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ASE South East Conference 2018

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University of Surrey

Stagg Hill



United Kingdom

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Join us for this CPD conference on "Practical Science". There is a dedicated programme for both primary and secondary teachers. Plus there are lots of opportunities to network in our exhibition. The conference will focus on practical Science as Sir John Holman will be delivering the keynote address.

Key note : Sir John Holman : Practical Science

Session A

A1 Primary : Charles Darwin and primary science: learning about the man behind the beard: Sally Stafford, Education and Outreach Officer, Darwin Correspondence Project, Cambridge University Library

Understanding more about Darwin's life, his scientific ways of working and his experiments help us to get to grips with his big ideas. Using Darwin's letters and experiment books, this workshop will try out science and cross-curricular resources and activities for the KS2 classroom.

A2 Primary: Chemistry in your shopping basket: Peter Hoare, University of Newcastle

Interactive demonstration lecture linking chemistry to the contents of your weekly shopping basket and to the KS1/2 curriculum for chemistry

A3 Secondary: How a cross phase project can ease transition : Greg Seal,

Ever since the removal of KS2 science SATS students often have a Baseline assessment when they move into secondary school. Alternatively some schools have a lab safety module and the ubiquitous Bunsen burner license. But what do we do with this data and how do we then manage the disappointment of not using a Bunsen burner for another few months? A cross phase transition project will allow you to formatively assess your class skills, build relationships, set the standard for the year and not overwhelm them with complex rules and ideas.

A4 Secondary: The transition from GCSE (9-1) to A level : Name TBC, Pearson Edexcel

This September will be the first cohort of students to start their study of A level Sciences with experience of the new style of GCSE practical assessment.

Our workshop will explore how this may impact on your A level teaching and how to build on students' GCSE knowledge and extend their practical skills at A level.

A5 Secondary: Science practical work for low attaining students and those with SEND : Rob Butler CSciTeach

The Gatsby practical report refers to excellent teachers combined with frequent and varied science activities. Rob will build on these recommendations and show you how he developed a culture of practical work in his role as a special school teacher resulting in his special needs learners making sustained and measurable progress with a 100% GCSE pass rate.

Rob will show you the types of practical work he did with his learners, how he structured practical work for learners with special needs, how technology can be used to meaningfully enhance practical work and to talk about how you might assess practical skills for these learners.

Rob was a special school science teacher for 20 years before recently leaving to pursue a career as an independent consultant. Rob taught science to learners with a range of learning difficulties as well as supporting colleagues in mainstream schools through his outreach work. Rob is a Chartered Science Teacher through the ASE and a member of their 11-19 committee.

A6 Secondary: Important or fun: Why bother Working Scientifically: Euan Douglas CSciTeach , St George Catholic College

As we get a more informed view of how practical skills and understanding are assessed at GCSE, it is a great time to review all aspects of Working Scientifically across Key Stages 3 & 4. After identifying why this area has increased in challenge so significantly with the latest specifications, we will look at what skills and understanding students need to be successful in their GCSEs, and how this can be built up through their time at secondary school. We will look at how working scientifically develops, and also how it can be assessed in a way that informs effective progression across a department.

Session B

B1 Primary: CLEAPSS Primary Practical Workshop: Maria Pack; Lead Primary Consultant at CLEAPSS

This workshop is a series of practical activities to try and take away, using easily accessible and easy-to-use materials. All our practicals are trialled in schools with children and developed with teachers, the session will include our new primary friendly slime activity and others.

B2 Primary:TAPS practical and focused assessment: Sarah Earle CSciTeach, TAPS project lead @priSciEarle

The Teacher Assessment in Primary Science (TAPS) project has developed focused assessment activities to support teacher judgement of Working Scientifically. This session will explore how TAPS practical focused assessment tasks can be used to support science across the school.

B3 Cross phase: Dry ice demonstrations for Primary and Secondary Science: Mike Ashe, Chillisticks

The safe use and storage of dry ice will be discussed and a number of demonstrations aimed at elements of the national curriculum will be presented including;

Making clouds, Rockets, (Safe) explosions, Floating Bubble and Fogging Drinks and more.

B4 Secondary: Giving Teachers Control of the Practical Curriculum – no more required practicals: Richard Tateson is the A Level Biology Subject Advisor at OCR

The reformed GCE and GCSE Science qualifications have removed prescriptive coursework and replaced it with a DfE-defined list of skills and techniques. The extent of the shift, in terms of both assessment and choice of practical activities, away from the exam board and back to the teaching profession is revolutionary. It is not surprising that, amidst all the burdens of teaching a new course, not all teachers and departments have fully explored the new opportunities. In this session we will look at some options for practical curricula, ranging from the ‘keep it simple’ to the more radical, which demonstrate how teachers can exercise the control they have been given while still providing students with opportunities to learn those DfE-defined skills and techniques.

B5 Secondary: Developing higher order thinking in secondary science: Michelle Pope CSciTeach, Reigate Grammar school

This session will present a range of strategies to develop higher order thinking skills, which have been developed, used and evaluated by the science department at Reigate Grammar School as part of our High Performance Learning project. The examples will cover skills such as analysing data, evaluating experimental validity and linking concepts both within and across the sciences; they can be used as starters, plenaries, collaborative tasks and longer assessment activities.

B6 Secondary: From lab data to exam grade: making required practicals count: Ed Walsh, Ed Walsh Consulting

Teachers have devoted significant amounts of time and effort to getting the required practical activities to work but this won't automatically translate into students being able to answer the related questions in the final exams. This workshop will explore how students can be prepared to successfully answer items that are based on working scientifically.'

Session C

C1 Primary: Running a primary science/STEM club: Sarah Longshaw CSciTeach

The hands-on session will incorporate a selection of activities suitable for primary science/STEM clubs. These will be easy to resource and run and can be used as stand alone activities or incorporated into themed programmes

C2 Primary: Pop-up practicals with a purpose: Ed Walsh, Ed Walsh Consulting

Practical work plays a key role in primary science and many teachers make extensive use of experiments. However, evidence from inspections shows that there is sometimes less focus on conclusions and evaluations than on using equipment.

This workshop will feature a set of activities that are cheap and easy to set up and run. The focus will be upon how these can be used to develop both enquiry skills and key concepts. There will also be an exploration as to how skilful questioning can support pupils to draw valid conclusions and evaluate their investigations.

C3 Cross phase: Science Teacher SOS: Striving for a work-life balance: Dr Andy Chandler-Grevatt CSciTeach, Oxford University Press

The ASE 11-19 Committee has launched a Science Teacher SOS campaign to support those teachers who are thinking of leaving the profession. This session will explore strategies for making changes within your life to create a better work-life balance. Andy will talk from personal and professional experiences to introduce these strategies and share the practical use of the Teacher SOS Guidance. This session will be useful for Primary and secondary teachers and Heads of Department who need strategies to retain their good teachers and for teachers who are considering leaving the profession. https://www.ase.org.uk/sos/ #SciTeacherSOS

C4 Secondary: Assessing practical science at GCSE: Julian Clarke, AQA

During this session we will explore the assessment of practical science at GCSE and consider the implications and opportunities for the development of effective practical work in science lessons. Reference will be made to the Apparatus and Techniques component of the GCSE specifications alongside the requirement for students to undertake the required practical activities for the specification they are following. Sample examination questions will be used to illustrate the types of questions that students can be expected to answer.

C5 Secondary: KS3 Science – Life after levels: The Chelsea Academy 3 Cert : Jo Holgate, Chelsea Academy,

How one school chose to relaunch their Key Stage 3 curriculum in a Life After Levels, making Key Stage 3 more meaningful and aspirational

C6 Secondary: Mathematics in GCSE Science: Planning for future cycles: Pete Robinson CSciTeach

The first cycle of GCSE 9-1 is now complete. What are the lessons we've learnt from the maths questions in the GCSE science papers and how do they inform how we will do things differently in the future. A discussion and evaluation session based on the experiences of the session leader and session delegates. In particular, we will be taking a look at how maths skills have been assessed in the first round of GCSE examination papers and we can better prepare our students.

Session D

D1 Primary: Scientific inquiry from mathematical starting points: Hellen Ward CSciTeach, Canterbury Christ Church University

The workshop will lead participants through a range of investigative activities with mathematical starting points. It will enable some opportunity to look to extended explanations from data starting points. There will also be opportunities to examine different ways of recording outcomes in line with national expectations.

D2 Primary: Standing on the Shoulders of Giants: Amy Strachan and Alex Sinclair, St Marys University

A workshop to share and develop a methodology for using both famous and contemporary scientists in your science curriculum. We will share with you strategies, activities and top tips of how to use scientists (both historical and contemporary) to model how to work scientifically.

D3 Secondary: Extreme Physics: Neil Atkin, IoP

Engaging, challenging and great learning activities. Turn a water rocket into a bazooka: What combination of factors will give you the greatest range? Which fruit would go furthest when fired in a giant catapult? Take part in the upwind potato challenge. Google will not help you here!

Neil Atkin from the IOP: Physics of football surfing and extreme sports shares some ideas

D4 Secondary: Getting to Grips with the new Science GCSEs : Sarah Old, Ofqual

This is an opportunity to gain some insight from Ofqual about the impact of the new GCSE Science qualifications. As an ex-Science teacher herself, Sarah Old, Senior Manager in the Standards Team responsible for the Science A Levels and GCSEs for Ofqual, has experience at the chalk face. She has also worked on the development of qualifications for a leading exam board. More recently, she has been involved in an evaluation programme as the first awards of the reformed qualifications have been made. Come and discuss topics such as how standards are maintained when new qualifications are introduced, the new grading scale, including for Combined Science GCSE and discuss the impact in the classroom over the last two years, teaching and preparing students for the new elements of the reformed curriculum.

D5 Secondary: Practical Pinch Points: Troublesome Concepts in working scientifically: Dr Andy Chandler-Grevatt CSciTeach, Oxford University Press

This session builds on our Activate Pinch Point project with a focus on Working Scientifically. What are the difficult parts of Working Scientifically? How can Pinch Point Tasks help identify mistakes? How can interventions be used to remedy specific mistakes? Leave this session with an example Pinch Point activity, instructions of how to write your own Pinch Point tasks, ideas of Pinch Points , common errors and suitable interventions. This session is led by Andy Chandler-Grevatt who is the Assessment Editor for OUP's Activate series. The session will be useful for teachers who are interested in understanding how to respond more effectively to students' mistakes.

D6 Secondary: Post 16 Learning and teaching Activities for Chemistry & Biology using web-based worldwide Research databases: Peter Hoare, Newcastle University

We have been collaborating with several worldwide research data curating organisations to develop web-based interactive learning resources for chemistry and biology.

This workshop will outline the features and activities available for each of these free resources which introduce key chemistry and/or biology concepts:

1. Cambridge Crystallographic Data Centre, UK (CCDC) - learning exercises using real 3D crystal structures (chemistry-focussed);

2. Protein Data Bank in Europe, UK (PDBe) - learning resources for basic protein structure and function (separate resources with chemistry or biology focus).

Supervised by a former secondary school chemistry teacher with over 20 years experience in the classroom, who for the past 9 years has been working as a Chemistry Outreach Officer in a UK University, these exercises have wide applicability and were all peer-produced by either Nuffield Foundation Research Placement students (English yr 12 secondary school) or stage 4 MChem final year project students in the former School of Chemistry at Newcastle University.

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University of Surrey

Stagg Hill



United Kingdom

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