THE DRAFT CURRICULUM: WHAT’S IN & WHAT’S OUT?

It can take a while to get your ahead around what the changes to the science curriculum actually involve. There are undeniably some seismic shifts to the ways we have become accustomed to teaching and learning Primary Science. Whole topics, traditional favourites such as sound, forces and changing materials, have either been shifted several year groups, or been removed entirely. Other units, such as ‘Evolution and Inheritance’, and the study of Scientists’ biographies, are totally new.

In other ways, there is much that remains familiar. One might postulate that certain key objectives have been rewritten, or units renamed, purely to distance the new curriculum from the old, as their content remains virtually unchanged. Other units offer slight shifts in focus or small adjustments to content. What there is consistently across the units, however, is greater emphasis on subject knowledge. ‘Name and identify…’ is a phrase that crops up many times throughout the key stages.

The main changes you need to know about across the whole curriculum are about the rebranding of strands. The former Sci1, based on science skills, is now rebranded as the concept of “Working Scientifically”. as before, this is meant to underpin the entire science curriculum, but there is perhaps a special focus on the use of science talk, as well as experiments and investigations. Sci 2, 3 and 4 modules are now incorporated under the simpler Biology, Chemistry and Physics headings.

At a more specific level, changes are numerous. To help make things a bit more digestible, we are preparing some grids to show comparisons between the 2000 curriculum QCA schemes of work and the draft curriculum objectives. These will provide a year-by-year summary of what’s in, what’s out and what has changed slightly.

How to use this resource…

Each grid is for one year group, and has 4 columns. The first column shows the outgoing QCA units for that year, and the key learning points. The next column, in bold, is the objectives for the draft curriculum. These are linked, as closely as possible, to the QCA units they match best. Columns 3 and 4 offer annotations for what has been added and removed, respectively.

I hope that’s clear enough; we’re open to suggestions on how to present this information, so if you think it could be made clearer, please do leave a comment. The grids will be posted one at a time over the next few days, followed by some summaries for each key stage. To kick things off, here is a summary of the Y1 Science changes. Y2 and KS1 summary to follow tomorrow!

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Filippa Levemarks Blog

Blogging from my artstudio in Göteborg, Sweden

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