Raising standards, improving lives
Common features of good
science teaching
October 2012
The Hugh Lawlor Lecture
Brian Cartwright HMI
National Adviser for Science, Ofsted
The importance of evaluation in
science education
Consider the impact of teaching on pupils’ learning
and the robustness of leadership in improving the
quality of education or in maintaining already high
standards.
Evaluate the provision for spiritual, moral, social
and cultural development.
Raising standards, improving lives



Ofsted inspection criteria in relation to science
Ofsted inspectors’ evidence of good practice
Science leadership and self-evaluation
Good science achievement
Taking account of their different starting points,
the proportion of pupils making or exceeding
expected progress compares favourably with
national figures.
(Section 5 Inspection Handbook September 2012)
Outstanding achievement

Pupils show exceptional independence; they are able to
think for themselves and raise their own questions about
science knowledge and understanding and of scientific
enquiry.

They are confident and competent in the full range of
stage-related practical skills, taking the initiative in,
for example, planning and carrying out their own
scientific investigations.
Outstanding achievement

Pupils frequently use their scientific knowledge and
understanding very effectively in written and verbal
explanations, solving challenging problems and reporting
scientific findings formally.

They work constructively with other pupils, demonstrating
common understanding in discrete well-focused roles,
with all playing a part in successful investigations.

They show high levels of originality, imagination or
innovation in their understanding and application of
skills.
Outstanding achievement

Practical work incorporates a variety of contexts,
including fieldwork, in which pupils are making
decisions about investigations and ways of
researching contemporary issues and understand the
impact of science on society.

They develop a sense of passion and commitment to
science, showing strong application and
enthusiasm to learn more through scientific
endeavour.
Good science teaching
Ofsted expects that
Good teaching, which includes high levels of
expertise and subject knowledge coupled to
the expectation that pupils can achieve well..



enables pupils to acquire knowledge
deepens their understanding
develops and consolidates skills.
Good science teaching:

Teachers use a range of relevant contexts to
exemplify the value of science and its impact on
society. These examples engage pupils’ interest
and hone their understanding of research and the
application of scientific skills. They ensure pupils
engage well in practical work.

Teachers have a confident level of specialist expertise
which they use well in planning and teaching their
subject, using accurate assessment of individual
pupils’ prior knowledge and understanding.
Good science teaching:

Teachers respond well to students’ questions,
using effective dialogue that stimulates further
discussion. Pupils have frequent opportunities for
research using books and the internet. They are
taught how to summarise and present their research
as part of developing their literacy and communication
skills.

They have a clear understanding of progression in
science skills, knowledge and understanding and how
the ‘big ideas’ of science can be understood with
increasingly demanding details and concepts. As a
result, their resources and teaching strategies
promote good learning in all aspects of the subject.
Good science teaching:

In particular, pupils have many opportunities to
show and apply their knowledge, skills and
understanding of science, and give extended
explanations.
What our inspections find
‘This
teacher challenged the
students to go beyond what they
thought they could manage. It was
a risk. The students might have
reacted badly to the challenge. I
think the best science teachers do
this: take risks in order to extend
their students.’
Effective teachers……

use the science phenomena itself as the interesting
core of the lesson, let pupils experience the pleasure of
understanding a concept for themselves, and do not just
tell them the answer

have a personal enthusiasm for science coupled to the
ability to inspire and motivate students

hold high expectations of what pupils can achieve and
takes responsibility for the achievement of all students

are highly skilled at assessing individuals’
understanding and progress during lessons, adapting
teaching and support accordingly to address
misconceptions

can contextualise science well, and relate it to students’
everyday lives.
Effective teachers …..

provide plenty of opportunities for experimental and
investigative work

deliver a real focus on developing children’ s sense of
curiosity, amazement and love of the world around them

use assessment well to plan lessons that effectively
differentiates resources and challenges all students
from the outset, not just by outcome

give clear and lucid explanations, including using
models, to explain difficult concepts with a strong emphasis
on scientific literacy

keep on top of everyday events and incorporate them
into their lessons.
Good science curriculum
The science curriculum …

The curriculum is broad, balanced and well informed
by current research and development in science
education. It meets the learning needs of all
groups of pupils and ensures effective continuity
and progression including in scientific enquiry and
pupils’ understanding of how science works.

Planned experiences for learning promote progress
within and between year groups , and maintains a
good balance between all four areas of the science
National Curriculum. In primary schools, key ideas
over time are regularly reinforced.
Good curriculum criteria

In secondary schools, there is sufficient time and
resources to teach science through practical
investigation and illustration to ensure pupils’
motivation for further study.

Good links are forged with other subjects, and the
wider community to provide a range of enrichment
activities to promote pupils’ learning and engagement
with science. These include science-based clubs,
visits to science sites in the community and a
programme of visiting speakers from science-based
industries and services to build on the engaging and
relevant learning experiences of science lessons.
Good curriculum criteria
 Good advice and guidance on progression in
science beyond compulsory education is embedded in
the curriculum, and pathways do not limit progression.
Opportunities to promote SMSC are systematically
planned and delivered to ensure every pupil benefits.
 In secondary schools the statutory entitlement for
all students to study science courses leading to at least
two GCSEs is met. Specifically this includes either
science GCSE and additional science GCSE, or triple
science GCSE.
Good (science) leadership
Good leadership

Leadership is well-informed by current
developments in the subject and is aware of
developments in science education including in other
schools and by national agencies and associations.

Subject reviews, self-evaluation and improvement
planning are successfully focused on raising
attainment and improving the provision for the
subject. They are carried out systematically and the
outcomes communicated effectively to all science staff
so that there is a common understanding of
issues and priorities.
Good management

There are shared common purposes and priorities
amongst those involved in teaching science. They
have good opportunities to share practice amongst
themselves and have access to subject training within
and beyond the boundaries of the school where
appropriate.

Science reflects wider whole school priorities including
consistent application of literacy and numeracy
policies.

Leaders ensure health and safety information is up
to date and understood by colleagues.
Self-evaluation; a QRH
Raising standards, improving lives

What is the quality of teaching and the achievement and
progress of all groups of pupils, including those for those
for whom the pupil premium provides support?

Do science teachers know how well pupils are
progressing and then act effectively on that information
to plan lessons?

Do pupils know how well they are progressing and what
they need to do to improve further?

Are well-focused improvement plans based on robust
self-evaluation rigorously implemented?
Raising standards, improving lives

Are policies and procedures, in particular in relation to
reading, writing and mathematics, consistently applied?

Are pupils, parents and staff committed to your vision
and ambition?

Is respect and courtesy shown by staff towards each
other and pupils?


Is underperformance tackled?
How coherent and effective is the programme of
professional development, and the opportunities
provided for promotion for science teachers?
Raising standards, improving lives


Is best practice accurately identified and modelled?

Do science lessons promote the spiritual, moral, social
and cultural development of all pupils?

Is achievement rising over time or maintaining high
outcomes?

Is teaching improving over time or staying at least good?
Does the science curriculum meet the needs, aptitudes
and interest of pupils including their development of
scientific enquiry skills/
Raising standards, improving lives

Do governors ensure clarity of vision, ethos and strategic
direction for science?

Does science use the pupil premium and other resources
to overcome barriers to learning, including reading,
writing and mathematics?

Does science help pupils to prepare for life in modern
democratic Britain and a global society, and to prevent
extremist behaviour?
Raising standards, improving lives

Does science work in partnership with other schools,
external agencies and the community, including
business, to improve science, extend the curriculum and
increase the range and quality of learning opportunities
for pupils?

Do safeguarding arrangements in science promote safe
practices and a culture of safety, including e-safety?
Outstanding case studies in
primary schools
Because teachers enjoy this approach so much, it
has become self-renewing; we never teach the
same topic twice, but are always inventing new
ways to cover the curriculum. We now have a
meaningful context for teaching literacy;
children actually want to write!
Middlestone Moor
http://www.ofsted.gov.uk/inspectionreports/our-expert-knowledge-0