Aims of the session

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 1.1

2. Principles of the national strategies • Expectations • Progression • Engagement • Transformation Presentation slide 1.2

3. 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 The Framework for Secondary Science provides: Presentation slide 1.3

4. Structure of the Framework for secondary science The five strands of progression: • How science works • Organisms, behaviour and health • Chemical and material behaviour • Energy, electricity and forces • The environment, Earth and the universe Presentation slide 1.3a

5. 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 Characteristics of misconceptions Presentation slide 1.4

6. 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 Aims of the session Presentation slide 2.1

7. 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 Ways of working Presentation slide 2.2

8. 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 2.3

9. 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 Why question? Presentation slide 2.4

10. 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 What TAs need to know Presentation slide 2.5

11. 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 Healthy and safe working Presentation slide 2.6

12. 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 Suggested school-based activities Presentation slide 2.7