This course will provide ideas and solutions for strengthening the performance of less able A-Level Chemistry students in the classroom and laboratory and in their final exams. There will be a distinctly practical feel to the day with plenty of examples of learning activities. Our expert presenter will lead a close analysis of what students need to do in exams and practical skills’ assessments in order to succeed at A Level, with clear solutions offered to overcome problem areas for lower ability students.


By the end of the course delegates will have:

  • Identified a range of indicators that reveal the needs of weaker students
  • Learned how to boost initial subject knowledge and understanding
  • Developed a range of teaching strategies to enhance the performance of lower ability students
  • Learned how to best support lower ability students to be successful with practical assessments and in examinations
  • Increased their ability to track students progress and how to intervene successfully
  • Explored enrichment ideas to raise motivation
COURSE DATE Online | Tuesday 23 March 2021
Online | Wednesday 23 June 2021
  • Heads of Science Faculties
  • Heads of Science
  • Heads of Chemistry
  • Teachers of A level Chemistry
IN-SCHOOL You can also book this as an In-School Course
  • 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– 11.00am
Starting from where the student is

  • What can you learn from students’ GCSE marks?
  • Identifying and addressing misconceptions spilling over from GCSE
  • Significant support activities for students with lower GCSE results / struggling at A level
  • Beginning the practical assessment process – building confidence in the lab
  • Strategies for helping students to deal with and retain the knowledge required

11.00 – 11.15am
Coffee break and informal discussion

11.15 – 12.30pm
Outstanding teaching: ensuring the students understand the fundamental concepts

  • The fundamental principles needed for A Level Chemistry
  • Solving problems from patterns and principles, rather than just learning facts
  • Exemplar lesson strategies for the less able student – addressing the more difficult concepts
  • Supporting non-mathematicians in Chemistry
  • Structure and bonding, electrode potentials and aqueous chemistry: techniques for the topics where students experience most problems

12.30 – 1.30pm
Lunch and informal discussion

1.30 – 2.30pm
Giving students proven strategies to boost exam performance

  • Looking at the different types of questions, tasks, skills and assessment demands – through the eyes of the lower ability chemist
  • Boosting performance for Assessment Objectives 2 and 3
  • Building practical competence and ability to answer practical-based questions
  • Dealing with the examination papers – practical suggestions to improve results

2.30 – 2.40pm
Afternoon tea and informal discussion

2.40 – 3.15pm
Tracking progress and intervening to improve results

  • Using data effectively to set realistic and meaningful targets
  • Encouraging self-monitoring and evaluation
  • When and how to intervene
  • Strategies for differentiation

3.15 – 3.45pm
Enrichment programmes and new approaches to raise motivation

  • Ideas to ‘switch on’ lower ability students
  • Making learning active, with models and movies
  • Bringing the subject to life; celebrating chemistry!
  • Ideas for in class and out of hours learning that inspire those that are struggling

Paul Yardley

Paul has taught AQA A Level Chemistry for 9 years and leads a highly-successful Chemistry team, supporting students to achieve outstanding value added scores. Taking students from a range of backgrounds, over 60% achieve a high grade, with most of those student continuing to study a degree at a Russell group University, many in a chemistry-related field.  Paul is a member of the Association of Colleges’ College A Level Subject Excellence Network, identifying and sharing good practice with other practitioners that has contributed to their significantly positive value added scores.