Key Stage 3 Curriculum Review Conferences

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Key Stage 3 Curriculum Review Conferences

• Ian Richardson HMI
• Specialist Adviser for Science
• ian.richardson_at_ofsted.gov.uk
• Spring 2006

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Primary Science
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Percentage of pupils achieving level 4 or better
at Key Stage
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• In 2005, the latest year for which results are
  available, the proportion of pupils achieving L4
  was 87, only 1 higher than in 2004.

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• The proportion of pupils reaching level 5 has
  risen from 16 in 1999 to 41 in 2004.
• In 2005 the proportion of pupils achieving L5
  was 47, a further increase of 6.

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Achievement in science in primary schools -
2003/05 and 1998/99
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• As acknowledged in the 1998 Review of Primary
  Schools, there had been significant gains in
  teachers confidence and expertise in science
  and, as a consequence of improved teaching, the
  achievement of pupils was good or better in just
  under half of schools.
• By 2005 this proportion has risen to three fifths
  of schools.

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Teaching in science in primary schools - 2003/05
and 1998/99
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• Teaching is now good or better in around two
  thirds of schools, with teaching in Key Stage 2
  being marginally better than in Key Stage 1.
• This improvement in teaching has now slowed and
  there is a general need for subject knowledge
  development.

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Secondary Science
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Achievement in science in secondary schools -
2003/05 and 1998/99
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• Pupils achievement in Key Stage 3 science has
  risen since 1998, with a 20 improvement in the
  proportion whose achievement is good or better
  this is almost twice the increase seen in Key
  Stage 4.

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• The improvement in achievement can be linked, in
  part, to the dissemination of the Key Stage 3
  Strategy, but there are also other factors at
  work. For example, Ofsted reports since 1998
  have highlighted the need for Key Stage 3
  teachers to take account of the science learned
  in primary school.

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Teaching in science in secondary schools -
2003/05 and 1998/99
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• Teaching has improved in all key stages since
  1998.
• In 1998 teaching was good or better in under two
  thirds of the schools and in 2005 teaching of
  this quality is seen in nearly three quarters of
  schools.
• The proportion of teaching that is less than
  satisfactory has hardly changed and is around one
  in twenty.

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• Much time and effort has been expended by science
  departments on end of unit tests to produce
  summative assessment data. However, these test
  outcomes have not been used effectively to inform
  planning or to tell pupils what they need to do
  to improve.

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• Key Stage 3 and 4 pupils understanding of how
  they can improve is a good feature in only two
  fifths of schools.
• On post-16 courses, the situation is much more
  positive with around three quarters of students
  understanding this.

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• Teacher supply in science remains a problem.
  Since 1998 the teacher vacancy rate has nearly
  quadrupled and in January 2005 the number of
  unfilled posts was 250, the highest for any
  subject. In general, better use is being made of
  support staff, who work effectively in science
  lessons with pupils.

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Achievement
Match of teachers to the curriculum
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Achievement
Adequacy of accommodation
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Key Stage 3 Inspection

• What problems are commonly reported?
• Insufficient breadth
• Not addressing individual needs
• Insufficient stretch
• Lack of relevant science
• Lack of scientific enquiry

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Key Stage 3 Inspection

• What constraints were cited by teachers?
• Too much content to get through in the time
  allowed
• Overlap with Key Stage 2, and the need to repeat
  work
• Assessment dominates too much and revision dulls
  down courses

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Issues

• Making the most of the Secondary National
  Strategy to inform the range and quality of
  teaching.
• Making better use of assessment for learning to
  inform planning and to let pupils know what they
  need to do to improve.

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• Improving accommodation and resources for science
  such that pupils work with  up to date materials
  and in good quality facilities.
• Making science engaging and enjoyable.  Revision
  of KS3 provides an excellent opportunity for
  schools to provide relevant courses that meet the
  needs of the full range of their pupils.

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Achievement and standards

• Outcomes are likely to compare well with those
  from similar schools. Learners meet challenging
  targets and, in relation to their capability and
  starting points, they achieve high standards.
  Most groups of learners, including those with
  learning difficulties and disabilities, make at
  least good progress and some may make very good
  progress, as reflected in contextual value added
  measures.

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Teaching

• Based upon thorough and accurate assessment that
  informs learners how to improve, work is closely
  tailored to the full range of learners needs, so
  that all can succeed. Learners are guided to
  assess their work themselves.

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Good curriculum

• The curriculum provides opportunities for all
  learners, including those with learning
  difficulties and disabilities, to progress and
  develop well. Progression routes are clear and
  well established. Learners are well prepared for
  their future. Opportunities for enrichment, which
  are varied, have a high take up and are much
  enjoyed.

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Good curriculum

• The great majority of learners are well served by
  the subject curriculum and no group is
  ill-matched to what is provided. Statutory
  requirements are met and the curriculum is
  responsive to local needs. There is good
  provision for literacy, numeracy and ICT. As
  appropriate learners have many opportunities to
  contribute to and take on responsibilities in the
  community.

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Leadership and management

• The leadership of the subject is successfully
  focused on raising standards and promoting the
  personal development and well-being of learners.
  It has created a common sense of purpose among
  staff. The inclusion of all learners is central
  to its vision and it is effective in pursuing
  this and dismantling barriers to engagement.

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Leadership and management

• The subject is well organised on a day-to-day
  basis. Resources are well used, The impact is
  seen in the good progress made by most learners
  in most areas, in their sense of security and
  well-being. The leadership and management provide
  the subject with a good capacity to improve.