Presentation slide 1.1

Aims of the session

• 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 Secondary Science

• 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 slide 1.2

Principles of the national strategies

• Expectations

• Progression

• Engagement

• Transformation

Presentation slide 1.3

The Framework for Secondary Science provides:

• Yearly learning objectives for both key stages 3 and 4

• The five strands of progression

• Framework guidance

– aims

– structure

– progression

– planning

• Guidance and support

– the new curriculum

– learning and teaching

– assessment, target setting and tracking

– inclusion and intervention

– subject leader guidance

Presentation slide 1.3a

Structure of the Framework for secondary science

The five strands of progression:

1. How science works

2. Organisms, behaviour and health

3. Chemical and material behaviour

4. Energy, electricity and forces

5. The environment, Earth and the universe

Presentation slide 1.4

Characteristics of misconceptions

• 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

Presentation slide 2.1

Aims of the session

• 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 slide 2.2

Ways of working

• 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

Presentation slide 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

Presentation slide 2.4

Why question?

• 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

Presentation slide 2.5

What TAs need to know

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

Presentation slide 2.6

Healthy and safe working

• 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

Presentation slide 2.7

Suggested school-based activities

• 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