PLANNING AND MANAGING PROGRESSION IN SCIENCE

Synopsis

Session 1 Introduction to planning and managing progression
The main objective of this session is that participants recognise why it is important to plan for and manage progression in science. Participants are given an overview of progression using the Framework. Task A introduces participants to the need to take greater account of what is taught in Key Stage 2. This is followed by a short review of progression in terms of the five key ideas, scientific enquiry, and literacy, numeracy and thinking skills in the context of the planning for science. In task B participants briefly review how they think progression is planned for in their own scheme of work as a means of putting this unit into the context of their planning for science. Finally, attention Is drawn to the expected attainment levels for most pupils by the end of the key stage. Participants should begin to recognise whether they need to review their own scheme of work.
Session 2 Progression in the key scientific ideas
This session gives participants a chance to consider and discuss in some detail progression in the five key ideas. Participants are reminded about effective planning for progression and then undertake task C which is a card sort requiring them to sequence the teaching of a range of statements about energy. Energy is used for this activity because it is fundamental to a range of other ideas in the Key Stage 3 programme of study. Participants go on to a second card sort, choosing one of the other key ideas; a feedback session allows the results to be shared among the whole group. In task E participants compare the sequence produced for one key idea with the yearly objectives. Participants will be given copies of the cards so that they can carry out some or all of the activities with colleagues in school.
Session 3 Progression in scientific enquiry

The focus of the session is scientific enquiry (Sc1). Participants are asked to produce a ‘map’ of a teaching sequence for scientific enquiry across the key stage. The activity begins with a rough allocation of programme of study statements to years which allows participants to see more clearly what kind of annotations they may need to add. They then annotate the statements to make them more precise and allocate them to Years 7, 8 and 9 and, if possible, to terms within those years. The idea is to give participants the chance to recognise the value of a more clearly planned teaching programme for scientific enquiry.

Session 4: Planning what to do next

This provides a chance to reflect on the unit and to consider what it means in terms of development work in school. Participants consider how to disseminate ideas to the whole department and support individual teachers in developing their understanding. From a list of possible development activities, participants select those that are a priority and plan in outline when these might be tackled. There is a further opportunity for the whole group to discuss issues raised during the day and to begin networking for future mutual support.

Tasks for participants before attending this unit

  • completed or almost completed auditing science in Key Stage 3 using Auditing a subject in Key Stage 3 and the Key Stage 3 science supplementary audit booklet;
  • considered how the funding for the National Strategy will be used to develop teaching and learning in Key Stage 3 science;

  • started comparing their own scheme of work with, or adopted, the DfES/QCA exemplar Key Stage 3 scheme of work for science (‘scheme of work analysis’);

  • started analysing pupils’ textbooks, worksheets and other learning resources to determine essential components of pupils’ learning in Key Stage 3 science (‘learning resources analysis’);

  • attended the launch unit of the Key Stage 3 Strategy science strand