Welcome to #ASEchat! Tonight's topic is #curriculum. To get started Q1 is: Given Ofsteds new focus on curriculum, where do you start when thinking about the science curriculum?
Welcome to #ASEchat! Tonight's topic is #curriculum. To get started Q1 is: Given Ofsteds new focus on curriculum, where do you start when thinking about the science curriculum?
Focus on 5 underlying big ideas. Particles, interdependence, cells, energy, forces. Look at underlying core concepts and hinterland ideas. Intention/implementation/impact.
The National Curriculum is the minimum expectation so I agree a good place to start. Use it as a floor to launch from, rather than a ceiling stopping curriculum thinking. #ASEchat
Backwards design is valid, but what are the possible risks? What happens if something is lost by only considering the end goal? Do you put it in place anyway? #ASEchat
Can you explain what this means? Is it time allocated to science in different year groups? #ASEchat Most people on here are saying there is not enough time to teach science GCSEs specifications in Y10 & Y11
How aware are teachers of what happens around the years they teach in? Is that a realistic aim that teachers keep those expectations in mind or should that be considered through a whole school approach to curriculum? #ASEchat
Schools should develop their own local aims for the curriculum, which should also encompass national curriculum aims, if the NC is valid for their school #ASEChat
#asechat I’d prefer a holistic approach but I don’t think we are given the time. I think starting from KS3 has it’s problems and at least with a clear view of the end point you can consider the difficult areas and be aware of misconceptions etc
So, there is the National Curriculum, (Mostly statutory) and the School curriculum (published on your schools web site) #asechat Those 5 paragraphs could be a good pace to focus a dept/school discussion
#asechat Interesting ques. When we were reviewing a few yrs ago we considered what it would be useful for B/C/P to teach to facilitate the others - for example physics wanted atomic structure (C) before radioactivity (P); need to think across B/C/P & KS
In reply to
@MarcNeesam, @gregtheseal, @ViciaScience
#asechat yes but for most secondary teachers we can only rely on the KS2/1 teachers covering the concepts correctly, my concern with this age group is that misconceptions are picked up so easily 1/2
I just compared a small part of a science for KS3 and KS4. They seem to show progression in aims. But published SOWs and texts seem to make KS3 almost the same as KS4. #ASEchat
Is it a ‘proper’ KS3? focussing on NC expectations at KS3 or a start at KS4 with now an extra lesson? How many hours a week for KS3 and each science GCSE? Sorry for the ??s! #ASEchat
Which begs the question where do schools go for support? Should there be clearer guidance (say from @theASE) about how to design a school level curriculum - or at least the key questions to consider? #ASEchat
This is one aspect that I would like to change. For those non-academic pupils, a more vocationally based Applied Science course which can lead on to Tech-Levels would be useful.#ASEChat
In reply to
@HGourlayUK, @MarcNeesam, @gregtheseal, @ViciaScience
Cross subject alignment of content which needs to be considered within a year as well as across years especially where overlap can happen. This tends to be needed at school level #ASEchat
#asechat Interesting ques. When we were reviewing a few yrs ago we considered what it would be useful for B/C/P to teach to facilitate the others - for example physics wanted atomic structure (C) before radioactivity (P); need to think across B/C/P & KS
In reply to
@MarcNeesam, @gregtheseal, @ViciaScience
#asechat however I’m in a through school meaning I get to work with my colleagues in elementary and help plan the science curriculum. I also get students from elementary coming to my classroom for enrichment activities throughout the year. We don’t cover all but it’s a start 2/2
That shows a lack of consistency in the progression of expectations over KS3 and KS4. Is part of the problem we are pushing learners through the Key Stages too quickly rather than think what is the right level of science/interpretation of a curriculum objective? #asechat
Guidance, as to key questions would be useful, but cannot write a curriculum. Context of school and partner schools is important to take into consideration. #ASEChat
In reply to
@MarcNeesam, @gregtheseal, @ViciaScience, @theASE
Is it a misconception if it is age appropriate? (we are moving to a whole new topic now!) Should we expect all learners to know the 'correct' thing from the off? #asechat
I think subject specialists have a tendency (myself includes) to declare ownership over certain concepts and this causes friction. It is harder to get everyone in a room and agreeing but ultimately, I think, better #ASEchat
Nah. In science need to teach explicitly about theoretical models. Models appropriate at one stage of education need refining later. Treat misconceptions the same way. Some are perfectly valid in ‘everyday’ life #ASEChat
Who establishes the school vision for science before looking at curriculum change? Does the science vision align to the general school vision for education? Or are we caught on a conveyor belt that means we can't get off and consider these things? #ASEchat
No we should not expect all learners to know the correct thing from the off. This can be enhanced by retrieval practice, interleaving and applying knowledge in a variety of different contexts. #ASEChat
In reply to
@MarcNeesam, @marshychemist, @ViciaScience
I think curriculum labels, too early, can cause problems. Fine calling some ideas ‘chemistry’ but not to try and define chemistry before child has a grasp of ideas that cut across disciplines #ASEChat
This implies an issue about sequencing content from a syllabus, which are not usually laid out to show progression. Do schools have the time and capacity to interpret syllabi to a deeper level? #ASEchat
#asechat ideally we (meaning the science curriculum planners) should be able to decide what students need to know about the science surrounding them and then plan an interesting curriculum that caters for them. 21st Century was dire but I liked the concept, in practice it was bad
Also hard to let go of ‘what we’ve always done’ Lots of secondary (and possibly primary still think in terms of QCA units e.g. cells first unit in Y7 https://t.co/PRXOpuaeUi there’s some for KS1/2 as well #ASEchat
I think subject specialists have a tendency (myself includes) to declare ownership over certain concepts and this causes friction. It is harder to get everyone in a room and agreeing but ultimately, I think, better #ASEchat
What is important is showing the interconnections between the disciplines to children - and not just application but the conceptual links. e.g. atomic theory being important to chemistry and physics. #ASEchat
Who establishes the school vision for science before looking at curriculum change? Does the science vision align to the general school vision for education? Or are we caught on a conveyor belt that means we can't get off and consider these things? #ASEchat
What is important is showing the interconnections between the disciplines to children - and not just application but the conceptual links. e.g. atomic theory being important to chemistry and physics. #ASEchat
It is rare in my experience for science to be planned as part of the whole school curriculum. Unfortunately, science curriculum seems determined to a large extent by exam specs in many schools #ASEChat
We are halfway through #ASEchat and a slight change in focus as we discuss inclusivity, for #WomenInScience but also for other groups. Q3: Can you build/plan inclusivity into a science curriculum?
I think so - and also perhaps publishers wanting to give tangible and concrete activities - text, questions, worksheets, etc. that reduce teacher planning time, give kids things to do, but at the same time, they push a certain approach to the curriculum or even hijack it!
#asechat we can include models and ideas that we refine and improve as our understanding and cognitive ability improves but I’m talking about completely incorrect explanations that are impossible to change. eg electron arrangement starts simply and is refined
Curriculum planning is a dying skill amongst teachers, apparently (Spielman, ASE Conf 2018) How do we turn this round? A school science curriculum should not be handed down from on high, but nurtured within a department #ASEChat
An exam spec specified what may be included in the exam. It does not specify what a student needs to understand in order to reach this point. That is the job of a good science curriculum. #asechat
In reply to
@ViciaScience, @MarcNeesam, @TheScienceBreak
I've just become joint head of department so I've had no input in curriculum design yet. We use exploring science followed by edexcel, does that not suggest our curriculum is designed for us? Or should I be doing more?
exam spec just provides a basic framework. The curriculum stitches is all together into a coherent ‘story’, incorporating specifics of how your get there. The concepts, assessment, and differentiation approaches that all work together to achieve the intent #ASEChat
In reply to
@ViciaScience, @hecharden, @MarcNeesam, @TheScienceBreak
Great. It would be interesting to see how these could extend to KS4 for example the chemical reactions big idea would lead to rates of reaction and the particles and structure big idea would lead to collision theory #asechat
In reply to
@DWalkerdine, @MarcNeesam, @gregtheseal, @ViciaScience, @theASE, @BestEvSciTeach
Yes this is possible, but I think current model is a one size fits all approach. All pupils are expected to be academic for current GCSE model. I would prefer a discussion about appropriateness of qualifications at different stages. #ASEChat
Think we are in an age of inexperience at all levels regarding true school curriculum planning. Maybe the Intent/Implementation/ Impact thing will turn the tide of specifications becoming the curriculum #ASEchat
#asechat tbh no idea! I think that one of my university mentors was involved with the KS3 course years ago but I haven’t ever looked into it. In the IB I believe the teachers are involved with planning the curriculum
At the RSC East Midlands conf I asked delegates what students needed to understand in order to comprehend a simple neutralisation reaction. Very long list. I then asked who taught this in year 7..#asechat
An exam spec specified what may be included in the exam. It does not specify what a student needs to understand in order to reach this point. That is the job of a good science curriculum. #asechat
In reply to
@ViciaScience, @MarcNeesam, @TheScienceBreak
Using a published scheme can often be useful if it is seen (I believe) as a scaffold which you are reflecting on, adapting and using to support the development of your own approach which may or may not continue the use of a scheme. #ASEchat
#ASEchat recent changes disadvantage pupils with language issues but intellectually capable. the increasing sophistication of language in content & in exams impacts range of contexts & making further links across subjexts hard to squeeze in.
#asechat agree entirely but if we’re going to improve students understanding of science then we should be planning age appropriate content that allows the students to understand and allows the teachers to explain it ‘correctly’
In reply to
@TheScienceBreak, @ViciaScience, @MarcNeesam
That’s a huge point. How many science educators have a vision for science education and can talk about it and then plan and implement it? It takes time for reflection and collaboration to do all that #ASEchat
How do you develop this? We remove some of the units at ks3 and have cut some lessons out of others, but mainly stick with what's in the books. For gcse we dont follow the books chapter by chapter, e.g. we leave calculations til later, bring rates forward. #asechat
Start with concrete, observable before moving to abstract explanations. In biology ecology, structure and function, movement etc are all good starting points and also bring in linking ideas to other disciplines #ASEChat
I’d start where there were strong KS2 links, let the students see the progression, and feel good that they can do this subject. Living things and there habitats, and animals including humans feature strongly at primary #ASEchat
Very easy to get pupils to replicate particle diagrams for S L and G states but do they actually understand them. Ask what is I between the particles! #asechat
In reply to
@marshychemist, @TheScienceBreak, @ViciaScience, @MarcNeesam
How can we (and @theASE generally) support teachers will stepping back and considering the vision they want for science in their school? Is it CPD? It is just discussion? It is something more tangible? #ASEchat
Inclusive of whom? Currently working with schools to give all pupils access to practical science. But there are multiple reasons pupils may not have equal access to the school science curriculum #ASEChat
I think so - and also perhaps publishers wanting to give tangible and concrete activities - text, questions, worksheets, etc. that reduce teacher planning time, give kids things to do, but at the same time, they push a certain approach to the curriculum or even hijack it!
First question is the scheme delivering the content you need to deliver? Then is it delivering the content in a progression you, as a staff, agree is right for your learners? It sounds like you've already identified issues with the scheme and made adjustments. #ASEchat
I participated in curriculum anning at primary where I am governor. Did not start with subjects at all., rather curriculum drivers that reflect school ethos Rest assured subjects come next but was an eye opener for me #asechat
#asechat I’m lucky as the IB gives me very broad aims for our equivalent of KS3/4, this allows me to plan a course for my students that is interesting (I hope) but also gives them some foundation for the IB Diploma course
I fundamentally disagree, why are there so many misconceptions about these ideas. Why do children think a cell has its own digestive system.. like a human #ASEchat Cant remember where I read that last week #ASEchat
This applies for general curriculum thinking across key stages. Move from personal understand through to more external situations. In most of science this means moving from observable and interactive phenomena to abstract concepts and models. #ASEchat
In reply to
@ViciaScience, @gregtheseal, @NeedhamL56
How do I know what content I NEED to deliver? We have massive issues with timing at the moment as well, year 7s have 2 x 85 min lessons which basically means 2 lessons as that extra time is pointless (we change next yr hopefully). #asechat
sorry-got distracted putting kids to bed! Yes-I think the point is that in an ideal world, you use resources and schemes in a way that's right for your dept/ kids. What's 'right'? That's the question, I guess. My feeling is that over the past few years, schools have just #ASEChat
I wonder if we can all agree on why we teach science and what we hope children will achieve from studying it for so many years. Post Brexit referendum, I doubt that consensus exists #ASEChat
I wonder if this is related to the years of modular exams. I started teaching linear and changed in last few years. Younger teachers may be used to modules providing order? #asechat
In reply to
@ViciaScience, @marshychemist, @MarcNeesam
Yes, ‘give the people what they want!’
I can believe it and also I don’t blame teachers. It’s down to individual departments to make sure the essence of the curriculum is maintained. Easier said than done. #asechat
I think, and of course I may be wrong, that misconceptions come from using too many new key words all at once. As long as the concepts are kept simple in language that the students understand then I absolutely think its a good place to start. #ASEchat
I think in years gone by it would have been a shared effort between schools in the LEA... or we would have had money to buy a full 'complete' sow.... now with academisation and no budgets we have to find time to do it ourselves (also with no time!) #ASEChat
In reply to
@ViciaScience, @marshychemist, @MarcNeesam
#asechat yes it can be so difficult but I do loads of practical work and we have time to use simulations etc to try and get over those difficult concepts - the particle model is very abstract and therefore students find it difficult to visualise
In reply to
@hecharden, @TheScienceBreak, @ViciaScience, @MarcNeesam
If you follow the national curriculum, that gives you the minimum. All KS4 exam bodies had to comply quite closely in the last reform to the KS4 curriculum so they all provide matched syllabuses just different approaches in order and rationale. #ASEchat
had to react. We felt like we were constantly writing/ re-writing schemes of work over the past few years as a dept. My hope is that schools will now feel more able to be proactive and not just constantly react. #ASEChat
It's CPD, and confidence. Many young teachers haven't ever felt they have ownership of the curriculum and they're not confident to challenge it. CPD to facilitate different ways of looking at a curriculum is key #asechat
It makes sense to those who understand and enjoy science. But that would not include the average Y7 pupil. Have a look at research in this area, including Pupil as Scientist (Driver) #ASEChat
I would pick out some harder topics and think about what students need to understand to get them. These basics need to be in KS3 for example particle model, solutions chemical change etc. #asechat
For example topics such as rocks have been massively cut down, we keep space as we find kids find it interesting even tho its only triple at gcse, we don't do much of the extra stuff in the exploring science books which is a shame but we lack content time :/ #asechat
In reply to
@hecharden, @MarcNeesam, @chemDrK, @BestEvSciTeach
A1 Start with what you have and assess what changes need to be made. Don't chuck the baby out with the bath water. Track the changes you make and their effects on each year group to ensure coverage. Don't just remove stuff because it is no longer on the spec #asechat
Another tip is to focus attention on year 9. This year is the critical year to ensure students can access GCSE content (note spec may include some material that is really KS3) #asechat
having said that, you will find that you'll always want/ need to make decisions that (whether you realise it or not) are curriculum-driven rather than (just) exam driven. For example, we've always taught the new KS4 spec in 'the wrong order'. Meant we could never do the #ASEChat
#asechat in the broadest sense I teach students to have an appreciation and a bit of understanding of the science that impacts their everyday life. As a secondary outcome I hope they enjoy it, I loved science at school but it was because my teachers had a passion for it
This comes round to being clear what the school vision for science is. If the school vision is about providing knowledge and grounding in the subject then I would expect a conceptual strong curriculum with cells and atoms earlier to support later concepts #ASEchat
Ooh I think you underestimate the average 11 year old there. I have not personally had an issue with cells, I introduced new terms slowly, we do a lot of looking at them under the microscope then build up into tissues, organs and organ systems. #ASEchat
I am sure modularisation of the curriculum followed modularisation of the exams - but not necessarily with a consideration of its impact on learning science #ASEChat
In reply to
@hecharden, @marshychemist, @MarcNeesam
I am interested to visit the schools that the DfE at KS3 have paid £150,000 to develop a knowledge based curriculum, and are models of best practice for all schools. #ASEChat
In reply to
@hecharden, @cxs957, @MarcNeesam, @chemDrK
Yes, there needs to be crossover between the groups as otherwise a curriculum feels like something done to teachers and that limits its potential for success. Separating the curriculum from the teachers is a recipe for disaster in my book. #asechat
In reply to
@ViciaScience, @agittner, @NeedhamL56, @MarcNeesam
Brilliant point. The understanding needed in Science remain constant, regardless of government or exam spec. If you build your curriculum around development of key concepts you will face a lot less change #asechat
exam-board mock exams/ practice tests (because we did some 'Y11 content' in Y10 and vice versa), but we'd made a decision (I was Head of Chem at the time) that there were certain fundamental units that had to come before others. So we drove the curriculum, not the spec #ASEChat
You see I would say yes. Because there must be some local input into curriculum particularly with inclusivity in mind and then inevitably it’s implementers who are involved in planning. A one size fits all curriculum planned by expert planners might not be correct #ASEchat
In reply to
@ViciaScience, @NeedhamL56, @MarcNeesam
I know it is fascinating stuff, if only we could take enough time as schools, MATS LA's to develop the idea rather than looking for quick fixes #asechat
In reply to
@NeedhamL56, @hecharden, @DWalkerdine, @MarcNeesam, @ViciaScience, @theASE, @BestEvSciTeach
Do not despair. I think home grown, that takes several years to nurture, in the long term provides a better curriculum. The cost is not £ but time to review, discuss and implement small changes #ASEChat
In reply to
@staffdb66, @marshychemist, @MarcNeesam
#asechat I’ve no idea if my old school still uses the SoWs that I wrote for KS3 Chemistry, it covered the 5 broad themes and gave enough breadth for the dual or triple award routes later on.
In reply to
@staffdb66, @ViciaScience, @MarcNeesam
I think this highlights that curriculum looks different for different schools based on the needs of the learners in each school. What will work for one school will not work for all, which is why schools should (and do) have control over their curriculum. #ASEchat
Rocks is a good example of how the current KS3 and KS4 programmes of study do show consistent progression. I think it is needed for Geography? #asechat
In reply to
@cxs957, @MarcNeesam, @chemDrK, @BestEvSciTeach
Our schools (part of a MAT) made the decision to do that too this year, as they felt the spec was introducing topics ours couldn't access in year 9 as well access the fact for chemistry the first lot of topics are dead boring in edexcel! #asechat
I went to the Wonder Years conference the other week from @PTE_Campaign and teachers from knowledge-rich schools talked about their curriculum. Their slides are online here: https://t.co/W6PpAe6g8c Many said how they would welcome contact and visitors so reach out? #ASEchat
In reply to
@DWalkerdine, @hecharden, @cxs957, @chemDrK, @PTE_Campaign
#asechat very true, I check the course for KS4 at the end of every year and make changes. Otherwise I get bored! It allows me to decide what works best for the students
In reply to
@ViciaScience, @staffdb66, @MarcNeesam
Believe it or not, we are in a period of educational stability, and so there will be time to review and refine our science curricula at school level. Teaching something two or three times really shows up which bits need improving #ASEChat
I think a national curriculum has to have some distance but the school curriculum should be designed and implemented as a school approach - not a designated curriculum lead sitting in an office and delivering a curriculum akin to Moses and the 10 commandments #ASEchat
In reply to
@doc_kristy, @ViciaScience, @agittner, @NeedhamL56
#asechat surely with the modular system teachers referred to other modules and made links between them for the students? Otherwise they wouldn’t make sense?
In reply to
@ViciaScience, @hecharden, @MarcNeesam
The lack of teachers is an interesting and worrying development in recent years. You could have the best curriculum but still have no-one capable of teaching it! Makes me sad #ASEchat
Yep :/ It isn't actually our timetable as such it was the lack of teachers... so they made the decision to cut year 7. We are arguing for more time as well as triple being an option.
This is a very important point. I have spoken to teachers who say they cannot change spec order due to the need to match what is in ex board mock exams. Exam board need to seriously look at this #asechat
And that's a wrap for tonight's #ASEchat. I hope everyone found it interesting! I enjoyed hosting. (I may even host again once I've recovered from this one!)
