Science lessons in primary and secondary schools are good, but assessment is not robust enough
Estyn’s report on Science in key stages 2 and 3 highlights some shortcomings in the reliability and validity of teacher assessment in science. A lack of clear assessment criteria and weak arrangements for external verification make it difficult to judge whether the outcomes of teacher assessment give a true account of standards.
Ann Keane, Chief Inspector, says,
“Inspectors found that pupils are generally well-motivated in science lessons. Science clubs and field trips offer interesting experiences that help pupils to achieve better standards. Young people who are involved in clubs or field trips are more likely to develop an interest in pursuing a career in science.
”The quality of teaching is a vital factor in raising standards further. The best teachers possess very good subject knowledge and understand how to capture and sustain pupils’ interest. For example, one of the case studies in the report describes how pupils at Cefn Saeson Comprehensive School learned about the ethics of cloning animals, in an engaging and interactive lesson which developed their scientific understanding as well as their critical thinking.
“Schools need to provide more challenging opportunities like this to stretch all pupils and have a key role to play in producing the next generation of Welsh scientists.”
The report found that, in a majority of lessons, more able pupils are not stretched enough and only a few pupils were able to pursue their own scientific interests. In a few lessons in primary schools, teachers do not have a secure understanding of science and pass on their misunderstandings to pupils. Estyn recommends that schools provide training for teachers with weak knowledge of science.
Most teachers working in the same school will tend to share good practice in science teaching and learning, but very few of the schools surveyed establish links with other schools to share good practice more widely. Local authorities and regional consortia do not provide enough professional development or support and advice to science teachers.
Learning experiences in science are planned well in a majority of the schools that Estyn visited. However, most schools still use the pre-2008 version of the Subject Orders for science to plan programmes of work. This is because the 2008 version of the National Curriculum provides less guidance than the previous version to help schools to plan progression in scientific knowledge and understanding. This means that a few schools have planned work that has too little challenge and structure. In addition, the few secondary schools that have followed the 2008 Curriculum to the letter do not prepare pupils well enough for GCSE science syllabuses. Estyn recommends that the Welsh Government review the National Curriculum to include more essential information.
Some primary schools only devote an hour a week to teaching science, which is not enough time to cover all aspects of the National Curriculum effectively. However, the time allocated to teaching science in secondary schools is sufficient.
The report also recommends that the Welsh Government review the criteria used in teacher-assessment and introduce an element of external moderation. Schools should ensure that their assessment and marking practices provide pupils with direct advice on how to improve their scientific understanding and skills.
Notes to Editors:
About the report
- Estyn’s report ‘Science in key stages 2 and 3’ was commissioned by the Welsh Assembly Government and is available in full here.
The evidence base of the report includes visits to nine primary schools and 10 secondary schools. This sample takes account of geographical locations, socio economic backgrounds, size of school and linguistic contexts. Additional evidence is drawn from teacher assessment outcomes at the end of key stages 2 and 3.
Best practice case studies
- Cefn Saeson Comprehensive School, Neath Port Talbot
- Pontarddulais Primary School, Swansea
- Ysgol Gynradd Gymraeg Gartholwg, Rhondda Cynon Taff,
- Darland High School, Wrexham
About Estyn
Estyn is the Education and Training Inspectorate for Wales. Our aim is to achieve excellence for all in learning in Wales. We do this by providing an independent, high-quality inspection and advice service.
Our vision is to be recognised through the expertise of our staff as an authoritative voice on learning in Wales.
We are independent from, but funded by the Welsh Assembly Government (under Section 104 of the Government of Wales Act 1998).
For further information please visit our website www.estyn.gov.uk