Science Framework

Raising standards in science

Factors that promote higher standards in schools have been documented by Ofsted and in school improvement research. Where the leadership, management and planning of science in secondary schools is concerned, better standards occur when:

• the head of department is well informed, provides strong leadership and sets high expectations for what can be achieved by staff and pupils;
• a desire to secure high standards through effective teaching and learning pervades the whole department;
• there is sufficient timetabled teaching time for science, with lesson time extended through regular homework and other out-of-class activities;
• a science scheme of work, based on identified teaching objectives, ensures high expectations, consistent approaches and good progression;
• science teachers observe each other teach, and meet regularly to discuss and develop common understanding of the Key Stage 3 science curriculum;
• there is systematic monitoring and an annual review, led by the head of department, of teachers' planning, teaching and assessment, followed up by discussion and feedback;
• evidence from the review is used to set targets and identify action points for incorporation into departmental and school improvement plans;
• there is regular monitoring of: 
  • the accommodation and resources used for science;
  • health and safety requirements;
  • levels of technical support in science.

Where the teaching of science is concerned, better standards occur when:

• lessons have high expectations and clear objectives that pupils know;
• well-paced lessons offer challenging tasks that engage both girls and boys, including: 
  • practical work, coupled with interventions by teachers, to develop the investigative skills of scientific enquiry;
  • oral and mental work to develop pupils' knowledge and understanding;
  • study of interesting examples of key scientific ideas in everyday life and other subjects, to show how the ideas are often dependent on each other;
  • posing of non-routine problems to encourage pupils to think for themselves;
• manageable differentiation is based on work common to all pupils in a class, with targeted support to help those who have difficulties;
• teachers introduce pupils to difficult scientific concepts in well-planned stages, using a combination of exposition, demonstration, modelling, instruction and dialogue;
• teachers use well-judged and appropriately pitched explanations to inspire confidence in pupils;
• teachers question pupils effectively, giving them time to think, and expecting them to explain their reasoning using evidence to support their arguments;
• written activities for different scientific purposes consolidate the teaching and are supported by judicious use of ICT, textbooks and other resources;
• pupils are given guidance and examples to illustrate the expected forms of writing;
• pupils are taught and learn about the uncertainty of scientific evidence;
• lessons make links between scientific theory and experiment, so that pupils learn how the practical applications of science are changing the nature of society and the economy;
• teachers take account of cultural and religious sensitivities when teaching topics such as human reproduction, inherited diseases and diet;
• teachers give appropriate attention to health and safety and show pupils how to take responsibility for safe working.

Where the assessment of science is concerned, better standards occur when:

• pupils understand and take part in the assessment of their work and progress;
• teachers use pupils' contributions to assess their strengths and difficulties, to set group and individual targets for pupils to achieve, and to plan the next stage of work;
• assessments include informal observations, oral questioning and occasional tests or special activities designed to judge progress;
• recording systems give teachers the information that they need to plan and report successfully, but are not too time-consuming to maintain.