Keynote Educational


Effective, Differentiated Strategies to Improve Student Learning and Attainment in GCSE Science

Course Code:


This new  course is designed for all teachers of GCSE Science, regardless of examination board, who are  who are looking to  enhance their range of pedagogical approaches and methods to stretch and challenges all students in raising attainment levels across the abilities ranges, in GCSE Science. The course offers teachers not only a refreshed and new range of teaching approaches and practical strategies which are proven effective, but also it will look at different approaches, explore new assessment ideas, in light of changed learning priorities. The course will also provide teachers with different approaches to assessment, and also how to develop your students into resilient learners to looking positively to achieving success in GCSE Science.


  • Explore how learners needs have changed
  • Gain a range of effective and efficient practices to improve the learning and achievement levels of GCSE science students
  • Take away refreshed approaches to getting students to acquire, understand, and apply scientific concepts.
  • Take away practical strategies to reengage disengaged students
  • Active learning – strategies to make active learning approaches work as effectively as possible
  • Assessment – take away both formative and summative ideas to assess and diagnose student knowledge gaps for success in preparing for GCSE exams.
  • Find out how to develop your students into resilient learners who aren’t afraid to take risks in their learning.

The changing learning needs in GCSE Science

10.00 – 10.15am
  • New approaches to teaching GCSE Science with a focus on teaching strategies active learning practices and new assessment ideas

Teaching GCSE Science Effectively – The Big Idea Science Concepts

10.15 – 11.15am
  • Teaching to support students’ understanding and managing of the cognitive load in Science.
  • Building “big idea” concepts into lessons for students to model how topics and scientific concepts overarch.
  • Strategies to assess common misunderstandings in GCSE science, diagnostic questioning and approaches to effective sequencing of key concepts.
  • Developing mastery in Science thinking techniques to stretch your most able learners.

Morning Break

11.15 – 11.30am

Reengaging the disengaged GCSE Science students

11.30 – 12.15pm
  • Practical strategies to re-engage the disengaged student
  • How learning needs have now changed and ways to adapt your teaching approaches
  • Approaches to engage disaffected students in science learning through active learning, including the practical science experiments and demonstrations.
  • Differentiation in a mixed ability GCSE Science classroom to identify barriers to learning and ways to empower students in their own learning.

Active Learning- Restoring the Balance between Students & Teacher Input

12.15 – 1.00pm
  • Stimulating, enriching, effective active learning strategies to support your students to enhance and advance their learning in the GCSE Science
  • Develop effective homework activities to facilitate efficient use of lesson time
  • Understanding how to maximise productivity of TAs and HLTAs to assist active learning.


1.00 – 2.00pm

Normalising fear of failure to create resilient Scientists

2.00 – 2.45pm
  • Modelling how failure must come before success and progress-the essence of scientific discoveries explored.
  • Gauging the fear factor in your classroom, and how to provide students with a supportive safety net.
  • Strategies to empower students that often go under the radar or have low self confidence in Science.
  • Develop methods to scaffold and differentiate scientific concepts to make them accessible to all abilities.

Expect the Unexpected: Upcoming challenges faced by year 11s in the Exams

2.45 – 3.45pm
  • Methods to prepare learners for their first formal science GCSEs in 2 years and beyond- AQA exam deep dive and expected content revision.
  • Practical solutions to proficiently assess students both formatively and summative in the lead up to the exams.
  • Activities to empower students with personalised levels of independence to harness exam ready mind set.
  • Upcoming challenges in the lead up to exams, and how to overcome lesson absence revision gaps.


London | Tuesday 08 November 2022

Please select your preferred date

This course, tailored to suit, can be delivered in your school. Discuss this further with our CPD team on 01625 532974 or click below to make an enquiry.


Prish Narindar is currently Deputy head of Faculty and Science lead at Henry Cort College. With over 10 years’ experience in KS3 and KS4 science curriculum delivery in mainstream education and private tuition, she has led the local Science GCSE collaboration development group that partners with 8 schools and colleges. Prishilla has also successfully led active learning, cognitive load association and assessment workshops whilst coaching PGCE and ITT students for local partnerships. She has also successfully piloted the able students programme in collaboration with local secondary schools, and has worked with Hampshire HIAS group to develop and strengthen science curriculum delivery.


  • All GCSE Science teachers regardless of exam board
  • Heads of Science
  • Science HLTAs
  • Heads of Teaching & Learning
  • KS4 GCSE coordinators of Science


  • A specially prepared folder of detailed notes, practical advice and guidance
  • Notes prepared by the educational experts leading the course
  • Expert produced PowerPoint presentations
  • CPD Certificate of attendance

Get In Touch

Fill in your details and a member of our team will get back to you back regarding your message