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Curriculum provision in secondary science

Introduction to the curriculum provision in secondary science.

Issues and challenges

The issues and challenges of curriculum provision in secondary science.
Factors to consider

Factors to consider when selecting curriculum provivision in secondary science.
Key questions

Key questions to explore when planning curriculum provision in secondary science
A brief guide to courses

A brief guide to the courses of the curriculum provision in secondary science for Key Stage 4.
'Concept-led' courses

Curriculum provision in secondary science 'concept-led' approaches.
'Context-led' courses

Curriculum provision in secondary science 'context-led' approaches.
A brief guide to curriculum pathways

A brief guide to curriculum provision in secondary science curriculum pathways
Curriculum pathways

Details of how courses may be combined to form curriculum pathways with a brief commentary with each curriculum pathway
Appendix 1: Young people continuing in education or training post-16

Appexidix 1 of the Curriculum provision in secondary science discusses young people continuing in education or training post-16 from 2013.
Appendix 2: Key Stage 4 science options from September 2007

Appendix 2 of the Curriculum provision in secondary science outlining the Key Stage 4 science options from September 2007.

Curriculum provision in secondary science

This guide explores the implications of making effective provision in terms of teaching and learning and meeting pupils' needs by the selection of appropriate courses to construct curriculum pathways. Ref: 01101-2009BKT-EN Publication date: December 2009

Children's services attendance effective practice

Children's services have a key role in ensuring high levels of participation in education for all children and young people who live in their authority, or live elsewhere but attend school in their area. This involves providing effective support and challenge to schools to improve inclusion and the quality of teaching and learning.

Children's services support for attendance

Children's services procedures should be addressed as a first step in strategically approaching attendance improvement.
Children's services attendance strategy document

The children's services attendance strategy should outline the vision of the children's services, explaining the role that all members of the community have in improving attendance and reducing persistent absence and promoting attendance.
Proactive interventions

Children's services have a key role in helping schools in identifying and addressing key priorities, which are informed by rigorous and robust data analysis, to ensure all pupils are able to engage in all the opportunities offered to them.
Parental responsibility measures

School-level intervention should always precede referral for external support services. However, children's services have a legal obligation to consider parental responsibility measures in some circumstances.
Children's services engagement with key partners
Review of attendance practice

Children's services should use the strand-specific self-review tool for attendance and appraise their own performance/situation accordingly.
Identifying how data can most effectively be used to inform actions

Guidance for the senior leadership team within children's services to avoid being 'data rich' but 'information poor', and tools to help gain a clear understanding of their attendance profile.
Data analysis tools

Children's services should also analyse the data to determine whether absence is greater in certain groups of pupils. It therefore should analyse absence by special educational needs (SEN), ethnicity, gender, academic progress, and so on. The tracking of vulnerable groups is very important.
Target setting and proactive interventions

Children's services should use robust baselines to support the target-setting process. On an annual basis, all schools must set an overall absence target and children's services must set a target to reduce the percentage of pupils in secondary schools with persistent absence.
Data linking attendance to attainment

Attendance has an impact on attainment, and children's services should understand the impact on pupil attendance within their LA.

The National Challenge: Core Plus science

This programme consists of six elements. Each Element has been written to support the science department in addressing particular development needs. It is particularly important that these are carefully selected, tailored and mediated to support the improvement work identified in the school's Raising Attainment Plan.

Element 2b: Planning for progression in science: using the National Strategies Framework and GCSE grade criteria

Element 2b of the Core Plus science section of the National Challenge programme. This element provides guidance on the use of the National Strategies (NS) Framework for secondary science to address GCSE grade criteria effectively.

Progress Matters: Reviewing and enhancing young children's development

Booklet for leaders and managers of all settings and schools with an EYFS, EYFS co-ordinators, assessment co-ordinators, subject leaders, Year 1 co-ordinators, Early Years consultants and strategic leads, local authority assessment leads, SIP managers and SIPs. Ref: 00217-2009BKT-EN Publication date: March 2009

Progress Matters

Supporting leaders and managers in the Early Years setting with the process of monitoring children's progress over time.

Progress Matters Module

This e-learning course supports leaders and managers with the process of monitoring children’s progress and offers a useful tool to enable them to review how well children in their setting are doing over time.

Planning for progression

General information on how the renewed Frameworks support planning for progression.

3.2 Supporting Every Child

'Supporting every child' is one of the commitments to the EYFS principle of 'Enabling Environments’. The explanation of the commitment includes children’s need for sensitive knowledgeable adults, understanding their personal learning journeys and working together with other professionals and parents making children's needs central to the learning process.

Reflecting on practice

The National Challenge: Core Plus English

This programme consists of six elements. Each Element has been written to support the English department in addressing particular development needs. It is particularly important that these are carefully selected, tailored and mediated to support the improvement work identified in the school's Raising Attainment Plan.

Element 2a: Planning for progression in English

Element 2a of the Core Plus English section of the National Challenge programme. This element has been written to support the English department in improving the quality of long-, medium- and short-term planning for English, to improve the pace, challenge and engagement of pupils. It shows how planning for progression through Key Stages 3 and 4 is most effective when matched to pupils' needs and is an essential contribution to ensuring that all pupils achieve expected rates of progress in each key stage.
Element 2b: Planning for progression in English

Element 2b of the Core Plus English section of the National Challenge programme. This element has been written to support the English department by providing information on how a tactical approach to planning the GCSE course can ensure that pupils have opportunities to make more progress by linking learning objectives across different components in the course. This six-week improvement process focuses on improving planning and ways to maximise coursework outcomes in the lead up to examinations.

The National Challenge: Core Plus mathematics

CPD programme of six elements. Each element has been written to support the mathematics department in addressing particular development needs to be selected, tailored and mediated to support the improvement work identified in the school’s Raising Attainment Plan.

Element 2: Planning for progression in mathematics - Raising expectations by developing sequences of learning in Years 10 and 11

Element 2 of the Core Plus mathematics section of the National Challenge programme. This element has been written to support the mathematics department in creating strategies to improve the scheme of work unit by unit as the department works on a tightly focused cycle of plan-teach review. It includes clear leadership actions to accelerate improvements and gather evidence of impact.

Planning for progression

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