ABOUT THIS COURSE
This revised and updated course provides practical advice and strategies to assess progress, embed deep learning and reinvigorate your approaches to revision both throughout the course and after the specification has been covered.
The course is designed to be of benefit for teachers of all examination boards, given the similarity across the specifications currently.
BENEFITS OF ATTENDING
- Develop strategies for revisiting and assessing prior learning
- Improve assessment and feedback techniques to ensure mastery of skills
- Improve the independence of your students in and outside the classroom
- Explore how revision activities can be used to stretch all learners
- Develop strategies for building synoptic understanding in your students
|COURSE DATES||London Friday 09 March 2018
London Wednesday 20 June 2018
London Tuesday 20 November 2018
|WHO FOR?||Heads of chemistry
Teachers of A level chemistry
|IN-SCHOOL||You can also book this as an In-School Course|
10.00 – 10.45am: What are the specific examination challenges in A level chemistry?
- Consider the assessment objectives of the specification and what students find difficult
- Examine the different types of question and identify strategies for tackling them
- Evaluate how you prepare students for the practical aspect of written papers
- Breaking questions down and teaching the skills that students need
10.45 – 11.30am: Revisiting prior learning and preparing for the synoptic paper
- Strategies for coping with the bulk of knowledge
- Making links across the curriculum is the key
- Emphasising patterns and principles
- Writing synoptic tests
11.30 – 11.45am: Discussion: coffee break
11.45 – 1.00pm: Driving progress once the specification is complete
- What does research tell us about effective revision?
- How can we implement research findings?
- Revision strategy circus
- Avoiding ‘Death by Past Paper’
1.00 – 1.45pm: Lunch and informal discussion
1.45 – 2.30pm: Assessment, feedback and mock exams
- Analysis of tests and mock exams
- Devising creative ways of using past paper question
- What do 2017 Examiners’ Reports tell us about the new specifications?
- Addressing students’ weaknesses with assessment objectives or skills
2.30 – 3.00pm: Effective differentiation in learning and revision
- Ways of personalising the learning
- How to support students of differing abilities with difficult topics
- Targeted intervention on knowledge and skills
3.00 – 3.10pm: Discussion: afternoon tea
3.10 – 3.40pm: Improving the value of students independent learning
- The benefits of independent learning for students
- What skills do students need?
- How can teachers promote independent learning?
John is a highly experienced A Level and IB Chemistry teacher who still teaches today. He led Chemistry Departments in two schools and whole Science Departments in two others. He has worked as a Science Advisor in England’s largest Local Authority, supporting both primary and secondary teachers of science. In recent years he has worked as an independent consultant, promoting science education in a wide variety of ways. He has led many professional development courses for teachers, written resources for publishers and staged large science enrichment events. His enthusiasm for science is evident in all he does but sharing his experience with chemistry teachers gives him the greatest satisfaction.