tag:blogger.com,1999:blog-5569943476389679002024-02-19T15:15:06.041+00:00Teaching ScienceHelen Rogersonhttp://www.blogger.com/profile/05573666547153531632noreply@blogger.comBlogger262125tag:blogger.com,1999:blog-556994347638967900.post-6248359232088381632018-03-11T09:14:00.004+00:002018-03-11T09:17:23.305+00:00Workload - an issue that cannot be solved Teaching (in secondary schools at least) is a competition. The number of students who will get certain grades has already been decided and no student has even made a mark on an exam paper yet. Every school’s cohort has to be above average. Yet, an average means that if one school makes more progress and other has to make less.<br />
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So it’s my job to prepare my students better than you. If I can’t? Performance management means I have to evidence that I at least tried, which manifests itself in extra resources, revision classes and individual interventions.<br />
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Teaching is a competition where I have to work harder than you.<br />
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No education secretary is about to change that. So we need more time.<br />
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Teachers need more time so that when they go into a classroom they feel that they are prepared for the lesson they are about to teach. They have planned the questions they are going to ask, they have read and marked the work of the students so they are ready to address the misconceptions that might come up or tackle the weaknesses the students might have. In science the teacher has had time to think about how they will best organise the practical work so that the students get clear instructions and learn the most they can from doing it. Teachers need to prepare schemes of work or edit, supliment or refine the ones they are teaching. Teachers need time to produce resources for students with learning needs, for example enlarging resources or adding images for those with low vocabulary. Teachers need time to talk to colleagues, sharing ideas and picking up alternative strategies. Teachers need time to pass on concerns about students and discuss how to support them.<br />
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Teachers need time to go to the loo.<br />
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So, as far as I see this is the solution to the workload crisis:<br />
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<blockquote class="twitter-tweet">
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Dear <a href="https://twitter.com/DamianHinds?ref_src=twsrc%5Etfw">@DamianHinds</a> the only way to reduce teacher workload is for us to teach less. The only way to do that is to give schools more money and employ more teachers. Good luck.</div>
— Helen Rogerson (@hrogerson) <a href="https://twitter.com/hrogerson/status/972516717850218496?ref_src=twsrc%5Etfw">March 10, 2018</a></blockquote>
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<span style="font-family: sans-serif; font-size: 15px;">https://twitter.com/hrogerson/status/972516717850218496?s=20</span><br />
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But it can’t happen. If we teach less we need more teachers. There are not enough teachers as it is. The school population is still growing. It would create as many issues as it solved as schools compete over teachers and those in difficult circumstances would be in very difficult circumstances indeed without teachers. I know good schools who have received no applications for jobs in shortage subjects.<br />
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However, in every decision he makes in every discussion he has it is my dearest wish that this is in his mind as what he needs to do to improve the conditions of those in the profession and improve standards too.<br />
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However, I hink there is an alterior motive behind the focus on workload.<br />
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What worries me intensely is that the discussion about workload is about solving the teacher shortage. Does Damian Hinds think that we are doing unnecessary paper work that if it was removed means we could be teaching from 8am to 3pm without any PPA time during the week? Those two hours a week a standard scale teacher gets could go a long way, adding another few percent capacity to the system. We would still have an hour and a half to mark books and plan lessons after school and all those holidays...<br />
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Damian, this isn’t possible. My advice? Take your cap to Phillip Hammond. Ask for a bigger payrise for teachers. Force schools to give the M1-6 increments automatically again. And seriously consider making our pension scheme attractive once more. These are things you can do right now. It might help retention, it would help us feel valued. It all costs money.Helen Rogersonhttp://www.blogger.com/profile/05573666547153531632noreply@blogger.com0tag:blogger.com,1999:blog-556994347638967900.post-17378610387178599852017-02-08T23:15:00.002+00:002017-02-08T23:15:52.400+00:00Practical work changing attitudes It's important to discuss the value of practical work as science teachers, but we need to be aware of who is watching and what might be inferred.<br />
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Back in 2009/10 the target for our department from our 'mock-sted' was that there should be more practical work in lessons. We all knew it wasn't relevant as the previous one had been during the summer time when most classes were preparing for exams. I did a practical activity during my mock-sted lesson at the insistence of the HoF and it was rubbish as it didn't relate to the lesson at all. The students didn't see how it helped them and they were right. This sort of practical work we can do without. Practical work for the sake of it.<br />
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However, the pendulum has swung in a lot of places. There are senior management teams who see the share of the capitation that science departments get as unfair. There are those that observe lessons and see students collecting and returning practical equipment as a waste of time that they could have been redrafting an answer to an exam question. Practical lessons are too chaotic for a non-specialist to observe as being outstanding.<br />
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These departments are being pressurised in various ways (lesson observations, budget being cut, directly told) to stop doing practical work in favour of more written work, more mock exams and more delivery from PowerPoint (textbooks and worksheets cost money). These lessons look more ordered and are easier to show that progress has been made.<br />
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We have to make sure that in making the argument that a practical activity is not the only way to teach science, we are not saying that practical activities are not needed at all to teach science. And we need to be making the argument that schools have responsibility to fund the departments properly, give adequate technical support, have good schemes of work and ensure that services in classrooms are maintained. They should also give staff access to appropriate subject CPD.<br />
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Teachers should have the right to use their own professional judgement to use practical work if they so choose.Helen Rogersonhttp://www.blogger.com/profile/05573666547153531632noreply@blogger.com0tag:blogger.com,1999:blog-556994347638967900.post-5310412222958079492016-12-29T15:51:00.000+00:002016-12-29T16:08:14.863+00:00Nurture 16/17 Sorry, I can't keep it short! 10/10.<br />
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Review of 2016.<br />
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We didn't get on holiday abroad, mainly because I spent my money on fixing my car instead.<br />
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<ol>
<li>Family wise, the main thing this year was my step-daughter Esther's GCSE results and she really did herself proud with the number of A*s As and only one B that she got. She also got an A in AS English Language. She's coping OK with the academic demands of A-levels, but has set her sights on Cambridge and we are worried about how much pressure she is putting on herself to be perfect. I also forced Esther to go to Wimbledon with my mother this summer. She had to get the train to London all on her own and meet mam at Kings Cross. Esther did have an amazing day despite 'not being sure that she could go' and now she's very keen to go again. A little taste of independence has spurred her on to do more. Richard now has a permanent job at a school that is hard work, but he likes the students and they have some level of respect for him. A teaching job is never going to feel permanent for him, but he's also prepared to move on if necessary. We bought a new TV because I was fed up of not being able to watch all the olympic coverage on the old CRT one, and we also bought a new sofa.</li>
<li>Another personal target has been my appearance. I am not<i> that</i> vain, honest! I have managed to lose a bit of weight in 2016, my eczema is more under control and I am getting my hair dyed every 8 weeks or so (£££). I feel so much better about myself. </li>
<li>BREXIT. I am <b>STILL </b>angry about it. A lot of people will write about the number of famous people who have died this year, my dad was an undertaker, this doesn't affect me at all. But voting to leave the EU was ridiculous. I think it was more stupid than electing Trump, as least the US can get rid of Trump in 4 years. </li>
<li>In school a major hurdle has been the resignation of our science technician. There is a blog post in there about coping for a week without a technician: it wasn't fun. We have a new one now and she's great, luckily we really landed on our feet. However, I wonder what would have happened if I hadn't been so proactive about working out how to find a technician when the normal routes weren't working? There is a yet another blog post there about being a middle manager and not leaving everything to those above you to sort out: I learned just how important it can be to take control of your own area. The situation taught me a lot about myself and about managing an impossible situation. I was sick to my stomach and unable to sleep properly trying to work out how to deal with a situation that had no solution. It did make me realise just how seriously I take the responsibility to supporting those who I line manage. The problem is solved now though, so I now need to get with ensuring our current technician has the skills to do the job. I have to add just how great CLEAPSS are, following their documents has really helped her get to grips with the job. </li>
<li>In September I also took on responsibility for key stage 4 across the school. I am finding the pastoral position a little strange. I am used to just being left to get on with things as head of science. I get upset when science related things don't go through me and to be honest I can only think of a few times that this has happened. It's not the same pastorally. Information doesn't flow through me, it flows around. I am finding this hard to deal with. However, I have patience and a thick skin and I will slowly adjust the systems to ones that work for me. Looking at it practically I am not sure I wouldn't be overwhelmed if all the information went through me anyway; while I am learning the role in all likelihood I would be a block to that information getting to where it needs to be. I am keeping a diary to make notes of the issues that crop up so that hopefully second year through things run smoothly. </li>
<li>The curriculum changes are looming large still, as they have for the whole of 2016. All key stages really, but GCSE in particular. As a department we haven't had time to discuss the changes, and I don't see when we're going to get it. Which is really frustrating. It has also meant that the time I have to devote to ASE has decreased. A lot of effort goes into the marketing of the events we run and I am not up to it at the moment. I am not allowed to go to the ASE conference for all three days this January, (even though I always pay for myself), and it's going to make getting to grips with the curriculum changes even more difficult. </li>
<li>I have to add the Royal Society Summer Science exhibition to the list of achievements for 2016. I found out about it at the ASE conference and the dates fell nicely inside of activities week so I entered the ballot for tickets and got some. The event was fantastic. Girls who I would never have put as being interested in science had an absolutely brilliant morning and as staff we learned an awful lot too. The only issue with the day was that we planned to go to the Natural History Museum in the afternoon, but it was on the same day as the teacher strikes so the minibus got stuck on the other side of the march and when we'd finally walked to the Natural History Museum the queue to get into it was massive so we went in the V&A instead. </li>
<li>I am eternally grateful to OUP how have given me the opportunity to write assessment materials for the new AQA mastery curriculum. This has given me a great insight into curriculum design. It has made me put my money where my mouth is in terms of producing resources and has been hugely enjoyable. </li>
<li>The Olympics. I just love it, roll on 2020. </li>
<li>In 2016 I finished paying off my student loan. </li>
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Looking forward to 2017. </div>
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<li>I have always made and taken opportunities presented to me and I will continue to do that in 2017. </li>
<li>In my professional life I during 2016 I made the decision that I am ready to move into management. I am enjoying Andy Buck's book 'Leadership Matters' and it is helping to give form to my ideas about being a senior leader. In 2017 I need to continue to refine and develop my understanding of being part of senior management so that if I do get the opportunity I am ready. </li>
<li>My aim in 2017 would be to find that new role in SLT. But a massive difficulty is the lack of roles for someone with my experience in my area. The only job I have applied for had over 70 applicants and I wasn't selected for interview. Another post I have seen wanted someone with recent experience of schools in difficult circumstances, I haven't had this in the past 10 years. I am certainly considering just putting my CV out there and see what happens. I need to improve my linkedin profile, just in case someone is looking. I have remained on the fringes of #womened and I haven't committed to any coaching. I am not sure why to be honest. I don't want to become someone who CV builds, rather I do the job in front of me that way that works for the situation, but I am prepared to do that if that is what it is going to take. I would consider a deputy head role if AHT positions remain scarce, and I may even have to take a side step to get into a MAT to find the opportunities. I don't know what this means for my link to the big picture of science education and the ASE.</li>
<li>I will join the College of Teaching. I have had huge benefits from being an ASE member and I hope that the College will be a help in the same way. I am looking forward to the networking that it will allow and I hope to get to some events. I hope that it doesn't conflict with anything else. </li>
<li>Within the department we are slowly crafting a curriculum that works for our students from Year 5 to Year 13. It's been almost three years since we started, and by this time next year it will almost be over. On the rare chance we do have to meet on the first day back after Christmas I will start the discussion about how our teaching and learning strategies at key stage 4 are going to help us overcome the issues we've identified. I want to put in place something stable so that we can concentrate on teaching and learning and refining what we do. I have never believed in making great changes for the sake of it.</li>
<li>I also need to work on my understanding of how my key stage 4 role (Head of Upper School) can make a difference to students and colleagues alike. I know that my colleagues are happy with my leadership in this role and very supportive, but I also know that I can do better. It is my aim to. I hope that Year 11 have a good run in to their GCSEs and Year 10 build a firm foundation.</li>
<li>Esther learning to drive is the family target for 2017. I am worried about how we'll afford the insurance after she passes her test. It's going to be an extra £1000 per year and I don't have that spare. It's wrong to hope she fails her test a few times isn't it? She's also got to get that UCAS form and personal statement completed in 2017. Leaving home and going to university is becoming a very real prospect. </li>
<li>Always in the year we have small treats that we look forward to. This year I want to go up the Shard; it will be expensive, but we are going to do it as a birthday present to me. We also have tickets booked to go to the paratheltics and world athletics in London this summer. I am looking forward to the Cheltenham Science festival, Fame Lab heats, the festival of physics and all the other science communication events I can get to this year. </li>
<li>Richard is riding London-Edinburgh-London again this summer, or at least hopes to. I will volunteer at one of the checkpoints. Having this on the horizon is great for us as an aim keeps him positive and I can keep the conversation off politics, education and work. </li>
<li>I think that this year I will have to consider marking exam papers. I want to apply to do A-level physics and I have applied to mark the Year 10 new gcse mock papers. See 2017 target 7 for the reason! </li>
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<br />Helen Rogersonhttp://www.blogger.com/profile/05573666547153531632noreply@blogger.com0tag:blogger.com,1999:blog-556994347638967900.post-65084013091045896822016-12-28T00:48:00.003+00:002016-12-28T00:48:44.266+00:00Knowing what you are supposed to be doing is not enoughI have been thinking about whether teachers knowing more about research into science education will make a significant difference to what we do in the classroom. It's not straightforward.<br />
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Recently I bought "Enhancing Learning with Effective Practical Science 11-16" edited by Ian Abrahams and Michael Reiss. It's new, and even has 2017 as the publication date. I am familiar with the work of Prof Ian Abrahams in the area of practical work in science and wasn't surprised to read the first chapter which talks about how practical work doesn't have the all the effects on learning that most science teachers would suppose it should.<br />
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The second chapter talks about the 'hands on, minds on' approach that Reiss and Abrahams advocate. They offered training to teachers to help them improve their teaching approaches. The training didn't have a great deal of impact in primary schools as they found that in primary science this is done quite well already. However, the training was of very variable impact in secondary schools. For one school it had a fantastic impact because of the personnel, time, support and buy in from the department and school management. This example got me thinking again about the impact of CPD on teaching.<br />
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In 2014 I heard from Prof Shirley Simon on the conditions that teachers need for CPD to be effective. It was a real eye opener for me. It wasn't anything I didn't already know, but I suppose sometimes information comes along in such a way that it is at the right time and the right message to have an impact. I knew from a project I did back in 2011with the Science Learning Centre that one day of training isn't enough to change practice and I experienced it myself. Online training over the course of a few months made me make a change because I knew I was going to be asked about it. Doing the AfL MOOC wth <a href="https://www.futurelearn.com/">Futurelearn</a> made me change what I did for a while, but it took discipline to do what the course was asking, the prolonged nature of the course was a real help.<br />
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Do we take time to let changes to our practice embed? There is a lot of talk in education about practices being 'embedded', but what does this really mean? Is it enough to know what research says or to hear about a pedagogical approach? Does knowing about something help to make it happen in the classroom? I don't think so.<br />
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As a profession we are becoming more research aware and while I think this is a valuable and important step, it isn't going to have a swift and deep impact on the way we teach. Mainly because it is hard to change what we do in the classroom.<br />
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This is something for the College of Teaching to consider. It's something for any organisation that is involved in CPD to consider. How do we convert knowing into doing?<br />
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Prof Simon said we need, time for change, relevant resources, activities and strategies to implement in the classroom, critical reflection, collaboration between colleagues and 'professional learning' should be focused on outcomes.<br />
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Even action research, which starts to address these five areas isn't a strong model. What happens after a year when the teacher has worked on a project. If it is part of your performance management and you claim there has been no impact? Or what about if there is an impact, do the whole department implement it?<br />
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I am aware of my limitations and I know that I find it difficult to implement even great ideas I hear about at one day training courses in my classroom. I wonder how difficult others will find things. Especially if they are contradictory or in conflict with school and departmental processes.<br />
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We certainly need a different atmosphere around how to change practice if we do what things in teaching to change in any way.<br />
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<br />Helen Rogersonhttp://www.blogger.com/profile/05573666547153531632noreply@blogger.com0tag:blogger.com,1999:blog-556994347638967900.post-11365420646244498922016-12-27T00:14:00.000+00:002016-12-27T00:14:03.823+00:00Practical Work in Science NB: borrowed heavily from the work of Abrahams, Millar, Reiss and Osborne.<br />
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There are a lot of reasons to do practical work in science lessons. Lighting a Bunsen burner is a right of passage. 'Blowing stuff up' is something that primary students look forward to when they come to secondary school. But does it do what we think it does? Does the way that we teach it have the effect we would like?<br />
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(Spoiler: not everything, but that doesn't mean we should give up on it).<br />
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Does it promote interest and motivation towards science? It makes lessons more 'fun', but doesn't do a lot to promote motivation towards science long term. My anecdotal evidence would agree with that. I did mathematical physics at university because I really didn't like practical work. I didn't like it because I already knew what I was going to find out from it. When I got to university the practical physics lecturers were dismayed - practical physics is the 'truth' (for want of a better word) and the mathematical things that describe it are contrived by humans. Oh. I find that students often long for the 'fun' of doing a practical and when there are not many sometimes can be turned off by the lack of the anticipated excitement.<br />
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Does practical work help to develop skills? It depends what is meant by skill. If by skill it is meant 'manipulative skill' of using the equipment, then yes it does make a difference. If you are learning to do something or use something then doing it helps. The real challenge here will be to the GCSE examiners in writing papers that test this. If we are talking about transferable problem solving skills or creativity then practical work does not seem to have an impact here either.<br />
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Does it enhance the understanding of scientific ideas? Not very well. The use of practical does not improve the performance of students in pen and paper tests. Although students carry out investigations, following instructions well and even making appropriate observations, they often cannot link the practical to the subject being learned. There have been a lot of projects trying to improve teaching using practical work. <a href="http://www.gettingpractical.org.uk/">http://www.gettingpractical.org.uk</a> But of course it is extremely difficult to change the practice of science teachers and projects like this haven't had a great impact.<br />
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Does practical work develop understanding of the nature of science? Hopefully with the new GCSE it can, but prior to that we students were looking for the 'right' answer and this isn't how science (should) works. We often teach about experiments and theory in such a way as to confuse students about the interplay between the two. Practical work in school is not representative of the way that scientists really work.<br />
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So should we bin practicals?<br />
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No. We should get better at them.<br />
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Firstly, we are required to do practical work at GCSE and A-level. As educators we would be in trouble if we did not give our students the opportunity to do the required and core practicals. This is to ensure that students do have the manipulative skills that practical work does teach. Universities are keen that students arrive being able to use equipment and the best way to teach this is through practical.<br />
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Secondly, we should be allowing students to experience scientific phenomena for themselves. Experimental work is an important feature of science, after all observations are what we are trying to explain. However, the science is often counter intuitive and therefore you cannot understand everything from observation. The teacher is needed as a mediator.<br />
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Thirdly, we should use practical work to help students understand enquiry. However, again this is not something we do well. How many of us have the time to allow students to work through an entire investigation and analysis of the results? Before an investigation it is important that students have a good understanding of the question they are asking and are able to select from the different types of enquiry which is the most appropriate. How many teachers know what the five types of enquiry are? (Other than fair testing).<br />
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And finally, we can do better at teaching students about science phenomena through practical work. But we have to be clear about our expectations for the outcomes for students, both from the practical work and what they can do and apply afterwards, particularly at secondary level.<br />
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Further reading (may need to be an ASE member to access all of these).<br />
May 2015 School Science Review (practical work theme): <a href="http://www.ase.org.uk/journals/school-science-review/2015/05/357/">http://www.ase.org.uk/journals/school-science-review/2015/05/357/ </a><br />
September 2009 School Science Review, Millar and Abrahams, Making Practical Work More Effective: <a href="http://www.ase.org.uk/journals/school-science-review/2009/09/334/1971/SSR334Sept2009p59.pdf">Practical work: making it more effective</a> (warning may download directly)<br />
Abrahams and Reiss Effective Practical Science (Bloomsbury) <a href="https://www.amazon.co.uk/Enhancing-Learning-Effective-Practical-Science/dp/1472592271/ref=sr_1_1?ie=UTF8&qid=1482796944&sr=8-1&keywords=abrahams+practical+science">Amazon Enhancing Practical Science</a><br />
Abrahams: Practical Work in Secondary Science (bloomsbury) <a href="https://www.amazon.co.uk/Practical-Work-Secondary-Science-Minds/dp/184706504X/ref=sr_1_3?ie=UTF8&qid=1482796944&sr=8-3&keywords=abrahams+practical+science">Amazon Practical Work in Secondary Science</a><br />
December 2010 School Science Review, untangling what teachers mean by the motivational value of practical work. <a href="http://www.ase.org.uk/journals/school-science-review/2010/12/339/2695/ssr-december-2010-111-115-abrahams-sharpe.pdf">Untangling what teachers mean by the motivational value of practical work</a> (warning may download directly)<br />
Article about the 5 types of enquiry: <a href="https://www.google.co.uk/url?sa=t&rct=j&q=&esrc=s&source=web&cd=3&ved=0ahUKEwjfkvuYh5PRAhWQNVAKHZPZBtQQFggoMAI&url=https%3A%2F%2Fwww.ase.org.uk%2Fjournals%2Fprimary-science%2F2012%2F01%2F121%2F2994%2F30-33.pdf&usg=AFQjCNGaypQ2mntq_IvRpitSaAdSL0Kp1g&sig2=wIdje_LG5ttHAjBGYLpjXg">IT'S NOT FAIR - The Association for Science Education</a> (warning may download directly)<br />
Education in Chemistry, Practical Work a New Opportunity:<a href="https://eic.rsc.org/cpd/practical-science/2000009.article"> https://eic.rsc.org/cpd/practical-science/2000009.article</a><br />
Getting Practical: <a href="http://www.gettingpractical.org.uk/">http://www.gettingpractical.org.uk</a><br />
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<br />Helen Rogersonhttp://www.blogger.com/profile/05573666547153531632noreply@blogger.com0tag:blogger.com,1999:blog-556994347638967900.post-19313265966028276612016-03-20T00:25:00.000+00:002016-03-20T00:25:13.577+00:00New GCSEs in Science: teaching them!The new science GCSEs are starting to be accredited. This is a relief, but not good enough. We should have had these specs a year before first teaching. What makes matters worse is that pretty much everyone is accepting that we need to start teaching them in Year 9. So very many schools are teaching unaccredited specifications right now. I know the argument about the content being fixed, but it's the principle.<br />
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There are several things that I am considering currently as I plan how to get the best possible outcomes from the new GCSEs.<br />
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The first is the non-spiral curriculum. Pre-2006 when I first taught edexcel modular GCSE and it was spiral I didn't like it at all. And to be be honest even now I am not a huge fan. However, I have learned to make the most of revising ideas to revise what I have taught previously. I want to consider how I am going to help students remember previous ideas. I do hope that teaching a topic as one will help better conceptual understanding though.<br />
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Electromagnetism is a good example of this. At the moment I teach generators and transformers independently and with no reference to electromagnets and motors. I don't even tell the core science students how a transformer works unless they specifically ask. When I do I certainly don't get them to write it down. What I want to do is what I did pre-2006 when I taught the AQA specification. Teach electromagnets and how to make them stronger. Then teach motors (effectively that two magnets attract or repel, but one is an electromagnet, and knowing how to make it faster is easy if you know how to make an electromagnet stronger). Then teach generators because physics works backwards as well as forwards, the idea of generators translates well to transformers then.<br />
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I feel like low stakes testing is another answer to this. Multiple choice tests using zip grade to check what students know and what they are, in general struggling to remember from topic to topic. We will need to identify fundamental ideas that we want all students to remember. I suppose the things that I feel will have to be taught well. Hopefully by reviewing the previous topic during the current one will keep the learning fresher than it would otherwise. However, too much time doing low stakes tests will impact on the second issue.<br />
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Secondly, I am struggling slightly with the format of the specification. During my teaching career I have always found the GCSE specification to be useful in setting the level of expected understanding. Teaching the post-2006 specifications has always felt like an exercise in ensuring the students were using the right words in the right order. Whist it looks like we are stepping away from that, I would imagine that we won't be in reality. There has to be a 'right' answer. Even A-level physics has that. A-level physics has a lot of past-papers though to help with the wording of an expected answer. (At least help the teacher). This is issue will be on going. I hope that the GCSE textbooks we have going back to when my husband started teaching will help. But if GCSEs are getting more difficult then old textbooks might not be useful... I will be looking at all the specimen assessment materials to help establish level of difficulty.<br />
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Now, you can argue that we should just teach the content to the most difficult level we can. This is exactly what I have said in meetings in the department. But, I still want an idea.<br />
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I do want to look more closely at questions that require application of ideas in the current specifications and for other exam boards. I do think that this has been done well in the current gateway specification, but our students have also found it challenging. It is an area that we need to look at and improve in our teaching. However, it is easier said that done when I consider the shear vastness of the content.<br />
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Then there is the pace we'll be teaching at. The content is vast. Our students are not happy when they don't feel they are confident in an idea. I imagine we're not alone. But we're going to have to keep going if we are to get through the content. I do agree that it is better to 'teach some of it well than all of it badly'. I actually hope that the non-spiral nature of the content will help with this. I can spend more time on the basics if necessary and the should help understanding of the more difficult concepts. (Even if the more difficult concepts end up having to be taught by chalk and talk due to time). Hopefully I can use my pre-2006 experience to pick the concepts that will allow students to access maximum number of marks.<br />
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I will plan out a lesson by lesson break down of the content to ensure that it fits within the time we have to teach it. A tight rota will be necessary to ensure we can keep on track. Hopefully there will be the chance to build in some slack in case of absence for class or teacher. We need to be allowed to be ill.<br />
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As part of homework/prep I would like to encourage students to think about the topics and concepts they should have met at key stage 3 so that when they come to the topic we can quickly review the underpinning knowledge and then move on to new concepts. This won't be straight forward as I can imagine that there will be a lot of 'I didn't understand it' and a few excuses. But hopefully by setting the expectation they will see the benefit and it will be easier to enforce as time goes on.<br />
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I also want to encourage the students to make Q&A flash cards as we progress through the course. This will hopefully allow them to spend time revising and reviewing rather than copying when we get to Y11 mock time and Easter of Y11. I think giving a selection of questions will help scaffold this activity.<br />
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This holiday I am going to evaluate our key stage 3 offering to ensure that we are getting across the key ideas that will be fundamental to the new GCSE. I hope that OUP are doing the same!<br />
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Lastly is the practical aspect. The monitor who visited for the A-level practical endorsement suggested having some fold out information sheets in the back of the practical books with advice. I want to do something similar for GCSE. I have been looking at the GCSE specification and what is expected. I think if we get the students into habits it will help.<br />
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These would be making a prediction, writing a results table, drawing a graph identifying anomalies and writing a conclusion. Yes, we'll need to look at practical techniques and evaluations too, but I think that I want to teach that for each experiment rather than make them come up with things totally independently. The worksheets that we use for the A-level practical endorsement have instructions to follow and questions at the end that make the students evaluate the specific data collected and methods. Something like that would be useful. It probably means we will have to try all the experiments.<br />
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To make practical work efficient I will probably create instruction videos for the practicals. (Without giving away the conclusions if I can possibly help it. I usually try and obscure the readings during filming or speak over still photographs). It is very satisfying watching the student watch and pause video instructions. I have said this, but it does make a difference.<br />
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We are debating if we get students to only 'write-up' the PAGs we have to do in a practical book, or all the practical work. Or whether it should just be in their files.<br />
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The GCSE changes are becoming pretty real now.<br />
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<br />Helen Rogersonhttp://www.blogger.com/profile/05573666547153531632noreply@blogger.com6tag:blogger.com,1999:blog-556994347638967900.post-67158742299796021372016-01-04T17:13:00.003+00:002016-01-04T17:13:40.877+00:00Nurture 15/16When I sat down to write this blog post I felt that my 2015 wasn't as busy as previous years (especially 2013), but it seems that I have still been busy.<br />
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The greatest defining points of my year have again revolved around my husband. I am just used to calling him that as we have now had our first wedding anniversary. Of course on the actual date he was cycling!<br />
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1. <b>Paris-Brest-Paris</b>: In the summer Richard cycled 1000km in 87 hours (three of them sleeping) from Paris to Brest and back with thousands of other randoners. He absolutely loved it.<br />
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2. <b>New job:</b> The main cloud hanging over us this year has been Richard's job. In the spring he was put in a position where his only option was to resign without a job to go to. However, he has a new job and is a lot happier and making good headway with very challenging students.<br />
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But the whole experience has been crushing on my opinion on the people involved in education. I naively thought of teaching as a job for life, but now heads are now able to give a couple of observations and destroy 25 years of a career that you thought you were good at and don't expect your colleagues or union to be able to support you.<br />
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I fear to go back and work in the state sector. To see so many good and hard working colleagues fall is heartbreaking and I don't want a part of it.<br />
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3. <b>Curriculum change</b>: My job is defined by the changes that are going on at the moment. After the October half term I had a real wobble about the new GCSE and the amount of work it will create for me.<br />
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I am still not confident about the way that we are recording the practical endorsement and the quicker someone comes to see the better. We're doing the practical activities so I know that even if we get a slapped wrist or have to make changes the students won't be disadvantaged. However, I am happy about the opportunity to reflect on A-level. I would really like another couple of years to iron out the changes that are happening at A-level before the GCSE changes start<br />
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We still have work to do on key stage 3, but the students in Year 8 are very positive about science lessons. I fear that key stage 3 - the most important key stage will be neglected because of the impatience of politicians.<br />
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At key stage 2 I am delighted with the scheme we are using from collins. It takes a very long time to prepare lessons, but the ideas are excellent, the students love the lessons and I feel like I am doing a good job when I teach these lessons. I just wish I had more free time so I could prepare all my lessons so well.<br />
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4. <b>GCSE and A-level results</b>: Again I was delighted with our GCSE results. The A-level results were got on the back of an awful lot of hard work and determination on behalf of the students. They got into the universities they wanted to and are content in their courses. I am very proud.<br />
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5. <b>ICT</b>: As a department we have been using kerboodle with key stage 3 and it seems to becoming more and more part of our practice. There are a few girls still struggling, but they are in the minority and as a staff we are getting to grips with all the things it can do. Using iPads in lessons is reaching a peak now and it's 'newness' is wearing off on me. I find it frustrating when students don't bring their devices, can't remember passwords or can't connect to the WiFi properly. I have hit a wall and don't know if I want to break it down when I also have all the curriculum change hanging over us.<br />
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6. <b>Drama: </b>I have been given a bigger insight into the workings of the drama department this year. Drama and music are very important to the girls at my school. Last year the production was the Wizard of Oz and because I like to wear red shoes at work I jokingly became the witch that gets squashed under the house for one night of the production. It was interesting to help back stage and see how the cast work together to give us a show. My tutee was Dorothy in the show too. In the summer I helped with the lighting of the play that the drama department took to the Fringe in Edinburgh. Getting to see so many shows and seeing behind the scenes at the fringe was a fantastic experience.<br />
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This involvement is partly of my own doing as I try and increase my own knowledge of different areas of the school. If I am to have a whole school responsibility down the road, then I want to be able to have a degree of understanding for other colleagues in other areas of the school. Of course it is also because I love supporting my colleagues.<br />
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7. <b>Extracurricular</b>: This year I have been to Edinburgh with the Drama department, Weston-Super-Mare and Bath with the Geography department, Cardiff to hear a lecture about Einstein with the A-level scientists, Bristol for the IoP festival of physics with the Y13 physicists, and Thorpe Park with a mixture of students for a great day out. Again we went to see Team Bath play netball and I took a group of Y11 to tour the Krispie Kreme doughnut factory in Bristol. I got the school outside to see the solar eclipse, we had the space odyssey dome in to give shows to the students. In enrichment week the students took the squashed tomato challenge. Year 6 came second in the Great Bug Hunt and completed enough experiments to qualify for a Crest Mega Star Award.<br />
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8. <b>Tutees:</b> I have been very lucky over the last 12 months to have two amazing groups of tutees. Working with them is a great<br />
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9. <b>GCSE Classics:</b> Esther completed here Classics GCSE a year early and got an A*. Relived and proud are the two emotions. She has set her sights on Oxbridge, so the GCSEs need to be good.<br />
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10. <b>CPD, MOOCs and conferences</b>: The year always starts with the ASE conference, which makes going back in January a very positive experience. Speaking to Chris Colclough about being a head of science was extremely useful. Seeing great friends and getting lots of inspiration is the main reason to go to the conference. I don't think that I made the most of last year's ASE conference, but I still took a lot away. I went to two teachmeets and organised another; I always love these events because of their atmosphere and positivity. The iPad training day from Rachel Jones' school KEVI that I went to with a couple of colleagues was brilliant. I also attended Research Ed in September and was able to speak to Nick Gibb, and presented at Teaching and Learning Takeover 15. I also helped organise our own ASE conference in Bath.<br />
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The AfL MOOC from future learn, the SLC and Sheffield University was brilliant. Taking place over a period of weeks meant that my practice was changed much more effectively than just attending an event. The live Q&A with Chris Harrison was very good; there is so much to be learned from those people in universities who study education and being able to ask about AfL was very useful.<br />
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The CPD highlight though was the ASE professional learning conference. Shirley Simon's talk was a real inspiration to me and it was a real treat to hear Jonathan Osborne speak. Paul Black and I exchanged words! Hearing Brian Cartwright was very useful and I can only describe Andrew Carter as an 'interesting' character. It was great to meet Andrea, Katrina, Bryony, Helen and see Pete, Liz, Chris and Stuart.<br />
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11. <b>Writing</b>: One of my aims was to add more purpose to my writing. I have written a lot during the course of the year, but I haven't published much of it at all. I don't want to get into arguments. I am not all the knowledgeable about education, I only know my own classroom and some of what goes on in that of my colleagues. I don't know enough to be an expert. More than that though I don't want to get into an argument and have to spend a great proportion of time defending my position. I would expect some people not to agree or understand my position, but it makes me nervous that some people appear to not want to let others have their opinion based on their own experiences. I don't want to be part of that, so I fly below the radar thank you. (Actually more about time than not feeling strongly about something and the curriculum change is overwhelming me emotionally).<br />
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12. <b>Home</b>: In the summer I sorted out all the accumulated rubbish we had in the spare room. It seems that we had an awful lot more paper and plastic wallets than I thought and a large number of ethernet cables 'just in case'. Several 'very useful boxes' and trips to the dump later and we are at least able to get in there! Next step is to get into the loft and put some boards down so I get move some old CDs and books Richard refuses to art with up there.<br />
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13. <b>Event at Westonbirt</b>: This was one of the aims for last year. I will do a teaching and learning team party in the spring I think. It would be lovely to have a small gathering in the library at school with some cake. (The library is a wonderful room).<br />
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14. <b>Shaun the Sheep and friends:</b> After finding all the Gromit statues in 2013 we decided to do the same with the Shaun this year. Richard and I went to London and found all 50 there in one day. We walked a marathon that day. Then Lucie and Abi helped us find all the Shaun's in Bristol. It was a great excuse to catch up. It was also brilliant to meet Karen in Exeter for some black Friday weekend sale shopping.<br />
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15. <b>Holidays and breaks</b>: I make it my mission to get away and see as much of the UK (I can't afford the world) as we can. This year we had a day out in Oxford and London, went to the Brecon Beacons for a few days, visited Lincolnshire, Northumberland, had a day in Hull, Swansea and Minehead. My brother has bought me a scratch map of the Uk so I can make a record of where we have been.<br />
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The year ahead:</h3>
To be honest I don't have many plans that haven't a;ready been set in motion by things that have happened this year.<br />
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Esther's GCSEs feature heavily and hoping that Richard can get a permanent job. Although no teaching job will ever feel permanent again.<br />
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I really want a foreign holiday and we're thinking about visiting the North West when we book our cheep caravan holiday. The Olympic Games will feature heavily in my summer holiday plans.<br />
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I am still thinking about preparing myself for management and I want to aim my personal CPD to that. However, I think that it is unlikely I will find anything because school are not advertising for assistant head teachers externally. Budgets and MATS are the reasons I would imagine. However, I still enjoy working at my school and the curriculum changes present me with more than enough challenges!<br />
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So mainly next year is about dealing with the changes to the curriculum and trying to get the best possible outcome from them for our students.<br />
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<a href="http://www.pinterest.com/pin/create/extension/?url=https%3A%2F%2Fwww.blogger.com%2Fblogger.g%3FblogID%3D556994347638967900%23editor%2Fsrc%3Dsidebar&media=https%3A%2F%2F1.bp.blogspot.com%2F-QFnjm5KdE8A%2FVoqfnKSpZpI%2FAAAAAAAAIqg%2FgzDiBlNIP08%2Fs200%2FuSVhCQJB7G1EL7N3-BRO2AwucAi8_gYcekUZfhM9VfE.jpeg&xm=h&xv=sa1.37.01&xuid=WzSQrHDiUais&description=" style="background-color: transparent; background-image: url(data:image/png; border: none; cursor: pointer; display: none; height: 20px; left: 253px; opacity: 0.85; position: absolute; top: 4620px; width: 40px; z-index: 8675309;"></a><a href="http://www.pinterest.com/pin/create/extension/?url=https%3A%2F%2Fwww.blogger.com%2Fblogger.g%3FblogID%3D556994347638967900%23editor%2Fsrc%3Dsidebar&media=https%3A%2F%2F1.bp.blogspot.com%2F-QFnjm5KdE8A%2FVoqfnKSpZpI%2FAAAAAAAAIqg%2FgzDiBlNIP08%2Fs200%2FuSVhCQJB7G1EL7N3-BRO2AwucAi8_gYcekUZfhM9VfE.jpeg&xm=h&xv=sa1.37.01&xuid=WzSQrHDiUais&description=" style="background-color: transparent; background-image: url(data:image/png; border: none; cursor: pointer; display: none; height: 20px; left: 253px; opacity: 0.85; position: absolute; top: 4620px; width: 40px; z-index: 8675309;"></a>Helen Rogersonhttp://www.blogger.com/profile/05573666547153531632noreply@blogger.com1tag:blogger.com,1999:blog-556994347638967900.post-89340504300621851312015-12-13T20:13:00.002+00:002015-12-13T20:13:32.040+00:00Tracking and Evidence<div style="border: 0px; box-sizing: border-box; color: #333333; font-family: HelveticaNeue, Helvetica, Arial, sans-serif; font-size: 18px; line-height: inherit; margin-bottom: 1em; padding: 0px; vertical-align: baseline; word-wrap: break-word;">
When I started teaching we'd all give our students tests at the end of a topic. They'd get 18/24 and we'd would add this to a spreadsheet. My head of department would use testable to level each question and this would help us develop a level system whereby 17 on this test gave a lower level outcome than 15 on the next. (Rather like raw to UMS scores in public exams).</div>
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Sound and Moments always came out skewed too high, Simple Chemical Reactions too low but otherwise it wasn't too bad. Using levels helped to make homemade tests equivalent. At the end of Year 9 when students would do the SATs exams our method usually under predicted what they would get by up to half a level, but this is not enough that we were concerned. We tracked the students and were reasonably happy with the quality of the evidence and we also had grades for reports. We did lots of tests and if a student missed a test they didn't need to re-do it, this gave plenty evidence about the child's attendance too.</div>
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No where in the previous paragraph do I describe formative assessment.</div>
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Fast forward twelve years: I thought that getting rid of the levels was to put the focus onto formative assessment. Not how you move from level 3 to 4, but how you really improve that individual piece of work or your knowledge about what is going on in a chemical reaction. That ray diagram you have drawn about refraction, do you really understand it? Can you identify the normal? Can you measure the angles? Can you explain how and why the ray bends? </div>
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I have seem some projects and work (in primary) that are putting the focus on formative assessment. Using examples of real work as tracking and as a starting discussion for developing the teaching and learning of science within the school. </div>
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But, others it seems have to track EVERYTHING. Is it reasonable to know if a child in year 7 got mixed up between a chloroplast and the cytoplasm. If in year 8 they wrote oxide instead of oxygen? Does this information really help? Is it useful? If a child did know the difference between exothermic and endothermic reactions in year 8, will they still know it in year 10 anyway? What am I really going to do with all the data that tracking every learning intention will generate?</div>
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Would we be better off keeping the actual work rather than transferring it to a spreadsheet? Would that tell us more, with no extra work?</div>
Helen Rogersonhttp://www.blogger.com/profile/05573666547153531632noreply@blogger.com0tag:blogger.com,1999:blog-556994347638967900.post-39109158032416616282015-11-06T00:01:00.001+00:002015-11-06T00:05:29.383+00:00In a GCSE curriculum change spiral of despair I am so pleased that I decided (all three science subjects decided) to stay with the same A-level examination board. There are subtle differences in the content and I have at the back of my mind that I have to do a decent job of the core practicals in order to help the students gather enough knowledge to access the questions in the exam paper that will be around practical work. I have actually embraced the chance to reflect on my A-level teaching and think carefully about how my lessons and schemes support the students I teach and what I can be doing differently. I am including more technology and making more of an effort to investigate different practicals and demonstrations that I might include in my lessons.<br />
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However, the department are also working through our key stage 3 changes. Some of it we love. Some of it we find lacking (the homework) and some of it needs a bigger solution (the end of topic assessments). We really need time to discuss the changes, divide up the work, upload what we have created independently to the platform and make notes for the schemes of work to stop us from making the same mistakes next year. But we don't have that many opportunities to do any of that because we're working on year 12 now.<br />
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We also teach Year 6. Luckily, I have bought an excellent scheme of work. But it is not perfect. Again, homework isn't great and I spend three hours per week preparing for one hour of lesson because I have to make presentations and often have to make equipment or set up my classroom to be ready. Teaching Year 6 needs a lot more thought with respect to classroom management/organisation that teaching year 11 does.<br />
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So adding yet another curriculum change to the mix is distressing me. I can't describe myself as feeling any other way.<br />
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When I was teaching the final year of the old key stage 3 and making resources I didn't feel I was wasting my time. I figured that key stage 3 is flexible so I might teach that content in that way again. When I was teaching the last year of the previous A-level specification and making resources I felt the same. But GCSE teaching is the majority of my timetable and even though I am teaching the final year of a specification I am still making resources. Resources that will be unusable in their current form in the new specifications. Resources that are very specific to lesson P3f (for example) of the Gateway specification.<br />
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Why am I making resources? I am making them because the students now have iPads and I feel that I need to embrace the new technology we have to ensure that the girls are using them and their parents investment is not wasted. I am making them because (in the case of video) it genuinely does improve the educational experience of the girls. But I know I am putting effort in for the students I teach now that is not going to be laying a foundation for the future.<br />
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So this time next year I will have an even greater amount of work than I would have if there had been no new curriculum changes. Not only will I still be trying to perfect the key stage 3 and 2 schemes, and ensure we have key stage 5 schemes that prepare the students for the longer more integrated terminal examinations I will also be starting from scratch on a totally unknown GCSE where I will be able to use very few of the resources that I have spent the last 10 years developing without some level of adaptation. Add to that the uncertainty of how practical skills will be assessed and what the grading 1-9.<br />
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Understandably within school we are grappling with the best procedures and timings to deal with all the changes. The changes that not only impact science. If the drama performances or geography field trips have to change then what impact does that have on the time pressures on students and my teaching time in science? If examinations are longer, how does that impact our mock examination weeks and internal assessments? How do we change our reporting at key stage 3 and 4 to reflect the new GCSE changes? The options booklets and curriculum descriptions all have to be changed, the parental handbooks regarding revision and coursework have to be updated (twice, once saying this is provisional and again when the changes are confirmed). Etc etc, all little things that add up to a lot of administration work we need to do.<br />
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Not having a settled school environment and knowing this is going to be the case until at least 2018 is filling me with dread. I was told when I started teaching that after six years of teaching I would have my resources and be able to get a decent work life balance. I would not be working until 1am just to keep my head above water.<br />
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To have every aspect of my working life affected by the shear volume of change being created by the previous and current government is distressing enough, but knowing that it we are not being given a decent length of time makes me extremely angry. Knowing that the Science GCSE specifications will not be ready until February, 6 months after some people have started teaching it is unacceptable. For me is a yet another straw. When will the camel's back break?<br />
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I am overwhelmed by the changes, by the swirling mess of knowing that everything I am doing, every aspect of my working life is on shifting sands and there is no end in sight. <br />
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<br />Helen Rogersonhttp://www.blogger.com/profile/05573666547153531632noreply@blogger.com0tag:blogger.com,1999:blog-556994347638967900.post-120649002816193862015-07-17T22:05:00.001+01:002015-07-17T22:05:42.547+01:00Nurture 14/15 Update.<div style="-webkit-text-stroke-color: rgb(0, 0, 0); -webkit-text-stroke-width: initial; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 16px;">
1. <b>Writing with purpose</b></div>
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<span style="color: #3d85c6;">My blog needs more attention and direction. I would like it to show what I feel and my vision and I don’t believe that it does. I have strong feelings about things and I want to be able to describe them in a rational way. </span></div>
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When I go to my blog, one word stands out: "draft". I have written a lot of posts about education. But most have been too angry to publish. Nothing that is really constructive and adds to the educational landscape. However, we now have curriculum change and a reason for me to write about the things that I am doing (particularly post-16) and share the progress of the things that I put in place. After Christmas I hope to look more at GCSE. </div>
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2. <b>At home</b></div>
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<span style="color: #3d85c6;">We only have one plan for the this year - getting Richard qualified and ready for Paris-Brest-Paris in the summer. It really is the culmination of ten years of cycling so that he is ready for this challenge. My main hope is that some of his colleagues recognise the achievement, it will mean so much to him. I doubt it though. We did say that we would take Richard’s daughter to Oxford to see the city and to go to the Imperial War Museum as we haven’t been for a while. When Richard is out cycling I want to work on things around the house and get over my fear of gardening. </span></div>
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Richard has qualified for Paris-Brest-Paris. I haven't got over my fear of gardening. The over growth is winning every battle. I really want to let it win the war. However, in the house I am doing better. The recycling pile is increasing and I am being ruthless. <span style="-webkit-text-stroke-width: initial;">We did take my step-daughter to Oxford, it's a really lovely place. A trip to London is planned for the summer. </span></div>
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3. <b>Bringing a conference/an event to Westonbirt</b></div>
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<span style="color: #3d85c6;">The head has seen me help organise activities outside of school and has invited me to replicate this in school. We certainly have the space. I need to think about this in order to bring together something valuable. It is a real compliment to be trusted with this. </span></div>
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Still in the planning stage. </div>
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4. <b>More curriculum change</b></div>
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<span style="color: #3d85c6;">The next task at school is to embed the changes to KS3 and do more to look forward to the changes at KS5. I think that the department will need some help to develop the idea of a lab book as will the students. The changes at GCSE concern me greatly, I don’t think that the specifications will be ready towards the end of 2015, again giving teachers and publishers less and less time to prepare a good scheme of work. </span></div>
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I am really pleased with how well Year 7 have done this year with the new scheme of work we have. We're teaching less in Year 7 than we used to and I think this really helped them. I worked hard on revision with them and as a result the test results were extremely high. </div>
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I am teaching them as Year 8 in September, so I can continue to work on the new schemes. All of the curriculum change is a work in progress otherwise. </div>
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5. <b>What is next?</b></div>
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<span style="color: #3d85c6;">I love my school and working there. But I also feel the pull of a new challenge. I don’t know what that is yet and I fully expect to see myself working at Westonbirt in a year’s time, partly because I want to see through the curriculum changes and develop my use of 1-2-1 devices in the classroom and partly because it is a fabulous school and I believe in what we do. But I need to prepare myself for what is next. Would I get an assistant head position from where I am? Do I want one or do I want to stay more closely tied to science education? Would being an assistant head affect that? Am I good enough? Do I want to stay as a teacher?</span></div>
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<span style="-webkit-text-stroke-width: initial;"><span style="color: #3d85c6;">But I also think that to look to the future I also need to consolidate. Think about what we/I/the department do really well and make the most of those things. Ensure they stand out as excellent and don't get lost amongst all the change. </span></span></div>
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<span style="color: #333333; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="-webkit-text-stroke-width: initial;">I have spent some time this year talking to my colleagues in other departments. I think that it is important to </span>understand the pressure and commitments of other subjects if I am going to have whole school responsibility in the future. However, I am still really enjoying thinking about my own subject and working with my team. I want to work on the current set of curriculum changes and I am enjoying working on the 1-2-1 iPad scheme. I also enjoy being able to tap into the expertise within the ASE, the professional learning conference reaffirmed it's usefulness to me last week. </span></div>
Helen Rogersonhttp://www.blogger.com/profile/05573666547153531632noreply@blogger.com0tag:blogger.com,1999:blog-556994347638967900.post-76611386687508995912015-07-11T23:34:00.002+01:002015-07-13T00:08:34.887+01:00ASE Professional Learning Conference 2015Back in January Joanna Conn, chair of NAIGS (which is the advisor and consultant subgroup of the ASE) suggested that anyone with an interest in teacher CPD should attend the NAIGs/ATSE (science ITT tutors group of ASE) conference in the summer. The date was set for after I finished my term, and I do organise conferences and have an interest in teacher CPD as part of what I do in my own department, on twitter and where my career might go, so I thought that I would go.<br />
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The first session was by <a href="https://www.ioe.ac.uk/staff/CPAT/GEMS_79.html">Prof Shirley Simon</a>, entitled 'CPD, what does it really mean?' This was definitely my favourite talk of the two days and the one I took the most away from. Prof Simon was obviously an expert, her talk was pitched very well for me though. It was understandable, yet also thought-provoking. (I was very glad she delayed her holiday a few hours to give us her time).<br />
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She said that moving from 'surviving in the classroom' to 'teaching for learning' (I love this phrase) was a life time's work. I have to agree. Even now, 11 years in there are occasions where my lessons are about getting through the hour and hoping the students have a positive experience, rather than knowing what I am going to do will be valuable and result in progress. I suppose the positive I take away from that is that I do know the difference. I always get the impression others are planned and perfect all the time, but I have a way to go until I am organised enough to be brilliantly prepared for every single lesson I teach.<br />
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Prof Simon said that for valuable PD it was important to learn from outcomes, that collaborative learning was important as well as critical reflection, and teachers need time to change. To support teachers in this they need relevant classroom activities, accessible strategies and the opportunity to reflect.<br />
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At the time I was struck. I should know these things, I do know them. I suppose it is just the right time in my career to hear them? I am thinking about moving to senior leadership, but more on the curriculum, procedural side (time tables, exams, policies, that sort of thing), but on hearing this I decided that despite my lesson than perfect performance in the classroom perhaps I would have something to give a teaching and learning role.<br />
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Is what we do in schools transformational to the way that teachers develop their teaching? I don't think it is. When I consider the way that CPD has been delivered in schools I have worked in over the past 11 years of my career I feel that it is far from being transformational and collaborative.<br />
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Prof Simon went on to describe some of the projects she is involved in, listening to the way that she works with teachers, schools and other organisations was very interesting. It made me hope that one day I can work more closely with a university researcher to improve my practice. Her analysis of why the work she was doing had more impact on some teachers than others was interesting too, again going back to reflection and collaboration.<br />
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Next was a session by Paul Clark who examines international qualifications for Edexcel. He went through examples of exam questions that require students to have done the practical. I am more confident that students who have done the practical work and learned from it and about it, will have a greater advantage than those who haven't in the new qualifications. It also made me acutely aware we need to discuss practical skill development with Year 9 students when we start in September. I would also advise any reader to have a look at the examiner reports of international qualifications.<br />
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I wrote the following questions at the end of the session.<br />
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<li>can students apply their theory in context?</li>
<li>do students know how to use pieces of equipment appropriately?</li>
<li>do students understand practical concepts or are they learning them by rote?</li>
<li>just because a student has an A, do we assume they have a good grasp of all topics?</li>
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The next session I went to was excellent. It did assume more knowledge of how to deliver good practical work than I really have, so the conversation went slightly too quickly for me to make good notes in places. <a href="http://www.kcl.ac.uk/sspp/departments/education/people/academic/blackp.aspx">Prof Paul Black</a> and <a href="https://ed.stanford.edu/faculty/osbornej">Prof Jonathan Osborne</a> both spoke about the importance of practical work. </div>
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One set of statistics that I wrote down, and I hopefully remember the context correctly was also about the importance of practical work in increasing understanding. Prof Paul Black said that in a study involving three groups of students one group was given a list of equipment during their learning, another pictures of the equipment and the third group was given the actual pieces of equipment. In the assessment of the work those that were given the list 15% got top grades and 72% got the bottom grades, the group that got the pictures 32% got top grades and 54% got the bottom grades, and as you can guess those that were able to use the equipment 48% got top grades and 33% got the bottom grades. That sold the importance of practical work for me.</div>
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Jonathan Osborne spoke about the obsession there is about practical work, and that it is only a small piece of what we do in <a href="http://www.nap.edu/catalog/13165/a-framework-for-k-12-science-education-practices-crosscutting-concepts">science education</a>. He talked about the importance of the practical coming from what we do before and after it. He refuted that practical work itself was motivational, but that the motivation came from answering a question. His talk was compelling and makes me need to go back to the work of Abraham and Millar on good practical work. <a href="http://www.ase.org.uk/journals/school-science-review/2015/05/357/">Jonathan Osborne's article in SSR</a> is also worth a read if you are an ASE member or know one. </div>
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The final session of the day was from Tony Sherborne. I love hearing from Tony, everything he does is so considered and rooted in theory. He talked about a mastery curriculum as he is working with AQA to develop this idea at key stage 3. He talked about assessing students before teaching the topic so we know who needs extending and who needs intervention and we can do something about it. He talked about ensuring that students get the support they need. This is something that has been going around my mind for some weeks now (after doing the future learn AfL MOOC) but I don't really have a practical way that I can accomplish it - yet. Some of the advisors in the room were slightly more sceptical than I. I saw mastery statements, that helped breakdown the key stage 3 curriculum into steps that we can use to help students achieve this mastery then move onto excellence. </div>
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In the evening we had a great conference dinner. The social aspect really helping to make the conference something special. It was time for reflection and to meet people that I only know virtually. It was also great to be able to talk to Liz Coppard and Stuart Naylor about the day and get that opportunity to reflect. Stuart is a real joy to speak to, everything he talks about is backed up with examples and rooted in his vast understanding of classroom practice. He asks challenging questions in very non-challenging ways. Through my interactions with him I have learned a lot over the past few years. I also have to mention Liz Lawrence, Andrea Mappleback, Briony (PriSciGeeks), Chris Harrison and Pete Robinson, who were brilliant company too. </div>
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The second day started with a presentation by Sir Andrew Carter of the Carter review. A very charismatic man, with a lot of positive things to say. However, I do believe after that presentation that he is not the person to be able to sort out the recruitment crisis in education and that power hungry heads should not have to have been given power over ITT routes in order to make schools pay better attention to the quality of teachers on entry to the profession. The whole thing made me worry about teachers.</div>
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I then went to a session by OCR about the new practical endorsement. OCR are officially my new favourite exam board. I took away that I really need to get my head around the practical endorsement, lab books, teaching and recording. But that there is a lot of work being done by exam boards - especially OCR, so we are not alone. More importantly we can be positive about practical.</div>
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If you get the opportunity to hear Brain Cartwright speak then take it. I know others who have been invited for biscuits at ofsted feel that there are good people in the organisation and I feel that Brain is one of them. </div>
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He outlined what inspectors do when they come to a primary or secondary school to look at science and why they might do that. (The data from the school shows there is something going on in science that is different from the rest of the school). And that he is looking for evidence that the students are being taught the national curriculum, including working scientifically. He does this by looking at the work the students produce, visiting lessons and by talking to students. He also looks that schools are following the best health and safety advice. A lot of new schools are not part of CLEAPSS and as a result do not always get it right. Ask yourself, have you read <a href="https://www.gov.uk/government/publications/maintaining-curiosity-a-survey-into-science-education-in-schools">maintaining curiosity</a> and have you read the purpose of study section of the <a href="https://www.gov.uk/government/publications/national-curriculum-in-england-science-programmes-of-study">national curriculum documents</a>? This is what ofsted are looking at. Brian's presentation was hopeful. The issue over grading lessons was wiped from my mind, he didn't mention about looking for progress in the lessons he visits, he talked more about looking for evidence of the type of experiences the students have and the the outcomes for the students, including them speaking confidently, being proud of their work and enjoying science. </div>
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After an amazing lunch. I heard Alan Edminston talk about the update that is being given to the <a href="http://www.letsthink.org.uk/">CASE materials</a>. He told us that CASE is very popular still and that a few years ago a very small charity was set up to try and update the resources. The charity have now been given money from EEF to work on <a href="https://educationendowmentfoundation.org.uk/projects/cognitive-acceleration-through-science-education-case-lets-think-forum/">let's think secondary science</a>. I was very alarmed and interested to see the comparison (and apologies if you are not familiar with CASE as this will make little sense) between the results from the volume/density CASE test II from the students in the 1970s and the students involved in the new study. The results show a drop in the cognitive ability of our modern students. Alan's hypothesis for this was that young people don't explore the world in the same way anymore. However, we await the outcomes of the trail, which are due in the winter of 2016. </div>
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The final session was on the <a href="http://www.sails-project.eu/portal/">SAILS project</a>. It's about assessing inquiry learning in science. I remember sitting through the presentations by both science teachers involved and hearing their enthusiasm and wondering if that was really coming from working as part of a project that forced them to reflect and collaborate (bringing me back to Prof Simon's initial talk). The open endedness of the inquiry that the teachers had allowed the students was inspiring though. Every teacher should be working with a researcher on something, it would help all of us to continually improve. </div>
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As the session was being lead by <a href="http://www.kcl.ac.uk/sspp/departments/education/people/academic/harrisonc.aspx">Dr Christine Harrison</a> I suspected that there would be an element of participation. She asked us to come up with questions that we might ask the students at each part of an investigation. I was absolutely thrilled (and tongue tied) when Prof Paul Black complimented one of the questions I came up with! The reflection on what questions I can ask during scientific inquiry was very useful. How much time is spent telling the children what to do rather than eliciting their ideas about why they have done what they have done. Something to consider for the future. </div>
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Then I grabbed a taxi back to London and had some food and great conversation with <a href="http://www.formativeeducation.co.uk/">Andrea Mapplebeck</a>. So useful to be able to talk to others about CPD. I know that Science learning centres have evidence that two people from the same school going on a course has a greater impact on return than just one, so being able to talk to another colleague and friend about the experience of the conference was very valuable. </div>
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Jo and Caro (Chair's of NAIGs and ATSE) did a great job of putting together a strong conference that helped me to reflect on my role in helping the rest of the department (and myself) continue to improve. I am beyond the point now where I need to be told what I should be doing in the classroom. I am at the point where I need help to ensure that I implement it. My continued engagement with the people of ASE and the conversations it allows me to have with people who support and challenge me.<br />
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If you are a head of faculty and are research engaged, then I do suggest you look to try and attend the professional learning conference and engage with ASE.<br />
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<br />Helen Rogersonhttp://www.blogger.com/profile/05573666547153531632noreply@blogger.com0tag:blogger.com,1999:blog-556994347638967900.post-79292000118721382182015-06-26T22:59:00.001+01:002015-06-26T22:59:09.956+01:00Do the DfE care?After the department for education posted ANOTHER dreadful version of the GCSE science subject content I am left feeling even more bereft than previously.<div><br></div><div>Do they care about what we teach? Does anyone there understand anything about science? Does anyone there have the passion to get science education in England 'right'? </div><div><br></div><div>At the moment it really doesn't feel like that. </div><div><br></div><div>Let's face it they have made too many changes in too short a time frame and teachers are left pushing round pegs into square holes and hoping ofsted don't notice. But even if the curriculum that has been decided on is quite a distance from perfect it is a massive insult that they couldn't even get the science in it right. </div><div><br></div><div>More care and attention required. </div><div><br></div><div>https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/436828/GCSE_combined_science_content.pdf</div>Helen Rogersonhttp://www.blogger.com/profile/05573666547153531632noreply@blogger.com0tag:blogger.com,1999:blog-556994347638967900.post-3533768108390040762015-06-05T23:19:00.001+01:002015-06-05T23:19:30.212+01:00Improving and Organising my A-level teachingMy aim for A-level this year is to make sure that students are working and learning the basics right from the start.<br />
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A few years ago I had a conversation with a great teacher at the school I worked in and I told him how it was my opinion that to 'get' A-level physics students had to first know all the individual pieces of information, but that would only get you so far, an E or a D. To get a higher students have to apply their knowledge, which requires lots of practice.<br />
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So next academic year I want to make sure that I scaffold my students from the start to learn the key knowledge they need to start the journey through A-level physics. With this they can hopefully recall it quickly to be able to answer questions. I know that this will only get them so far, application and creativity are required to make the journey up through the grades, but it should help build confidence and get them working and in good habits.<br />
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Firstly key words, I have a quizlet list of key words for them to learn on the topic of materials: <a href="https://quizlet.com/_trag3">https://quizlet.com/_trag3</a> And I have made longer lists with just the words for them to do themselves <a href="https://docs.google.com/document/d/1HzzFw0lSrelUn7JWZE_8Udcv3k7sc-OXqiRIFafNUAM/edit?usp=sharing">https://docs.google.com/document/d/1HzzFw0lSrelUn7JWZE_8Udcv3k7sc-OXqiRIFafNUAM/edit?usp=sharing</a>. (I will check what they have written).<br />
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Secondly checking over their class notes. I have been thinking about this since pedagoo south west, and want my students to write <a href="http://coe.jmu.edu/learningtoolbox/cornellnotes.html">Cornell Notes</a> so that they can review them by writing questions and summarising. I think the will take time to practice, but I hope using this structure will mean that it is more obvious on how to actively review notes.<br />
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I want to make sure that the homework/prep that I set is accessible and covers all the basic information they need to answer exam questions. I have made some summary knowledge question sheets for students to do. I hope to give these out when the students get to the end of the section in the specification. This means that even if they can't do the exam questions from the start (and many can't as they are not used to dealing with many pieces of information at once) they can still begin picking up pieces of information that they will need later.<br />
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I am also writing the time that I want students to spend on each homework task so that they get the idea that I want them to work for an hour after each lesson (four hours per week) and give the option for more. I hope to encourage them to organise when they will do their physics prep (and I will work with their timetables in what I set).<br />
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Again, in an effort to prompt my students to go over their work and revise it I want to set them regular tests. To do this I have been setting up quizzes in socrative that test basic knowledge like SOC #: <a href="tel:16472046" x-apple-data-detectors-result="2" x-apple-data-detectors-type="telephone" x-apple-data-detectors="true">16472046</a>. This would give automatic feedback and allow me to keep a record of their errors. It will also be easy to resit. I want to use scores in multiple choice quizzes that cover the basics to keep a record of who is really struggling to get to grips with the basics so that we can intervene. I have written the points at which I want to do them into my scheme of work to help me ensure I find the time and can give the students plenty of notice.<br />
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I am also using past papers to set up examination level socrative quizzes like SOC #: <a href="tel:16471038" x-apple-data-detectors-result="3" x-apple-data-detectors-type="telephone" x-apple-data-detectors="true">16471038</a>. This will then help give an idea as to how far the student has progressed from learning the basics to being able to answer exam questions.<br />
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There are a lot of people out there doing great work on A-level changes. Two brilliant examples are linked in the tweets below.<br />
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I'll be new to AQA A Level next year. I've written + resourced 6 lessons on Measurements/Errors. Thoughts? <a href="http://t.co/pY3ZfjB3yU">http://t.co/pY3ZfjB3yU</a> <a href="https://twitter.com/hashtag/asechat?src=hash">#asechat</a></div>
— Drew Thomson (@mrthomson) <a href="https://twitter.com/mrthomson/status/603271238266519553">May 26, 2015</a></blockquote>
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<a href="https://twitter.com/mrthomson">@mrthomson</a> At first glance looks good. I've used this resource lots this year, you might find it useful <a href="http://t.co/6AXsWnH2OJ">http://t.co/6AXsWnH2OJ</a></div>
— Miss Physics (@Miss_Physics) <a href="https://twitter.com/Miss_Physics/status/603298292882104321">May 26, 2015</a></blockquote>
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Their resources have loads of practice for skills that the students will need.<br />
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This site is very useful for resources for the core practicals: <a href="http://practicalalevelphysics.thomascarlpion.co.uk/">http://practicalalevelphysics.thomascarlpion.co.uk</a> which I have to work on next.<br />
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Hopefully I can strike the right balance, using routines to promote working independently.<br />
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This is all done so far, so my next step is to work on the core practical requirements, ensuring that we map the skills that will be examined into the practical work we do. I also want to have mapped the mathematical requirements against the specification topics and resource the practicing of the relevant skills. Then do the same thing for the waves topic.<br />
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As an aside, I am using Trello to keep a note of the activities I am doing as part of this project. Which I am finding useful.</div>
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Helen Rogersonhttp://www.blogger.com/profile/05573666547153531632noreply@blogger.com0tag:blogger.com,1999:blog-556994347638967900.post-34036332509051493022015-05-28T00:31:00.001+01:002015-05-29T15:51:14.721+01:00Pedagogical Aims for A-level<div class="separator" style="clear: both; text-align: center;"><br></div><div class="separator" style="clear: both; text-align: center;"><div class="separator" style="text-align: start; clear: both;"><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">Totally stolen from Tom Sherington I have put together the list of things I am working on for A-level. </span></div><div class="separator" style="text-align: start; clear: both;"><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">http://headguruteacher.com/2015/05/25/teaching-better-my-pedagogical-to-do-list/</span></div><div class="separator" style="text-align: start; clear: both;"><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);"><br></span></div><div class="separator" style="text-align: start; clear: both;"><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">I do usually do something like this in my improvements note book for each class at the start of the year.</span></div></div><div class="separator" style="clear: both; text-align: center;"><br></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhWikHfg0Il837HLg8lAMxI6QRRZfAfrM3Cipd133U_Il-Klt6PZ3d-BRI9JclvmSn8TYuOstaWFhFdpMzkN8oIK5vAFHEHp_TJEUD0-EYfv0fBPwWLk9VFC7fzlqeu21sc3_Jm1ggffho/s640/blogger-image-839495508.jpg" imageanchor="1" style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif; margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhWikHfg0Il837HLg8lAMxI6QRRZfAfrM3Cipd133U_Il-Klt6PZ3d-BRI9JclvmSn8TYuOstaWFhFdpMzkN8oIK5vAFHEHp_TJEUD0-EYfv0fBPwWLk9VFC7fzlqeu21sc3_Jm1ggffho/s640/blogger-image-839495508.jpg"></a></div><div class="separator" style="clear: both; text-align: center;"><br></div><div class="separator" style="clear: both;"><br></div>
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1. <b>Building a bank of key words using quizlet </b></div>
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In order to get to a grade E in physics students have to know all the basic definitions, there is no way around this. Last year I spent a long time laminating key word definition cards for my ELT students. This year I have done the same thing on quizlet, but really I want my students to do it for themselves. This will help me because I will be able to see their understanding in their definitions and help them practice phrasing their ideas succinctly. What I need to do is draw up the list of words I want my students to know to ensure they cover them all. </div>
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2. <b>More opportunities for longer answers</b></div>
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My students, and I can't imagine I am alone, don't feel confident approaching exam questions where there are a lot of blank lines to fill in. I need to make this part of their experience in class so they are not so nervous in approaching this type of question in an examination. What I really want for inspiration are paper 6 questions from the pre-2008 specification. But I am not sure where I can find them now. This is probably the most under developed idea for next year, at the moment I rely on past exam paper questions and development of this skill between Easter and May when they are working to complete papers, it needs to get embedded. </div>
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3. <b>Low stakes testing at regular intervals</b></div>
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I have tried to do this before with a groups of students I was trying to move from U to E and it wasn't successful as it didn't make a difference to their learning of the basic facts (they still did no work between lessons no matter how accessible I made it). However, I think that my current students would respond well to this. It will help to encourage them to learn the facts they need to be able to start to access the A-level materials and give them confidence that they are making progress. I want to test the uni structural/multi structural knowledge students need. I have made lists of closed questions for the materials topic and will do the same for waves topic during the course of this half term. <span style="font-family: Times, Times New Roman, serif;">Answering them will then form part of their prep. I have also created some socrative quizzes that should be 'easy' to check knowledge at certain points in the course, such as : <span data-reactid=".2.2.1.0.0" style="line-height: 22px;">SOC #: </span><span data-reactid=".2.2.1.0.1" id="soc-number" style="display: inline-block; font-weight: 600; line-height: 22px; margin: 0px;"><a href="tel:16472046" x-apple-data-detectors="true" x-apple-data-detectors-type="telephone" x-apple-data-detectors-result="0">16472046</a> </span></span><span style="font-family: Times, 'Times New Roman', serif;">It will mean I can track failing students and hopefully work with the pastoral teams to intervene early.</span><span style="font-family: Times, 'Times New Roman', serif;"> </span><br><div class="separator" style="clear: both;"><span style="font-family: Times, Times New Roman, serif;"><br></span></div>
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<span style="font-family: Times, Times New Roman, serif;">4. <b>More practice in maths basic skills, building to multi step questions</b></span></div>
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<span style="font-family: Times, Times New Roman, serif;">For the first time 2/3 of my physics class won't be doing A-level maths along side their physics A-level. I have discovered this year from one student that this can pose quite a confidence problem. I aim to make sure that I am explicitly c</span>onsidering the mathematics I am asking my students to do. Currently I am mapping the mathematics skills in the back of the specification to the units that I am teaching to ensure I teach them too. I find that students struggle with the prefixes to unit and standard form the most, and I know that I must teach calculator skills. I have bought some resources to help.</div>
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5. <b>Hands on practical wherever possible to encourage problem solving</b></div>
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I know a lot of people don't like this idea, but I did read an article about how 'experts' learn by solving problems and 'novices' need to be told something. After reading this I taught an A-level physics lesson and it rang true. I want my students to ask questions and search for answers and doing practical work brings up those questions. I feel that if students ask the questions themselves they will engage more with the answer (particularly given it has a context) and will build a better understanding. They will need to think widely about a topic to answer exam questions and learning to question is part of this. I will have a group of up to a maximum of 6 students so I can manage discussions and ask questions to get students to the conclusions I want without talking at them for an hour. In the past I have not been as good as I could be at using practical work with A-level students and I want to change that. </div>
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6. <b>Opportunities to work with authentic data and draw conclusions</b></div>
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I don't know what the new exam questions will be like, but I know that they should include working scientifically. When we do the core practicals I want to ensure I am taking more care than I have previously on making the most of the practical activities to ensure students understand how to process data and evaluate it. </div>
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7. <b>Develop lab book skills</b></div>
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I want to create a course book and have the students use it to keep a record of their core practicals. I will be relying on Alex Weatherall to lead the way here! The shape of what I want to make is still in development and very much in note form in my note book. </div>
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8. <b>Increase context by reading around subjects</b></div>
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I want to copy the idea of Sarah Pannell and develop a journal club for the science post-16 students (and perhaps some Year 11s who are keen). I also have students who have ambition to apply to some very high caliber universities. I want to make sure I am helping them in their applications by giving them a helping hand in learning beyond the specification. More than that though, physics exam questions have contexts to them, and learning more about the context of physics should help to expand the vocabulary of EAL students and practice thinking about physics in different situations for the others. The Salters Horners course does help to do this, but I would like to go further. </div>
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9. <b>Using prep to instil good study skills from the start of the course</b></div>
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The amount of work you do for a single subject at A-level is a big increase (four times) than what you would do at GCSE. In some cases turning up to your GCSE lessons is sufficient to pass a GCSE. It isn't enough at A-level. I need to get my students into the habit of working 3-4 hours per week on their A-level physics work, but it isn't easy at the start. I still haven't got this right yet. Students struggle with the questions because the amount of knowledge we expect them to use to answer an A-level question is far beyond that at GCSE. For example, changing the unit they are using, understanding standard form, rearranging a formula, knowing what letters mean, remembering a formula, understanding the context of the question (is it under compression or tension) etc etc. I need to consider the develop of my students from the demands of GCSE to the expectations of an A-level student. </div>
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10. <b>Use video to help give clear explanations</b></div>
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I want to try and expand the number of videos I have made for the students. So far I have only made resources for GCSE, but I would like to support any A-level students who need to refresh their know of a skill or key idea by being able to watch a video of me. I find this an excellent way of explaining things clearly as I can have numerous goes until I am satisfied the explanation is clear and uses key language appropriately. Hopefully I can encourage the students to do this too using showme to explain how they are doing calculations so I can see their thought processes, which will be useful assessment. </div><div class="separator" style="clear: both;"><br></div><div class="separator" style="clear: both;"><br></div><div class="separator" style="clear: both;">I will try to follow up with the sum of my preparations during July.</div>
Helen Rogersonhttp://www.blogger.com/profile/05573666547153531632noreply@blogger.com2tag:blogger.com,1999:blog-556994347638967900.post-51693791758264285912015-05-26T23:45:00.000+01:002015-05-26T23:45:11.533+01:00Considering the PracticalitiesI have had aspirational blog posts come under my nose recently and they have made me think, not about what if... but how?<br />
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How do we really tackle issues in a school so that there is improvement?<br />
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I have been exposed to a lot of improvement ideas over the years I have been teaching, it doesn't feel like many of them have stuck. A few have come around again though. It is the 'innovative' ones that I dislike the most.<br />
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I will start with Ken Robinson and his message about creativity in schools (despite not really in a position to comment having only really watch one of his videos). About 5 years ago we had a federation in service day and one of the Head Teachers showed a video of Sir Ken talking about schools killing creativity. I remember thinking how I did agree that some students really didn't fit into the structure of normal schooling and it would be much better if we could inspire them/facilitate them into doing something else constructive with their time like ballet dancing. (Which I believe was his example). But in this video there were no practical ideas about what this would look like. I remember thinking "all well and good, but how" and then going on to think that perhaps the children of East Bristol needed more than just a place to learn how to dance and if they didn't engage in art or history lessons dance lessons would probably represent as large a challenge. To be fair to Sir Ken, my confusion at the lack of practicalities wasn't directed at him, but the academy leadership whom I felt had never got beyond Ken Robinson the great orator. I can't think of a single thing that changed as a result of seeing that video and that group of schools seems to have swung in a very different direction. Sir Ken talks about revolution not evolution in schools, yet fails to explain the practicalities of where the money would come from to fund such a change in the way students would be educated. (Forgetting whether or not you agree with him in principle).<br />
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Classrooms without walls. Has anyone, anywhere, actually worked out the practicalities of teaching in a classroom without walls? I have tried. I taught my previous school's competency curriculum in a large classroom without walls for a 100 minute lesson per week (The majority of the students' timetable was the competency curriculum). There were three of us teaching 90 students. At the start I moved tables, organised groupings, created resource packs and basically planned to an inch of my life for this lesson. At the end of the year the three groups were taught in different areas as if they were three separate classes. (Not my decision, but of the other people who taught those lessons as students spent most of their week on the competency curriculum). Practicality wasn't considered. In science we were given three classrooms with no walls between them. That lasted just over a year. The practicalities of the timetable killed that.<br />
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Practical advice seems to have been very thin when it comes to my career. Speaker talking in ideals and emotion. "Get the children thinking", "empathise with your colleague", "use creative approaches", "raise aspiration", "encourage GRIT", "have high expectations", "close the gap", or any of those sound bites. Even things like "use more literacy strategies" are not that helpful without practical ideas suited to the context. I have read many education books that really don't help me understand how I can improve in my classroom, they just give the big idea. I need the nitty gritty.<br />
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What I want to hear are changes and plans that are practical. I need to understand their benefit and outcome and I need to be able to fit them into what I already do or directly replace something. I want to know what it looks like in practice. I need the structures and routines that the changes will mean for both me and my students.<br />
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I want management teams I work with to consider the effect on staff when they introduce a new strategy to their school. It can be confusing and patronising to be told the bigger picture without the practicalities. "Have high expectations of your students" is one. Apparently, when I started teaching my low expectations was part of the reason why students were not getting C grades. I didn't expect them to misbehave, I expected them to love learning, it didn't help one little bit. In fact it made me feel worse to think if I believed something enough it would happen, so I obviously couldn't. <br />
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Growth mindset is a good example. If all that happens is a few motivational posters and being told about the background then there is little point. (In my opinion). If there advice encouraging a change from staff praising cleverness to praising effort then this is both practical and can be implemented successfully and with understanding. If we understand that as a staff we are looking for evidence that students are spending more time on their learning as a result then we can start to realise the benefits. Moreover it can then be treated as a long term change within the school, with continual reminding and refining. If you believe that it is the right thing now, then surely it will still be the right thing in ten years time, not something to change again next September?<br />
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Perhaps I am not really cut out for the management game, but I can't just make hypothetical changes. I can't just motivate, engage, or whatever. I can't embed within the next couple of weeks and I will never tick a box by putting up a poster or creating a space in a lesson plan pro forma. I feel there is no point making a fundamental change that relies on the timetable, or on the skills of one member of staff. (Doesn't mean it isn't worth doing). The problem the change addresses will just have to be tackled again later. Finally I really don't like a strategy that requires a fanfare. There are so many variables involved in education that I don't believe that many of the things we do will cause a great shift forward.<br />
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So lets consider the practicalities in what we do in education.<br />
(Notice no practical advice on how to be practical - how frustrating and hypocritical).<br />
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<a href="https://www.blogger.com/blogger.g?blogID=556994347638967900" style="background-color: transparent; background-image: url(data:image/png; border: none; cursor: pointer; display: none; height: 20px; opacity: 0.85; position: absolute; width: 40px; z-index: 8675309;"></a><a href="https://www.blogger.com/blogger.g?blogID=556994347638967900" style="background-color: transparent; background-image: url(data:image/png; border: none; cursor: pointer; display: none; height: 20px; opacity: 0.85; position: absolute; width: 40px; z-index: 8675309;"></a>Helen Rogersonhttp://www.blogger.com/profile/05573666547153531632noreply@blogger.com0tag:blogger.com,1999:blog-556994347638967900.post-5694226663060015332015-03-27T13:24:00.000+00:002015-03-27T13:24:00.201+00:00My 30 Favourite AppsI really love using my iPad for school work, the apps do make a big different to me, especially the ones that allow me to edit images.<br />
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I don't use PowerPoint anymore, all my presentations are made in Key Note. I also love to use Pages, although I use it more on my macbook air than on the iPad. To make worksheets with lots of images I am not finding comic life really useful and feel I must invest in the newest form of the app.<br />
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<span style="font-size: large;">1. Key note, 2. Pages, 3. Comic Life</span><br />
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I also use adobe voice, explain everything and iMovie a lot. I have got the hang of these three apps and would advise anyone to have a go at make movies for their class. I don't think that explain everything is very easy to get a professional feel, but I have got over this issue now. I do like using my phone for video though as I can clamp it in a clamp stand better than an iPad.<br />
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<span style="font-size: large;">4. Adobe Voice, 5. Explain Everything, 6. iMovie</span><br />
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I have used stop motion a lot with my students and for that we are using Stop Motion, although I believe better apps are available. On my iPhone I have SloPro camera, which has been great for filming science experiments that are fast, like a transverse wave progressing along a slinky or two balls (one projected horizontally, one dropped) hit the ground at the same time. I also have Lapse It, which I have used several times now to make time lapse videos of experiments. Chromatography and Diffusion are two favourites.<br />
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<span style="font-size: large;">7. Stop Motion, 8. SloPro, 9. Lapse It</span><br />
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When it comes to making content using images I love over, iDraw, Rhonna design, Canva, Moliv, Repix and Snapseed. Quite a few of these are on my phone to save space on my iPad.<br />
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<span style="font-size: large;">10. Over, 11. iDraw, 12. Rhonda Design, 13. Canva, 14. Moldiv, 15. Repix, 16. Snapseed</span><br />
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I am finding Genius Scan very useful for scanning in notes from pieces of paper, I can tag them and find them easily.<br />
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<span style="font-size: large;">17. Genius Scan</span><br />
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A lot of colleagues are finding inkflow very useful to use with students as an alternative to a mini white board. I am enjoying using Paper 53 and the accompanying Pencil 53 instead for making quick notes meetings.<br />
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<span style="font-size: large;">18. Inkflow, 19. Paper 53</span><br />
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I find the apple apps of calendar and iBooks really important. I organise myself through the calendar and have all my specifications in iBooks.<br />
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<span style="font-size: large;">20. Calendar, 21, iBooks</span><br />
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I also use dropbox and carousel to back up the videos and images from my iPad, which I have found very useful to help ensure there is space on it to develop new projects.<br />
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<span style="font-size: large;">22. Drobox, 23. Carousel</span><br />
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I love social media and have pinterest, twitter, blogpress and youtube on my iPad. I also use feedly for following blogs and pocket for saving links to read later.<br />
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<span style="font-size: large;">24. Pinterest, 25. Twitter, 26. Blogpress, 27. YouTube, 28. Feedly, 29. Pocket</span><br />
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Lastly, I am a physics teacher so I need a calculator app.<br />
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<span style="font-size: large;">30. Calculator</span><br />
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<br />Helen Rogersonhttp://www.blogger.com/profile/05573666547153531632noreply@blogger.com0tag:blogger.com,1999:blog-556994347638967900.post-28535426770510308352015-03-25T23:05:00.004+00:002015-03-25T23:05:21.245+00:00iPad in teaching and learningI love my iPad. I thought that I would be able to manage with a laptop and an iPhone, but I can't be parted from it.<br />
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Our school has an 1-2-1 iPad scheme, so I was really excited today to attend the iPad teaching and learning day at Rachel Jones' school Kind Edward School in Southampton. It was free, and it was in our holidays so three of us went from my school.<br />
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This has been one of the few external training events I have been to with colleagues. That was great. I know that science learning centres research says that training courses have more impact when more than one person from the same school attends and I certainly felt that was true from today. </div>
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For my birthday I got a pencil 53 from paper 53. I was feeling inspired by the sketchnote pins I have seen Lucie Golton put on pinterest, and wanted to try this approach in recording the conference. </div>
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I found the comments from Bob Allen the deputy head at King Edward VI School the most interesting. He obviously did a lot of research into the aims of introducing a 1-2-1 scheme. He explained the errors that were made in looking more into WHAT? than HOW? and WHY? He discussed that WHY? should have been the most important. </div>
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Does a 1-2-1 scheme reduce the amount of paper being used? (This is one of the aims at my current school), does it reduce the number of ICT suites needed in a school? (Not the experience of KES). Does it enhance learning? Is there another reason to introduce a scheme, such as SLT thinking iPads are cool as they are shiny and new? After the introduction of our scheme I wrote a blog post about <a href="http://geordiescience.blogspot.co.uk/2014/10/what-does-ict-savvy-student-look-like.html">ICT savvy students</a>. I think that the aims need to be related to giving students the ICT and digital skills necessary for when they leave school. The things that formal qualifications don't currently teach.</div>
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Over the course of the day the theme that came up was 'TIME and SPACE'. KES staff had four training days with time devoted to the implementation of the 1-2-1 scheme. Bob Allen explained that during this lead up time the enthusiasm of staff rose and fell. The support for staff at KES was flexible, and included training by experts. Throughout the implementation SLT were honest with staff, admitting mistakes. The school consulted and engaged parents, even running 10 sessions for them. </div>
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In Bob Allen's later session I was impressed by the amount of knowledge he had regarding iPad implementation. What I was interested in was that he was connected to many other schools and following their implementation journeys with interest. I do think that this type of network is important in the implementation. Learning from the experiences of each other can only be a good thing. </div>
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I have to say that I didn't do any doodling on my iPad during Rachel Jones' session as we were using nearpod, so I was looking at my screen and engaging through the feedback activities. However, I was interested by this diagram:</div>
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It is important now to ensure that teachers have knowledge of how to use technology in lessons as well as their subject and pedagogical knowledge. I suppose my question is what does this technological knowledge look like?<br />
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Things that came up during the day that I had not considered were age related apps. Some apps are rated 18+ because of the content that students might be able to reach through it. I didn't know about buying apps in bulk. I didn't realise that students could buy their iPads through the company stormfront and that buying 50 iPads gives 1 day of training. I didn't know there was an app for printing "paper cut". I had never considered the importance of students backing up their iPad. I really liked the idea of students being able to charge their iPads in the library at lunch and also being able to borrow battery packs during the day.<br />
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I know that Rachel was super proud of her digital leaders. They came to talk to the room at lunch time. From even just a short meeting it was possible to see the impact of them within the school. I hope that at some point our digital leaders can reach the same level of engagement with the 1-2-1 iPad project.<br />
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It was fairly obvious from all the presentations that the school had thought carefully about the roll out of iPads and staff were embracing the technologies (although to varying extents). It was also great to see how the school had learned from mistakes and were going forward. Rachel's energy for the project was obvious, but I think we already knew that.<br />
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My next steps are to look more closely at workflow and how to mark electronic work and give feedback. I would love students to send me their work electronically and the day has given me some ideas on how to do that. Firefly, Google classroom and Showbie were all mentioned as solutions to this. The way that firefly linked to the MIS looked really useful, so it can be used as an online student planner. We all went to useful sessions on workflow in the afternoon and I think that this will form a large part of our discussions back at school.<br />
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Thank you to all at King Edward VI School. A very useful, interesting and informative day. It was well organised and well pitched to reach a wide audience. It was also very generous of you to share your school and experiences (good and bad) with others of us on a 1-2-1 iPad journey, we appreciated it.<br />
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<br />Helen Rogersonhttp://www.blogger.com/profile/05573666547153531632noreply@blogger.com0tag:blogger.com,1999:blog-556994347638967900.post-47438637831063898562015-03-24T23:32:00.001+00:002015-03-24T23:32:55.935+00:00Literacy in Science - a few comments. Those that have been to an ASE conference have probably come across <a href="http://www.williamswords.co.uk/">William's Words</a>. William Hirst has assembled a dictionary of 13,000 words and phrases necessary for key stage 3 science. That is a lot of language to cover!<br />
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When I am teaching I use a lot of video, images, simulations, demonstrations and animations to try and get across abstract ideas. Part of this is because I will admit that my clarity when talking off the top of my head isn't the clearest and the other is that I can't afford to let my students' understanding of science be held back just because they don't grasp the language.<br />
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And it is often obvious to me that students are not held back by it in my class. When I ask questions my students will have the answer, but sometimes not the words. 'Thingies' might feature, hand waving to show a wave or fists coming together to show the movement of particles, hands parting to show the spread of energy or whatever it is. There are very abstract ideas building in the students' minds that they are not quite able to express - yet.<br />
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But with practice it will come. Until then I will be pleased that they don't refuse to answer just because they don't have the specialist vocabulary and delighted that they are getting to grips with abstract ideas.<br />
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As science teachers we can't ignore the fact that we have to introduce the vast vocabulary. The words that are specialist to science have specific meaning and why would we use the description when we can be much more concise and use the word.<br />
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"Threshold of human hearing" vs "The highest frequency a human ear can detect". </blockquote>
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"Vacuum" vs "Absence of particles" vs "space that doesn't contain anything".</blockquote>
I went to a session at the ASE conference in Liverpool in 2012 about literacy run by advisors at Camden and Enfield LEA. It was interesting that in their work with lower ability groups they did not only teach students about key scientific language, but used techniques to look at words that described size and scale and words that described varying confidence levels related to a scientific conclusion. It added another dimension to the literacy that we must approach when teaching science. They did also show that time spent working on the literacy of a class and putting in the ground work when approaching tasks does pay off in terms of the quality of the student work.<br />
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They also introduced the idea of nominalisation to me. This is where students use the word that describes the process, rather than try and describe it in more words. It is incredibly useful in helping students write concisely. In this case, it is important that students have the specialist vocabulary in the first place.<br />
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Something else they mentioned, which had also been brought up many times at my school, was allowing students to talk over ideas before they write. Talk is far less formal, but it allows you a chance to sort your ideas out. By doing this students can organise their thoughts before having to think about their writing. Discussing with your partner and thinking out loud is something that I model regularly in my teaching these days.<br />
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Learning science when you are low vocabulary student poses a particular difficulty. EAL and deaf students who may only pick up a few words could easily be confused by the topic of the lesson when they don't understand new vocabulary. My husband attended LEA training on literacy and spoke to a teacher who worked at a deaf school. The teacher explained that images were vitally important when teaching low vocabulary students so that they could understand what the lesson was about even if they could not grasp all the language in your first explanation. When teaching EAL students with particularly low vocabulary a while ago I try to start my presentations with an image and always use images throughout presentations that relate to the topic.<br />
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Then we have the words that have every day usage and scientific meanings. I have a student who likes to talk about momentum, what is momentum I ask? When is power appropriate and when is energy a better word? What about the difference between current and voltage? Weight and gravity is a particular difficulty. I find this a particular difficulty in physics, but is is not restricted to that subject. I find myself correcting the difference between gene and allele a lot. Yield and rate seem obvious to me, but less so to some students. When is an atom and ion, and why can't it be both?<br />
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Ultimately though students are going to be tested on their ability to communicate science through their writing.<br />
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When I first used the <a href="http://www.upd8.org.uk/upd8-segue.php">SEGUE</a> and taught lessons according to the <a href="http://geordiescience.blogspot.co.uk/2012/05/five-e-approach-to-lesson-planning.html">5E lesson structure</a> I was forced to allow students the opportunity to write about their own ideas in their own words each lesson. The results were dramatic. Students wanted to write more, and write more deeply. They welcomed feedback and their confidence developed.<br />
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Strangely I now see the importance of introducing the 6 mark questions into GCSE science. It has made me increase the number of long writing opportunities I create for my students in key stage 4. I have created many <a href="http://geordiescience.blogspot.co.uk/2013/02/exit-ticket-afl.html">exit tickets</a> and square questions that give the students the space to write their own ideas and link them. It has opened my eyes to how important this is to highlight misconceptions and misuse of language. Although I do think that some 6 mark questions are on the strange side and not entirely clear on what they expect from the students.<br />
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At GCSE it can be difficult to find opportunities for students to develop their writing and talk, but http://www.engagingscience.eu/en/ resources looks like a great set of resources to help. <br />
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It is important that we don't allow any of the difficulties to distract us from the vital important of teaching students the language of science. We have a duty to ensure that students appreciate the precision needed when communicating science ideas. Without that it can be easy to misinterpret the science being communicated. Although I hate that GCSE is often about students learning to use the right words in the right order, I also appreciate that this is a skill scientists require.<br />
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We can't allow all our scientific decisions to be made solely by scientists, but in order to have a dialogue with them we need to understand the words they use.Helen Rogersonhttp://www.blogger.com/profile/05573666547153531632noreply@blogger.com0tag:blogger.com,1999:blog-556994347638967900.post-22087803993113796392015-03-24T21:40:00.000+00:002015-04-06T00:27:44.485+01:00What I Want to Know About the College of TeachingI have seen the aims of the College of Teaching and I think they are laudable, they really are. Once in a lifetime chance to change teaching for the better etc etc.<br>
<br>
I still don't know HOW this new organisation will do that. I realise that this is something that needs to be worked out by trustees, who are not in place yet. I am waiting until then to judge properly. <div><br></div><div>I have the following questions, however:<br>
<br>
How will the college communicate with members? How often, how relevant? Who will have the opportunity to speak at events? Who will decide what goes into journals? Will there be print materials? What form will they take?<br>
<br>
How will the college of teaching overcome all the issues that already exist in preventing teachers from engaging in their own CPD?<br>
<br>
How will the college ensure all members get an equal say? Or will it be lead by a vocal minority? How will the college feel about members using it for personal gain? It will happen.<br>
<br>
How will members be able to contribute to the college? How will the college monitor whether it is representing the views of teachers? What will it do if the majority view of teachers is contrary to what best practice is?<br>
<br>
What subgroups will exist? How will people become members? How will they contribute? How will the college empower people to raise their concerns/ideas?<br>
<br>
How will members identify each other? How will members be stopped from sharing college resources with non-members for free?<br>
<br>
How will the college work with other organisations, including government? Will the college have subject sub groups and how will they interact with subject associations? How will the college work with the college of school leaders? How will the college work with exam boards and other private companies working within education? How will the college balance the corporate and individual members?<br>
<br>
How will the college fund itself in the long term? How will it ensure that it is value for money? Members will expect to see their money working for them. How many full time members of staff are reasonable? How will the college's structure ensure that full-time staff work to represent and seek the views of member and not work to their own aims? What will the membership cost be?<br>
<br>
How will the college communicate with non-members? If it is to get the bad practices and ideas out of teaching then sending a monthly email to the one converted member of staff in a rural school is not going to do much to change things.<br>
<br>
How will the college of teachers ensure good member rates in rural areas? How will the college of teaching market itself so that membership grows in the initial years?<br>
<br>
What will be considered as successful outcomes for the college in the first few years? How should this evolve? Are there any examples of what the college could have done to avert past issues if it had been in place? How will the college know if it is making an impact? How will this be communicated to members? What will change for members/other teachers if the college has a positive impact?<br>
<br>
What will the college do to address issues in teacher workload? How will the college react if it finds its output is being used punitively against teachers. <br>
<br>
Why should I contribute my own money? What do I get back, other than a warm fuzzy feeling?<div><br></div><div>I appreciate that none of these questions can be answered before the trustees are put into place, but I wanted to write about them as I feel confused about the college because the answers to these questions are not clear. I think we need the College to have practical outcomes that we feel as teachers if we are to embrace it. <br>
<br></div></div>Helen Rogersonhttp://www.blogger.com/profile/05573666547153531632noreply@blogger.com0tag:blogger.com,1999:blog-556994347638967900.post-30525086954363830072015-03-23T12:08:00.002+00:002015-03-23T12:08:57.545+00:0016 practicals at GCSE<br />
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<span style="font-family: 'Arial'; font-size: 12.000000pt;">I have stated that I would like to see a curriculum where the content would lead to good quality practical work. There is no point in stating that students should learn about reproducibility if there is no content that lends itself to this sort of experiment. </span><br />
<span style="font-family: 'Arial'; font-size: 12.000000pt;"><br /></span>
<span style="font-family: 'Arial';"><span style="font-size: small;">The question is do students have to do the experiments to best understand the content? Possibly not in quite a few cases. </span></span><br />
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<span style="font-family: 'Arial';"><span style="font-size: small;">I do think that the statements could be clearer about what they mean. I know that it sounds like a good idea to make things flexible so schools can decide how to meet the criteria, but if an aim is also to ensure that schools do fund practical science appropriately then why not state exactly what is expected? </span></span><br />
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<span style="font-family: Arial;">To me chemistry seems fair enough, I think my biology knowledge is lacking and this is why I am struggling with this set of topics. There is a statement in the physics section I don't understand, I have highlighted this is red. </span><br />
<span style="font-family: Arial;"><br /></span>
<span style="font-family: Arial;">Even before we think about how to assess this skills I think I have to think about how to give the students the opportunity to develop them. I would like to avoid hoop jumping and help students explore science ideas through practical work. I imagine that time pressure and the drive for results will mean that time on practicals will be bumped for time doing paper based questions.</span><br />
<span style="font-family: 'Arial'; font-size: 12.000000pt;"><br /></span>
<span style="font-family: 'Arial'; font-size: 12.000000pt;">Practical techniques to be demonstrated by Learners in Biology:</span><br />
<ul><span style="font-family: Arial; font-size: 12pt;">
<li><span style="font-size: 12pt;">use of appropriate apparatus to make and record a range of measurements (to
include mass, time, temperature, volume of gas produced, distribution of
organisms);</span></li>
</span></ul>
<span style="font-family: Arial; font-size: 12pt;">
</span>
<br />
<ul><span style="font-family: Arial; font-size: 12pt;">
<li><span style="font-size: 12pt;">use of a Bunsen burner and a water bath or electric heater for heating;</span></li>
</span></ul>
<span style="font-family: Arial; font-size: 12pt;">
</span>
<div>
<span style="font-family: Arial; font-size: 12pt;">This would be covered when doing experiments to discover the optimum temperature for enzymes. I do think it is important to understand why animals and plants usually live in certain temperature zones and those that don't have adaptations. It is useful to understand limiting factors in photosynthesis too.</span><br />
<span style="font-family: Arial; font-size: 12pt;"><br /></span>
<span style="font-family: Arial; font-size: 12pt;">Volume of gas produced might include the bubbles from pond weed caught by the funnel under water. </span></div>
<span style="font-family: Arial; font-size: 12pt;">
<ul>
<li><span style="font-size: 12pt;">measurement of pH and oxygen levels using a variety of techniques such as </span><span style="font-size: 12pt;">indicators, a pH/oxygen meter or a pH/oxygen probe and data logger;</span></li>
</ul>
<div>
Does this include pulse oximeters when studying health? Or the levels around a plant to judge when it is photosynthesising? Does pH mean changing the pH of soil like we used to do in Year 9? Or is it related to enzymes? I suppose it could relate to environment and ecosystems and how the oxygen levels of water affects the </div>
<ul>
<li><span style="font-size: 12pt;">use of qualitative reagents to identify biological molecules;</span></li>
</ul>
<div>
As enzymes are part of the specification students could test to see if the enzyme has broken down the starch. Again they could test leaves for starch as part of the photosynthesis topic. I am not really sure what else can be tested for outside of food tests? Perhaps testing for carbon dioxide would be included in this. </div>
<ul>
<li><span style="font-size: 12pt;">measurement of rates of reaction by a variety of methods such as production of
gas, loss of mass, uptake of water, colour change of indicator;</span></li>
</ul>
<div>
Transpiration could be included in this. But I am back to enzymes again. I am at a loss to see where loss of mass fits into biology. </div>
<ul>
<li><span style="font-size: 12pt;">choice and use of appropriate laboratory and field apparatus for a variety of
experimental investigations;</span></li>
</ul>
<div>
Ecosystems does appear in the national curriculum so doing field work will be linked to the curriculum, it states: "methods of identifying species and measuring distribution, frequency and abundance of species within a habitat", which would link directly to that statement above and below.</div>
<ul>
<li><span style="font-family: Arial; font-size: 12pt;">use of sampling techniques in fieldwork to investigate the distribution and
abundance of organisms in an ecosystem;</span></li>
</ul>
<ul>
<li><span style="font-family: Arial; font-size: 12pt;">safe and ethical use of living organisms to measure physiological functions and
responses to the environment;</span></li>
</ul>
<div>
The woodlouse choice chamber experiment could be done here as students do need to know how factors affect communities. My limited biology would say the two are related, just about. I do think that this one could be done better through case studies and not by practicals, especially as choice chamber practicals can be difficult without strong technical support. </div>
<ul>
<li><span style="font-family: Arial; font-size: 12pt;">use of the light microscope at low and medium power;</span></li>
</ul>
<div>
Using a microscope would fall into the section on cells. It would be nice to have alternatives to onion and cheek cells though. But it is possible to buy examples of sides already made. </div>
<ul>
<li><span style="font-family: Arial; font-size: 12pt;">production of labelled scientific drawings from direct observation of biological </span><span style="font-family: Arial; font-size: 12pt;">specimens. </span></li>
</ul>
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<span style="font-size: 12pt;">Practical techniques to be demonstrated by Learners in Chemistry:</span><br />
<ul>
<li><span style="font-size: 12pt;">use of appropriate apparatus to record a range of measurements (to include
mass, time, volume of liquids and gases, and temperature);</span></li>
<li><span style="font-size: 12pt;">use of a Bunsen burner and a water bath or electric heater for heating;</span></li>
<li><span style="font-size: 12pt;">measurement of pH using pH charts and digitally;</span></li>
<li><span style="font-size: 12pt;">collection and identification of products of reaction and measurement of rates of
production;</span></li>
<li><span style="font-size: 12pt;">safe and careful handling of gases, liquids and solids;</span></li>
<li><span style="font-size: 12pt;">careful mixing of reagents under controlled conditions using appropriate </span><span style="font-size: 12pt;">apparatus to prepare substances;</span></li>
<li><span style="font-size: 12pt;">use of a range of equipment to separate chemical mixtures: to include
evaporation, filtration, distillation, crystallisation, chromatography, electrolysis;</span></li>
<li><span style="font-size: 12pt;">collection and analysis of products from a simple electrochemical cell;</span></li>
<li><span style="font-size: 12pt;">use of appropriate apparatus to determine relative concentrations of strong </span><span style="font-size: 12pt;">acids and strong alkalis. </span></li>
</ul>
<div>
I believe that the chemistry techniques link the national curriculum much more easily. It lends itself better to practical experiences.<br />
<br />
Practical techniques to be demonstrated by Learners in Physics:</div>
<ul>
<li><span style="font-size: 12pt;">use of thermometers and electrical measuring instruments, with heating and
cooling devices, to explore energy transfers as temperatures change and to
explore phase changes;</span></li>
</ul>
<div>
Traditionally at key stage 4 we would look more closely at specific heat capacity and revisit the methods of heat transfer. Perhaps here students could investigate insulation and cooling curves and compare situations that would allow conduction/convection and those that would reduce it. They could also investigate the colours of cans that are loosing heat. Energy transfers could be investigated using E=VIt to work out the energy supplied by a heater and this can be related to specific heat capacity and ultimately the efficiency of the system. A series of lessons on energy transfers involving heat could help students to understand that heat is transferred from areas of higher temperature to areas of lower temperature and an appropriate model could help students appreciate the relationship between kinetic theory, temperature and heat. </div>
<div>
<br /></div>
<div>
Ideally this would be possible in core science, but we only get a few lessons to teach this, will it be possible to really explore this in the new curriculum? </div>
<ul>
<li><span style="font-size: 12pt;">use of measures of weight and direct and displacement methods for measuring
volumes to determine densities of solid and liquid objects;</span></li>
</ul>
<div>
I am pleased to see that upthrust is part of the GCSE curriculum, otherwise there would be little point in this. I don't see how you can teach this and help the students to grasp it conceptually without putting objects in water. I like to plot volume (cm3) against mass (g) and see the relationship between the objects that float and those that sink - think about it. Then calculate density and see what it means. I hope that density is in the new specifications as I do think that it is an important concept to grasp. Teaching this after teaching particles will help as it is easier to see 'less particles in the same space = less density" than think about mass, which is a slightly abstract concept. </div>
<ul>
<li><span style="font-size: 12pt;">use of instruments to measure distances and times: to determine speeds and
accelerations both in laboratories (for example, motion of a mass down a slope,
or of a mass projected by a compressed spring) and in everyday motions (for
example, walking, running and cycling); </span></li>
</ul>
<div>
I find this deadly dull. Timing yourself walking or timing a ball rolling down a slope is not my idea of fun and I also don't think that students really need to do this to understand and it detracts from teaching time. I always find students working out acceleration tricky too. I can see some of the vernier iPad applications being useful for this though, and that might peak the interest of students more. Perhaps the ticker time needs to be brought out of the back of the cupboard? Hopefully not, but a class set of data loggers is expensive for once per year. </div>
<ul>
<li><span style="font-size: 12pt;">to explore transmission and reflection of
sound waves;</span></li>
</ul>
<div>
Does this mean that the have to go outside and make an echo? I don't get it. </div>
<ul>
<li><span style="font-size: 12pt;">measure speeds of both sound and of waves on water, and the wavelengths
and frequencies of waves on water;</span></li>
</ul>
<div>
I have never done this as a practical, are my students missing out? I have recently discovered a thing ripple tank, perhaps I should be buying a class set. Although I can see gratnel trays and lamps being used, or simulations and demonstrations. </div>
<ul>
<li><span style="font-size: 12pt;">use of low-voltage power supplies, ammeters and voltmeters to explore the
characteristics of a variety of circuit elements;</span></li>
</ul>
<div>
I am glad this is making a return to GCSE, I love making circuits and helping students to understand models within electricity. </div>
<ul>
<li><span style="font-size: 12pt;">construction of both series and parallel circuits from circuit diagrams using DC
power supplies, cells and a range of circuit components, including those where
polarity is important; representation of the circuits used with conventional
symbols;</span></li>
</ul>
<div>
I was slightly concerned by this as the national curriculum does not mention diodes, but the GCSE criteria does, so this is possible. Time to do V vs I graphs for bulbs, diodes and wires might need to be found. I usually do one as a practical and demo the rest. </div>
<ul>
<li><span style="font-size: 12pt;">connection, or checking, of the three wires for an AC mains plug and checking
of the way these wires are connected to a domestic device;</span></li>
</ul>
<div>
Really? Still? It is actually quite dangerous if you can't trust your class or can't put a rivet through one of the pins on the plugs they are wiring. Easier to copy from a book. However, it is part of the GCSE, which is good and I have the ability to do it. </div>
<ul>
<li><span style="color: #cc0000; font-size: 12pt;">safe and careful handling of electrical power supplies, experiments involving
accelerated and uniform movement of objects, and effects of steady or
oscillating light sources;</span></li>
</ul>
<div>
<span style="color: #cc0000;">What on earth is this one all about? Is it three sections or one? </span></div>
<ul>
<li><span style="font-size: 12pt;">use of springs and strings with weights to explore linear, non-linear, elastic and
inelastic stretching;</span></li>
</ul>
<div>
Compressing and stretching is part of the GCSE content. </div>
<ul>
<li><span style="font-size: 12pt;">use of iron filings and magnetic compass to explore fields of magnets and of
electric wires and solenoids. </span></li>
</ul>
<div>
I will have to find out if we have a class set of westminster supplies to do this practical with. I HATE iron filings, terrified of getting them in eyes. The practicals are on the practical physics website however, and they do related to the curriculum, which is good.<br />
<br />
I would have liked to see reflection and refraction and measuring critical angle in here, but it doesn't seem to be an explicit part of the new GCSE criteria, which I am a little upset by. I think it's important as a foundation for A-level. </div>
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Helen Rogersonhttp://www.blogger.com/profile/05573666547153531632noreply@blogger.com0tag:blogger.com,1999:blog-556994347638967900.post-81700010818023729672015-03-22T22:16:00.000+00:002015-03-22T22:16:45.204+00:00Ramblings on what to do in Year 9 if you do a three year KS4.<div class="separator" style="clear: both; text-align: left;">
I was asked by Greg Seal what I was doing with my students in Year 9. He told me "and don't say segue". Of course my answer was 'Segue'. It is well known that it is by far and away my favourite scheme of work. </div>
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Both Greg's department and mine use the OUP scheme at key stage 3, Activate. They have a Year 9 course that might be suitable, but it is expensive to buy for only one year of use. </div>
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When I went to the ASE conference in January Mary Whitehouse gave some advice on what to do if schools were starting a there year key stage 4 when there wasn't going to be much out their to support it from September. She said that there was a lot of overlap between key stage 3 and 4, and when thinking about where to start with GCSE start there. </div>
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I have been thinking about this. I wondered what makes SEGUE so good, and I think it is because the writers have thought about which areas of GCSE lend themselves to deep understanding via their philosophy. I love teaching the key stage 4 concepts in such a way that I am concerned about the understanding of the students and not concerned about the mark scheme. </div>
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With this in mind I wanted to look at where key stage 3 and 4 overlap as a starting point and then think about where to go with those topics. It is important to realise that the exam boards don't get to add their own personal touches in the new GCSEs, so you can work from the national curriculum and be happy you are considering all the aspects students will be examined on. </div>
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Thinking about it now, I actually can see an advantage of doing a two year scheme of work for key stage 3. There is a great deal of cross over, why not hold that cross over and teach it in key stage 4? Having a longer time at key stage 4 could mean the fundamental ideas are covered and learned more securely. </div>
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An interesting aspect to the key stage 4 curriculum document is that each subject area has a summary of the key ideas as an introduction. One idea might be to look at that and ensure that these background ideas are at the heart of what you teach in Year 9 bridging between key stage 3 and 4. </div>
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The key stage 3 biology curriculum is split into the following sections:</div>
<div class="separator" style="clear: both; text-align: left;">
<br /></div>
<div class="separator" style="clear: both; text-align: left;">
<span style="font-size: large;">Structure and Function of Living Organisms</span></div>
<div class="separator" style="clear: both; text-align: left;">
</div>
<ul>
<li>Cells and organisation </li>
<li>The skeletal and muscular systems </li>
<li>Nutrition and digestion </li>
<li>Gas exchange systems </li>
<li>Reproduction Health</li>
</ul>
<div>
<span style="font-size: large;">Material cycles and energy </span><br />
<ul>
<li>Photosynthesis</li>
<li>Cellular respiration</li>
</ul>
<span style="font-size: large;">Interactions and interdependencies</span><br />
<ul>
<li>Relationships in an ecosystem</li>
</ul>
<span style="font-size: large;">Genetics and evolution</span><br />
<ul>
<li>Inheritance, chromosomes, DNA and genes</li>
</ul>
<br />
<br />
And key stage 4:</div>
<ul>
<li><span style="font-size: large;">Cell biology </span></li>
<li><span style="font-size: large;">Transport systems </span></li>
<li><span style="font-size: large;">Health, disease and the development of medicines </span></li>
<li><span style="font-size: large;">Coordination and control </span></li>
<li><span style="font-size: large;">Photosynthesis </span></li>
<li><span style="font-size: large;">Ecosystems </span></li>
<li><span style="font-size: large;">Evolution, inheritance and variation</span></li>
</ul>
<br />
With this in mind, it might be useful to use Year 9 to review cells, inheritance and ecosystems within biology? I would guess that the chapters in Biology for You would be a good place to start in devising a scheme of work! Or of course, you could start with the areas that are not in key stage 3...<br />
<br />
In Chemistry at key stage three the topics are split under the following headings.<br />
<br />
<ul>
<li><span style="font-size: large;">The particulate nature of matter</span></li>
<li><span style="font-size: large;">Atoms, elements and compounds</span></li>
<li><span style="font-size: large;">Pure and impure substances</span></li>
<li><span style="font-size: large;">Chemical reactions </span></li>
<li><span style="font-size: large;">Energetics</span></li>
<li><span style="font-size: large;">The Periodic Table</span></li>
<li><span style="font-size: large;">Materials Earth and atmosphere</span></li>
</ul>
<br />
The headings at key stage 4 chemistry are:<br />
<ul>
<li><span style="font-size: large;">Atomic structure and the Periodic Table </span></li>
<li><span style="font-size: large;">Structure, bonding and the properties of matter </span></li>
<li><span style="font-size: large;">Chemical changes </span></li>
<li><span style="font-size: large;">Energy changes in chemistry </span></li>
<li><span style="font-size: large;">Rate and extent of chemical change </span></li>
<li><span style="font-size: large;">Chemical analysis </span></li>
<li><span style="font-size: large;">Chemical and allied industries </span></li>
<li><span style="font-size: large;">Earth and atmospheric science</span></li>
</ul>
<div>
Chemical Analysis and Pure and Impure Substances have overlap, Chemical Changes and Atomic Structure and the Periodic Table also has overlap with key stage 3. Climate change overlaps in the Earth Science sections of chemistry also. And energetics overlap, understanding end/exothermic reactions will help when students move onto relating this to bonds. But despite all this I think the most important aspect of Year 9 is helping students to get the idea of atoms and how the rearrange without vanishing/appearing to create a balanced equation and what this means. </div>
<div>
<br /></div>
<div>
Physics at key stage 3 contains:</div>
<div>
<br /></div>
<div>
<span style="font-size: large;">Energy</span><br />
<ul>
<li>Calculation of fuel uses and costs in the domestic context</li>
<li>Energy changes and transfers</li>
<li>Changes in systems</li>
</ul>
<span style="font-size: large;">Motion and forces </span></div>
<ul>
<li>Describing motion</li>
<li>Forces</li>
<li>Pressure in fluids</li>
<li>Balanced forces</li>
<li>Forces and motion</li>
</ul>
<span style="font-size: large;">Waves</span><br />
<ul>
<li>Observed waves</li>
<li>Sound waves</li>
<li>Energy and waves</li>
<li>Light waves</li>
</ul>
<span style="font-size: large;">Electricity and electromagnetism </span><br />
<ul>
<li>Current electricity </li>
<li>Static electricity </li>
<li>Magnetism </li>
</ul>
<span style="font-size: large;">Matter</span><br />
<ul>
<li>Physical changes </li>
<li>Particle model </li>
<li>Energy in matter </li>
</ul>
<span style="font-size: large;">Space physics</span><br />
<br />
At key stage 4<br />
<br />
<ul>
<li><span style="font-size: large;">Energy </span></li>
<li><span style="font-size: large;">Forces </span></li>
<li><span style="font-size: large;">Forces and motion </span></li>
<li><span style="font-size: large;">Wave motion </span></li>
<li><span style="font-size: large;">Electricity </span></li>
<li><span style="font-size: large;">Magnetism and electromagnetism </span></li>
<li><span style="font-size: large;">The structure of matter </span></li>
<li><span style="font-size: large;">Atomic structure </span></li>
<li><span style="font-size: large;">Space physics</span></li>
</ul>
<br />
The first thing I would say is that space physics, for a reason I cannot understand, does not involve the big bang or the life cycle of stars. So this might be something to include in Year 9 if you feel you can afford the time. Red shift overlaps nicely with waves so that would give a recap.<br />
<br />
Quite a lot of the physics curriculum seems to overlap to be honest. I would use the time to ensure that students have the fundamentals of forces, matter and electricity (because it is my favourite).<br />
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Probably more important than the content is the aspects of working scientifically. A lot of these will not be easy to pick up from a revision guide and not necessarily relate well to the topics being studied at GCSE.<br />
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If I am honest, this part of the national curriculum does seem to develop from key stage 3 to 4. I might be inclined to look only to the key stage 4 version and work on helping my students work directly towards that. Selecting topics that allow students to appreciate how ideas change over time, that allow analysis of data, that lead into students planning their own lessons, that involve calculations and drawing conclusions would be very useful. Health and fitness is a useful topic for that in biology, electricity in physics and rates in chemistry.<br />
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The headings in key stage 3 are:<br />
<span style="font-size: large;">Scientific attitudes </span><br />
<span style="font-size: large;">Experimental skills and investigations </span><br />
<span style="font-size: large;">Analysis and evaluation </span><br />
<span style="font-size: large;">Measurement
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And at key stage 4 are:<br />
<span style="font-size: large;">1. The development of scientific thinking </span><br />
<span style="font-size: large;">2. Experimental skills and strategies </span><br />
<span style="font-size: large;">3. Analysis and evaluation </span><br />
<span style="font-size: large;">4. Vocabulary, units, symbols and nomenclature
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<br />Helen Rogersonhttp://www.blogger.com/profile/05573666547153531632noreply@blogger.com0tag:blogger.com,1999:blog-556994347638967900.post-48805836310644067662015-03-19T23:30:00.000+00:002015-03-19T23:30:00.835+00:00Science Week<div style="text-align: center;">
There is a real buzz around school at the moment about science. It's great to know you caused that. However, I haven't been home before 8pm three nights this week, with a parents evening tomorrow I can't imagine I will be back much before 8pm tomorrow.</div>
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Last Friday we took a group to Team Bath to see the super league Netball. It wasn't designed to be part of science week, the time was a coincidence. But it was a good cross-curricular activity. Friday was a late night. </div>
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Back at school the deputy head, who is also a chemistry teacher gave a science week assembly last Friday lunch time. The students loved it. But then who doesn't love liquid nitrogen and blowing up balloons filled with hydrogen? </div>
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Year 7 started their science week poster competition. </div>
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On Saturday we had an open day at school. We set up a classroom with the classic experiments for visiting students to do. </div>
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On Tuesday Simon from Space Odyssey Domes came in and presented to Years 5 - 10. The students really enjoyed the experience and were talking about it for a long while afterwards. "Awesome".</div>
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On the same day we also hosted 80 year 5 from near-by primary schools. (The dome being cover for our classes) The students did colourful chemistry experiments, made string telephones, put their hands into water beads (which are invisible in water), made kaleidoscopes and did experiments with optics equipment. The response from the primary schools was extremely positive.</div>
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On Wednesday I took 12 Year 11 students to Krispie Kreme Doughnut factory in Bristol. There are aspects of science in the trip. It is a continuous process, it requires thought about convection currents in the proving ovens, it uses yeast to help the mixture rise, and there is consideration about recycling the doughnuts that don't get eaten. It's a real treat for Year 11. </div>
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This morning I lead a science week assembly with some help from my tutor group. Pretty impressive was the hair of a student who we put on the Van der Graaf generator. We also used slinky, made a circuit using a cosmic ball and all the girls in key stage 3, and made tonic water fluoresce. </div>
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I carried out a heart dissection of an Ox heart for Year 6. They really enjoyed it. </div>
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I have also taught a Year 12 taster lesson to Year 11 today. They really enjoyed that too. "I think physics is going to be my favourite subject". No pressure. </div>
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I was very excited to see that our solar viewers arrived. It was nerve wracking as they were delayed by parcel force. I have spent some time this week thinking about the best way to view the eclipse. </div>
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The week will end with all the students in the school having the opportunity to view the partial solar eclipse (and a parent's evening). </div>
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It's been a busy week. I am very grateful to my supportive colleagues and husband. </div>
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<br />Helen Rogersonhttp://www.blogger.com/profile/05573666547153531632noreply@blogger.com0tag:blogger.com,1999:blog-556994347638967900.post-76618196750192646282015-03-05T22:01:00.002+00:002015-03-05T22:01:56.300+00:00Climate for perfect practical work If I am hard on myself then I would say that I could be more organised. The 'clever' teachers talk about working memory and my experience and own conclusion lead me to agree with the idea you can only remember so much at once, at least it seems to hold true for me. So I have to have routines to help me and if I get out of those I begin to struggle.<br />
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As a science teacher I 'have' to hand in my practical requests on Thursday for the following week. This is particularly true for me as our physics technician doesn't work on a Friday. So I need time on Wednesday or Thursday to write my lesson requests. I can change my mind, but it needs to be with appropriate notice depending on the practical lesson. I imagine other science teachers recognise this.<br />
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When I started teaching this was a bit of a struggle, especially when I wasn't as familiar as I am now with the structure of the curriculum. Within a year I had developed so that I thought ahead to the next six lessons or so to look at what we were doing. This has always been important to me to help with organisation of myself for practical work.<br />
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A good scheme of work really helps when it comes to ordering practical work. It helps to know that the practical being completed is well matched to the learning objectives and that the equipment list in the documentation is complete and detailed. Not having a stirring rod, forgetting to order the batteries, or not being given enough stop watches can cause a problem in real activities. It helps to know that on Thursday I can write an equipment list without having to deeply plan my lesson as might not know exactly the form it will take (for a variety of reasons) at that point.<br />
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I don't always go to the scheme of work, as Keith Gibbs' book has really helped me as a physics teacher, as well as the practical biology/chemistry/physics sites that are hosted by Nuffield which are excellent resources.<br />
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A technician who understand what you are trying to do is invaluable to doing good quality practical work in lessons. Anyone who has tried to complete an electricity practical where the majority of the leads don't work or orders sodium hydrogen carbonate and forgets to ask for spatulas is always grateful when the technician adds them to the order anyway or checks the leads before hand. A technician who understands and cares about what happens with the equipment once it leaves the prep room is worth their weight in gold. <br />
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The last aspect of the preparation for a practical lesson that is key, is the availability of equipment itself. In the past there have been experiments that I have not been able to do because of a missing piece of equipment. A broken oscilloscope or van der Graaf, a ripple tank with most of the accessories missing, or insufficient leads, batteries, bulbs, stopwatches so the class can't do the experiment. Lessons can quickly descend into chaos with enough working equipment. In the most recent ofsted report group working in science was pointed out as having the potential to allow students to sit back. It is a reality sometimes to work in groups of four, but it is far from ideal. (Working individually also has it's limits when H&S related to space is considered).<br />
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I am extremely fortunate to work in a department where the previous head of physics has ensured that we have an wide and varied range of equipment. When I ask the technician 'do we have...?' only once we have not. Sometimes we even have two! Part of this circumstance is due to the attitude of our students, they return the items at the end of the lesson and very rarely is a stop watch or thermometer lost.<br />
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Organising practical work is an added dimension to behaviour management for science teachers. There are a few aspects to this. Getting instructions across is probably the second most important factor in ensuring that practical work is valuable to learning. (First being getting the equipment in the first place, without this the rest is irrelevant). To do this well it would be great if teachers had the time to practice all experiments, but that isn't easy. I have said this a lot, but I am finding a video of the demonstration is far more effective than a worksheet with instructions. But it takes time and confidence to prepare.<br />
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Deciding how to arrange the room is also a big factor. Again a technician can help with this. Will all the equipment be on a trolley, spread around the room, already sorted into a tray per group? And deciding what students should do when they return equipment is another. I don't find it too much at my current school, but whole experiments left in sinks was a major feature on my first school. (More time for off task behaviour while miss clears up). Often stopping the class towards the end of the practical to give this set of instructions can be more difficult than setting them off. Unsupportive technicians criticising teachers for returning 'messy trollies' also doesn't help. Unfortunately we all have to learn, including teachers learning how to manage practical lessons, putting off inexperienced teachers because the dirty and clean glassware got mixed up does not create the right climate for practical work.<br />
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The teacher has to have the subject knowledge to understand the practical work. When an electrical circuit does work, when the trace doesn't appear on the oscilloscope first time, quickly being able to predict the end point of a titration (when you know both concentrations yourself), understanding that shaking alcohol thermometers is a bad idea, realising when a round bottomed flask is more appropriate to a flat one. Those are simple examples. Why does one group get a curved graph, yet another a straight line? Why might a group find a silver beaker cools quicker than a black one? <br />
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Without understanding the purpose and science behind the experiment or demonstration yourself it is difficult enough to explain it, but also trying to concentrate on the young people in the room makes it doubly so.<br />
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So with a well stocked prep room, a supportive and knowledgable technician team, a good scheme of work, time to practice unfamiliar experiments, strong subject knowledge and strong pedagogical knowledge good quality practical work where students learn and make progress is possible.<br />
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<br />Helen Rogersonhttp://www.blogger.com/profile/05573666547153531632noreply@blogger.com4tag:blogger.com,1999:blog-556994347638967900.post-58874748017133753292015-03-04T00:41:00.000+00:002015-03-04T00:41:17.013+00:00Takeaway Homework <div class="separator" style="clear: both; text-align: center;">
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After reading <a href="https://agittner.wordpress.com/2015/02/22/take-away-homework-menu/">this post</a> by <a href="https://twitter.com/agittner">@agittner</a> I wanted to give an impression of how I have found takeaway homework.<br />
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I have to admit is that I haven't made my list look much like a takeaway menu, but the children have not commented on this or asked about the name.<br />
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I have Year 7 three times per week. 70 minutes on Monday, 35minutes on Tuesday and 70 minutes on Friday. I take in their books every Monday and mark them before school on Tuesday to return them to the students. Takeaway homework makes this routine much easier to enforce.<br />
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I am very pleased with myself that I have stuck with the idea of takeaway homework as it wasn't a great success with all students from the start. Quite a few failed to complete their homework regularly or didn't bring their book to lessons. But I think this was more because they are only 11 and were struggling with the routines of secondary school and time management. Now I only have one student who struggles to keep herself organised, but can usually describe her homework in such detail that I know she has done something.<br />
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I have been making a new sheet for each topic, leaving many activities the same/similar, but also adding topic related tasks from the activate scheme of work or my own ideas. If the students choose to do questions from the textbook or the kerboodle quizzes then they are practicing what we have done, but I have to admit this doesn't happen very often. However, a few girls are creating crossword puzzles and board games with questions and this is really interesting. I have to admit it is a better diagnostic tool than I imagined it would be.<br />
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I have had two textile cells, a jelly cell, cookie pH scale, pH scale poster, hazxard symbol poster, videos of experiments, write up of experiments completed at home, leaflets, crosswords, word searches, menstrual cycle posters, 3D model of forces, 4 board games and many many more.<br />
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I am very lucky that we have the 35 minute lesson on Tuesday, I have deliberately not included it in our rota for time, this means it can be used to complete unfinished activities, DIRT, watching Bill Nye (our favourite) and most importantly show and tell of our homework, be it a word search, video or boardgames. I think that this has really helped spur the girls on. They want to share what they have done and impress each other. It has helped to boost the regularity of hand-ins and quality of the work. I have been giving credits for those who have obviously put in extra effort.<br />
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While I am faced with the headache of how I convert this creative enthusiasm into determined revision for the end of year examinations.<br />
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I am pleased that the girls are able to choose their own tasks and organise their own time. I am pleased by the enthusiasm they now have for science. I am also really pleased by the way that it has helped me to stay organised with homework setting and marking throughout the whole year so far.<br />
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I will extend takeaway homework to the rest of key stage 3 after this. I also want to look at it for key stage 5. I would like to have them use takeaway homework as a way of getting ideas to help them keep on top of past topics through individual work. However, I am not exactly sure how yet.<br />
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Lastly, I am really interested that the girls are branching away from the work on my set sheet. I am actually pleased by this, although it does require monitoring. I would really like to think that they are developing independence in their approach to their work, and with maturity they will be able to reflect on what they are doing and continue to choose the most appropriate homework task irrespective of whether they have a sheet telling them what to do.<br />
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Great idea, I suggest you try it for a year.<br />
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<br />Helen Rogersonhttp://www.blogger.com/profile/05573666547153531632noreply@blogger.com0tag:blogger.com,1999:blog-556994347638967900.post-22895888304094273932015-03-03T08:52:00.000+00:002015-03-03T11:59:00.584+00:00Writing letters between Glenys and NickyMy tongue is firmly in my cheek here, just in case anyone wondered. This is e reply Glenys should send to Nicky. <br /><br /><br />Dear Nicky,<br /><br /><br />Thank you for your letter. I understand totally your shared concern with that of the science establishment. I can quite understand why you are writing to me about this after your discussions with Prof Russel Group and Lord Engineering Inc. It is a concern that science teachers and myself share, but we also recognise the realities of the situation.<br /><br /><br />Unfortunately in the current climate science practical assessment is untenable and for the reasons why you need to look at your own office.<br /><br /><br />I am sure you have seen the data showing that practical assessment does not properly differentiate the achievement of students in the same way that an exam does. This is partly because practical assessment is not unpredictable, even with new tasks being set every year this goal has not been achievable. And it is also because the pressure on schools to compete for grades and league table positions is out of control. This is not the doing of ofqual, but the government. Allow teachers the freedom to be honest in their preparation and assessment of students and practical assessment within science will become a possibility again. To do this you must reconsider the league tables and science's position within them. The new progress8 measurement increases the importance of science considerably so cheating and gaming can only increase. <br /><br /><br />I also refer you to the work of SCORE on the resourcing of practical in schools. The 10% budget cut that schools are faced with will impact practical science many more times than the practical assessment. Again there is nothing that ofqual can do about that. I suggest that the government look at the ways in which they can encourage schools to properly resource science departments and ensure that school science departments have good technical support to back it up. Not enough schools do and this has a huge impact on practical work. <br /><br /><br />Lastly, I refer you to the pressures on schools due to ofsted. Are practical science lessons the most efficient way to obtain a high value added and GCSE A-C percentages? The continual professional development of science teachers and their line managers needs to be a priority. Empowering them to teach effective practical science lessons by ensuring that schools are obliged to look to external, research based training will mean better outcomes for students. Monitoring the work of ofsted to make sure they realise the place practical work has in science education and making sure this information filters through to Head Teachers looking to cut back on science laboratory space and capitation. How many science teachers are being discouraged through lack of facilities and head teachers who perceive practical lessons as chaotic and requiring improvement? Government should be supporting teachers to improve their practical science practice, not discouraging it. <br /><br /><br />Working with science teachers, schools and ofsted will outstrip the stick that is practical assessment within qualifications in ensuring the place of practical work in England's schools. Teachers really want to deliver good practical experiences for their students, creating a climate for that lies in your hands as much as mine.<br /><br /><br />You deliver this Mrs Morgan and I will deliver on practical assessment.<br /><br /><br /><br />Yours,<br /><br />Glenys.<br /><br /><br /><br />Helen Rogersonhttp://www.blogger.com/profile/05573666547153531632noreply@blogger.com0