Using Study Guides
to help your staff to write
a SoW
SLDM
22nd June 2010
Quote:
“Traditional curricula in school science…
… has been described as akin to being on a
train with blacked-out windows – you know
you are going somewhere, but only the
train driver knows where.”
“Science Education in Europe: Critical Reflections”
Who is the train driver?
Objectives and Outcomes
WALT:
To consider how to support your department to
develop a SoW
To review the materials available to support that
development, especially those on the NS
website.
WILF:
Delegates will feel confident about leading their
departments in the re-writing of SoW.
Delegates will become familiar with the latest
materials available on the NS website.
Your Experience
Question:
Which Key Stage in your school has got the Schemes
of Work that you are most proud of?
Discussion:
When you started your post, what did the schemes of
work look like and what development has been
done since? Who did this development, why was it
done and what has it achieved?
Current position
• So many new SoW are being written or
amended at the moment…
• New KS3 in light of KS3/4 transition
changes (2 year KS3 in some schools)
and APP.
• New Btec (Sept 2010)
• New GCSE (Sept 2011)
• KS5!!!
Modification of current SoW: Identifying APP
opportunities
Chemical Hazards
Risk 1.2c
[APP AF4]
Antacid Investigation 1.2
[APP AF4]
Drug company claims
Bias 1.1a2
[APP AF1]
Common Acids and Alkalis
1.2f Secondary sources
[APP AF3]
Present report on findings of investigation
Communication [Audience & Purpose] 1.1d
[APP AF3]
What should inform you when
rewriting a SoW
•
•
•
•
Content progression
Skills progression
AfL
Assessment
opportunities
• Needs of pupils…
Learning Walk feedback.
Pupil Voice – Gender
Agenda materials (see
over)
Gender Agenda Pupil Voice card
sort
• Do this individually.
Think of a particular
member of staff in
your dept (it could
even be you!). Put
your cards in order
starting with the
activity you think that
member of staff does
most in their lessons.
Photograph it!
(optional today!)
Card Sort 2
• Now pick the 9
activities you
think students
will say helps
them learn best
and arrange in
a Diamond 9.
Photograph it!
(again, optional
today).
Card Sort Dept feedback
• When you do this with students the cards are the
starting point for excellent discussions which
tease out what the students think.
• At a Dept meeting the 2 photos can be used with
your staff.
• Card sort can be done with different sets,
different groups (e.g. boys and girls) to see if
there are any differences
• Instant pupil voice information for SEF
• Instant feedback to provide clues for writing a
new SoW.
Variability in SOW/Lesson Planning
The title for this unit is ‘Particle Theory’
In the text book, cover chapter 5
Start with solids, liquids and gases; teach
particle theory; do some experiments
based on particle theory
Detailed ‘minute by minute’ lesson plans
In pairs, discuss the SoW provided
• What do you think of it?
• What are the positives, negatives and
interesting points.
• Use the PMI grid provided to record your
thoughts.
• Feedback
Getting started on a new SOW
Blank piece of paper
APP AF3
1.2f Patterns/
Conclusions
APP AF5
5.3 Carbon Cycle APP AF1
APP AF2
5.3 Changes over time
ATMOSPHERE
OZONE
EVIDENCE
DEBATE
APP AF3
1.1a3
INTRO
ARGUMENTS
1.1a2
Misconceptions
MEDIA
WHAT IS GLOBAL
WARMING
GLOBAL
WARMING
1.1d
Communication
3.2 Chemical
reactions
PHOTOSYNTHESIS
CAUSES
BALANCE
IN NATURE
2.2
FOODWEBS
2.2
APP AF1
SUSTAINABLE
DEVELOPMENT
APP AF2
1.1a1 Models
1.1a2 Media
bias
COMBUSTION
APP AF2
NON/RENEWABLE
RESOURCES
1.1b Decision
making
4.2 Energy
Conservation
4.2 Energy
generation
Finding materials on the
Framework
• http://nationalstrategies.standards.dcsf.go
v.uk/secondary/science
•
•
•
•
•
Learning Objectives
Amplification
Rich Questions
Barriers
Collected documents
Objectives and Outcomes
Objectives
Activities
Outcomes
These are the
‘THINGS’ that
children are to
learn
These should be
chosen in order to
achieve the
objectives
What the students can
show us in the lesson
and what we can assess.
Various
FRAMEWORK
gives YLOs/
Individualise
Study
Guides
APP helps
for HSW
outcomes
Example:
Objective
Where you want
them to be in their
learning by the
end of the lesson.
WALT:
write simple
instructions.
Outcome/Success
Criteria
The things they will
have done or
produced to prove
they’ve got there.
WILF:
A written account for a
younger child of how to
polish shoes
Introducing Study Guides
Study Guides have recently been added to the NS website. They are a
collection of past materials on the following key topics with some newlycreated materials:•
•
•
•
•
•
Cells
Earth and Universe
Forces
Particles
Energy
Interdependence (not being discussed today due to a printing malfunction!)
Each coloured file contains the Study Guide. We have used some dividers to
pull out some important/interesting sections for easy reference… Barriers
to Learning, A section of the Science Framework and the Science APP
Grid
Discuss the Study Guide allocated to your group. Again use a PMI grid so
that you can give feedback.
Feedback
Discuss your findings with the other group
who have the same study guide as you
and come to some common ground so
that you can give feedback to the whole
group
– if you can, pull out some really interesting
bits to highlight to other delegates.
Outcomes
Delegates will feel confident about leading their
departments in the re-writing of SoW.
Delegates will become familiar with the latest
materials available on the NS website.
All materials used today (including Study
Guides, Framework Materials have been
uploaded to the Herts Science Wiki:-
http://hertssciencetalk.pbworks.com/
Please spend two minutes reflecting on this session and write a couple
of Action Points