Curriculum planning
and design
The curriculum context
There will be significant development of the 11-19 curriculum in all schools and colleges catering for this age group between 2008 and 2013. The aim is to create a curriculum that enables all young people to become:
- successful learners who enjoy learning, make progress and achieve
- confident individuals who are able to live safe, healthy and fulfilling lives
- active and responsible citizens who make a positive contribution to society.
For further information on the new secondary curriculum and its aims see www.qca.org.uk/qca_5855.aspx/
Curriculum review
The Qualifications and Curriculum Authority (QCA) is encouraging the use of the following questions to support a process of curriculum review and development.
- What are we trying to achieve?
- How do we organise learning? (Designing a curriculum solution)
- How well are we achieving our aims?
In terms of the first question, schools should consider the benefits of meeting the entitlement to Triple Science - for example, challenging able students, personalising the curriculum by adding choice, providing a range of progression pathways and enabling students to develop a specialism that they take through to A-level. Judgements about the success of a curriculum initiative should involve quantitative and qualitative evidence, including the quality of student experience and their progression.
The nature of the new curriculum
The new secondary curriculum is planned to be more flexible and responsive to local need. It can be characterised as personalised, with a local flavour and set within national parameters.
Student entitlements to science learning and qualifications contribute to this in the following ways:
- offering a range of science courses, including combinations of two or more GCSEs, is an aspect of personalisation, meeting the needs and progression plans of students and providing enhanced choice. Selection of assessment methodology and timing will also be based on student needs and preferences
Local flavour is provided by:
- the way in which science is offered within the curriculum
- the provision of different types and sizes of qualification, including those that enable teachers to teach to their specialism and enthusiasm
- approaches to teaching and learning, including e-learning
- use of local examples to provide depth and detail to topics
- use of local business and industry, in terms of personnel and visits
The national parameters are:
- the programme of study for science
- aspects of other programmes of study that link with the science curriculum, for example citizenship or personal well-being
- student entitlements in relation to science.
Related links
Professional associations
For general information relating to the changes to Key stage 4 sciences try looking at the websites of professional associations and subject associations. They may also be able to provide additional support, resourcesand continuing professional development.
Association for Science Education
Association for Science Education/Sheffield Hallam's Centre for Science Learning
Association of British Pharmaceutical Industries
BBC science and nature news
Becta
British Association for Advancement of Science
Earth Science Teachers' Association
Guardian Unlimited
Institute of Biology
Institute of Physics
Learning and Skills Network (vocational learning)
National Science Learning Centre (The)
New Scientist
Royal Institution of Great Britain
Royal Society (The)
Royal Society of Chemistry
SciDevNet
Science and Technology in Society (SATIS) from ASE
Science Learning Centres
Secondary National Strategies
SEMTA (useful for applied science)
Specialist Schools and Academies Trust
Teachers' TV
Twenty-first Century Science website, run by the Nuffield Curriculum Centre and the University of York Science Education Group