Report from Preston Manor High School, Brent
Helen O'Connor writes
Six C21 schools in Brent and Ealing are supporting each other through regular cluster meetings. All of the schools have found this a challenging year. They have worked together to adjust to a curriculum which places much-needed emphasis on teaching the process of science in addition to the content.
Despite these challenges there have been many positives for both teachers and students. The Case Studies ion the GCSE Science course in particular have been a success: students are motivated to develop the demanding skills of data analysis, evaluation of evidence, and communication and presentation of scientific ideas. Students across the ability range have produced remarkable work.
One teacher was asked by a student why they were doing the Case Study. The teacher replied that it would help them to evaluate the quality of the science in what they were told, and make their own mind up whether to accept it or not. After some thought the student agreed.
This anecdote epitomises what the new GCSE Science course aims to achieve and why both teachers and students are committed to it. We are currently reviewing our teaching, working out how we can further adapt and teach GCSE Science really well. We are using the conceptual demands of the Ideas in Context exam paper, which students sat earlier this month, as a standard by which to measure our progress.
