ABOUT THIS COURSE

This advanced course focuses on effective and innovative approaches to maximise the performance of your students on Paper 3, on which many students struggle due to having apply knowledge in unfamiliar contexts. Explore strategies to prepare students for the assessment challenges in questions that probe practical techniques and test data analysis, with approaches for embedding synoptic learning and exam techniques that ensure success in the different questions and question types, including laboratory learning.

BENEFITS OF ATTENDING

  • Develop teaching strategies that lead to deep learning and ensure successful outcomes for your students in some of the challenging topics of Year 2
  • Explore how different approaches to problem solving lead to effective ways of tackling unfamiliar questions in Paper 3
  • Enhance laboratory learning through innovative activities in the classroom.
  • Build advanced skills in data analysis through targeted exercises
  • Gain insights into approaches that work in answering ‘levels of response’ questions and other questions
  • Take away active learning methods that embed synoptic learning
  • Apply latest research to build learning power in your students
COURSE DATES London | Monday 11 November 2019
London | Friday 31 January 2020
WHO SHOULD ATTEND? 
  • Heads of Chemistry
  • Experienced teachers of A level Chemistry
  • Heads of Science
COURSE CODE  7617
IN-SCHOOL You can also book this as an In-School Course
INCLUDED
  • A specially prepared folder of 50+ pages full of detailed notes, practical advice and guidance
  • Notes prepared by the educational experts leading the course
  • Expert produced PowerPoint presentations
  • CPD Certificate of attendance
  • Two course restaurant lunch
  • Refreshments throughout the day
  • Guaranteed high quality venues

 

10.00 – 10.45am
Paper 3 – insights and overview for improved performance

  • A close examination of the structure of Paper 3 and teaching with the end in mind
  • Applying methods for the different assessment challenges on this paper
  • Analysing the ‘Reports on the Examinations’ from 2018 and 2019: how students can perform to their potential
  • Planning for the specification topics that cause most challenge

10.45 – 11.30am
Preparing students for questions on practical techniques

  • From the classroom to laboratory practical work and back again – ideas to build understanding
  • Seamless approaches to the practical assessment in the written exam and the practical endorsement
  • Innovative activities which embed understanding of the key learning from each practical and using it in other contexts
  • Teaching the skills required for Paper 3 practical questions to enable your students to stand out

11.30 – 11.45am
Coffee break and informal discussion


11.45am – 12.30pm
Dealing with data – the Paper 3 questions

  • Giving students confidence in presenting and processing data to achieve A and A* on Paper 3
  • Building advanced skills in data analysis using targeted exercises focused on rate equations and the Arrhenius equation
  • How to develop evaluation skills that stretch and challenge the most able students

12.30 – 1.00pm
Embedding synoptic learning

  • Laying the foundations for synoptic learning from the outset
  • Activities to promote linking: why even able students struggle with synoptic thinking in the Paper 3 examinations
  • Preparing students for synoptic assessment – lessons learnt for our teaching from the examinations so far

1.00 – 2.00pm
Lunch and informal discussion


2.00 – 3.00pm
Deep learning for challenging topics, based on current research into effective learning

  • Teaching tactics for thermodynamics
  • Approaches to organic analysis
  • Consolidating ideas on transition metal complexes

3.00 – 3.45pm
Maximising performance on Paper 3

  • Command words and what an examiner expects to see: a comparison of work at C, A and A* levels
  • Maximising marks on ‘levels of response’ questions
  • Making the most of multiple choice questions: ensuring your students do not miss out on straightforward marks
  • Strategies for answering questions set in unfamiliar contexts confidently, including routes through calculations

3.45pm
Depart

 

Chris Conoley

Chris is a highly experienced teacher of Chemistry, Head of Science and latterly a College Principal. He is the author of numerous educational textbooks, including the much praised Collins Advanced Science Chemistry, now in its third edition. As a Senior A Level Examiner, he understands how important it is that students acquire and develop the science skills necessary for success. He leads training courses for teachers both in the UK and overseas and is passionate about making science relevant, accessible and fun.

View all courses led by Chris Conoley >

A-level Chemistry