7009-TDA-Sec-ind-ScienceTxt 16/5/07 13:11 Page 3
45 minutes
Improving pupils’ understanding in science
90 minutes
The role of the teaching assistant in science lessons
Note
The timings given for the parts of the units are approximate.
It would be preferable for the trainer to have some background in science so that they can answer specific questions about science knowledge, misconceptions and health and safety.
It would be helpful if trainers had a range of CLEAPSS and ASE health and safety publications available for participants to peruse at the end of the session, eg.
Safeguards in the school laboratory , 11th edition, 2006, ASE; Topics in safety ,
3rd edition, ASE; The CLEAPSS laboratory handbook; CLEAPSS Hazcards . Trainers might consider giving participants access to computers with the CLEAPSS science publications CD-ROM running.
Science 3

4
The following symbols are used in the margins of this text:
10 mins
Indicates approximate time needed to deliver a section
PPT 1.1
Indicates the point at which a presentation slide should be shown
In groups
Indicates a group activity
Book 1.1
Indicates reference to a course document
DVD video
Indicates the showing of a video sequence
Science

45 mins
To provide a brief outline of the key features of the science strand of the secondary national strategy for school improvement
To introduce teaching assistants (TAs) to the Framework for teaching science: years 7, 8, and 9
To familiarise TAs with some of the common science misconceptions held by pupils and others
To identify and correct some commonly held science misconceptions
Presentation slides 1.1–1.4
Course documents 1.1–1.4
Course document 1.2 should be photocopied or printed enough times to make one copy for every two or three participants, and then cut up into individual cards
A copy of Framework for teaching science: years 7, 8, and 9 (DfES 0136/2002) for each participant. Copies may be available from Prolog (0845 60 222 60 or e-mail dfes@prolog.uk.com). If you cannot obtain them, ask participants, in advance, to bring along the copy that is in their school. Alternatively the framework is available on the key stage 3 website (www.standards.dfes.gov.uk/keystage3).
Flipchart, projector and screen or whiteboard
Session 1 Improving pupils’ understanding in science 5

Introduction 5 minutes
Overview of the session and a brief outline of the principles of the science strand of the secondary national strategy for school improvement
Framework for teaching science: years 7, 8 and 9 10 minutes
An introduction to the contents of the Framework and a brief indication of how this can be used by TAs
Misconceptions 30 minutes
What are science misconceptions? An opportunity to discuss and correct some of the more commonly held misconceptions in science
6 Science

5 mins
Show presentation slide 1.1.
Explain briefly the objectives for the session.
Presentation slide 1.1
PPT 1.1
• To provide a brief outline of the key features of the science strand of the secondary national strategy for school improvement
• To introduce TAs to the
Framework for teaching science: years 7, 8 and 9
• To familiarise TAs with some of the common science misconceptions held by pupils and others
• To identify and correct some commonly held science misconceptions
Ask how many TAs have supported pupils in science. If some have, ask whether there were any concerns they had as a result of this work that were particular to science lessons.
Record any contributions on the flipchart, presentation slide or whiteboard. Say that these issues will be addressed by the end of the session. If participants raise issues that will not be covered during the training, make sure that these problems are dealt with separately at the end of the final session, during a discussion, by arranging additional support or by directing participants to where the answers may be found.
Likely issues to be raised may include: health and safety
– what might be dangerous
– what pupils should/shouldn’t do
– what to do in the case of an accident subject knowledge – not being able to answer pupils’ questions or not being able to support them use of apparatus during practical lessons.
Session 1 Improving pupils’ understanding in science 7

PPT 1.2
Most of these will be touched on during the training, and ultimately the responsibility for ensuring the TA is prepared rests with the teacher. However, it may be as well to have some follow-up support available, if necessary, even if it is only a list of telephone numbers TAs can contact for advice.
TAs working in member local authorities or member schools can contact the CLEAPSS helpline on 01895 251496 for advice on all aspects of practical science, including health and safety. All 180 local authorities responsible for education across the UK, except Scotland, are
CLEAPSS members, as are nearly all independent schools.
Show presentation slide 1.2.
Presentation slide 1.2
• Expectations
• Progression
• Engagement
• Transformation
Explain that the aim of the science strand of the secondary national strategy is to strengthen teaching and learning and to raise standards in science at the end of key stage 3 and at GCSE.
8 Science

Expand on the four key principles.
Expectations
Establishing high expectations for all pupils and setting challenging targets for them to achieve
Progression
Strengthening the transition from primary school and ensuring good progression in teaching and learning across key stages 3 and 4. Pupils in primary schools already do very well in their end-of-key stage 2 tests but a large percentage fail to make sufficient progress in key stage 3 and many currently stay at the same level throughout the key stage
Engagement
Promoting approaches to teaching and learning that engage and motivate pupils and demand their active participation
Transformation
Strengthening teaching and learning through a programme of teacher professional development and consultant support.
Session 1 Improving pupils’ understanding in science 9

10 mins
Say that the science framework has been developed in parallel to the frameworks for English and mathematics. The purpose is to help transform standards in science by providing guidance about planning, teaching and assessing science.
Ask participants to open their copy of the Framework at page 5.
Show presentation slide 1.3.
Presentation slide 1.3
PPT 1.3
Introduction
Science at key stage 3
Raising standards in science
Planning
Teaching and learning strategies
Assessment and target setting
Inclusion and differentiation
Related publications and websites
Appendix 1 – from key stage 2 to key stage 3
Appendix 2 – yearly teaching objectives and scientific enquiry (Sc1)
Appendix 3 – scientific vocabulary
Say that time does not allow a detailed look at the Framework for teaching science but they may take the file home and look at it as part of the follow-up work to the day.
If TAs have brought their school copy, suggest they borrow it for a time. Alternatively they can download their own copy from the key stage 3 website.
Draw their attention to some of the main features by highlighting particularly relevant and important sections as follows:
Ask participants to turn to page 14 of the Framework .
Explain that there are five key scientific ideas that underpin the key stage 3 science programme of study. Teachers have been asked to use these ideas in their planning and teaching and to make explicit links between them so that pupils can see the ‘big picture’ and not regard science as a fragmented series of facts and concepts.
10 Science

Details of these key scientific ideas and how teachers are expected to develop them with pupils are given on pages 16–22. Give participants the opportunity to skim these pages very briefly.
Although they are not expected to be expert scientists, if they are aware of the links between key ideas they will be able to emphasise and reinforce these with the pupils they are supporting.
Ask participants to turn to page 25 of the Framework .
Explain that the national curriculum programme of study has been broken down into yearly teaching objectives (YTOs) for each key scientific idea to help teachers plan their work and to ensure that there are high expectations as to what pupils should be achieving at the end of each year in key stage 3. The YTOs do not include all the content of the programme of study, but rather reflect the main aspects that need to be covered to ensure a firm grounding and understanding.
Page 25 shows the YTOs for scientific enquiry, page 26 for cells, page 27 for interdependence, page 28 for particles, page 29 for forces and page 30 for energy.
Use the interdependence YTO chart on page 27 to illustrate how the ideas progress and get more difficult moving from year 7 to year 9.
This key scientific idea is one that most TAs will probably feel more comfortable with if they are non-scientists.
Ask participants to turn to page 43 of the Framework .
The structured lesson is one of the key features of the secondary national strategy and science is no exception.
This page outlines the features of effective science lessons. Pupils should regularly experience starter activities and plenaries, and TAs should be aware of the particular support they need to provide at these times; for example, encouraging pupils to contribute to the plenary sessions but not providing the answer for them. They can also draw the teacher’s attention to the pupils who can answer but may be reluctant to volunteer.
Check that they are familiar with the terms ‘starters’ and ‘plenaries’. Ask for examples they have seen in science lessons.
Explain that there has been training for teachers on effective lessons – Effective lessons in science (DfES 0550/2002). If a teacher they are working with has been on this training there will be examples of starter and plenary activities the TA can look at in the department.
Session 1 Improving pupils’ understanding in science 11

Ask participants to turn to page 73 of the Framework .
Appendix 3 on page 73 gives some scientific vocabulary. Vocabulary for the end of year 6 is also included. TAs may find this list useful to help the pupils they are supporting.
The vocabulary list can be used as a checklist for spelling, for summarising key words at the end of a topic or for assessing understanding.
Pupils should be encouraged to use the relevant specialist vocabulary accurately and appropriately. Words can be selected from the list and given to pupils for them to include in their written work.
Ask TAs if there are any additional ways that these lists of words could be used to support pupils’ learning.
How might they see themselves encouraging pupils to use specialist vocabulary?
Make the point that pupils are not often given the opportunity to use specialist vocabulary orally, and one way that TAs can help pupils is by encouraging them to speak the words. This will also help with spelling. For example, pupils often replace the word ‘hydrochloric’ with
‘hydraulic’ in ‘hydrochloric acid’. Teaching them to say the word accurately helps them to spell it correctly.
Tell participants that they may find that if a teacher they are working with has attended training on scientific enquiry – Scientific enquiry (DfES 0348/2002) – their pupils may use planning charts from the training. Additional guidance on how to use these planning charts should be available in the department if TAs want to use this during their preparation.
Explain that although this introduction refers specifically to key stage 3, the good practice for teaching and learning described in Framework for teaching science: years 7, 8 and 9 applies equally to key stage 4. In this key stage, most pupils will be studying one of the
GCSE courses, and the majority will be following a double award science GCSE. TAs should talk to the teacher to familiarise themselves with any syllabus requirements that could affect their support for pupils, particularly during coursework. The sections in this training on misconceptions and how a TA can work productively with pupils apply equally to key stage 4 and key stage 3.
Ask participants to turn to course document 1.1 in the TA file. This is their personal planner.
Explain that this document will be used throughout the session to allow them to note down any actions they feel they will need to take after the induction training to develop their skills further. At the end of the training they can use the notes to prioritise their needs and begin to plan what to do next.
Invite participants to complete part of session 1 of their personal planner with information relevant to this section of the module.
12 Science

Book 1.1
Course document 1.1
Session 1
Issues identified
Actions to take
Session 2
Issues identified
Actions to take
What are the three priority actions to take?
Who will you ask to help you to carry out these actions?
Session 1 Improving pupils’ understanding in science 13

30 mins
Reassure participants that they will not be tested on their science, nor will they be required to share any misconceptions with others.
Misconceptions (sometimes called alternative conceptions) are not the same as not knowing something. Explain that there are many misconceptions held about science by the general population.
Show presentation slide 1.4 of some of the characteristics of misconceptions.
Presentation slide 1.4
PPT 1.4
• They have been constructed from everyday experiences
• They may be linked to specialist language
• They can be personal or shared with others
• They explain how the world works in simple terms
• They may be inconsistent with science taught in schools
• They can be resistant to change
• They may inhibit further conceptual development
14 Science

Give some examples to illustrate the different characteristics.
Some examples to use could be:
1.
Many people used to believe that the sun goes round the earth. This was supported by our everyday experience of watching the sun move across the sky. In fact, this is apparent motion. The earth spins on its axis once every 24 hours and this is what gives the appearance of the sun moving. This misconception was very difficult to shift, partly because it contradicted what was seen and partly because some people found it difficult to visualise the relative movement of the earth and sun – they are too big. Using models can help to improve pupils’ understanding of the motion of the planets in the solar system.
This example illustrates several of the characteristics of misconceptions such as: it is constructed from everyday experiences – observation of the sun in the sky it is shared with others it is inconsistent with science taught in schools it may inhibit further conceptual development, such as the understanding of seasons.
2.
Use of language such as the difference between the common use of the word ‘weight’ and the scientific meaning of the word can also cause confusion. The word ‘weight’ is used in everyday language (even by scientists) when the word ‘mass’ should be used instead. Weight is the force exerted by gravity on an object and is measured in newtons.
Mass is how much ‘stuff’ there is in an object and is measured in grams.
3.
Photosynthesis, the way plants make their food, is taught in schools. Pupils frequently demonstrate that they can answer examination questions correctly on this subject.
However, the idea that plants absorb food from the soil is a misconception held by a significant proportion of the population, even those who have been taught the accepted scientific version in school. It is reinforced by advertisements for plant food. This misconception is very resistant to change.
Session 1 Improving pupils’ understanding in science 15

In groups
Ask participants to form into groups of two or three. Give out the cards made from the statements in course document 1.2 and ask the groups to sort them into three piles – true, false and don’t know.
Course document 1.2
Book 1.2
Plant roots take in food from the soil
Water, carbon dioxide and light are plant foods
Plants breathe in oxygen at night and carbon dioxide during the day
Plants photosynthesise but do not respire
An insect (such as a bee) is not an animal
Living things are made of cells, which are as small as atoms
16
Air doesn’t weigh anything
Sugar disappears when it dissolves
When ice is heated its particles melt
Science

The space between particles is full of air
Particles in a liquid are smaller than in a solid
When a car engine burns petrol it uses up energy
There are different forms of energy
Electricity gets used up as it goes around a circuit
Objects stop moving when their force runs out
Sugar melts in hot coffee
Human beings are animals
You would weigh less on the moon
Allow about 10 minutes for the task. Participants should sort the cards quickly without too much discussion. If the group cannot agree, they should put the card in the ‘don’t know’ pile.
At the end of this time, refer participants to course document 1.3 for the answers.
Give some as examples, or explain that only two are true. Explain the accepted scientific view if there is disagreement between groups or between the groups and the trainer.
Session 1 Improving pupils’ understanding in science 17

BOOK 1.3
Course document 1.3
Plant roots take in food from the soil
Plant roots absorb water and minerals from the soil. These are not food. They are used by the plant to make materials for growth, etc.
Water, carbon dioxide and light are plant foods
Water and carbon dioxide are used by plants to make glucose, which is then either used during respiration or converted into the other substances that plants need for growth and other living processes. Light is the energy that is used in the process. Water, carbon dioxide and light are not classed as food.
Plants breathe in oxygen at night and carbon dioxide during the day
Plants take in oxygen and give out carbon dioxide when they respire. They do this all the time just as all living things do. During the day they also photosynthesise when they take in carbon dioxide and give out oxygen. This takes place faster than respiration so during the day there is a net intake of carbon dioxide and a net output of oxygen.
Plants photosynthesise but do not respire
All living things respire all the time. Plants are living things so they respire all the time, too.
An insect (such as a bee) is not an animal
It is an animal. All living things are classified (grouped) into five kingdoms: the plant kingdom, the animal kingdom, prokaryotes (includes bacteria), protoctista (single-celled organisms) and fungi.
Living things are made of cells, which are as small as atoms
Cells are much bigger than atoms. A red blood cell measures about 8μm in diameter. This means there would need to be 125 cells lined up side by side to measure 1mm. An average atom on the other hand is between 0.1 and 0.5 nanometres in diameter. This means you would need about 16,000 atoms lined up to measure the same as a red blood cell.
Air doesn’t weigh anything
It does, but it is not easy to demonstrate. It is possible to demonstrate weight loss when air is removed from a container but you need an accurate balance.
Sugar disappears when it dissolves
You may not be able to see it but it is still there. You can prove it by tasting the liquid.
When ice is heated its particles melt
Melting is when a solid turns into a liquid. The particles stay the same but become more loosely linked to each other. (See also: “Particles in a liquid are smaller than in a solid”.)
18 Science

The space between particles is full of air
Particle is a generic term often used to describe atoms and molecules. There is nothing between particles. Air is a mixture of different gases – each one is made of particles, such as oxygen molecules or nitrogen molecules.
Particles in a liquid are smaller than in a solid
All particles of the same substance are the same size. The only difference between those in a solid and those in a liquid is how far apart they are and how much they are vibrating. They are further apart and vibrate more in a liquid.
When a car engine burns petrol it uses up energy
Energy cannot be created or destroyed, only transferred. The energy stored in petrol is transferred into movement, heat and sound.
There are different forms of energy
The concept of energy is difficult to visualise or explain. There are two models that can be used to describe it. One is that energy can be changed from one form to another, eg. electrical energy to light energy and heat in a light bulb. In the other model, energy is transferred from one place to another. In the example of the bulb the energy is transferred to the bulb by electricity and then from the bulb to the surroundings by heating and light.
Electricity gets used up as it goes around a circuit
See answer to the car and petrol question.
Objects stop moving when their force runs out
An object will keep on moving in a straight line unless another force is applied to it. When an object stops it is because another force has been applied in the opposite direction.
Sugar melts in hot coffee
Sugar dissolves in hot coffee. The melting point of sugar (sucrose) is 185 o C. The temperature of hot coffee is never above 100 o C (the boiling point of water) and is usually well below this as it has cooled by the time the sugar is added.
Human beings are animals
Yes, we are. We are living things and are classified as part of the animal kingdom.
You would weigh less on the moon
The weight of something depends on the force of gravity. The gravity on the moon is less than that on the earth so you would weigh less. Your mass would stay the same, however, because you still have the same amount of matter in your body.
Session 1 Improving pupils’ understanding in science 19

7009-TDA-Sec-ind-ScienceTxt 16/5/07 13:11 Page 20
Ask the TAs to turn to course document 1.4 in the TA file, which lists some of the most common misconceptions held by pupils.
Clarify the purpose of this document. TAs should be able to use this list in school to alert them to some of the misconceptions their pupils may have. Give participants time to scan the document and clarify any of their own misconceptions on the list if necessary.
In this training it is not possible to consider all the misconceptions pupils commonly hold.
TAs should talk to class teachers about common misconceptions that apply to the topic being studied, so they can, between them, consider the best way to tackle them with individual pupils.
Invite participants to complete the section for session 1 on their personal planner.
20 Science

Book 1.4
Course document 1.4
Shining objects are sources of light.
Current is used up in a circuit.
Energy is a material and has mass (like a Mars bar).
Heat is the same as temperature.
Thermal radiation is the same as radioactivity (radiation).
Light travels from the eye.
Pitch is the same as loudness.
Gravity = ‘downness’.
When an object is stationary, no forces are acting on it.
Heavy objects fall faster than light objects.
Something stops moving because the force has run out.
Fertilisers are plant food.
Respiration is the same as breathing.
Plants don’t respire.
Plants only respire at night.
Plants get their food from the soil.
The nucleus of a cell is like the nucleus of an atom.
Plants breathe in carbon dioxide, animals breathe in oxygen.
Respiration takes place in the lungs.
Only mammals are animals.
Alkalis (the opposite of acids) aren’t dangerous.
Dissolving is the same as melting.
Weathering is the same as erosion.
Rocks can be broken by freezing.
Particles expand on heating.
There is air between particles.
All metals are magnetic.
Salts are the same as salt (sodium chloride).
The word ‘materials’ means just textiles/building materials.
Particles are the same as visible grains as in rocks, for example.
Air is good, gas is bad.
Microbes, cells and particles are much the same.
Session 1 Improving pupils’ understanding in science 21

22 Science

90 mins
To outline different roles the TA might take in a science lesson
To discuss ways TAs can work in a science lesson
To signal the importance of liaison between the teacher and the TA
To raise awareness of issues arising with practical activities
To indicate where to get advice on practical aspects of science
Presentation slides 2.1–2.7
Course documents 2.1–2.8
Video sequences 2.1–2.4
Flipchart, projector and screen or whiteboard
Session 2 The role of the TA in science lessons 23

Introduction 5 minutes
How TAs can be deployed
The role of the TA in science lessons 20 minutes
Video sequence showing a TA and teacher discussing working in a science lesson and the TA working with pupils; the implications for the participants’ own work
Strategies TAs can use 20 minutes
The different strategies TAs can use to support pupils and move their understanding forward
Supporting practical work 20 minutes
The different ways a TA can support pupils doing practical work and some of the issues for non-specialists
Simple practical techniques 20 minutes
Examples of some simple practical techniques that pupils are expected to be able to carry out from year 7
Plenary 5 minutes
An opportunity to prioritise and plan post-course work
Note for course tutors delivering this part of the module
Employers, trainers and school managers must recognise that health and safety training of employees is a requirement of Section 13 of the Management of Health and Safety at Work
Regulations 1999 and this training must take place during working hours. It is therefore the responsibility of employers and school management to see that all adults, including TAs, who work with pupils on practical tasks in science laboratories are properly trained in the health and safety issues associated with such work. TAs attending this training may not be in the position to negotiate such provision for themselves.
It must also be made clear throughout that TAs also need hands-on experience of the skills and procedures involved in practical science work which is not possible in this training.
24 Science

5 mins
Show presentation slide 2.1 and explain the aims of the session.
Presentation slide 2.1
PPT 2.1
• To outline different roles the TA might take in a science lesson
• To discuss ways TAs can work in a science lesson
• To signal the importance of liaison between the teacher and the TA
• To raise awareness of issues arising with practical activities
• To indicate where to get advice on practical aspects of science
Say that this session will consider the role of TAs during science lessons, including their role in practical work, particularly with regard to health and safety.
Ask participants how many different organisational ways they work with pupils in science.
Record contributions on a flipchart, presentation slide or whiteboard.
Session 2 The role of the TA in science lessons 25

PPT 2.2
Use presentation slide 2.2 as a summary and acknowledge any additional ways of working that they have provided.
Presentation slide 2.2
• Working with individuals
• Working with groups of pupils
• Working at times with groups other than those designated for support
• Team teaching
• Working with the rest of the class while the teacher works with a small group
• Acting as a scribe
• Observing and recording pupils’ responses
• Providing help and guidance with practical work
20 mins
Tell participants that they are going to see a video sequence of a TA and teacher discussing how they work together in science lessons (sequence 2.1). They will also see the TA working with groups of pupils (sequence 2.2). The TA is a science technician who has taken on the role of TA in addition to her duties as laboratory technician. This TA has particular expertise in science. Stress that it is not expected that all TAs working in science should have her level of knowledge and technical skills.
The class is a year 9 class assessed as being on the level 4/5 boundary for national curriculum science and selected for support to achieve level 5. The lesson was recorded just before Easter; end-of-key-stage tests took place the following month. A trainee teacher was also present. The teacher had set a starter activity for pupils to engage and settle them as they entered the laboratory. They worked on test papers, answering questions linked to the topic planned for the lesson.
During the sequence ask participants to note down examples of: how the TA works with the pupils ways in which the TA and teacher work together.
26 Science

Book 2.1
Ask them to record their findings on course document 2.1.
Course document 2.1
DVD video
Show video sequences 2.1 and 2.2.
At the end of the video, ask participants to share their findings with a colleague.
Take feedback from each pair and record the main points on a flipchart, presentation slide or whiteboard.
Some of the points that may be identified are as follows:
When working with pupils, the TA: works with individuals helping them with the question they are working on is available to support pupils supports them but doesn’t tell them the answers.
When working with the teacher/preparation: the importance of mutual respect and trust the development of a good relationship the need for preparation of answers to test questions the need to be familiar with the work being covered.
Session 2 The role of the TA in science lessons 27

20 mins
Stress that the actions a TA takes in a lesson should support the pupil and move their thinking forward. TAs should not carry out the actions for the pupils nor normally give them the answers. Sometimes giving the answer can prevent a pupil from struggling unduly, but TAs need to make the judgement about when to offer an answer and when not. If in doubt, don’t.
Show presentation slide 2.3 to illustrate how TAs can support pupils and improve their learning.
Presentation slide 2.3
PPT 2.3
Supporting pupils
• Prompt shy/reticent pupils
• Draw teacher’s attention to pupils who want to make a response
• Encourage
• Help pupils to use resources
• Act as a scribe
• Ensure instructions are followed
• Help pupils with practical work
• Help to manage the task
• Troubleshoot and pre-empt problems
Improving learning
• Rephrase
• Note difficulties and progress made
• Ask questions
Say that questioning is a very powerful strategy to help pupils improve their understanding and to develop their thinking.
28 Science

PPT 2.4
Show presentation slide 2.4 and use it to consider the purposes of questioning.
Presentation slide 2.4
• To check knowledge
• To stimulate recall
• To interest, engage and challenge
• To focus thinking
• To extend thinking
• To lead pupils through a planned sequence
• To promote pupils’ thinking on how they have learnt
Explain that asking questions can prompt pupils into thinking about how they arrived at their answer. This skill – thinking about how they think – is very important in developing pupils’ thinking skills. Also, having to explain something to another person means that the science needs to be understood. The response of the pupil gives excellent feedback on their level of understanding.
TAs could ask questions such as:
“I’m not sure I understand. Can you help me by …?”
“How could you explain this to a younger pupil?”
“How is this different from what you first thought?”
“What things did you think about to arrive at your answer?”
Say that asking the right questions can be useful in improving pupils’ understanding.
It is important that TAs think ahead about what questions to ask pupils. They could, for example, identify one or two key questions before the lesson.
Reinforce the point made in the video that if TAs are to carry out their role effectively they need to liaise closely with the teacher.
Session 2 The role of the TA in science lessons 29

PPT 2.5
Make the point that, although it is important, it is not always possible to find time to talk in detail with individual teachers and that team meetings or paper copies of plans may be used as an alternative.
Ask what they need to know if they are to support pupils effectively. Take contributions and record them on a flipchart, presentation slide or whiteboard.
Use presentation slide 2.5 as a summary to ensure all aspects are covered.
Presentation slide 2.5
Lesson plan to include:
• learning objectives
• expected learning outcomes for the pupils to be supported
• activities – what pupils will be doing
• health and safety risk assessment
• what assessments of pupils’ achievements need to be made
Give participants the opportunity to complete their personal planner for the first part of session 2.
20 mins
Say that practical work in science plays an important role, particularly in relation to: scientific enquiry understanding science concepts motivation.
30 Science

PPT 2.6
Emphasise that practical science is healthy and safe: fewer than 1 per cent of serious accidents involving pupils occur in science laboratories, and more accidents occur in the playground and in physical education. Although accidents do happen in science lessons, they are rarely serious. This is largely due to the care that staff take and the long history of advice from a number of agencies including the Association for Science Education (ASE), the
Consortium of Local Education Authorities for the Provision of Science Services (CLEAPSS) and the DfES.
Explain that this course will not provide the health and safety training that is necessary for a
TA to work in a secondary science laboratory. The intention is to raise awareness and to provide TAs with the opportunity to identify future training needs.
Show presentation slide 2.6.
Presentation slide 2.6
• The employer has the duty of setting up a system of policies and procedures to ensure safe working
• All employees must cooperate with the employer and follow these instructions
• Everybody should exercise common-sense care for others
• TAs should provide a role model of good practice for pupils
Explain that a science teacher will consult the employer’s risk assessment (defined as a systematic look at any activity involving a hazard), including the role of the TA, for each lesson, and consider the extent to which it needs customisation for the school or class.
A hazard is something with the potential to cause harm, including ill health and injury to persons, or to cause damage to property, equipment, etc. A risk is the likelihood of a hazard causing harm in practice and the seriousness of the consequence if it does. Even though they do not conduct the risk assessment themselves, TAs still need to have an understanding of their local situation, the role of individual members of staff and the school health and safety policies and procedures. TAs should receive local induction and health and safety training in their own school.
Session 2 The role of the TA in science lessons 31

In the video TAs are about to see, the teacher has consulted a risk assessment and customised it, as necessary. The pupils wear safety spectacles to protect their eyes but are allowed to remain seated during the observation as the chemicals are not deemed sufficiently hazardous and no heating is taking place. The risk of harm is low. Although not visible in the video, a safety screen was placed between the pupils and the pneumatic trough in which sodium was reacting with water.
TAs should discuss with their teachers any potential difficulties that could arise from any individual pupil’s behavioural problems.
Tell TAs that they are going to view a video sequence in which a TA supports the teacher and pupils during a practical session.
Ask participants to note down any observations relating specifically to science.
DVD video
Show video sequence 2.3.
Ask for volunteers to give feedback on their observations.
Make sure the following points are covered:
The TA is acting under the direction of and in the presence of the teacher
She has done the procedure before and is confident of her role and actions
She knows the pupils well
She knows the science behind the activity she is performing
Although the group is fairly large, the TA is not operating alone with the class.
The teacher is watching the pupils the TA is with, as well as working with other pupils in the class
The TA is well practised in asking questions, giving clues without giving the whole answer and giving helpful additional information
Even without ‘hands-on’ activities the pupils are actively involved mentally, by the dialogue between them and the TA.
32 Science

20 mins
Make the point that part of the role of the TA in science practical work is to enable the pupils to undertake certain procedures for themselves.
Some of the TAs on the course may be new to secondary school science and could need reassuring that many of the practical procedures in science lessons will become routine with practice.
Tell participants that they are about to see a sequence of several simple procedures performed by the TA. Year 7 pupils are trained to be able to undertake procedures such as these accurately and safely.
Ask them to watch each activity and make notes on the following points:
Concerns they might have about any of the activities
Apparatus for which they do not know either the name or its spelling
Activities in these short demonstrations, or the preceding video sequences, that they have not performed recently
Activities not portrayed in the videos that they have come across in science lessons and about which they have a concern, such as using scalpels, handling animals and plants or using different measuring instruments.
DVD video
Show video sequence 2.4.
The sequence of activities is as follows:
Part 1: Measuring a liquid
The TA puts on eye protection.
She pours a blue solution (dilute copper sulfate) from a beaker into a measuring cylinder nearly up to the 100ml mark.
A teat pipette/dropper is used to fill the cylinder more accurately.
A meniscus is read.
Part 2: Pouring and filtering
Some of the liquid is poured into a filter funnel lined with filter paper.
The funnel is resting in a conical flask.
The filtered liquid is collected in the conical flask.
Session 2 The role of the TA in science lessons 33

Part 3: Lighting and using the Bunsen burner
The TA strikes a match, turns on the gas, lights a Bunsen burner with the collar in a position to give a yellow flame, turns the collar to open the air hole.
The sound of the lit gas changes and the colour changes from yellow to colourless.
The beaker of liquid is on a gauze on a tripod, all of which stands on a heat-resistant mat.
Part 4: Measuring temperature
The TA puts a thermometer into the heating beaker of liquid, reads it with the bulb in the liquid, removes it, tapping the drops off on the edge of the beaker, and lays it on the heat-resistant mat.
At the end of the sequence take feedback by dealing with each of the above points in turn.
If activities are identified for the final point that you are not familiar with, ensure you have contact details for the participants so that you can forward the information at a later date.
Ensure the following points are mentioned:
Eye protection
Appropriate accuracy for each experiment
Reading a meniscus – the lower level is the one to read
Folding a filter paper
Support for funnel
Use of heat-resistant mats
Correct lighting procedure for the Bunsen burner – striking the match before turning on the gas
Correct settings of collar of a Bunsen burner for safety and heating – lighting it with the air hole closed if lighting with a match or splint
Reading a thermometer – keeping the bulb immersed.
Ask participants to turn to course document 2.2.
34 Science

Book 2.2
Course document 2.2
Please use this list to begin a dialogue with a science teacher, your mentor or the head of department to ensure you have training in aspects of practical work that you are expected to undertake, and to help you familiarise yourself with your school’s policies and procedures.
Always check what procedures you are going to be carrying out and consider what emergencies might arise. When dealing with emergencies in a laboratory, practice is often different from the usual procedures you may be used to in the playground or a classroom.
General health and safety in science
Do you have a copy of: the department’s health and safety policy the school file or handbook the school first aid, fire and evacuation procedures
– the risk assessment procedures for the areas in which you will work
– safety symbols and hazard warning signs the laboratory rules for pupils?
Is there a list of pupils who should not take part in any of the activities?
Do you have access to suitable personal protective equipment when appropriate, including eye protection? Do you know what types and when to wear them?
In the event of an accident occurring to a pupil you must tell the teacher who will carry out any reporting or recording that is necessary.
Do you know: if there is a workplace health and safety representative and who it is the names of the teachers you will be working with the name(s) and roles of the science technician(s) in the department?
Emergencies
Do you know the name of the school first aider(s)?
Would you be able to contact a first aider quickly in an emergency?
Have you had any training as a first aider?
Session 2 The role of the TA in science lessons 35

Have you had any training in: immediate remedial measures (emergency first aid) to be carried out while waiting for a first aider dealing with an allergic reaction/asthma attack?
In the laboratory or classroom
Do you know: what is planned for the lesson, its learning objectives the layout of the laboratory and location of equipment the rules for general tidiness to avoid cluttered floors – dealing with bags, books and coats the ways of general organisation when collecting or returning apparatus which pupils have special educational needs or disabilities and what support they need general hygiene procedures and the use of sinks when practical work must be done standing up laboratory rules that operate in each class?
In each room where you will be working do you know the location of the nearest: fire evacuation route eye-wash facilities alarm point fire extinguishers fire blanket gas shut-off valve electricity cut-off water flow control valve first aider?
36 Science

General equipment and procedures
Do you know: how to set up and use a Bunsen burner? Or how to use other heat sources? Including:
– dealing with long hair, ties, scarves, baggy clothing
– checking for perished tubing, tubing that does not fit
– problems – checking blocked jet, stiff collar, blocked gas tap
– avoiding the flame on yellow; invisibility of flames in direct sunlight
– avoiding flames under cupboards, near curtains and posters
– how to heat a test tube of solid safely
– how to heat a test tube of liquid safely
– avoiding Bunsen burners, especially for flammable liquids
– evaporating – risks of spitting and boiling dry
– using test tube holders and tongs how to use a thermometer for laboratory work – and how pupils can misuse thermometers how to set up and focus microscopes how to use a top pan balance how to set up a clamp, stand and boss the basic techniques for heating test tubes containing a range of common chemicals the safest way of smelling gases?
Chemicals
Do you know: the safe handling techniques and use of appropriate apparatus that more dilute is safer the use of eye protection for all pupils (and the TA!) and what is unsatisfactory eye protection (missing vent, long strap …) how to pour liquids how to wash teat pipettes and deal with the misuse of teat pipettes the use of pH paper/universal indicator the systems for the disposal of waste: what can be washed away, put in the bin or collected for separate, safe disposal which are the particularly hazardous chemicals or activities?
Session 2 The role of the TA in science lessons 37

Electricity
Do you know: about making a visual check on plugs and connecting wires that batteries are safer than mains about doing circuit work with bulbs, batteries etc, and checking components?
Biology
Do you know: how to handle laboratory animals, plants and micro-organisms the importance of sterile technique in microbiology about fastening a lid on an agar plate but not sealing it counting agar plates out/in after incubation and ensuring they remain fastened counting scalpels out/in?
General advice
Do you know to whom to go for future help and advice?
Do you have access to:
Safeguards in the school laboratory , 11th edition, 2006, ASE
Safety in science education ,1996, DfEE
Hazcards , 2005, CLEAPSS
Student safety sheets , CLEAPSS – although these are intended for pupil use you may find them useful
CLEAPSS science publications CD-ROM (annually updated. The above publications and many others are on it. It may be on a school network or copied onto stand-alone computers or laptops).
Are any of the teachers or technicians members of ASE?
Are you a member of a TA support network and/or a trade union?
(Adapted from Induction checklist for new science staff in Safe and exciting science , 1999, ASE, copymaster Unit 7, pages 7.1 to 7.4, and the checklist provided by the ASE Safeguards Committee for teachers when considering the training of TAs working in secondary schools, March 2004)
38 Science

Explain that this document can serve as a checklist for them but they must not assume they know what everything means. It can only be an indication of where they should start their discussions with teachers and heads of department in their own schools.
Ask them to identify those areas that they are not sure about.
When they return to school ask them to check the procedures in their school for anything they are unsure about, including things on this list.
Tell participants that there are several pages of course documents (course documents 2.3 to 2.8) in the TA file that may be studied after the training session, containing information and sources of help. Ask the TAs to turn to these now and skim through them. Stress that these are reference documents only and do not constitute adequate training in themselves.
They should use them as and when they can do so, and discuss them with a class teacher and/or mentor.
Ask them to check that it is appropriate to carry out some of the apparently obvious emergency procedures in a laboratory. For instance, should it be the TA, the technician, the teacher or, indeed, suitably trained pupils who clear up a spill or deal with broken glass?
(This is usually done by technicians. TAs should not do this unless they have had appropriate training.) Would the TAs know what to do if a pupil claimed to have a chemical in the mouth or eye? Would they be right?
Session 2 The role of the TA in science lessons 39

Book 2.3
Course document 2.3
This checklist will help you to personalise your work when checking through the teacher’s planning and risk assessment sheets. You should not need to complete it formally but use it as a mental checklist. With practice, you will soon use it automatically with every practical session that might include hazards.
Have I: found the teacher’s risk assessment the knowledge and experience for this task or do I need help the time to do it properly?
Do I need to adapt the assessment at all for my role?
Can I: find the space to do the work with particular pupils find the right equipment, including personal protective equipment?
Do I: know sufficient about the pupils I will be working with to anticipate their needs need any special safety equipment:
– safety glasses/goggles
– gloves
– apron?
Should I need it, do I know the whereabouts of: first aid help and how to call for it the fire extinguisher/fire blanket eye-wash facilities?
Have I made a note of the precautions I adopted so I don’t need to do all this again next time?
(Adapted from the personal risk assessment sheet in Science technicians’ health and safety course , 1999, participants’ notes, page 25)
40 Science

Book 2.4
Course document 2.4
The first aid regulations do not require there to be a qualified first aider among science staff.
Nevertheless, all staff will wish to carry out remedial measures immediately while waiting for first aid or professional medical treatment. The following advice covers common laboratory accidents and is intended as a supplement to any local guidance on dealing with events, eg. epileptic fits, which can occur anywhere.
Act quickly. Send a pupil to bring help, eg. to cover the class or call a first aider. Keep the casualty as still as possible. Look out for signs of shock (due to loss of blood or other body fluids) or of unconsciousness. Make the situation safe.
Chemical splashes in the eye
Wash the eye immediately with running water for at least 10 minutes and for much longer in the case of alkalis (unless very dilute). Hold back the eyelids to rinse underneath.
Contact lenses must be removed. If the first aider has any concerns, send for an ambulance
(and, for alkalis, ensure irrigation is continued during the journey).
Chemicals in the mouth, perhaps swallowed
Do no more than wash out the casualty’s mouth.
Do not induce vomiting. Sips of water may help cool the throat and keep the airway open. If the first aider has concerns after treatment, seek medical help.
Chemical splashes on the skin
Brush off any solids. Wash the skin for 5 minutes or until all traces of the chemical have disappeared. (If immediately available, for phenol, rinse with glycerine and, for bromine, use sodium thiosulfate solution.) Remove clothing as necessary. If the chemical adheres to the skin, wash gently with soap. For chemical burns, irrigate for 20 minutes. If the first aider has concerns after treatment, especially if blistering occurs, seek medical help.
Toxic gas
If more than a sniff is inhaled, sit the casualty down in uncontaminated air. Explain to the first aider that chlorine, bromine, iodine and nitrogen dioxide can have a delayed-action effect. If the first aider has concerns after treatment, seek medical help.
Hair on fire
Smother with a fire blanket, thick cloth or coat, whatever is close to hand.
Clothing on fire
Stop, drop and roll. This means stopping the casualty from moving around and make him or her lie down on the floor. Then either roll the casualty to smother the flames or, with the flames on top, cover with a fire blanket, thick cloth or coat, whatever is close to hand.
Session 2 The role of the TA in science lessons 41

Burns
Cool under gently running water for 10 minutes or until the heat is no longer felt. Call a first aider if there are concerns.
Electric shock
Taking care for your own safety, break contact by switching off or pulling out the plug. If it is necessary to move the casualty with the power still on, use a wooden broom handle or window pole, or wear rubber gloves. Call a first aider.
Severe cuts
Lower the casualty to the floor and raise the wound as high as possible. If feasible, ask the casualty to apply pressure on or as close to the cut as possible, using fingers, a pad of cloth or, better, a sterile dressing (adding further layers as necessary). If the casualty is unable to do so, apply pressure yourself, protecting your skin and clothes from contamination by blood if possible. Leave any embedded large bodies and press round them.
Asthma attack, anaphylactic shock, epileptic fit, etc.
Follow the school’s agreed procedures. Vulnerable pupils will have been trained in what to do. Help them to access their medication and take the appropriate steps. In the case of anaphylactic shock, those at risk will have access to an Epipen® which allows adrenaline to be injected into the thigh through clothing. Seek medical help.
Fainting
Lie the casualty down on the floor and raise the legs.
(From Safeguards in the school laboratory (ASE, 11th edition) and CLEAPSS laboratory handbook (CLEAPSS, 2005))
42 Science

Book 2.5
Course document 2.5
If the risk assessment for an activity deems that personal protective equipment is to be used then it is the responsibility of the class teacher to see that it is available and worn. The TA should provide a good role model in complying with instructions and ensuring that pupils do not transgress. They should remind pupils, when necessary.
Eye protection
This is the most commonly used form of protection because of the risks from handling hazardous chemicals, heating liquids and some solids, grinding solids, stretching wires to breaking point, and some dissection work, etc. Most laboratories are provided with a class set of goggles or spectacles. Many textbooks and work sheets indicate when eye protection should be used, but not all. The teacher may have signs displayed as well as reminding pupils verbally. Safety spectacles do not give as good protection as goggles but are much more comfortable to wear. They give adequate protection for most activities, but goggles will be needed when using the most hazardous chemicals. Some pupils with special educational needs (SEN) or disabilities may be at greater risk. For example, those with visual impairment may work closer to the equipment and those in wheelchairs may be unable to move away quickly. Such pupils may need a different type of protection, eg. face shields.
Gloves
These are rarely needed in key stages 3 and 4. Plastic disposable gloves may be used occasionally for pupils with particular medical conditions or, post-16, for handling certain chemicals.
Laboratory coats
These may be necessary to prevent the user getting dirty, but they are only effective if they are buttoned up properly. Again, they are much more frequently used post-16. They will not prevent clothes from burning. They can be a hazard in themselves if worn carelessly.
Aprons or protective headgear
It is most unlikely that these will be needed by the pupils or TA, although some schools encourage aprons as an alternative to lab coats, to protect clothing. Pupils in wheelchairs may need to wear PVC aprons for protection from chemical splashes, as they inevitably have to work sitting down.
Staff and pupils with long hair will need some arrangement to tie or clip it back well out of the way of a Bunsen flame or machinery. Follow your school’s guidelines.
Protective footwear
It is not normally necessary to have anything special in laboratories although wellingtons may be useful on some field trips. Open-toed sandals should not be worn when there is a risk of a spill of hot water or other liquid and high heels are not safe. Ordinary shoes will admit chemicals so should be removed quickly if they are contaminated.
Session 2 The role of the TA in science lessons 43

Book 2.6
Course document 2.6
Many TAs working in secondary and special schools have been appointed to support pupils with special educational needs (SEN) and/or disabilities, but all pupils are entitled to follow the national curriculum for science. The presence of one or more pupils with SEN and/or disabilities in a science laboratory can sometimes raise issues of health and safety. However, there is a very wide variety of SEN and disabilities and each may have a different implication for health and safety in practical work. The situation is complicated because some pupils with SEN and/or disabilities are taught in relatively small classes in special schools, and others in relatively large classes in mainstream schools where the teacher may have less understanding of their needs than the TA.
The whole approach to health and safety is seen through risk assessment and it is the teacher’s responsibility to see that this is carried out. This is a good example of a situation where the employer’s model risk assessment may require significant modifications. It is vital that the TA and teacher talk beforehand about the possible implications of having pupils with particular needs in the lesson. The TA can access the schemes of work and possibly foresee some of the problems that might arise for particular pupils undertaking certain activities. The TA can then discuss the issues and plan with the teacher the best way to make these activities safe for all pupils. The teacher should be able to use the TA’s time flexibly, and not have to depend on the TA just maintaining close contact with the one or two pupils, except in particular circumstances.
Sometimes, a reiteration of the teacher’s instructions is enough to enable pupils with learning difficulties to achieve all that the teacher is aiming for. TAs should take care not to talk when the teacher is giving instructions. They can also discuss alternative ways of doing things, and ask questions as the work progresses, explain the meaning of some words and have the spellings of unusual or new words ready. If there is provision of specialist or modified equipment then the help to be given by the TA will be fairly obvious. Visually impaired pupils may need increased or different eye protection. Pupils in wheelchairs may not be able to move away quickly if liquids get spilt or heating something goes wrong, and may need more clothing protection. They may need a lower bench to carry out procedures that ambulant pupils would carry out standing up. These issues need discussion and action before the practical work takes place.
44 Science

The worst that can happen in a normal situation is that a forgetful pupil picks up a tripod while still hot and suffers minor burns on their fingers, or a moment’s distraction causes a cut when using a scalpel, but these kinds of items have the potential to be used as weapons by disaffected pupils or those with social, emotional or behavioural difficulties. Excluding all pupils from these activities is not an option. Either there must be close supervision of such activities, or a decision must be made to exclude such pupils from certain activities where there is an unacceptably high safety risk, even though they have an entitlement to the full curriculum. It is for the teacher to make these decisions, having full knowledge of the needs of the pupils and the circumstances of the practical. However, the presence of a TA may make possible some activities that the teacher would otherwise have considered unsafe to tackle. Schools for pupils with social, emotional and behavioural difficulties may have to restrict certain activities altogether for some pupils, but again the decision will be the teacher’s. In all these cases, parents will be involved in the implications of decisions made.
Where pupils have severe learning difficulties, activities may be modified and the TA may need to intervene if a lack of understanding may jeopardise safety.
Session 2 The role of the TA in science lessons 45

Book 2.7
Course document 2.7
Safety signs on walls, cupboards, etc.
A range of safety signs may be used in and around buildings to give safety information.
The safety signs regulations implement a European Council directive aimed at standardising safety signs in workplaces across Europe.
Signs fall into various categories:
Prohibition signs
Warning signs
Mandatory signs
Emergency and fire-fighting signs
Safe condition signs
Supplementary signs.
ASE’s Safeguards in the school laboratory , 11th edition, 2006, gives some common examples, reproduced here. Such signs can be printed off the CLEAPSS CD-ROM (see E232 in the e-documents section).
OXIDISING CORROSIVE DANGER HARMFUL/
IRRITANT
46
RISK OF
ELECTRIC SHOCK
VERY TOXIC/
TOXIC
BIOHAZARD HIGHLY
FLAMMABLE
Science

RADIOACTIVE
MATERIAL
YOU MUST WEAR
EYE PROTECTION
EYE-WASH STATION
Risk assessment
The Management of Health and Safety at Work Regulations 1999 cover all the workplace, not just laboratories. The major requirement of the regulations is that the employer must carry out a risk assessment before any hazardous activity is undertaken. The Control of
Substances Hazardous to Health (COSHH) Regulations 2002 cover substances that are toxic, harmful, corrosive or irritant; harmful micro-organisms; and substantial quantities of any dust. Anything not covered by the COSHH regulations will be covered by the management regulations.
A number of general (model) risk assessments have already been developed for most of the substances and experiments found in school science. Hazcards are produced by CLEAPSS and are available on cards in most science departments and on an annually updated CD-ROM, which is circulated to subscriber schools or local authorities. These also give the hazard data for activities with most of the chemicals used in schools. The CLEAPSS laboratory handbook
(a 1000-page loose-leaf file) covers risks not on the Hazcards. It can also be found on the
CD-ROM.
TA preparation
TAs will find it helpful to prepare sheets with pictures and names of commonly used equipment to assist pupils with spellings if these are not already available in the laboratory.
Pictures are freely available in Clipart files. Most of them are on the CLEAPSS CD-ROM
(see E229 in the e-documents section).
The list might include: Bunsen burner, burette, pipette, teat pipette, thermometer, tongs, test tube, boiling tube, beaker, crucible, funnel, measuring cylinder, microscope, microscope slides, conical flask, gauze, mat, clamp stand, electronic balance, pH meter, data logger.
Session 2 The role of the TA in science lessons 47

Book 2.8
Course document 2.8
Discuss with your mentor or teacher how you might do any of the following:
Observe a lesson and identify the health and safety procedures and possible hazardous occasions
Discuss particular procedures with relevant teachers and familiarise yourself with equipment and locations of various items
Draw a map of the areas where you intend to work and identify the safety features, cut-off points, eye-wash facilities, fire blanket and fire extinguishers and possible hazard points
Ask for help with background reading if you are unsure of the scientific theory behind any of the practical activities with which you are to be involved
Consider ‘what ifs’ with science teachers
Think through some worst-case scenarios and discuss with your teacher or mentor how such eventualities can be avoided and dealt with if they occur
Complete the induction checklist and remember the personal risk assessment sheet whenever you do practical work
Identify sources of further information and advice.
Further sources of information and advice
Your first sources will be the people in your school, the technicians and teachers with whom you will be working, the head of the science department, and the SENCO if you are working with pupils with SEN and/or disabilities.
Paper information such as policies and handbooks should be readily available to you. Much information may now be stored on the departmental computers. Ask a teacher or technician to show you what is available and how to gain access to it. The ASE booklet Safeguards in the school laboratory , 11th edition, 2006, and the CLEAPSS annual CD-ROM are major sources of safety information and are in most schools. The ASE journal for science education in the 11–19 age range, the Secondary science review , often has helpful and informative articles and may be available in the laboratory. The March 2004 edition was devoted to practical work in science.
48 Science

PPT 2.7
Contact details:
Association for Science Education
College Lane, HATFIELD, Herts, AL10 9AA tel: 01707 283000; fax: 01707 266532 www.ase.org.uk
CLEAPSS School Science Service
Brunel University, UXBRIDGE, UB8 3PH tel: 01895 251496; fax: 01895 814372 www.cleapss.org.uk
e-mail: science@cleapss.org.uk
As a TA employed in a member local authority or member school, you are entitled to contact the CLEAPSS helpline (by phone, e-mail, post or fax) on any matter connected with practical science. (Note: CLEAPSS publications are only available to institutions that are in member local authorities or are themselves associate members. Other publications can be purchased from ASE headquarters, with a member’s discount where relevant.)
Show presentation slide 2.7.
Presentation slide 2.7
• Observe a lesson
• Discuss particular procedures with relevant teachers
• Draw map of areas where intending to work
• Consider the need for background reading
• Discuss ‘what ifs’
• Collect relevant school health and safety documentation and read it
• Complete the induction checklist and internalise the personal assessment sheet
• Identify sources of further information and advice
Point out that this slide is a summary of course document 2.8 and suggests several activities that TAs can do when they return to school.
Session 2 The role of the TA in science lessons 49

5 mins
Invite participants to complete the remaining section of their personal planner and prioritise their needs.
Support TAs in identifying where they can go for help if they are unaware of what is available in the local authority.
50 Science

Training and Development Agency for Schools
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