Twenty First Century Science overview:

A flexible suite of courses to meet the needs and aspirations of all

students

2

What’s the problem?

What are we teaching science for?–Only a small minority of students will go on to become scientists

–… or do a job requiring extensive scientific knowledge

–All need the kind of understanding that might help you to make choices and decisions in everyday situations involving science and technology

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What students said about the old science curriculum

A lot of the stuff is irrelevant. You’re just going to go away from school and you’re never going to think about it again.

It doesn’t mean anything to me. I’m never going to use that. It’s never going to come into anything, it’s just boring.

It’s 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: King’s College.]

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The result of the old science curriculum Falling numbers of students choosing science

post-16– Students vote with their feet

Declining interest in school science throughout secondary years

– Increasingly negative attitudes to science Many leave science at 16 feeling they have

gained little from 11 years studying science

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The school science curriculum has to do two jobs.

It has to provide:

The key challenge

Access to basic

scientific literacy

The first stages of a

training in science

for all for a minority

There is an inherent tension between these aims.

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Are these two jobs really so different?

‘it is romantic nonsense to imagine that potential science

specialists can learn all the science they need without a

lot of routine learning and practice, along with

indoctrination into traditional ways of thinking.’

(Collins, H. (2000). Studies in Science Education, 35, 171).

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But this is just what puts many students off

.. [In science], there’s one answer and you’ve got to

learn it. ... You just have to accept the facts, don’t

you? ... It’s just not as creative as English.

In art and drama you can choose, like whether you’re

going to do it this way or that way, and how you’re

going to go about it, whereas in science there’s just one

way[From: Osborne, J. and Collins, S. (2000). Pupils’ and Parents’ Views of the School

Science Curriculum. ]

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Instead we should cater for the majority

‘The most fundamental error in the traditional GCE/A

level system was that each stage was designed to be

suited to those who were going on to the next. … The

other view, which seems to be held in every other

advanced country, is that each stage of education should

be designed for the main body of those who take it.’

Department of Education and Science and Welsh Office (1988). Advancing A Levels (Higginson Report), para. 8. London: HMSO.

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Beyond 2000 report

“The science curriculum from 5 to 16 should be seen primarily as a course to enhance general ‘scientific literacy’.”

How can we achieve this, whilst also catering for the needs of future specialists?

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The Twenty First Century Science: two sciences model

GCSE Science

10% curriculum time

Emphasis on scientific literacy

(the science everyone needs to know)

for all students

(1 GCSE)

GCSE Additional Science

10% curriculum timeor

GCSE Additional Applied Science

10% curriculum time

for many students

(1 GCSE)

Testing the model

Pilot study to test this model commissioned by QCA

– following extensive consultation

Piloted in 78 schools from 2003 Teaching materials developed by

Twenty First Century Science project

Extensively revised for use from 2006

– when all GCSE Science courses will have a ‘core plus additional’ structure

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Benefits of a core + additional model

Better able to meet a range of student needs and interests.

Emphasises that there is a core of science which everyone needs.

Different aims require different content, emphasis and approach.

Separating the aims into separate courses means each can be designed ‘fit for purpose’.

Separating them also makes it easier for students to change their minds at a later date.

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Suite for 2006 onwards

Entry level GCSE Science

GCSE AdditionalScience

GCSE AdditionalApplied Science

GCSE BiologyGCSE Chemistry

GCSE Physics

or

Single AwardFull range GCSE

F and H tiers

Single AwardsFull range GCSEs

F and H tiers

Single AwardsFull range GCSEs

F and H tiers

For all students For most students For some studentsFor some students

OCR’s Entry LevelCourse feeds

into GCSE Science

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GCSE Science:What is it like?

‘Science for all’

Engages with contemporary scientific issues:

– relevant and stimulating for students

Aims to provide the science knowledge you need:

– to appreciate what the issue is about– to evaluate what people say about it– to reach your own view and be able to

discuss it with others

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Scientific literacy

a ‘toolkit’ of ideas and skills which are

useful for accessing, interpreting and

responding to science, as we

encounter it in everyday life

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A key difference

Scientists – producers of scientific knowledge

All of us – consumers of scientific knowledge

The aim is to help students become better

informed and more discerning consumers of

scientific information.

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What science do we meet every day?

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What do you need to deal with this?

Some understanding of major scientific ideas and explanations

Some understanding of science itself:

– the methods of scientific enquiry

– the nature of scientific knowledge

– how science and society inter-relate

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Teaching is through issues and contexts; but ‘durable’ learning is of Science Explanations and Ideas about Science.

GCSE Science:- modules on topics of interest to students

Ideas about Science

(How science works)

Science Explanations

(Breadth of study)

Putting it all together

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GCSE Science: Science Explanations The ‘big ideas’ of science Tools for thinking What matters is a broad grasp

of major ideas and explanations, not disconnected details

For example:– The idea of a ‘chemical reaction’:

rearrangement of atoms; nothing created or destroyed

– The ‘radiation model’ of interactions at a distance

– The gene theory of inheritance– The idea of evolution by natural

selection

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GCSE Science:

Ideas about Science (how science works)

The uncertainty of all data: how to assess it and deal with it

How to evaluate evidence of correlations and causes

The different kinds of knowledge that science produces (ranging from agreed ‘facts’ to more tentative explanations)

How the scientific community works: peer review

How to assess levels of risk, and weigh up risks and benefits

How individuals and society decide about applications of science

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GCSE Science: Scientific literacy in context

ScienceExplanations

Modules Ideas about Science

etc.

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GCSE Science modules: integrating Ideas about Science (how science works) and Science Explanations

You and your genes B Air quality C The Earth in the Universe P Keeping healthy B Material choices C Radiation and life P Life on Earth B Food matters C Radioactive materials P

Each module 12 hours teaching time

Leaves time for coursework to be done where you feel appropriate

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GCSE Science: So what’s different?

Some new content:– risk– evaluating claims about correlations and

risk factors– clinical trials

Emphasis on Ideas about Science Much is familiar:

– whole class, small group and individual work; practical work

More opportunities to talk, discuss, analyse, and develop arguments:

– about science – and about its applications and implications

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C21 Suite for 2006 onwards

Entry level GCSE Science

GCSE AdditionalScience

GCSE AdditionalApplied Science

GCSE BiologyGCSE Chemistry

GCSE Physics

or

Single AwardFull range GCSE

F and H tiers

Single AwardsFull range GCSEs

F and H tiers

Single AwardsFull range GCSEs

F and H tiers

For all students For most students For some studentsFor some students

OCR’s Entry LevelCourse feeds

into GCSE Science

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Additional Science

Sound introduction to the scientific concepts that are

essential for further study

Emphasis on models and explanations

Insight into how scientists think and reason

Full GCSE A*-G

Progression to all science AS courses

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Additional Science modules Nine modules

12-hour teaching blocks– Homeostasis B– Chemical patterns C– Explaining motion P– Growth and development B– Chemicals of the natural environment C– Electric circuits P– Brain and mind B– Chemical synthesis C– The wave model of radiation P

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Additional Applied Science Based on engaging and authentic contemporary contexts

where science is applied

Insights into work that involves scientific knowledge or

skills

Opportunities for extended practical problem-solving

Manageable portfolio

Full GCSE A*-G

Progression to vocational and some science AS courses

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Additional Applied modules

Three modules (chosen from the six provided)

36-hour teaching blocks– Life care B– Agriculture and food B– Scientific detection C– Harnessing chemicals C– Materials and performance C/P– Communications P

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What did pilot teachers say? “It’s what I feel I should be teaching.”

“Our Year 11 students are feeling increasingly positive about science.”

“The most stimulating, exciting and rewarding time I have experienced in teaching.”

“The coursework is different, but students enjoy it. Once you’ve got your head round it it’s great not to be doing Sc1!”

“The greatest challenge has been extracting the most appropriate activities from all those offered – it’s great when somebody prepares lots of materials for you to teach!”

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ICT resources

Integrated ICT resources– scheme of work– video clips– animations– PowerPoint slides

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Support

From University of York Science Education Group and

the Nuffield Curriculum Centre

– Someone at the end of the telephone / email

– Website

School clusters

– and Regional Support Officers

Training

– Residential and one-day sessions

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Websites

General information: www.21stcenturyscience.org

Publications from OUP: www.twentyfirstcenturyscience.org

Specifications, assessment and training: www.ocr.org.uk

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C21 Project contacts

Contact at York: C21 Project administrator: Geraldine Collins uyseg-c21@york.ac.uk

Contact at Nuffield: Sarah Codrington scodrington@nuffieldfoundation.org