Science
is continually being developed and added to. As
well as supporting good progression in science, the
materials are designed to extend approaches to support
classroom pedagogy and professional development.
A total of 864 secondary schools are currently
involved in 88 funded Progressing to Level Six and
Beyond in Science projects up and down the country,
but many more are using the materials.
“When the project started we talked to teachers
who were very good at getting pupils to Level 6 and
beyond in science about the strategies that had been
successful,” explained Mr Walsh.
“Th ese strategies basically tended to fall into
six diff erent categories and tended to be things
Moving up
that blocked children’s progress, such as scientifi c
inquiry, group-talk, research skills, scientifi c writing,
misconceptions, and using models.”
As a result of these discussions, the Progressing to
a level
Level Six and Beyond in Science resource was grouped
around these six headings.
Th e National Strategies then developed a “steps
and layers” approach. Each “steps table” describes
Increasing the number of pupils achieving at least the characteristics of pupils working at four diff erent
Level 6 in science by the end of key stage 3 is an
steps in the development of a process or skill and then
off ers strategies for teachers to use to support pupils in
important focus for the National Strategies
progressing to the next step.
Annual evaluation reports of Progressing to Level Six
T
HE SCIENCE and Innovation and Beyond in Science show that teachers are “extremely
Investment Framework (SIIF) has played positive” about the project and believe it is helping to
a major role in driving the science improve students’ outcomes in science.
education agenda forward. “Teachers are saying that it is tremendous and that
Published in 2004, it set out the government’s pupils are becoming more enthusiastic about science,”
ambitions for UK science and innovation for said Mr Walsh.
the next decade. “Rather than saying to pupils ‘you’ve got to learn this
One of its aims was to increase the number of pupils and you’ve got to learn that’, it looks at the skills and
achieving at least Level 6 in science by the end of key understanding that need to be focused on. From
stage 3, and with this in mind, the National Strategies a pupil’s point of view, it is much more engaging
developed the Progressing to Level Six and Beyond in and is proving very eff ective.”
Science, with added How Science Works materials.
“Th e reason it is called Level Six and Beyond in Further information
Science came from the realisation that if pupils got For more information on Progressing to Level Six and Beyond
to Level 5 at the end of key stage 3, the likelihood of in Science, with added How Science Works, visit: www.
them getting a grade C in science at GCSE is about 50 standards.dcsf.gov.uk/nationalstrategies/sup5/level6
per cent,” said Ed Walsh, senior advisor, science, at the The Ensuring the attainment of more advanced learners
National Strategies. of English as an additional language resource can be
“But if they get to Level 6, the likelihood is more downloaded from Teachernet: www.teachernet.gov.
than 90 per cent. It was clear, therefore, that the key uk/publications (search for the title)
distinction between Level 5 and 6 is absolutely critical Falinge Park High School’s group-talk approach (see page
and we needed to be building foundations in year 7,” opposite) features on the What Works Well website. To read
he added. Talk to Learn: Using group talk to improve learning outcomes in
Th e Progressing to Level Six and Beyond in Science science, visit: www.standards.dcsf.gov.uk/whatworkswell
resource was fi rst launched three years ago, but
8 SecEd
Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16