ABOUT THIS COURSE

Students with low prior attainment frequently struggle in A Level Physics and do not make as much progress as middle and higher attainers.

This NEW course is for all teachers looking for effective approaches, strategies and methods to set the scene for low ability students and build through the course to give students the best approaches for them to accumulate learning, understanding, build on this and ultimately achieve their best in assessment.

Emphasis will be particularly on planning, setting the positions, mapping the route for students of low ability, areas that sometimes get missed. This then lays the foundation for students to be able to grasp more effectively those areas of challenge and to ensure students maximise their potential in these more difficult areas.

The course is designed for teachers of all examination boards.

BENEFITS OF ATTENDING

  • Focussed on counter acting the effects of low prior attainment
  • Equip you with strategies to support students and accelerate their progress
  • Take away approaches that excite and motivate students
  • Take away approaches that cultivate a deeper understanding and raise grades in exams
  • Examine techniques and methodologies to allow students to develop a can-do mindset and demonstrate independent practise and personal academic development
DATES & LOCATION Online | Wednesday 24 March 2021
Online | Thursday 24 June 2021
WHO SHOULD ATTEND? 
  • Heads of Science
  • Heads of Physics
  • Practising physics teachers
COURSE CODE 8509
IN-SCHOOL You can also book this as an In-School Course
INCLUDED
  • 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

10.00 – 10.40am
Setting the scene – the first month

  • Access for all – ensuring the induction programme celebrates and supports new learners
  • Low stakes Assessment – what do they really know? – how to find the gaps in a non-threatening manner
  • Mapping the curriculum to support the student- teaching order to learn the basics and encourage self-belief

10.40 – 11.00am: Discussion: coffee break

11.00 – 12.00pm
The crucial first half term

  • Raising the pace – how to help physics students adjust to the pace and complexity of the course
  • Building connections – The use of scaffolding in problem solving mechanics
  • Using practical activities to build confidence and how to assess progress

12.00 – 1.00pm
Mixing it up: different approaches and techniques to cement physics learning

  • Blended learning- ensuring that physics learning programmes have a variety of sources
  • Dual coding – approaching instructions for practicals from a different direction
  • Effective revision – tips and techniques for low attainers to practice their physics understanding
  • Examples taken from specific topics which cause most difficulties for students

1.00 – 2.00pm: Lunch and informal discussion

2.00 – 3.00pm
Progress, Intervention and teaching in context 

  • Monitoring and intervention – keeping tabs on progress and how to intervene with nominated groups
  • Not Electricity Again! – how teaching electricity practically can have spin off benefits
  • The return of context based learning to engage, challenge and enhance your teaching
  • Examples taken from specific topic areas

3.00 – 3.40pm
Effective Learning Routines appropriate for A level Physics 

  • Practice, practice, practice – how to get physics students into effective learning routines
  • Putting it all together – summary, reflection and next steps

Mark Lawrenson

As a highly experiences and dedicated science specialist, Mark Lawrenson has led a number of Science Departments as well as a number of Senior Leaderships roles. His passion for science and science education have included working with a National STEM Learning Centre, ASE, A Level Physics examiner with a leading awarding body, amongst others. A finalist in the Rolls Royce Science Prize and keep physicist, Mark continues to develop his own teaching as well as others. His Physics lessons have consistently been graded Outstanding by Ofsted.