Framework for Secondary Science (2008)

This Framework was produced in 2008 to provide practical suggestions and advice on meeting the National Curriculum requirements for science for students aged 11-16, following on from the 2002 Key Stage Three National Strategy Framework.

Context
These Framework documents were produced by the National Strategies for science – replacing the Key Stage Three National Strategy Framework for science (2002). This Framework was intended as guidance to help teachers plan for progression based on the 2007 version of the National Curriculum, which included more explicit reference to aspects of ‘How Science Works’. Unlike the 2002 Framework, this Framework shows progression for 11-16 year olds from level 4 – grade A* at GCSE science.

The guidance indicates that “The Framework is designed to increase pupils' access to excellent teaching and engaging, purposeful learning, and identifies yearly learning objectives that encourage ambition and provide challenges for all pupils. The objectives will ensure full coverage of the programme of study.”

Development
This Framework was developed in consultation with the Qualifications and Curriculum Authority, science Learned Bodies, teachers, subject leaders, National Strategies consultants and members of the science education community. There are five strands and 13 substrands that are designed to help teachers build progression into their long, medium and short-term planning. The lines of progression in yearly learning objectives resulted from a process of deconstruction and analysis of the programmes of study for Key Stages Three and Four and the GCSE criteria for Key Stage Four. This provided detailed support for teachers on planning for progression from Years 7 to 11 (students aged 11-16) and beyond.

There was greater emphasis on the key processes, concepts and curriculum opportunities in the Key Stage Three National Curriculum programme of study (2007) and the Key Stage Four National Curriculum programme of study (2004). In the new Framework, these are embedded in a strand titled ‘How science works’. The previously used notion of yearly teaching objectives for five “key ideas” and “scientific enquiry” were not continued, but were absorbed into new strands.

Components
The documents consist of:
*Science Framework Learning Objectives
*“Amplification” of the learning objectives
*Strategies for progression and rich questions
*Assessment criteria (see Assessing Pupils Progress in 'QCA, QCDA and Ofqual' collection)