ABOUT THIS COURSE

If you are new to teaching A level Chemistry then this course will give you teaching strategies that motivate learners and ensure successful outcomes, with an emphasis on topics taught in the first year of the A level. It aims to build your confidence to teach difficult concepts in an accessible way and help you prepare students for the increased emphasis on mathematics and practical assessment.

There will be ideas, tips and techniques to nurture students who struggle, while giving you fresh approaches that that will stretch the most able. We will look at ways of boosting exam performance, whichever specification you are following.

 

BENEFITS OF ATTENDING

  • Explore the key challenges of teaching A level Chemistry for the first time
  • Develop mathematical skills in your students through tried and tested methods
  • Understand how to approach topics that learners find difficult, from the mole to organic reaction mechanisms
  • Consider strategies to boost performance in practical assessment, both in the lab and in written exams
  •  Understand how to structure the content and use cutting edge ideas from cognitive science to maximise student learning and exam performance
  • Take advantage of the opportunities to share teaching approaches with colleagues in similar situations
COURSE DATES Online | Thursday 14 October 2021
London | Tuesday 18 January 2022
WHO SHOULD ATTEND? 
  • All teachers new, or nearly new, to teaching A level chemistry
  • Those who lack confidence, or who feel they would benefit form a refresher course
COURSE CODE 8490
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 – 10.30am: Setting the scene

  • Understand the key messages and challenges for teaching the specification
  • Consider the challenges that students experience, from the beginning of the course through to the final exams. with especial emphasis on the impact of the pandemic.
  • Build foundations for successful learning through assessment and identification of prior learning.

10.30 – 11.45am: Fundamental concepts and skill development

  • Build links from the electron through to the Periodic Table
  • Energy changes, reaction rates and equilibria
  • Planning the development of practical skills and practical endorsement
  • Developing thinking skills: practical teaching strategies that make learning active, learners independent and lessons memorable

11.45am –12.00pm: Discussion: coffee break

12.00 – 1.00pm: Developing mathematical skills

  • Embed mathematical content into your course
  • Support students in developing the required skills
  • Consider techniques for teaching the mol
  • Develop strategies to boost student confidence
  • Use low stakes assessment and feedback loops to check understanding

1.00 – 2.00pm: Lunch and informal discussion

2.00 – 3.00pm: From molecules to mechanisms in organic chemistry

  • Get the basics right: teaching the key specification content well
  • Problem solving approaches to learning key concepts
  • Teaching analytical techniques for exam success

3.00 – 3.40pm: Examination Preparation

  • Overview: what are examiners looking for?
  • What makes an A/A* candidate? Ensure excellent teaching to stretch able candidates to achieve their best
  • Teach effective examination technique: making the most of multiple choice
  • Prepare for extended questions and look at ‘Levels of Response’
  • Link concepts: the key to success
  • From lab to written exam – boost performance though high impact teaching

Chris Conoley

Chris is an experienced teacher of Chemistry, Head of Science and latterly a College Principal. He is the author of numerous educational textbooks, including the much praised Collins Advanced Science Chemistry, now in its third edition. As a Senior A Level Examiner, he understands how important it is that students acquire and develop the science skills necessary for success. He leads training courses for teachers both in the UK and overseas and is passionate about making science relevant, accessible and fun.