Outstanding Teaching – an Ofsted Description

by Ian Richardson

Ofsted is all about standards and bringing about continual improvement in education. It publishes reports that inform the public of standards seen. In a publication from March 2012 Ofsted described the success of a school in the following words:

‘Students make outstanding progress in a broad range of subjects in this large secondary school. The innovative teaching and learning policy and an accelerated learning cycle are underpinned by a well-developed, in-house programme of continuing professional development (CPD).’

In this one paragraph the importance of high quality teaching, learning and management come together. The Imperative for management is to create a culture for the school in which excellence is the goal, in teaching, learning and management.

How does Ofsted describe outstanding teaching in science?

• pupils show exceptional independence; they are able to think for themselves and raise their own questions about science knowledge and understanding and scientific enquiry
• they are confident and competent in the full range of stage-related practical skills, taking the initiative in, for example, planning and carrying out their own scientific investigations
• pupils frequently use their scientific knowledge and understanding very effectively in written and verbal explanations, solving challenging problems and reporting scientific findings formally
• they work constructively with other pupils, demonstrating common understanding in discrete well-focused roles, with all playing a part in successful investigations
• they show high levels of originality, imagination or innovation in their understanding and application of skills
• practical work incorporates a variety of contexts, including fieldwork, in which pupils make decisions about investigations and ways of researching contemporary issues and understand the impact of science on society
• they develop a sense of passion and commitment to science, showing strong application and enthusiasm to learn more through scientific endeavour.

I have also made a video discussing what effective practical work looks like.

I will be speaking in more detail about what makes outstanding teaching in the view of Ofsted at the National Science Learning Centre’s Science Teaching and Learning Conference.

Bringing scientists to you – Science Now

by Andy Bullough

Science Now is an exciting new course a bit like an interactive TV series but with a select audience. If any of you have ever watched The Hour I see it in the same exciting way as the early years of TV where everything was live and anything could happen. (Elephants and Blue Peter spring to mind). However I must admit to having quite a different lifestyle to the hosts depicted in The Hour.

Bringing scientists to you – Science Now

Anyway back to Science Now, we will be broadcasting live to where you are at 4pm alternate Thursday afternoons starting with episode 1 series 1 on January 17th 2013. The difference between this and live TV is that all participants have a part to play in Science Now.

There will be opportunity during each episode to discuss with a scientist their area of research and how it links to your classroom. It will be more like talk radio with added visual contact. Each episode is about an hour and twenty minutes long, and will have a limited size audience to ensure all can take part in the discussion.

Signing up your science department to take part in Science Now will give you flexibility to engage different members of your department with different episodes. This enables participants to join in with the topics appropriate to them and promotes curriculum development across the department.

So how are we broadcasting this? We will be using Adobe Connect which is a flexible cross platform web conferencing facility that usually needs no bits of extra software downloading to your machine. There are also Apps available for both Apple IOS and Android so you could take part using a tablet from the comfort of your favourite armchair. But you do need good internet access.

I will be hosting each of the sessions to ensure the focus on curriculum is maintained. The scientists we are working with are at the cutting edge in their research and passionate in what they do. They all have a desire to share their work with pupils and a wider audience.

My aim is to make Science Now the most accessible solution for keeping science teachers in touch with scientists. UK science is at the forefront of scientific research globally, and this programme will enable our pupils to be inspired by and to benefit from our scientific community. The approach we are using for professional development is novel, but we are confident that this online solution will deliver a high quality interactive experience. Science Now will be inspiring yet informal; a relaxed cabaret style that will engage participants in conversation.  Sign up now and if you are from a state funded school or college in the UK, or currently on Initial Teacher Training (ITT) you will be eligible for a bursary funded by Research Councils UK.  Make Science Now something new to try in 2013.

Find out more about Science Now

Series One starting 17/1/2013

• Earth Science – Dr Clive Brigden, University of Cambridge
• Cosmology – Dr Catherine Heymans, University of Edinburgh
• Genetics – Dr Freek van Eeden, University of Sheffield
• Stem Cells – EuroStemCell, University of Edinburgh
• Planetary Science – Dr Leigh Fletcher University of Oxford
• Materials and Inorganic Chemistry – Prof Andrea Sella, UCL

Latex, Lycra and Chocolate

By Stephen Burrowes

I don’t think it’s too contentious to state that children are naturally curious and if we can stimulate this curiosity then this makes the job of teaching science much easier and more rewarding. It is a pleasure to hear students volunteering the what if, how and why questions. The childlike rather than childish perspective can be so refreshing and it is a privilege to be part of a process where students end up leaving school to continue a lifelong interest in science whether this is as producers of science or consumers.

As a busy practitioner in the classroom it’s all too easy to get overwhelmed by the need to deliver specific examination focused subject knowledge. It is important that students are able to fulfil their potential in external examinations and by stimulating a child’s curiosity with intriguing phenomena or interesting materials you are providing the hook on which to hang the more prosaic examination focused science.

Three of my current favourite ‘hooks’ are electrolycra, latex and chocolate. The Science Enhancement Programme (SEP) has some suggestions for looking at the resistance of electrolycra in the classroom and it certainly makes a change from measuring the resistivity of copper wire. You can’t wear copper wire easily and it certainly isn’t as figure hugging. This splendid material always stimulates teachers on Practical Work in Physics and as a textile it also finds a place on Collaborative Learning in Science and Design & Technology.

I first used latex in the classroom as an introduction to polymers at KS4 and made rubber bands to demonstrate cross-linking. Of course rubber bands can also be used in the context of forces whether this is at KS2 or stress and strain in physics at KS5. With a little planning, latex can be used in many How Science Works contexts such as considering sustainability and natural resources or experimental design when it comes to measuring the extension of a rubber band. Latex often finds its way into my resources request for Introducing How Science Works.

The fact that it can be obtained from a plant makes it a truly flexible material and again SEP comes to the rescue of the busy teacher with “Fantastic Plastic.”

Whilst the Gene Wilder version of Willy Wonka and the Chocolate Factory was a personal favourite when I was young, I also enjoyed the Royal Institution’s marvellous Christmas Lecture series which continued with Size Matters in 2010.

The Royal Society of Chemistry (RSC) also has some interesting suggestions for things that can be done with chocolate in the classroom. I have also used chocolate in a course context in Enhancing Literacy in the Science Classroom in addition to just enjoying eating it!

I know from experience that students respond very positively to the activities I have briefly described and I hope to share my experiences with other latex, lycra and chocolate enthusiasts on a future Science Learning Centre West Midlands course.

Do you use chocolate in your lessons?  Tell us more….

Ye Christmas internet shopping advice

By Neil Standish

My local garden centre is now full of Christmas trees so I thought I’d issue the customary warnings (this will be the second time, and that makes it a custom!) about internet shopping and other online festive activities.

The risks:

• Goods aren’t delivered.
• Goods don’t match description.
• Delivery problems and delays.
• Poor after-sales service.
• Identity theft.

The solutions:

• Deal with reputable vendors.
• Check that the vendor has a physical address and contact details – NOT just an email address.
• Check that the vendor has a proper privacy and returns policy.
• Be especially careful if ordering from abroad.
• If it’s too good to be true – it’s not true!
• Use an appropriate payment method.
• When entering payment details check for a padlock in the frameof your browser.
• If you get certificate warnings it’s probably best to try elsewhere.
• Don’t be fooled by a padlock on the web page itself – it should be on the frame of the browser.
• And as always think before you click.

A quick look at some new variants of old threats

With the economy taking a bit of a kicking at the moment and the festive period imminent, the usual spam will start appearing asking for donations to a variety of good causes. Whilst some of these may be legitimate, the vast majority will be sent by low-lifes trying to make you feel guilty, and thus more likely to part with your bank details.  If you do wish to make donations go to the website of the charity you wish to support. Do this by googling the charity (other search engines are available!), or by typing the address in directly: don’t follow the links on an email.

A variation on this scam is already being spotted on various social media sites; you know the type of message: “Go to xyz.com and donate money to <enter good cause name here> - please forward this message on to all your friends”. If you see messages like this, please just ignore them – don’t forward them or follow any links from them.

Another old favourite making the rounds are e-cards: again some of them may be legit, but the majority are infested with various nasty bits of malware. If you do receive one just delete it without opening.

General news

In an almost unheard of occurrence, something information security-related was found to be amusing!  Click here for a joke I’ll be using in CPD slots for years to come .

Always nice to end on a happy note.

Cheerio!

Neil Standish

Windows and Information Security Specialist

Implementing Pedagogical Content Knowledge (PCK) in the Classroom

By Claire Simpson

Pedagogical Content Knowledge is a phrase that is not familiar to many teachers, yet it was introduced over 20 years ago.  At the Science Learning Centre East Midlands, along with the University of Leicester, School of Education, we have been working to raise awareness of Pedagogical Content Knowledge (PCK) and explore ways to develop PCK of the teachers we work with.

The term Pedagogical Content Knowledge (PCK) was introduced by Shulman (1986) as relating the professional understanding of the content of science subject knowledge to pedagogical knowledge and context . Pedagogical knowledge refers to, for example; classroom management, educational aims and related teaching strategies. Context is relevant to the type of school and students (age, ability, background, social factors etc).

We recognise that whilst the term PCK may not be familiar, the understanding, awareness and skills it incorporates may indeed by highly developed in experienced teachers. In contrast, for new teachers or teachers working outside of their specialism, PCK is often an aspect of teaching that is still developing and may need support. To address this, the Science Learning Centre East Midlands and the University of Leicester embarked on a project to encourage experienced and inexperienced teachers to work together, share ideas and be reflective in their practice to develop good PCK.

The project ‘Implementing PCK in the Classroom’ involved a group of experienced secondary science teachers and the PGCE students they were mentoring. Participants were invited to a series of twilight CPD sessions where they were introduced to PCK before they were asked to put their new knowledge into practice. Throughout the project participants were asked to be reflective of their experience and in the final CPD session, shared video footage, samples of work and reflective journals.

The whole project was supported by a ‘PCK toolkit’ which was developed from models of PCK and continuing professional development (CPD) from Berry and Loughram, 2010 and Windschitl et al, 2010. The toolkit takes the form of a series of worksheets to guide the planning, implementing and reflection of PCK in the classroom, with the key document being a framework for PCK. The framework has similarities to a scheme of work in terms of the break down of learning outcomes for a particular topic, but extends this to encourage the teacher to consider questions such as:

• what you intend the students to learn about this idea
• why it is important for students to know this
• what else do you know about this idea (that you do not intend students to know yet)
• difficulties/limitations connected with teaching this idea

These questions really help to focus the teacher not only on the subject content, but also the pedagogy and context they are teaching it in. In essence it helps to develop their PCK.

Feedback from the participants involved in the project has been extremely positive, with many addressing misconceptions, reflecting on the best order and methods to teach topics, and realising the importance of collaboration with their fellow colleagues. Both experienced and inexperienced teachers have valuable contributions to make to developing PCK and this was evident when completing PCK frameworks for science topics. At the Science Learning Centre East Midlands and University of Leicester, School of Education, we have found the PCK project thoroughly rewarding and look forward to taking it forward in the next academic year.  We welcome any comments and would be happy to answer any questions via slcem@le.ac.uk

The network of Science Learning Centres run a number of Implementing Pedagogical Content Knowledge (PCK) courses across the country.

References:

Berry, A. and Loughram, J. (2010) What do we know about effective CPD for developing science teachers’ pedagogical content knowledge? Paper presented at the International Seminar, Professional Reflections, National Science Learning Centre, York. Available as pdf: https://www.sciencelearningcentres.org.uk/research-and-impact/research-seminars/NSLC%20UYSEG%20seminar%20Berry.pdf

Shulman, L.S. (1986) Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2): 4-14

Windschitl, M., Thompson J. and Braaten M. (2010) Fostering Ambitious Pedagogy in Novice Teachers: The Role of Tool-Supported Analyses of Student Work. Paper presented at the International Seminar, Professional Reflections, National Science Learning Centre, York. Available as pdf: https://www.sciencelearningcentres.org.uk/research-and-impact/research-seminars/NSLC%20UYSEG%20seminar%20windschitl.pdf

A big collection of free materials to support triple science teachers (and more to come)

By James de Winter

In recent weeks you will probably have seen details and information about the various types of support and training that is available for those teaching triple science GCSEs.  To add to this support, I can offer a place to go for free resources and materials that have been developed and used by teachers across the country. You may be familiar with the National STEM Centre Website  and its wonderful eLibrary but did you know that there is also a community part of the site where you can now get lots of free materials produced, trialled and refined by teachers to support your teaching of the units across all three triple science subjects as well as a place to share ideas and discuss issues online?

My job as manager and moderator of the Triple Science Communities is to be as nice to you as possible, finding and sharing things that may make your lives easier as well as trying to answer any questions. To start things off, I have created three resource community groups, one for each of the science subjects and added a whole load of materials for teaching. These are a combination of activities and worksheets, lesson plans, slideshows, teacher notes as well as other things that I hope you will find useful.

Inside the three subject community groups I have created a separate topic for the main content areas in that subject that are covered in the triple science extension modules. Use the links below to have a look and a rummage around and see what is there, no need to even log in to browse. You’ll need to log in to the National STEM Centre  to download anything but it only takes a minute or two and it may save you much more than that in planning time. I could put links to each of the sections that are included but it’s a bit dull and if it is in your triple science course then there is a section there, I promise.

Physics 

Chemistry

Biology

I have just finished uploading several hundred files produced by teachers working on the previous specifications. Whilst a few things have changed in the recent course revisions, much of this is still relevant and worth a look. In the coming months these groups will expand with more content and we’d be delighted if you felt happy to uploaded your own files as well as commenting upon what is there. I do really value the views of those who will be using these resources on a daily basis. Also, feel free to contact me if you are looking for something that I might be able to track down and upload to the community, or indeed if you have any questions – my email is j.dewinter@slcs.ac.uk 

Whilst you are there, drop in and have a look at the Triple Science Eye Community group. This has a more science staff room feel and is a place for any questions. Whether you are a teacher, technician or head of department, chances are that if you have a problem relating to triple science, someone has solved it already. So have a read, make a post or answer someone else’s questions and I’ll try and reply a quickly as I can as well.

Finally if you are one of those people who are looking at the options for introducing triple science into your school you may also want to watch our triple science case study videos on YouTube.

The Apprentice’s view for National Apprentice Week

By Cindy Martin.

I was unsure whether I wanted to attend university so once I had completed my GCSEs and A levels at school I decided to apply for an apprenticeship, this would provide me with the opportunity to learn whilst getting paid and allow me to see what I would like to do in the future. After finishing school in July 2011, I began working as the marketing apprentice at the National Science Learning Centre in York. I love my role as it enables me to work in a specific area of the company, learn new skills and work with a wide range of people. I attend college for half a day a week where I study units that are chosen specifically to accompany my job role. Although I have had a few complications with college, I feel that it’s great as it allows you to work at your own pace. I began the course in September 2011 and have worked hard to get my portfolio finished; I expect to complete the course by the end of February2012.

When I started my job, I was one of four new apprentices within the company, as part of my research for this blog post I spoke to a couple of them to see what they felt about apprenticeships. Marcus, who is the apprentice assistant lab technician, said: “I think it’s great as I’m learning whilst earning and doing a job I enjoy.” Lyz, who was employed as the network apprentice but is now working in a number of departments within the company said: “apprenticeships are a fantastic way to begin in the real world of work. To gain new experiences in a chosen field whilst learning is a bonus.”
I also thought it would be beneficial to speak to Maureen, head of HR, she said: “Apprenticeships are a brilliant way for young people to learn as they earn, providing them with the relevant vocational skills and qualifications required to progress in the world of work. The UK economy needs to be underpinned by a highly skilled and varied workforce – apprenticeships are a very relevant and important part of the mix.”

I would advise anybody who is unsure about what they want to do in the future to consider an apprenticeship. Although the pay may not be great at some companies, it is a fantastic stepping stone in to the working world and allows you to gain a qualification at the same time, which always looks good on your CV.

Assisting with our online video marketing has been one of the varied projects I have worked one.  Here is a video I co-presented to promote one of our secondary science training courses.  In this case it was about our CSI Forensics course.

Merry Christmas from the Science Learning Centres

Welcome to the last of our resource and activity gifts for Christmas.

A huge thank you to all of our delegates who have participated at one of the Science Learning Centres across the country this year.

Here are the last of our resources for you to share, use or take inspiration from.

Primary

(Please scroll down for Secondary)
In this video, Zoe Crompton provides winter and snow related ideas and activities for primary school children.

Winter Primary Science Activities

►

Here are the primary CPD courses coming up in the New Year.

Secondary

This video shows Simon Quinnell demonstrating a range of experiments which can be performed at the Christmas dinner table.

Science Activities for the Christmas Dinner Table

►

Here are the  secondary CPD courses coming up next term.

If you like the ideas behind Simon and Zoe’s videos and would like to learn more demonstrations then you should consider attending our practical demonstration courses:

Technicians as Demonstrators:  The Practical Demonstrator in the Classroom

or one of our regional demonstration courses.

A big thank you to everyone who has supported the network of Science Learning Centres over the past year.  In particular to the major funders of our awards and bursaries.

The Wellcome Trust		Department for Education
AstraZeneca		AstraZeneca Science Teaching Trust
BAE Systems		BP
General Electric Foundation		GlaxoSmithKline
Rolls-Royce		Vodafone
Vodafone Group Foundation

Wishing you a Merry Christmas and prosperous New Year from the Science Learning Centres and the National STEM Centre, we look forward to welcoming you back in 2012.

Lab Design – Why aren’t we planning for the future, rather than languishing in the past?

By Mark Langley

Science teaching has changed a lot in the last 30 years, so why do we put up with facilities that do not help us teach effectively?

Bad Maintenance in a Science Lab

Money is usually the answer and currently there is little of this about.  However, when it is available why do so many schools and colleges just end up with a modern version of the same lab that has been about for the last 100 years or so? Alas, those planning the facilities (very often leaving out those who will be using them- the teachers, technicians and of course the students) don’t always have a clue as to what makes good science teaching accommodation.

Current science facilities are not good, as highlighted in various reports, including the Royal Society of Chemistry and CLEAPSS in 2006 and a recent report by Parliament, flagged up by Lord Winston, which saw that at least a third of school labs were inadequate. Worryingly, even new or refurbished science spaces are often poor- only two thirds were considered good or better.  A lack of sensible planning and ideas, coupled with people seemingly unable to use the extensive guidance and rules already out there, means that many science spaces are pitifully poor for effective science teaching and learning.

Note that I didn’t say “Science Laboratories”. Have a look through the requisitions in your department for the last fortnight and match them against the timetables.  Was there practical work in every lesson? In every other lesson? Probably less than that. So does every science lesson really need to be in a lab? Would a simpler room such as a science studio or maybe even an “ordinary” classroom environment be more helpful for some lessons?

Stool damage in a Science Lab

Scarily a good proportion of labs are downright dangerous or even illegal in places. Building regulations get ignored or haven’t been consulted. This can be expensive to put right or at the worst might put people’s safety at risk.  So when planning science lab accommodation, what should be done?

Well, finding out what you really want and need is important.  In straightened times might it be more prudent to have say three really well equipped labs plus four classrooms with demo facilities than six small, cramped and badly equipped laboratories? The associated prep room, office and storage space can then get a decent look-in. Squeezing out the space required to prep lessons for both teachers and technicians is very short-sighted.  We have seen several designs that have been built, without the basics such as a separate chemical store or proper thought to where you might keep your radioactive sources!

This comes down to lack of planning and communication. Any new, refurbished or refreshed science facility in a school should be fit for purpose. It is hard to get your head around everything required; even the most experienced Head of Science will have large gaps in their knowledge, so this means speaking to others or getting some training. Investing time in planning will save money later and help make your science department achieve what it wants without having to compromise too much.

Remember it might have to last you another 30 years at least… Plan carefully!

Relevant courses:

Lab Design: Future Science Accommodation for Teaching and Learning Starts 7 November 2012 at the National Science Learning Centre, York.

References:

Improving school laboratories?  A Report for the Royal Society of Chemistry on the number and quality of new and re-furbished laboratories in schools (2006) http://www.rsc.org/images/labsreport_tcm18-65943.pdf

Lord Winston’s comments in the Telegraph
http://www.telegraph.co.uk/education/secondaryeducation/8811102/Lord-Winston-science-labs-inadequate-in-third-of-schools.html

It’s having an effect.

David Thorpe, MyScience.co Ltd Finance and Operations Director recently presented to York Business Link (October 2011). Here is a summary of his views and a slide share version of the presentation.

The Third Sector
The UK has always been rightly proud of its third sector and Myscience is an excellent example of a modern-day third sector organisation:

• Working with a broad community of stakeholders it draws heavily on highly  subsidised or free resources for the benefit of society
• It has both a “not for profit” and a charitable arm
• It is an excellent example of “the big society”
• It leverages maximum benefit for all its funders through combining funding streams “more bang for your buck”
• It successfully delivers commercial contracts, while at the same time “filling a gap”, doing things that can’t be done commercially

Why do funders give money to Myscience?

We all remember our best and worst teachers; we also remember being turned off from a subject because we found it boring.  Myscience exists to address that problem.  By ENTHUSING teachers, updating their subject knowledge and improving their pedagogy, Myscience aims to increase the uptake of students for STEM subjects.

An example from one of our funders, BP:

In July 2011 BP announced a £3bn investment in re-developing two North Sea oil fields.  But they struggled to find employees with the appropriate STEM skills.

It's having an effect

The diagram illustrates that the support given to the teaching and learning of STEM subjects, improves the supply of STEM skills into the UK workforce.  This particularly benefits high value, high growth sectors such as low-carbon, pharmaceuticals and digital media.

This effect on economic growth led the government (against a backdrop of financial austerity) to invest £7m in Myscience to deliver a triple science programme because evidence shows those who study three sciences are more likely to go onto further STEM study.

This year’s A level entries showed another encouraging increase but there is more to do.  Still only 18% of young people study Physics and Chemistry as separate GCSE’s.  Compared to 26% for Religious Studies.

Here is the full presentation:

The Third Sector

View more presentations from SLCS-online

You can follow David on LinkedIn