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Practical Experiments in School Science Lessons and Science Field Trips: 19 July 2011

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Practical Experiments in School Science Lessons and Science Field Trips: 19 July 2011 S&T Committee: Written evidence Sch Sci 1 - 47 Practical experiments in school science lessons and science field trips: 19 July 2011 Sch Sci Author Sch Sci Author 00 Department for Education 22 The Royal Institution of Great Britain 22a Supplementary 01 Rosie Clift 23 The Gatsby Charitable Foundation 02 Jane Giffould 24 Assessment and Qualifications Alliance (AQA) 03 Edgar Jenkins, Emeritus Professor of 25 British Ecological Society Science Education, University of Leeds 04 Scottish Schools Equipment Research 26 CLEAPSS Centre 26a Supplementary 05 British Science Association 27 National Union of Teachers 05a Supplementary 06 Earth Science Teachers’ Association 28 The Geological Society of London 07 Field Studies Council 29 Natural History Museum 07a Supplementary 08 School Travel Forum 30 EngineeringUK 09 Myscience 31 The Wellcome Trust 10 Council for Learning Outside the 32 Ruth Amos and Professor Michael Reiss Classroom (Institute of Education, University of 10a Supplementary London) and Dr Ian Abrahams, Professor Robin Millar and Mary Whitehouse (University of York) 11 The Perse School 33 SCORE 12 City and Islington College 34 Teacher Scientist Network 13 Institution of Chemical Engineers 35 (duplication) 14 RSPB 36 Royal Geographical Society (with IBG) 15 The British Psychological Society 37 Campaign for Science and Engineering (CaSE) 16 Association of the British Pharmaceutical 38 The Science Council Industry 17 Dr Philip Wheeler and Dr Graham Scott, 39 The Association for Science Education University of Hull Outdoor Science Working Group 18 OCR (Oxford, Cambridge and RSA 40 NASUWT Examinations) 19 The Linnean Society of London 41 The UK Association for Science and Discovery Centres 20 Ofqual (Office of Qualifications and 42 Health and Safety Executive (HSE) Examinations Regulation) 21 Research Councils UK 43 Association of British Insurers 44 Ofsted 44A Ofsted survey report on science education in England 2007-2010, published January 2011, Successful Science 45 Jill Friedmann 46 University of Bradford 47 Greg Jones Written evidence submitted by the Department for Education (Sch Sci 00) Introduction Science is a critically important subject for this country. The Schools White Paper: The Importance of Teaching acknowledged the importance of a “strong national base of scientific skills” providing a clear commitment to provide additional support to improve take up and achievement in the sciences in schools and colleges. Practical science delivered with flair and knowledge can help pupils understand scientific concepts and ignite their interest in physics, chemistry and biology. Practical science is also an important part of scientific knowledge and teaches pupils about the empirical basis of scientific enquiry. The key to making sure that good quality practical science contributes fully to effective science teaching is having high calibre science teachers and technicians in place. It is also important that existing teachers have access to good quality professional development opportunities and that they teach to a curriculum that provides them with the freedom they need to teach science in a way that best suits the needs and aspiration of their pupils. International comparisons PISA 2009 showed that the UK performance in science continues to fall down the international rankings. England is now only marginally above the OECD average and so clearly there is much to be done to improve the general standard of science education if we are going to compete with the best in the world. PISA 2006 (the most recent survey where science was the main focus) provides mixed results on the prevalence of practical science and field trips in England. We compared well internationally on the amount of time students spent doing practical experiments. This was supported by analysis1 undertaken by SCORE2 which found that in the UK more practical work takes place in science lessons than in most other countries. However, PISA 2006 data also showed that students in England tended to take part in slightly fewer excursions or field trips when compared to other countries. 1 Practical work in science: a report and proposal for a strategic framework, December 2008 2 Science Community Representing Education. Members comprise the Institute of Physics, Royal Society of Chemistry, Society of Biology, Association for Science Education, Royal Society and the Science Council. Data from the PISA 2006 Student Questionnaire When learning science topics at school, how often do the following activities occur? Students spend time in the laboratory doing practical experiments England Wales Northern Finland New Japan OECD Ireland Zealand Average In all - 3% 2% 2% 3% 3% 4% lessons In most 24% 17% 16% 20% 18% 7% 16% lessons In some 62% 67% 66% 52% 57% 44% 43% lessons Never or 11% 13% 16% 25% 12% 45% 30% hardly ever The way forward The latest Ofsted report on science education3 found that more practical science lessons and scientific enquiry were key factors in schools which showed clear improvements in promoting students’ engagement, understanding and progress. The report recommended that secondary schools and colleges ensure they use practical work and scientific enquiry as the key stimulus to develop scientific knowledge, understanding and skills. Crucial to achieving this will be to make sure we have enough good teachers in place and that existing teachers have good access to professional development opportunities so that they can readily update their subject- knowledge and skills. This is supported by SCORE who emphasised in their report the importance of effective teaching for improving the quality of practical work in science. Recruiting more science teachers We remain concerned that we are not drawing enough teachers from our top graduates, and find it challenging to attract the necessary number of graduates into some subjects such as science. Latest evidence4 shows that only 14% of science teachers have a physics degree, 22% have a chemistry degree and 44% have a biology degree. The Importance of Teaching White Paper states the Government’s intention to provide stronger incentives to attract the best graduates to come into teaching, including science. Changes to higher education and student finance have been announced by the Department for Business Innovation and Skills. The Department for 3 Successful science: an evaluation of science education in England 2007-2010, published January 2011. 4 School Workforce Census, November 2010. Education will publish later this year further details of proposals for the reform of initial teacher training. These will be discussed with schools, students, universities and other teacher training providers, before confirming plans in the summer, in time for the recruitment of teachers who start their training in September 2012. The White Paper also reaffirms our commitment to more than double the number of participants in the Teach First scheme so that more schools are able to benefit from the talents of the country’s best graduates. The majority of Teach First participants teach the most demanding shortage subjects. In addition, teacher training bursaries are continuing to be paid to graduates in the sciences. Improving the skills of existing teachers It is important that teachers and technicians have access to good quality professional development so that they can update and improve their subject- knowledge and skills. This is crucial to good quality practical work, enriching teaching and improving engagement in science subjects. The network of science learning centres (jointly funded by the DfE and the Wellcome Trust) will continue to play an important role in providing teachers and technicians with access to such opportunities. Science learning centres will complement our more general approach to teachers’ continuing professional development (CPD) and leadership training. This will focus on schools taking the lead for the training and development of teachers and creating more practical opportunities for peer to peer training. Giving schools greater autonomy in what they do and encouraging greater collaboration between schools will help ensure improvements in science education. This is consistent with our philosophy that teaching professionals know how best to teach. At the heart of this approach will be the network of teaching schools5. These schools will work with strategic partners, including science learning centres and others who can contribute to improving the quality of science teaching, to offer a range of CPD opportunities for teachers and support staff including technicians. Teaching schools will also need to identify other schools and individuals that have the skills, capacity and willingness to work outside their own school to deliver programmes as well as coaching and peer to peer support. The expectation is that the scale and range of provision will grow as teaching school partnerships evolve. We will continue to develop the relationship between science learning centres and teaching schools to ensure teachers have access to the highest quality development opportunities. 5 The teaching schools prospectus can be found at: http://www.nationalcollege.org.uk/index/professional- development/teachingschools.htm?WT.ad=TK015 Curriculum reform The Government set out in the Schools White Paper its commitment to give schools greater freedom over the curriculum. As part of that commitment, Ministers launched a comprehensive review of the National Curriculum in England for 5 -16 year olds. Science is one of four subjects
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