Collaborating for outstanding learning: TESS thematic engaging science scheme!

1. Anne Pilling CSciTeach, Lead Science Consultant, Wigan CYPS Gill Dobson, AST Fred Longworth High School, Wigan Pauline Fenton, AST, The Deanery CofE High School, Wigan Collaborating for outstanding learning:TESSthematic engaging science scheme!

2. Why did it happen? • New KS3 programme of study • Pedagogy • Collaborative practice within Wigan LA • Collaborative practice with Bury and Blackburn with Darwen Las • Key driver for success – the right people!

3. The Process • What do we want our learners to be able to do at the end of Y11? (Attributes, attitudes, skills and knowledge) • Coherence between K&U and HSWs with ECM, PLTS and SEAL • Cross curricular skills: literacy, numeracy and ICT in particular • Impact of the APP pilot

5. Three questions that should be driving our curriculum • What are we trying to achieve? • How do we organise learning? • How will we know if we have been successful?

6. How do we help pupils to make two levels progress at Key Stage 3? Challenging approach via: - • Group work • Explanation writing • Literacy • Assessment for learning • Misconceptions • How science works embedded • Independent research • Appropriate tracking , monitoring and intervention – overview responsibility of 1 person and embedded in SoW • Monitoring and evaluation - accountability • Golden thread through each unit eg: • Particles • Cells • Energy transfer • Building in Wave 2 and Wave 3 interventions • Keeping original KS3 5 key ideas firmly in mind • Every unit with prior learning highlighted • Differentiated objectives • Starting point activities • Progress measures in every lesson • High expectations and accountability: • Teacher • Pupil • Appropriate challenge and pace • APP/formative assessment via HQFT and LATs (levelled assessed tasks) • Moving L3-5 and 5-7 see handouts • L6+ materials

7. Progression • No framework • Subject specialists mapped progression of the key ideas from KS2 to KS4 • Inclusion

8. The choice: • Same old, same old....... Same results • QCA type units • Thematic approach • Unanimous – thematic! • Quality assurance?

9. The units

10. A module plan

11. The Fred Longworth Way • Implementation • Impact • Pitfalls • The way forward

12. The Abraham Guest Way (The Faraday Project) • Extended lessons – 2 or 3 periods • Wow! Engager for each topic • Teachers as Learning Guides • Teachers as scientists to give Expert Briefings • Help stations • Routes through planned for different groups • “Show what you know/can do” activities • Learning logs • Progress checks and intervention

13. The Blakewater College Way • TESS has been used with Year 7 and 8 students. All have enjoyed the thematic approach and the WRL opportunities built into the scheme • Students have led each other through learning experiences with an emphasis on skills base learning. • The scheme has enhanced the use of SEAL and PLTS skills taught through our “Skills for Success” curriculum. • TESS is the backbone for the home base model developed for the Blackburn with Darwen BSF programme.

14. Impact? - Evidence base • Lesson observations • Teacher interviews • Pupil interviews • Meetings with SLs • Discussions with LM • Meetings with SLT by • Ofsted • SIPs/SIOs • Others

15. Impact on science staff • Professional confidence • 100% familiarity with Framework • Robust understanding of the APP process, PLTS and SEAL • Improved understanding of progression & next steps • Improved understanding of HSWs • Collaboration • Less summative testing • Literacy focus • Teachers taking risks and being creative • Short term planning greatly improved • AfL practice improved and now more consistent • Sharing good practice across LAs • Quality of T&L greatly improved • Having fun!

16. Impact on pupils • Improved group work linked to PLTS • Learning strategies build on those in primary – more confidence • Improved independent learning • Improved practical skills • More aware of expectations and the learning journey • More able to articulate understanding using precise specialist vocabulary • “Pupil progress in Science was a major concern with approximately 35% of pupils not moving one level from KS2 to KS3. A tracking system was introduced to look at progress in each year group and we found : • Progress in Y9 was still poor (had followed old Sow) • Progress in Y7 and Y8 was significantly improved (these pupils had followed TESS from Y7”

17. Opinions from the top! • As a response to the new Secondary Curriculum, TESS has embraced Mick Waters’ aims, incorporating both SEAL and PLTS, but has retained the integrity of the subject. Such exciting, theme based learning, that is rooted in the discipline of progression in learning, is rare to find. Those schools offering TESS which have been inspected have been praised for the way TESS engages and inspires learners. This has been professional development at its best. Created for the learners by teachers willing to think creatively and bring their passion for science into the heart of the learning experience. There has never been a better way to encourage students to consider careers in science Dot Thomson, Senior Secondary SIO, Blackburn with Darwen

18. Schools in the collaborative Wigan • Fred Longworth High School • The Deanery CofE High School • PEMBEC High School • Abraham Guest High School • Rose Bridge High School • Cansfield High School • The Byrchall High School • Shevington High School • Westleigh High School • Hindley High School • And the three Pupil Learning Centres Bury • Tottington High School • Radcliffe Riverside School • Pupil Learning Centre Blackburn with Darwen • Witton • Blakewater College • St Bede’s High School • Our Lady and St John Catholic Arts College • Beardwood High school Stockport • CheadleHulme High School Quotes

19. Contact details • Anne Pilling • Wigan CYPS • a.pilling@wigan.gov.uk • 07917 558 393 • Gill Dobson • Fred Longworth High School • dobsong@flhs.wigan.sch.uk • 07984 433 575 • Pauline Fenton • The Deanery CofE High School • sfentonp@deanery.wigan.sch.uk • 01942 768801