With high-profile space missions, the mass coverage of experiments at the Large Hadron Collider, and the David Attenborough and Brian Cox effect, science is enjoying a well-earned moment in the spotlight. In the eyes of teens, all three of the core sciences are now “cooler” than they have been for some time - and it is up to schools to harness that enthusiasm. TES spoke with Pauline Hoyle, chair of the Expert Advisory Group in Science, to find out how that might be done in the upcoming academic year.

What you need to consider in the next 12 months

PRIMARY

Although primary science is a core subject, in many primary schools it is not prioritised alongside English and maths. This needs to change.

The skills and processes of science need to be taught explicitly by increasing the opportunities for exploration, creativity and hands-on scientific enquiry in lessons.

Teachers need to use every opportunity to enrich the curriculum by using outdoor spaces and parks, and visiting local museums and centres, as well as by bringing science experts, from parent groups or local employers, into the classroom.

Many primary teachers are deeply concerned about how to assess pupils’ achievement in science without national levels. However, they can build on their experience and expertise of the previous expected levels of pupil achievement to make judgements. They should work with colleagues across schools to moderate judgements using published exemplification.

SECONDARY

From September, there are changes in the GCSE science curriculum with new examinations and the introduction of terminal/linear assessment, as well as new requirements for the assessment of practical work.

A different approach to teaching the new science curriculum is needed to prepare students for terminal assessment. Most science teachers have limited expertise in teaching like this as science GCSE and A levels and degree courses have been taught and assessed using a modular approach since the 1980s. CPD is needed to broaden their teaching skills.

The increased demands of A levels, together with the decoupling of the AS/A levels, mean that teachers are uncertain about the new grading system.

Following this summer’s exams, the publication of the grade boundaries, examiners’ reports and results will help to clarify the situation. But teachers will need to access external expertise and CPD to support their judgements.

The new A levels have increased mathematical requirements so pupils need at least a grade C (grade 4/5) but preferably higher in GCSE mathematics to cope. So teachers in other departments will need to liaise with the maths department to teach and embed mathematical skills across the entire curriculum.

The new practical assessments at GCSE and A/AS level require that enquiry and practical learning are embedded throughout the 11-16/19 science curriculum so students have a broad range of opportunities, over and above the recommended practicals, to gain the necessary skills.

Key questions for the year ahead

PRIMARY

How are you...

● Teaching science regularly across all year groups and covering the full curriculum?

● Enriching the curriculum and contextualising science so pupils understand the purpose of science and how it relates to their lives?

● Encouraging girls and ethnic minority pupils to be interested in science?

● Accessing high-quality science-specific CPD to increase your subject knowledge and teaching skills to teach and assess the new curriculum?

● Planning for progression in pupils’ knowledge and understanding, as well as in enquiry and investigative skills?

● Enabling pupils to have plenty of hands-on investigative opportunities, so they are asking their own questions and planning and carrying out their own investigations?

SECONDARY

How are you...

● Planning for progression in students’ knowledge and understanding, enquiry and practical skills across the 11-16/19 science curriculum?

● Developing the full range of enquiry and practical skills from Year 7 so students develop the necessary skills for GCSE and A levels?

● Providing a stimulating and enriched experience for key stage 3 students, not simply preparing them for GCSEs?

● Providing a KS4 curriculum that enables progression to post-16/19 study in science, technology, engineering and maths career pathways?

● Providing triple science for those students who want to choose it and teaching it in a reasonable amount of curriculum time? ● Planning a broad range of opportunities in practical learning so students are able to show competence in practical skills at GCSE and A level?

● Developing robust internal assessment for new GCSEs and moderating judgement internally and across schools?

● Contextualising science in the real world?

● Encouraging girls and ethnic minority pupils to be interested in science, monitoring their progress and providing additional support to increase their achievement?

● Preparing pupils for linear assessment, and building in regular revision strategies?

● Accessing high-quality science-specific CPD to increase your subject knowledge and teaching skills to teach the new curriculum?

My aims for the year

PRIMARY

Gianina Severs is a teacher at Sharps Copse Primary School, Hampshire

Last year, with the new specifications culminating in tougher Sats, it was incredibly difficult to fit enough science into the Year 6 timetable. This is something that needs to be remedied.

Science is not only an essential part of primary learning - a core subject much undervalued by government, it seems - but it is also something the students really enjoy. Contrary to some press reports, it’s something primary teachers really enjoy as well.

Core to making science work in primary is to ensure it is as active as possible - experiments are really important and you don’t need break the bank buying expensive kit to make them happen.

Getting the children involved in practical science makes the learning easier. It engages them and I find that I get so many more questions from students through experiments, and those questions can be very advanced.

One of my concerns is how we get children who understand the knowledge to prove their learning. The language required in key stage 2 science is very advanced and while many of the students will understand the concepts, communicating that is another matter. We are going to redouble our efforts to target those who struggle, with specific lessons on how they evidence their learning so they can prove their factual understanding.

We are kicking off the year with evolution and adaptation - so the success of this will be tested pretty quickly!

SECONDARY

Stephanie Grant is assistant director of studies at Norwich School. She is also an Ogden Trust physics teaching fellow

Most years, around Easter time, I wish I could just “start again”. Happily, this is exactly the opportunity September will bring. But this time, instead of my usual resolutions (eat fewer biscuits at break time, ensure every pupil has acted on the formative feedback I have spent lots of time on), I am making a new one. This is not to say that all the usual ones are not important, but I think this one will strip everything back to the basics of being a science teacher - inspiring the students to be scientists in the classroom.

I recently signed my school up to be a partner school of the Institute for Research in Schools (IRIS) and this is going to be my reference point for everything I do. Most practically, this partnership will enable sixth-form students doing independent projects (such as the EPQ) to be scientists - analyse some real data perhaps and genuinely discover something. Surely beyond this, I can filter this ethos down to lessons with all year groups.

Experiments that demonstrate a phenomenon or challenge a misunderstanding are, of course, important, but can I give all my classes an opportunity to genuinely discover something this year, and preferably something of their choosing? That is the challenge I have set myself.