Ways of approaching Triple Science
Models
The following list represents a range of ways of organising a curriculum that includes Triple Science. Some of them are tried-and-tested models; others are more speculative and may be possibilities for the future. There are several possible variations on some of them.
Model 1
Teaching two GCSEs within the core curriculum and adding a third science as an option choice, to maximise science take-up and quality of learning experience
Model 2
Teaching Triple Science within a core allocation of around 20% of curriculum time, to allow for breadth and balance across the optional curriculum
Model 3
Teaching a single science GCSE within the core curriculum, and adding two science options, to maximise flexibility and choice
Model 4
Offering lessons or experiences outside the normal school day, to supplement learning and offer further choice
Model 5
Following a condensed Key stage 3 and starting GCSE Science in Year 9, to improve Key stage 3 experience and create time for additional GCSE or other courses
Model 6
Starting GCSE Science after Year 9 National Curriculum assessment tests, to retain motivation and introduce skills required for GCSE
Model 7
Teaching Triple Science in around 25% of curriculum time, exploiting synergies across the three subjects, to maximise motivation and use of time
Model 8
Operating a different curriculum in Years 10 and 11, to give opportunity for further choices in Year 11
Model 9
Organising a top set or sets that work across more than one subject, to enable joint planning and/or teaching to enhance learning and maximise use of curriculum time
Model 10
Delivering Triple Science in partnership with other schools or colleges, to secure the entitlement and benefit from local links
Further information can be found in the model and case studies section.
Related links
Find examples of change-management tools:
www.tda.gov.uk/remodelling
/managingchange/tools.aspx/
The following are examples of teachers' groups:
University of Cambridge Science Festival
www.researchersinresidence.ac.uk
www.sanger.ac.uk/Teams/
Team104/
www.yourgenome.org
Details on regulations, definitions and examples of good practice in developing federations
www.standards.dfes.gov.uk/
federations/
www.innovation-unit.co.uk/
content/section/3/139/