Teaching approaches

Effective teaching and learning is clearly critical to students' engagement, attainment and progression.

Ofsted's annual report 2005-06 summarises neatly some key elements of effective practice:

Many schools have given consideration to pupils' preferred learning styles, and across a range of subjects it is evident that higher achievement is associated with active forms of learning. For example, where science was well taught, not only were basic concepts effectively addressed, lessons were also stimulating and enjoyable. In thinking about How Science Works, pupils researched and exchanged information, often making effective use of ICT, debating ideas and displaying knowledge and understanding of issues very relevant to their own and others' lives.

This contrasted sharply with the low achievement in schools where pupils went through the motions of practical work as instructed, rather than engaging in genuine scientific investigation.

Triple Science offers significant potential in terms of a course that can be challenging, engaging and successful in inspiring more students to study science post-16. It can also become a dry and uninspiring delivery, only serving to discourage students. The challenge to the science education community is to identify the steps that will take it towards the former and away from the latter and to put those into practice.