Year: 2017
Type: other
Abstract: CFE Research with the University of Manchester has been commissioned by the Wellcome Trust to monitor and evaluate the impact of its UK-wide Primary Science Campaign.The campaign's vision is that all pupils will experience an exciting, inspiring and relevant science education at primary school that leaves them well-prepared to progress further in science, and well-informed about science in their everyday lives.A key part of the campaign is Explorify; this is a free resource of engaging, creative science activities for all primary school teachers.It has been designed to stimulate curiosity, discussion and debate and will support teachers to encourage children to think like scientists.This report explores the nature of science delivery across the UK and captures baseline metrics prior to the campaign's full implementation in autumn 2017. ContextScience teaching varies throughout the UK.In England, the National Curriculum dictates the programmes of study for science year-by-year for Key stages 1 and 2 1 .However, schools can introduce additional content within the relevant key stage and can also extend it.The position in Wales is broadly comparable, although the Foundation Phase Framework covers Reception and Key Stage 1 with the National Curriculum for science in Wales adopted at Key Stage 2. By contrast, the Curriculum for Excellence in Scotland comprises a broad general education from the early years to age 18. Increased emphasis is on inter-disciplinary or cross-curricular learning, skills development and encouraging personal achievement.The position in Northern Ireland is similar, with science forming part of the 'world around us' area of learning. ApproachOur research activity focusses on three over-arching objectives:-Monitoring awareness and the geographical reach of the campaign across UK schools to examine the national picture at each time point.-Measuring the impact of the campaign on the profile, quality and quantity of science teaching in primary schools.-Examining how the campaign is bringing about changes within schools and the nature of the impacts on subject leaders and as well as on pupils and schools as a whole.To capture the baseline position across the UK the following methodology was undertaken:-A computer-assisted telephone interview of 902 Science Leaders (full definition below) or other senior leader to respond to a series of questions about the strategic direction of science in the school and models of delivery.A stratified random sample of schools were selected to be interviewed and weighted to be representative of 1 Excluding academies EXECUTIVE SUMMARY ContextScience teaching varies throughout the UK.In England, the National Curriculum dictates the programmes of study year-by-year for Key stages 1 and 2 8 .However, schools can introduce additional content within the relevant key stage and can also extend it.The National Curriculum for science aims to equip young people with: (i) scientific knowledge and conceptual understanding; (ii) an understanding of the nature, processes and methods of science; and (iii) the scientific knowledge required to understand the issues and 8 Excluding academies 9 Department for Education (2015).National curriculum in England: science programmes of study.London: DfE. 10 Department for Education (2017).Statutory framework for the early years foundation stage.London:
Authors: Sarah Leonardi, H. H. B. Lamb, Peter D. Howe, Arifa Choudhoury
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
Funder: Wellcome Trust
OpenAlex ID: W2898092359