NAIGS ANNUAL CONFERENCE

Ian Richardson HMI

Specialist Adviser for Science

ian.richardson@ofsted.gov.ukDate 5 July 2007

PURPOSES

To provide an update on science in primary and secondary phases.

To freely exchange views and questions between delegates.

The elements coming together to make science engaging and enjoyable include:

effective planning

good subject knowledge

science enquiry

clear objectives

What is good science?

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?

What has subject inspection in primary

schools shown?

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

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

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

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

Strengths

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

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

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

What has subject inspection in secondary

schools shown?

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

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

Effective planning for progression including the development of science enquiry.

Thorough monitoring and evaluation of teaching and learning used to inform planning.

Strengths

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

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

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

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

Weaknesses

Quality of teaching

Matc

h o

f te

ach

ers

to t

he c

urr

iculu

m

Relationship between the quality of teaching and the match of teachers to the curriculum in science (percentage of primary schools)

5

17

74

8

40

75

25

25

49

8

1

67

6

0

0% 20% 40% 60% 80% 100%

Unsatisfactory/poor(12 schools)

Satisfactory (889schools)

Good (872 schools)

Excellent/very good(172 schools)

Excellent/very good Good Satisfactory Unsatisfactory/poor

Quality of teaching

Matc

h o

f te

ach

ers

to t

he c

urr

iculu

m

Relationship between the quality of teaching and the match of teachers to the curriculum in science (percentage of secondary schools)

4

8

38

22

36

65

56

26

49

27

5

52

10

1

0% 20% 40% 60% 80% 100%

Unsatisfactory/poor (23schools)

Satisfactory (96 schools)

Good (209 schools)

Excellent/very good (154schools)

Excellent/very good Good Satisfactory Unsatisfactory/poor

Relationship between the quality of teaching and the match of teachers to the curriculum in science at post-16 (percentage of secondary

schools)

17

13

48

0

33

53

48

0

50

33

5

0

0% 20% 40% 60% 80% 100%

Unsatisfactory/poor (0schools)

Satisfactory (6 schools)

Good (30 schools)

Excellent/very good (44schools)

Excellent/very good Good Satisfactory Unsatisfactory/poor

Matc

h o

f te

ach

ers

to t

he c

urr

iculu

m p

ost

16

Teaching post-16

Matc

h o

f te

ach

ers

to t

he c

urr

iculu

m

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 (23schools)

Satisfactory (96 schools)

Good (209 schools)

Excellent/very good (154schools)

Excellent/very good Good Satisfactory Unsatisfactory/poor

Relationship between the achievement and the match of teachers to the curriculum in science (percentage of secondary schools 2004/05)

4

10

45

26

34

55

47

13

48

32

8

57

14

4

4

1

0% 20% 40% 60% 80% 100%

Unsatisfactory/poor (23schools)

Satisfactory (96 schools)

Good (209 schools)

Excellent/very good (154schools)

Excellent/very good Good Satisfactory Unsatisfactory/poor

Matc

h o

f te

ach

ers

to t

he c

urr

iculu

m

Achievement

Double Science dominates, but fall between 2004 to 2006

69%71%

75%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

1997 1998 1999 2000 2001 2002 2003 2004 2005 2006

% o

f c

oh

ort

en

tere

d

Biology Chemistry Physics Single Double Other Science

Continued increase in triple science entries

20,000

25,000

30,000

35,000

40,000

45,000

50,000

55,000

1997 1998 1999 2000 2001 2002 2003 2004 2005 2006

Pu

pils

Att

emp

tin

g

Biology Chemistry PhysicsProv

Note: Figures for 2005 onwards are for end KS4. Previous figures are for 15 year olds.

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

91%

20%

57%

55%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

1997 1998 1999 2000 2001 2002 2003 2004 2005 2006

% A

ch

iev

ing

A*-

C (

of

tho

se

en

tere

d)

Biology Chemistry Physics Single Double Other

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

56000

46034

49720

40,000

42,000

44,000

46,000

48,000

50,000

52,000

54,000

56,000

58,000

1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

A L

evel

En

trie

s 16

-18

yr o

lds

Prov

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

46,687

34,551

23,682

0

10,000

20,000

30,000

40,000

50,000

60,000

1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006

A L

ev

el E

ntr

ies

16

-18

ye

ar

old

s

Biology Chemistry PhysicsProv

On track for chemistry target but a long way to go for physics

0

10,000

20,000

30,000

40,000

50,000

60,000

1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

A L

ev

el E

ntr

ies

16

-18

ye

ar

old

s

Biology Chemistry Physics

Prov

37,000

35,000

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