RECOMMENDATIONS FOR THE EEF ‘IMPROVING SECONDARY SCIENCE’ REPORT EEF RECOMMENDATIONS
OUR RECOMMENDED ACTIONS TO TAKE, AND RESOURCES TO HELP
1. Preconceptions:
2. Self-regulation:
3. Modelling:
4. Memory:
5. Practical Work:
6. Language of Science:
7. Feedback:
Build on the ideas that pupils bring to lessons
Help pupils direct their own learning
Use models to support understanding
Support pupils to retain and retrieve knowledge
Use practical work purposefully and as part of a learning sequence
Develop scientific vocabulary and support pupils to read and write about science
Use structured feedback to move on pupils’ thinking
Make use of guidance on identifying prior knowledge and common misconceptions.
Allow students to take ownership of their learning and reflect on progress using the end of topic checklists.
Make use of scientific models to encourage students to critique these models and consider their limitations.
Use guidance for planning lessons for lower attaining students, and apply to reduce cognitive load.
Make explicit use of clearly indicated key words and glossaries.
Use assessment activities to elicit prior understanding.
• Student Books
• Student Books
Use prompts in lesson plans to encourage students to elaborate ideas and articulate understanding.
Clearly present practical work as having an integral role in understanding scientific concepts, and select from a variety of approaches to investigations.
• Student Books
• Transition Tests
Use the “Challenge and Develop” sections. • Teacher Guides Use “Probing Understanding” sections • Intervention Tasks
Consider strategies for answering questions using worked examples. • Student Books
Uncover misconceptions that your students have. • Ten Minute Tests • Transition Tests
• GCSE Grade Booster Workbooks
• Teacher Guides Consult guidance on critiquing models, and deploy range of questions and prompts to encourage evaluation. • Teacher Guides
Use learning cycle episodes to model scientific thinking.
Use student responses to misconceptions to inform lesson planning.
Use prompts for metacognitive talk in lesson plans.
Organise material and arrange into manageable chunks.
• Student Books
Make use of opportunities for reading and comprehending text.
• Student Books Use questions to revisit key ideas, and develop retrieval practice.
Assess scientific reasoning using questions provided in practical work activities. • KS3 & GCSE Lab Books
• GCSE Grade Booster Workbooks
• Teacher Guides
• Ten Minute Tests
• Teacher Guides
Use questions to support students to develop scientific reasoning.
• Student Books
•E ntry Level Certificate Workbook
• Student Books
Encourage students to access scientific writing. • Student Books
Consult guidance on interpreting test results to guide students. Make use of guidance along with student response to feedback to plan subsequent lessons. • Teacher Guides
• Intervention Tasks Focus on language in the ‘Obstacles to Learning’ sections. • Teacher Guides
• Ten Minute Tests
• KS3 Progress Tests • Intervention Tasks
From Ed Walsh, Science consultant and former teacher, and the Collins Science team. Teacher Guides
Student Books
Ten Minute Tests
KS3 Progress Tests
Intervention Tasks
Transition Tests
Lab Books
Workbooks
collins.co.uk/SecondaryScience