
Ok, this is a long post, and I warn you that I'm having a rant. Not quite such a major rant as the ones I have on pc language and heretical hymns, but close. Feel free to ignore this post, and come back tomorrow...
Although I trained as a Science teacher, I found myself straying into the Humanities for a couple of years. This September, I found myself back in the heart of the Science Curriculum. I'm now teaching 21st Century Science (the rather pretentious name given to the new GCSE courses.) The textbooks look very attractive at first glance (lots of glossy photos) and there is an impressive set of notes and lesson plans for teachers to use, with PowerPoint presentations and worksheets...
However, having explored the material for the past month and a half, I have to say that it's rather disappointing. The PowerPoints are uninspiring - no real attempt at interactive stuff, just larger copies of the words and phrases from the textbooks - and the worksheets assume easy access to the textbooks - very few schools, in my experience, would be able to fork out the money for each child to have a textbook to take home - which means that the worksheets are useless as a homework resource. The questions in the textbooks often assume that computer access is readily available, and suggest "research" to find out the answers...
...but that is just the mechanics of the course. And any new course is going to have teething problems as it's applied to the real classroom.
Unfortunately, the biggest problem is the content... or, to be more specific, the lack of content. I'm teaching the Chemistry Units: the first is "
Air Quality," the second is "
Material Choices" and the third is "
Food Matters."
Air Quality is concerned with the main gases in the atmosphere, and pollution. Combustion is the main chemical reaction, and it is used to explore what pollutants are produced when fossil fuels are burnt. The effects of pollutants on health, and the use of technology to improve air quality are also considered.
Be still my beating heart... the excitement is almost overpowering...
I'm currently teaching
Material Choices: you can't have all the groups doing the same topics at once because of equipment availability.
Material Choices is all about choosing the right materials for a particular purpose, with the emphasis on polymers and plastics. Oh, and the disposal of polymers and plastics. Recycling features here.
Note that the full extent of technical knowledge of the whole of Organic Chemistry has been distilled (pun intended, sorry) down to polymers being long chain molecules, monomers being the molecules which make up the chains, and hydrocarbons being chemicals obtained from crude oil.
The final Year 10 Chemistry topic is
Food Matters. How food gets from the farm to the plate. Farming methods and their effects on the environment. Natural and artificial chemicals in food (including food additives.) Possible links between obesity and diabetes.
Quite apart from the fact that most of the fun stuff in Chemistry appears to have been ditched, the amount of scientific content which the students need to learn is laughable.
I've nearly finished the first topic. I explained this to the students, who were aghast at how little they felt they had learned. So, to reassure them (and myself) that I wasn't missing out half the course, I checked the exam paper for the topic which was set in January 2007.
I wanted to cry. The questions were a variety of multiple choice (A, B, C, D etc.), connecting boxes with straight lines (eg. "wool" in one box and "sheep" in another needed to be connected to show wool comes from sheep) or filling in missing words or phrases (a choice of words and phrases was given.)
No explanations. No elaborating. No description.
And not much Science.