Focused on delivering an outstanding KS3 science curriculum, this course aims to challenge and inspire your science students with a wide range of techniques and embedding strong foundations for success at KS4 science. A wide range of innovative and well tested strategies will be explored which help teachers maximise their impact in the laboratory helping students reach their potential at KS3, whilst developing independence and collaborative learning approaches to reduce the ‘transitional’ dip and keep science at KS3 exciting and inspiring for students.
BENEFITS OF ATTENDING
- Increase your awareness of skills developed in KS2, build on this and create an outstanding KS3 curriculum
- Develop pupils’ practical skills to work scientifically and build strong foundations to maximise progress at KS4
- Use the ‘big ideas’ in KS3 science to challenge all learners and correct common misconceptions
- Develop challenging and engaging practical tasks to enthuse all learners and promote collaborative learning in a positive environment
- Explore tried and tested marking and feedback strategies which promote pupil independence and progress
|COURSE DATE||London Wednesday 15 November 2017|
|WHO FOR?||New and recently qualified science teachers looking for best practise, engaging and motivating teaching approaches to KS3 science
Experienced science teachers and leaders of science looking for new ideas and approaches to delivering a contemporary and engaging KS3 science curriculum to build strong foundations for KS4 success
|IN-SCHOOL||You can also book this as an In-School Course|
|Subject||Biology, Chemistry, Physics|
|Key Stage||Key Stage 3|
|Job Title||Subject Teacher|
10.00 – 10.45am: What is an outstanding KS3 Science curriculum?
- What does the government say and OFSTED say? -‘The wasted years’
- Building on KS2 science skills and engagement
- Determining students’ starting points in KS3 and strategies for dealing with differences in skills and knowledge
- What does a 2 year or a 3 year KS3 science curriculum look like?
10.45 – 11.30am: Working Scientifically at KS3
- Develop your ACES; analysis, communication, enquiry and solutions
- Use contemporary science to develop practical skills
- Innovative ways to improve graph skills and data analysis
- Strategies for supporting students to acknowledge the command words and effectively answer examination questions
11.30 – 11.45am: Discussion: coffee break
11.45 – 12.30pm: What are the ‘big ideas’ in KS3 Science
- Explore key topics to identify potential learning gaps and misconceptions
- How to develop mastery of core principles to create confident, independent learners
- Keeping Science alive…strategies to enthuse all learners in KS3 Science
12.30 – 1.30pm: Lunch and informal discussion
1.30 – 2.20pm: Positive Behaviour for Learning in the Science Laboratory
- Planning and organising a successful practical lesson…focus on the learning!
- Strategies to minimise low level disruption in KS3 science lessons
- Take away ideas to keep all learners engaged and challenged in successful group work
2.20 – 2.40pm: Differentiation in the classroom
- How to stretch and challenge higher ability students (practical strategies)
- How to support lower attaining students
2.40 – 3.30pm: Outstanding marking and assessment in KS3 Science
- What do the experts say?
- Maximise the use of ICT to assess pupil progress and reduce marking
- Feedback strategies which promote independence and personalised learning in science
- How to effectively incorporate self and peer assessment
3.30 - 3.45pm: Summary and refreshments
- Planning for next steps
- Any questions?
Dr. Sara Jackson
Dr. Sara Jackson has over 15 years teaching experience in a variety of roles. In her recent role as a Lead Practitioner, she is part of the Senior Leadership team, responsible for Learning and Teaching in a large 11-18 comprehensive. With her extensive experience as KS4 coordinator and subject leader in Science and A level Biology, she has had the opportunity to lead a successful Science department and has implemented many changes in the Science syllabus across all key stages. When her school introduced the separate sciences as an option, over 40% of students achieved A/A* at GCSE, which had a positive and sustained impact on A level Biology, Chemistry and Physics. Dr. Jackson is a well qualified scientist. She obtained her Ph.D. in Molecular Biology, has published research papers and has completed 10 years of scientific research. In teaching science, she has developed engaging and imaginative practical strategies and delivered outstanding lessons where pupils make excellent progress. As lead practitioner, she observes lessons, coaches and supports teachers and leads on CPD.