Presentation to Senior Managers and Governors - PowerPoint PPT Presentation

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Presentation to Senior Managers and Governors

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Title: PowerPoint Presentation Author: Linda Knight Last modified by: Maja Melendez Created Date: 12/11/2004 3:33:43 PM Document presentation format – PowerPoint PPT presentation

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Title: Presentation to Senior Managers and Governors


1
Presentation to Senior Managers and Governors
2
A context for change preparation for society
  • Young people need to develop their personal
    skills and a set of thinking and learning skills
  • Thinking and learning skills mean knowing how to
    learn independently and adapt to a range of
    circumstances..
  • Together these skills are essential for raising
    standards, further learning, employment and
    dealing with a range of real-world problems.
  • Government White Paper February 2005

3
Developing independent learning skills
  • These skills are not separately taught, but
    brought out by expert teachers through the
    methods they use to teach curriculum subjects.
  • Proposed QCA skills framework

4
Embracing the opportunity.
  • Science education has two jobs to do -
    scientific literacy v pre-professional training
  • Key aspects of the previous GCSE science
    curriculum did not work for many pupils -
    a change was needed
  • The new specifications offer diversity and choice
    - different courses meet the differing needs of
    different groups of pupils

5
C21 courses
GCSE Additional Science
GCSE Biology GCSE Chemistry GCSE Physics
Entry level
GCSE Science
or
GCSE Additional Applied Science
For all students
For most students
For some students
For some students
Single Award Full range GCSE F and H tiers
Single Awards Full range GCSEs F and H tiers
Single Awards Full range GCSEs F and H tiers
OCRs Entry Level Course feeds into GCSE Science
6
Relationship between the the C21 courses
7
Previously..
  • .secondary science on the other hand was like
    being on a train in carriages that had blanked
    out windows. You were going in a single direction
    about which you had no choice. The train stopped
    at every station and you had to get off, whether
    you liked it or were interested or not, and pay
    attention to what the driver told you to do.
  • Then you got back on the train and off you went
    to the next station but because the windows
    were opaque you could not see the countryside in
    between, so you did not know how the stations
    were linked or related to each other. Claxton
    Educating the enquiring mind

8
Student views of the old courses
  • A lot of the stuff is irrelevant. Youre just
    going to go away from school and youre never
    going to think about it again.
  • It doesnt mean anything to me. Im never going
    to use that. Its never going to come into
    anything, its just boring.
  • Its all crammed in You catch bits of it, then
    it gets confusing, then you put the wrong bits
    together

From Osborne, J. and Collins, S. (2000).
Pupils and Parents Views of the School Science
Curriculum. London Kings College.
9
Relevance?
  • Student The blast furnace, so when are you
    going to use a blast furnace? I mean, why do you
    need to know about it? Youre not going to come
    across it ever. I mean look at the technology
    today, weve gone onto cloning. Its a bit away
    off from the blast furnace now, so why do you
    need to know it?

10
In the classroom
11
The majority study two GCSEs
Every young person will have a statutory
entitlement to science study leading to two GCSEs
and we expect that, as now, at least 80 of
students will continue to take at least two
science GCSEs, with many progressing to science
courses at higher levels. We will take further
action, if necessary to maintain the numbers of
young people taking two science GCSEs. 14- 19
White paper February 2005
12
Science innovations and investment framework
  • In March 2006, the Government declared new
    ambitions to improve STEM skills
  • Achieve year on year increase in the number of
    young people taking A levels in physics,
    chemistry and mathematics
  • Continually improve the number of pupils getting
    at least level 6 at the end of KS3
  • Continually improve the number of pupils
    achieving A - B and A - C grades in two science
    GCSEs
  • Step up recruitment, retraining and retention of
    physics, chemistry and mathematics specialist
    teachers.
  • www.hm-treasury.gov.uk/media/1E1/5E/bud06_science_
    332.pdf

13
Current measures
  • Make science a priority in schools by including
    science in the School Accountability Framework
  • An entitlement from 2008 for all pupils achieving
    at least level 6 at KS3 to study three separate
    science GCSEs, to increase progression to, and
    attainment at, A level sciences
  • Continue to recruit science graduates into
    teaching via Employment Based Routes with new
    incentives to providers of 1k per recruit to
    attract more physics and chemistry teachers
  • Develop and pilot a CPD programme, leading to an
    accredited diploma, to give existing science
    teachers without physics and chemistry specialism
    the deep subject knowledge and pedagogy they need
    to teach these subjects effectively.

14
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