ABOUT THIS COURSE

This new practical day is aimed at ECTs and those teaching AQA GCSE Science in their first years. This practical course is also aimed at those involved in teaching and leadership in Science.

The course is designed around the ‘Working Scientifically’ assessment objectives and will provide ECTs and those in their early years of teaching with the skills to support students to apply practical knowledge to key exam questions.

Delegates will get the opportunity to carry out required Practical’s, on three key challenging topics that students struggle with when answering exam questions. Covering everything from the setup to delivery to ensure that practical skills are competently delivered to scaffold understanding of complex scientific experiments outlined in the Science curriculum. Delegates will also gain insight into the main learning outcomes and assessment standards required by the AQA specification.

BENEFITS OF ATTENDING

  • Apply practical knowledge to key exam questions.
  • Gain a better insight into Practical’s that students often find challenging
  • How to overcome practical knowledge gaps
  • Gain a better understanding of the AT strands for choosing and using appropriate lab apparatus to encourage experimental problem-solving and enquiry-based activities.
  • Explore opportunities for students to develop their practical Science skills required for further study or jobs in STEM subjects.
COURSE DATE Henry Cort College, Portsmouth | Friday 21 October 2022
WHO SHOULD ATTEND? 
  • ECT Teachers of Science
  • New Teachers of AQA GCSE Science
  • Experienced AQA Science Teachers that wish to refresh their practical skills
  • Heads of Teaching and Learning in Science
COURSE CODE 9071
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  10.20am: Introduction

  • Key ‘Working Scientifically’ skills students need to succeed in required Practicals.
  • The Science terminology and vocabulary students need to grasp, use and apply in Practicals.

10.20 – 11.00am: Applying Knowledge in Practicals – Exam Questions and Question types

  • How to support students
  • Practical based exam question examples
  • How students develop their written technique to gain maximum marks.
  • How to overcome difficulties and avoid pitfalls.

11.00 – 11.15am: Morning Break 

11.15am: The Required Practicals: Electrolysis, Osmosis and Specific Heat Capacity 

Each of the required Practicals in Chemistry, Biology and Physics will focus on:

  • The thought process students utilise to comprehend the aim and context of the practical.
  • Opportunities to develop key working scientifically skills.
  • How to address common misconceptions that has been raised in examiner reports whilst students are completing the required practical.
  • How to interleave key concepts from previous topics, so students gain a more in depth understanding of the science that underpins the practical.
  • Creating a scaffolded required practical mat that students can evidence their understanding and address their AT (Apparatus and technique) focus.

11.15 – 12.15pm: Chemistry: Electrolysis  

  • To investigate what happens when aqueous solutions are electrolysed using inert electrodes.

12.151.15pm: Lunch

1.15 – 2.15pm: Biology: Osmosis

  • To Investigate the effect of a range of concentrations of salt or sugar solutions on the mass of plant tissue

2.15 – 2.30pm – Afternoon Break

2.30 – 3.30pm: Physics: Specific Heat Capacity

  • Investigating the specific heat capacity of different metals

3.30pm: Depart 

Prish Narindar

Prish Narindar is currently Deputy head of Faculty and Science lead at Henry Cort College. With over 10 years’ experience in KS3 and KS4 science curriculum delivery in mainstream education and private tuition, she has led the local Science GCSE collaboration development group that partners with 8 schools and colleges. Prishilla has also successfully led active learning, cognitive load association and assessment workshops whilst coaching PGCE and ITT students for local partnerships. She has also successfully piloted the able students programme in collaboration with local secondary schools, and has worked with Hampshire HIAS group to develop and strengthen science curriculum delivery.