ABOUT THIS COURSE
This course is continually revised and updated in line with the latest feedback from examiners, and student performance in the most recent examinations The course will demonstrate how to guide your students to achieve their best grades possible whilst providing teaching and learning ideas for all parts of the course.
Using recent feedback, the course will outline what is expected of all students and explore ways to build your teaching practice around this.
Led by a highly experienced Chemistry specialist with many years of senior examining experience in A level Chemistry, the course is especially designed to be of benefit for teachers of all examination boards, whilst at the same time go into the depth and detail experienced Chemistry teachers are looking for in high value courses such as these.
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
|WHO SHOULD ATTEND?||
|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 2018 Examiners’ Reports tell us about the new specifications?
- Addressing students’ weaknesses with assessment objectives / 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?
- Extensive activities for A and A* students
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.