ABOUT THIS COURSE

This day long course will be delivered on-line or in-person depending on the national situation.

The course is specifically aimed at supporting teachers in their teaching of low-attaining students – (i.e. grade or below). There will be advice on diagnosing low attainers and intervention strategies.

The course is not linked to a specific exam board. The course is intended to be interactive, with delegates working through exam-style questions and discussions. The style of delivery will be adapted either to on-line or face-to-face courses.

BENEFITS OF ATTENDING

  • Learn techniques for diagnosing weaknesses of low attaining students
  • Gain strategies for developing students’ skills to overcome weak areas
  • Develop strategies for helping students improve their exam technique
  • Gain ideas on effective incorporation of practical work into course delivery
DATES & LOCATION Online | Tuesday 06 April 2021
Online |Monday 25 June 2021
WHO SHOULD ATTEND? 
  • A level Physics teachers, both experienced and starters
  • Teachers of AQA, OCR or Edexcel Physics
  • Teachers with mixed ability classes
COURSE CODE 8513
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
Effective Techniques that embedding subject knowledge and develop skills so that lower ability students thrive

  • Implementing techniques and methods to ensure that lower ability learners understand key concepts in A level Physics
  • Effective techniques to help lower ability students to retain knowledge, understand difficult topics and develop skills
  • Exploring active learning techniques to develop skills and retain knowledge

10.40 – 11.00am: Discussion: coffee break


11.00 – 12.00pm
Intervention techniques and key approaches, practical techniques for students who haven’t grasped the fundamental concepts

  • What are the key skills which affect student performance in Physics?
  • What are the signs and symptoms of low attaining students?
  • The intervention methods are broken down into fundamental categories:
    • Mathematical skills
    • Practical skills
    • Communication skills
    • Exam technique and revision strategy
    • Motivation
  • Exploring examples of weak student performance in exams. Bring along your own examples.

12.00 – 1.00pm
Exam techniques – embedding the teaching of exam techniques to enhance lower ability students performance levels in exams

  • Embed the teaching of exam techniques to enhance the performance of lower ability students for the exams
  • In depth focus on effective methods of using the mark schemes and peer-assessment to improve exam technique.
  • Explore exam strategies for each paper and how these can help lower ability learners to increase their grades

1.00 – 2.00pm: Lunch and informal discussion


2.00 – 3.00pm
Interpreting questions and applying appropriate knowledge – key techniques and approaches

  • Effective strategies, methods and techniques to support your students in interpreting questions and applying knowledge appropriately
  • Common pitfalls in weakness areas and different strategies for dealing with each weakness areas
  • Practical approaches to enhance student learning
  • Exploring elected exam questions and discuss issues arising

3.00 – 3.45pm
Exam techniques: preparing students for the practical assessments

  • Discover innovate methods for incorporating practicals into everyday lessons, to embed synoptic understanding
  • How best to prepare students for questions assessing the required practicals

Tony Dunn

Tony is a current examiner in A-level Physics for a major awarding body. He has taught for over 30 years in secondary schools and sixth form colleges, mainly in inner city areas, specialising in A-level Physics. Since the new A-level curriculum was introduced, he has had 100% pass rates with all his A-level Physics groups, whilst working at an inclusive college in a deprived borough. He was a Head of Science for 12 years and also spent several years training Physics teachers in SE Asia.