Using Study Guidesto help your staff to write
a SoW
SLDM22nd June 2010
Quote:
“Traditional curricula in school science…
… has been described as akin to being on a train with blacked-out windows – you know you are going somewhere, but only the train driver knows where.”
“Science Education in Europe: Critical Reflections”
Who is the train driver?
Objectives and Outcomes
WALT:
To consider how to support your department to develop a SoW
To review the materials available to support that development, especially those on the NS website.
WILF:
Delegates will feel confident about leading their departments in the re-writing of SoW.
Delegates will become familiar with the latest materials available on the NS website.
Your Experience
Question:
Which Key Stage in your school has got the Schemes of Work that you are most proud of?
Discussion:
When you started your post, what did the schemes of work look like and what development has been done since? Who did this development, why was it done and what has it achieved?
Current position
• So many new SoW are being written or amended at the moment…
• New KS3 in light of KS3/4 transition changes (2 year KS3 in some schools) and APP.
• New Btec (Sept 2010)• New GCSE (Sept 2011)• KS5!!!
Common Acids and Alkalis1.2f Secondary sources
[APP AF3]
Chemical HazardsRisk 1.2c
[APP AF4]
Antacid Investigation 1.2 [APP AF4]
Drug company claimsBias 1.1a2[APP AF1]
Present report on findings of investigationCommunication [Audience & Purpose] 1.1d
[APP AF3]
Modification of current SoW: Identifying APP opportunities
What should inform you when rewriting a SoW
• Content progression• Skills progression• AfL• Assessment
opportunities• Needs of pupils…
Learning Walk feedback. Pupil Voice – Gender Agenda materials (see over)
Gender Agenda Pupil Voice card sort
• Do this individually. Think of a particular member of staff in your dept (it could even be you!). Put your cards in order starting with the activity you think that member of staff does most in their lessons. Photograph it! (optional today!)
Card Sort 2
• Now pick the 9 activities you think students will say helps them learn best and arrange in a Diamond 9. Photograph it! (again, optional today).
Card Sort Dept feedback
• When you do this with students the cards are the starting point for excellent discussions which tease out what the students think.
• At a Dept meeting the 2 photos can be used with your staff.
• Card sort can be done with different sets, different groups (e.g. boys and girls) to see if there are any differences
• Instant pupil voice information for SEF• Instant feedback to provide clues for writing a
new SoW.
Variability in SOW/Lesson Planning
The title for this unit is ‘Particle Theory’
In the text book, cover chapter 5
Start with solids, liquids and gases; teach particle theory; do some experiments based on particle theory
Detailed ‘minute by minute’ lesson plans
In pairs, discuss the SoW provided
• What do you think of it?
• What are the positives, negatives and interesting points.
• Use the PMI grid provided to record your thoughts.
• Feedback
Blank piece of paper
Getting started on a new SOW
GLOBAL WARMING
INTRO
CAUSES
DEBATE
FOODWEBS
ARGUMENTS
BALANCE IN NATURE
MEDIA
PHOTOSYNTHESIS
SUSTAINABLE DEVELOPMENT
EVIDENCE
ATMOSPHEREOZONE
WHAT IS GLOBALWARMING
COMBUSTION
NON/RENEWABLE RESOURCES
5.3 Carbon Cycle 5.3 Changes over time
1.1a2 Misconceptions
3.2 Chemical reactions
4.2 Energy Conservation
4.2 Energy generation
1.1a2 Media bias
1.1b Decision making
2.2
1.1a1 Models
2.2
1.1a3
1.1d Communication
1.2f Patterns/Conclusions
APP AF2
APP AF2
APP AF1
APP AF1
APP AF3
APP AF5APP AF2
APP AF3
Finding materials on the Framework
• http://nationalstrategies.standards.dcsf.gov.uk/secondary/science
• Learning Objectives• Amplification• Rich Questions• Barriers• Collected documents
Objectives and Outcomes
Objectives Activities Outcomes
What the students can show us in the lesson
and what we can assess.
These should be chosen in order to
achieve the objectives
These are the ‘THINGS’ that children are to
learn
FRAMEWORK gives YLOs/
Individualise
APP helps for HSW
outcomes
Various
Study Guides
Where you want them to be in their learning by the end of the lesson.
The things they will have done or produced to prove they’ve got there.
Objective Outcome/Success
Criteria
WALT:
write simple instructions.
WILF:A written account for a younger child of how to polish shoes
Example:
Introducing Study GuidesStudy Guides have recently been added to the NS website. They are a
collection of past materials on the following key topics with some newly-created materials:-
• Cells• Earth and Universe• Forces• Particles• Energy• Interdependence (not being discussed today due to a printing malfunction!)
Each coloured file contains the Study Guide. We have used some dividers to pull out some important/interesting sections for easy reference… Barriers to Learning, A section of the Science Framework and the Science APP Grid
Discuss the Study Guide allocated to your group. Again use a PMI grid so that you can give feedback.
Feedback
Discuss your findings with the other group who have the same study guide as you and come to some common ground so that you can give feedback to the whole group
– if you can, pull out some really interesting bits to highlight to other delegates.
Outcomes
Delegates will feel confident about leading their departments in the re-writing of SoW.
Delegates will become familiar with the latest materials available on the NS website.
All materials used today (including Study Guides, Framework Materials have been uploaded to the Herts Science Wiki:-
http://hertssciencetalk.pbworks.com/
Please spend two minutes reflecting on this session and write a couple of Action Points