactoryUnsatisfactory/poor

25. Match of teachers to the curriculum Achievement

26. Double Science dominates, but fall between 2004 to 2006

27. Continued increase in triple science entries

28. Pass rate highest in Separate Sciences but increase over time for Single, Double and ‘Other’

29. Entries increased in 2006. Still below the numbers seen prior to 2002 Prov

30. Further increase in Biology and Chemistry entries but physics continues to decline Prov

31. On track for chemistry target but a long way to go for physics Prov 37,000 35,000

32. Summary  Increase in percent achieving expected level at KS2 and 3  Increase in triple science entries at GCSE  Increase in Biology and Chemistry entries at A level but a further drop in Physics entries  Large increase in Maths entries