Planning for progression
This set of resources supports Heads of department and classroom teachers in planning for progression, and accompany the Triple Science Support guide Planning for progression.
The Triple Science Support intervention guides and supporting resources are packed full of ideas and examples of evidence-based good practice, and will support you in going beyond short term, bolt on interventions to look at issues such as progression, tracking progress and how best to structure learning so students gain a deep, long term understanding of the science.
Links and Resources
This report, edited by Wynne Harlen in 2009 sets out the principles that should underpin the science education of all students throughout their schooling. It argues that students should be helped to develop ‘big ideas’ of science and about science that will enable them to understand the scientific aspects of the world around and make informed decisions about the applications of science. In order to develop this understanding learning experiences must be interesting and engaging and seen as relevant to the lives of students. It also considers the progression from small ideas about specific events, phenomena and objects to more abstract and widely applicable ideas and the significant aspects of pedagogy that are required to support this progression.
This chapter from the Linear Assessment ibook focuses on planning for progression in science. The activities allow teachers to:
* Identify progression in learning opportunities
* Assemble a ‘big’ picture of progression through the curriculum
* Plan progression into the Triple Science curriculum
* Plan learning opportunities that build on previous learning
This resource is a National Strategies teacher study unit for science subject leaders, science teachers and higher level teaching assistants on building challenge into lessons. There is a specific focus on questioning, learning outcomes and identifying opportunities to make classwork and homework more challenging.