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