A long way to go.

For my birthday I was given a voucher for a back massage and a manicure.  So this morning, I went to have both. 

The young woman, Rachel*, who was doing the back massage looked vaguely familiar.  However, as I still live in the town where I taught, there are a large number of young people that I think that about.  Either I’ve taught them, or I saw them around the school.  I’ve tried to stop looking quizzically at older teenagers and twenty-somethings though, because it does get me some funny looks.

Anyway, after my back massage, I had my nails done.  This was a whole new experience.  My nailcare routine consists of trying , and failing, not to bite my nails when they inevitably snag.  (A fact that was quite obvious, and my lack of nail care routine caused a look of horror to flit across Rachel’s face.) 

It turns out that, like having your hair done, having your nails done is quite a social thing where you discuss the inevitable questions such as the weather, weekend plans and what you do for a living.

Rachel and I discussed my job, and my current commute and also my new job which I’ll be starting at the end of June.  The aim of my new role will be to encourage kids to see that doing science is worthwhile and attainable.

Which led onto a discussion about what Rachel did at school (and it turns out that I did know her) and how she had enjoyed science, particularly Biology.   In fact, she said that if she wasn’t a beauty  therapist she would do something with biology.  Then she asked a question that knocked me for six.

‘But,’ she asked, ‘what can you do in science apart from work in a lab or teach?’

Gosh.  We have a long way to go.  Here was a young woman who, to do her job, requires an in depth knowledge of anatomy and physiology, who thought that science was only used in a lab.

I pointed this out to her, and she agreed that she did use a knowledge of biology in her job.

This anecdotal evidence about lack of careers knowledge backs up the findings of a number of reports published in the last 18 months.  Ofsted, ASPIRES (pdf), the PearsonThinktank, and Gatsby have all looked at the quality of careers provision and made recommendations about how it can be improved.

The ASPIRES project at Kings College London give the following recommendations amongst others:

o         earlier intervention – from primary school

o         break the ‘science = scientist’ link

o         embed STEM careers awareness in science lessons

The Gatsby Good Careers guidance report also mentions this link between curriculum and careers and recommend that:

“All teachers should link curriculum learning with careers. STEM subject teachers should highlight the relevance of STEM subjects for a wide range of future career paths.”

When I am running courses, I try to include a session about the importance of science teachers in linking school science to the world of work.  The current state of specialist careers advice is very poor in many schools and if teachers don’t tell kids what they can do with a science qualification then they won’t ever find out. 

I’m not suggesting a hard sell, but if you’re teaching neutralisation reactions, then highlight that these practical skills are needed in the pharmaceutical industry.  If you’re teaching balanced forces, highlight that structural engineers use the same theory to carry out calculations to ensure that buildings don’t fall down.  If you’re teaching about the body in primary school, then you could ask a beauty therapist to come in and talk to the children about their job and how they need to know all about the skeleton and muscles.

If teachers don’t know what jobs are available with a science qualification then these websites might be useful:

Futuremorph

Talent 2030

NHS Careers

National STEM centre careers collection

RCUK Careers in research

National Careers service

So, if you are a teacher highlight links between the curriculum and possible careers.  If you don’t, who will? 

*not her real name.

The future of assessment?

Levels are ‘over-complicated, vague and unambitious’. So the government have scrapped them. 

Unfortunately, up until now, they didn’t really provide any information about what was going to replace them.  And in the absence of that information, many schools have decided to stick with levels for the time being.

But now we have the information.  Or rather, now we have brief descriptions of the models from nine schools that have been chosen to receive money from the assessment innovation fund.  Each of the schools will get up to £10,000 to turn their assessment models into packages which other schools can use.

Those schools chosen are 2 primary, 1 primary/secondary, 4 secondary and 2 special schools. 

When I first read through the descriptions of the assessment packages, I must confess to (a) being a little disappointed and (b) wishing that I had applied with the model that a colleague and I are developing for use in primary.  Many of the packages sound very much like a combination of formative assessment (including self-assessment booklets) and end-of-topic tests.  A couple focus on ‘skills’ and abilities (primary and special school) while others focus on curriculum content or topics (secondary). 

All very reasonable ways of identifying the progress a pupil has made, and reporting it to others but nothing really innovative.

The DfE have also produced a set of core assessment principles.  This states that:

Schools will be expected to demonstrate (with evidence) their assessment of pupils’ progress, to keep parents informed, to enable governors to make judgements about the school’s effectiveness, and to inform Ofsted inspections.

 

So, what can we determine about acceptable assessment models from the short descriptions given in the DfE press release?  

The models include:

·         skills passports

·         ladders of curriculum content to climb

·         formative assessment which allows students to improve and develop their understanding

·         students assigned to levels of mastery / understanding

·         end of topic tests to provide numerical data

Looking at the ideas described, I think that we can probably summarise the models as:

Primary and Special schools: 

Can the kids do stuff? Can they do more stuff than last half-term?

Secondary Schools

Do the kids know stuff? Do the kids know more stuff than they did last half-term? 

So what should you do when replacing levels?  The concept of backward planning (as ably demonstrated by York Science for KS3) seems to be a good starting point.  

• First of all, decide what you want pupils to do or know
• Then, decide what evidence would let you know this
• Finally, plan your teaching experiences (lesson plans, schemes of learning etc).

In your teaching experiences include opportunities for formative assessment and summative assessment.  These assessment opportunities should make use of the evidence of learning that you have previously identified.  Think about what an 'average' student should be able to do/know, or a student who isn't quite there, or one who is well ahead.

The models picked from the Assessment Innovation Fund have aspects of these principles included, but they aren't overly complicated.  The models look different, and will be used in different ways*. However, they all allow assessment (formative and summative) tracking and reporting of progress.   

And there you have it . . .assessment without levels.

 *Which will perhaps be comforting when it comes to explaining your own assessment model to Ofsted.  Though it might make things much harder for Ofsted when it comes to looking at data.

....................................................

More details about each school assessment model are:

Hillyfield Primary Academy, London (primary)	Skills passport in foundation subjects throughout KS1 and KS2.  On demonstrating mastery of a skill, children stamp the skill in the passport. Longer term, school will develop an app that can be used in class by teachers
Hiltingbury Junior school, Hampshire (primary)	‘ladder’ approach to maths, reading and writing. School agrees expectations for each year group, dividing each subject into key skill areas. Children use a ‘ladder booklet’. Steps are divided into areas of exploring, achieving, exceeding
West Exe technology College, Exeter (primary and secondary)	‘ladder’ approach with objectives driven by curriculum content. Each objective is a short, discrete, qualitative and concrete description of what a student is expected to know and be able to do within a specific subject area and topic. Formative and summative (end of topic) assessments are used. Moderated by experienced professionals to ensure consistency.
Westminster Academy, London (Secondary)	Percentage score system to reflect a student’s mastery.  Curriculum divided into discrete topics (about 15 per year) each assessed by in-class quite, homework and end-of-term exam.  Overall score derived from performance for each topic, with an average produced to cover all topics.
Trinity Academy, Halifax (Secondary)	Curriculum broken down into units (categorised as foundation, elementary, intermediate or advanced).  Students complete a test to ascertain their degree of mastery.  Level of success places them at a point within a category: no progress, expected progress, exceptional progress.
Durrington High School, West Sussex (Secondary)	School used KS2 date and other assessments in year 7 (CATs, reading tests, internal tests) to groups students into 4 thresholds based on their prior assessments: excellence, secure, developing and foundation. Formative feedback provided based on day-to-day work. Summative assessments (half termly/termly) are used to  further assess how well students are doing.
Sirius Academy, Hull (Secondary)	Focussed on D&T only. Not clear what is actually involved in the assessment system.
Swiss Cottage School, London (Special School)	Progression planners. Themed around priority areas for individuals with severe learning difficulties and consistent with principles and ethos of the new NC.
Frank Wise school, Banbury (Special School)	Series of assessments that screen the level of development of basic cognitive skills.

One of our key stages is missing!

You may have noticed that there is a new National Curriculum due to start in September.  Throughout the land, primary and secondary teachers are looking at the new curriculum and planning (or perhaps not in academies) on how they will teach the content.

In September, the programmes of study for KS1 – KS3 were published.  When we looked at science, we saw that there were some topics, such as natural selection evolution, which had ‘gone down’ a key stage or two and some topics, such as levers, which hadn’t been around for a long time making a reappearance.  So far so good….

But something is missing.  Where is the programme of study for KS4 science?

What?  You didn’t realise that there WAS a programme of study for KS4 science.  Well, there was and it looked like this: page 39

But where is the new KS4 national curriculum?  And does it matter?  Perhaps it doesn’t – after all, most curriculum planners at KS4 look only at the GCSE (or equivalent) specifications.  These specifications HAVE to cover the KS4 programme of study, so as long as you did the qualifications, you did KS4.

But what about now?  The current national curriculum has been disapplied until September 2014 – quite sensibly to allow for planning and pre-implementation of the new NC.  From September the new NC will be in force, and schools will have to ensure that they cover it.  However, we don’t know what the KS4 NC looks like, or even if the courses that students are taking in September will cover it.

In the heights of the DfE, consultations about the subject criteria for GCSE sciences are being carried out.  These are being developed with the writing of specifications in mind.  I presume that, once the subject criteria are finalised, then they will be adopted as the new KS4 national curriculum for science, and that they will come into effect (with the rest of the curriculum) from September 2014.

Only, the new GCSEs won’t start until 2016, and the old GCSEs are unlikely to cover the full requirements of the NC (at least, not if they are anything like the draft subject criteria).

So what should schools do?  Fail to fulfil their statutory duty to teach the National curriculum or teach a curriculum that doesn’t quite match the GCSE specification?

And what is DfE going to do about it?

Teach them well...

Our visit to CERN proper started in a crowded lecture room.  As well as the 51 UK teachers, there were around 40 Israeli students and their teachers.  Israel has just become a full member state of CERN, and these students were the first visitors since that event.  Over the three days, it was fascinating to watch these young people sit through some fairly tricky lectures on cosmology, the Higgs Boson and medical applications of particle physics amongst others.  And not only did they sit through the lectures, they listened and asked intelligent questions at the end.

Each year CERN hosts tens of thousands of visitors.  Amongst these are teachers from all the member states of CERN, as well as other friendly states.  The teacher programmes typically last a week (our UK programme is a little shorter than most), and is hosted where possible by a researcher from the visiting teacher’s home country. 

The education and visits programme is a massive endeavour for CERN, and so it is reasonable to ask ‘Why?’.  What is the benefit to CERN of inviting teachers and others to wander round the facilities, taking photos, getting in the way and filling the restaurant?

Indeed, one could also ask why the National Science Learning Centre, and STFC (who provide financial support for our study visits) take teachers to CERN.

The answer, said in a slightly misty eyed way way, is that it is for the kids.  We, in the words of a song, believe that children are our future.  

The future?

More prosaically, without kids taking STEM subjects, there won’t be big science and technology undertakings in the future.  Somewhere like CERN is the work of a LOT of people – people who studied sciences, engineering, architecture, and other STEM subjects.  And at some point, those people were in all likelihood taught science by enthusiastic teachers who made them think that science was a subject worth studying.

So CERN (and NSLC) want to work with the teachers because they are the multipliers.  If a single student, such as one of our Israeli companions, comes to CERN then that is one person who will (in all probability) be enthused about science.  However, if one teacher comes, then that teacher will go back into school or college with a renewed interest and, dare I say it, excitement about science.  One teacher may teach 200 to 300 students each year.  As the teacher says ‘when I was in CERN….’ and shares the excitement of standing just in front of a 15m wide particle detector 100m below the French countryside, then their interest can be contagious and spread to some of their students.  So one person’s visit will hopefully inspires classrooms full of students.

Up close and personal with a beam pipe

And it’s not just seeing the scale of the undertaking.  The guides who show the teachers round are often researchers, who volunteer to show people round CERN.  Meeting the researchers, chatting to them and asking about how they ended up working in CERN, provides real examples to teachers of possible career paths that their own students might take.  Career paths which the (non-specialist) science teacher might not have realised were possible.

Konrad, explaining why there is more than one particle accelerator at CERN

So to CERN, the cost and disruption, of hosting teacher programmes is worth it.  In fact, it is part of their core mission to the future.

Arriving at CERN

First impressions

I think that the main thing that struck me about CERN is its apparent normality.  Walking around the site on a Sunday afternoon, above ground, CERN looks very like the light industrial estates that surround my home town.  Large non-descript buildings, empty roads and cul-de-sacs.

Industrial estate?

There are some hints to let you know that it isn’t just an industrial estate: the roads are named after famous physicists; the French-Swiss border passes, unmarked, across a roundabout; and there are a lot of compressed gas cylinders (often Helium) outside the buildings.   

Sounds familiar.

I'm standing in Switzerland, the trees are in France.

For party balloons or particle accelerators?

Another noticeable feature is the noise.  Even on a Sunday afternoon there is a constant hum in the air coming from some of the buildings.  It sounds very like the hum of an air conditioning unit.  In a country where almost everything is shut on a Sunday, the equipment at CERN keeps running.

Sitting in the restaurant (thankfully also open on a Sunday) snippets of conversation float through the air, different languages, different accents.  Mostly everyday topics, but every now and then physics appears.  

CERN Restaurant 1 - one of the most cosmopolitan places to eat anywhere.

Of course, the really interesting thing about CERN is not what happens above ground.  It is in the tunnel underground that makes CERN special.  And it is the experiments at CERN that I, and 51 teachers from the UK, are looking forward to finding out about.

The participants on the Feb 2014 CERN study trip