Leading the implementation of a new KS3 curriculum

I think we’d be hard pushed to find a science teacher that disagrees about the importance of KS3. Whilst there aren’t any public exams like in KS4 or KS5, one could argue the most successful students in those later stages are those who had the best foundation in science. This means not only simply knowledge of science (i.e. facts), but also the scientific process, having the skills to ‘do’ science, and that they’ve enjoyed themselves!

What are my priorities?

This year, we are implementing a new KS3 curriculum; whilst the science hasn’t changed, the structure we’re using for students to learn this science is changing.

This means my role has two main responsibilities: quality assure the resources and delivery of this new curriculum (and supporting the department to do this effectively), and to implement ‘my vision’, focusing on scientific literacy in KS3.

Quality assurance

This means ensuring that every lesson is designed to include key features of good lessons, including (but not limited to):

• Thorough explanation of the new concepts
• Modelling of key skills
• Opportunities for pupils to demonstrate their progress
• Allocated time for independent practice – this should focus not only on recall, but also application of the knowledge and skills they’ve gained
• Feedback from teachers (including verbal!)

Whilst the planning is a part of this, supporting the department in implementing these more pedagogically up-to-date practices is arguably the most important part here.

Scientific literacy

In the limited time I have in the role (since it’s a maternity cover role), I’m aiming to help the department to use three strategies to improve the scientific literacy of our pupils: key vocabulary, reading, and writing.

Regular practice of key vocabulary will help to firm up a strong foundation for our pupils, and I’m hoping that this will happen as frequently as possible.

Exposing students to appropriately-pitched academic reading earlier in their education will hopefully foster more general interest, but also help to be critical of what they’re reading & what makes good evidence.

Finally, practising writing scientifically (including conclusions/evaluations following practical work) using that vocabulary and using evidence to support arguments will help students to see what makes good science communication.

(Needless to say, all of these strategies will also help in exams).