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  8. ASE South East Area Conference 2014 - University of Surrey

ASE South East Area Conference 2014 - University of Surrey

Date: Wednesday 25th June 2014

Time: 09:00 AM to 04:15 PM

Location : University of Surrey, Guildford

Tme: 09.00 - 16.15

Venue: Teaching Block, University of Surrey, Guildford, Surrey GU2 7XH View map and directions

Please note that the Teaching Block is next to the Learning Resource Centre (F5 on map)

Book online

If you are registered for online services you can book online and pay by debit/credit card. If not register now.

Please contact conferences@ase.org.uk for further information

Conference RatesFee
ASE member £44
Non-member £59
ASE Trainee member £24
Trainee Non-member £29
Provisional Programme - 25 June 2014, 09.00 - 16.15

A wide range of speakers will deliver workshops to challenge, inform and inspire. There will be also be a full exhibition to explore resources and ideas. 

Keynote

Evolution and the curriculum: James Williams 

Evolution is now part of the primary curriculum. As a central tenet of biology it is an important scientific concept that all students should understand. Yet evolution is presented by some as a controversial issue or as a challenge to religion. In this talk I will look at why the teaching of evolution is important, how common misconceptions can undermine the concept and propose a way of teaching evolution that does not a threaten religious believers or dilute the scientific credibility of evolution.   

For Primary

Improving progress in Primary Science: Liz Lawrence

The new National Curriculum provides an ideal opportunity for Schools to review, revise and revitalize their approach to Primary Science.  This interactive session, building on key messages from Maintaining Curiosity, will explore how teachers can adapt their planning to focus on key scientific ideas and skills, and develop learning sequences which will ensure that outcomes are achieved and progress monitored – without levels! 

Light - think it, talk it, be it, understand it: Jason Harding 

In this session we will explore how several methods have been used to help pupils understand the concept light through a creative curriculum topic.  Speaking as an expert, kinaesthetic models, modelling and written explanations will all be explored and explained.  Participants will leave with a pack of resources and our teaching and learning cycle rationale specifically related to the context of teaching ‘Light’.

Cup Cake Science: Steve Marshall

This session will explore this latest phenomenon within our science lessons. Using Cup cake cups for investigating, making cupcakes in classroom for science and even decorating as a way of stimulating pupil recording creatively . Come and be challenged and relaxed. Even a chance to taste.

Working scientifically and the curse of yet more plants: Hellen Ward 

This workshop will take a practical approach to working scientifically in all aspects of science learning but with a particular focus on plants.  With plants and yet more plants in the new National Curriculum, we will look at how progression and continuity can be ensured, whilst at the same time developing all the aspects of working scientifically. In addition there will be a focus on the the learning about the solar system and again ideas to support working scientifically in this area.

Evolution and inheritance in the new National Curriculum: Stuart Naylor

Many primary teachers are concerned about teaching the section on evolution in the new primary national curriculum. That’s understandable. The aim of this session is to outline the background that you need to teach this area, to make it accessible and easy to understand, and to give you ideas for what you can do in the classroom. You will leave this session feeling confident and looking forward to putting this into practice! 

Visualising progression from Year 1 to Year 6: Matthew Newberry

Matthew supports teachers ‎and LSAs to develop a range of classroom resources such as Topic Overviews, Levels Mountains and ‎the Thinking Frames approach. This workshop will showcase the new curriculum ‎planning materials developed to meet and exceed the demands of the 2014 KS1 and KS2 science ‎curriculum and will give you an introduction to key requirements of the new 2014 National Curriculum for Science, new Yearly Planner posters covering the progression in vocabulary and key concepts from ‎Year 1 to Year 6 and Progress Pathways – which offer practical approaches to support assessment. 

Fascinating Fossils: Denise Balmer SATRO

Practical activities using fossils and changes over time to complement the new programme of study for Year 6 and invoke enthusiasm and motivation into your science curriculum.

Cheap and easy physics experiments for primary schools: Sarah Barnes, SEPnet

This session allows primary teachers to have a go at some simple experiments using everyday equipment that can be easily used in the classroom.

For secondary and cross-phase

Successful subject leader networks networks: Ali Redmore

Our research and feedback from teachers consistently highlights their desires to share ideas and effective practice and be able to work together with their peers to continually improve, develop and support their practice.  This workshop draws on examples of successful networks and looks at how science subject leader networks can be dynamic and self directed to meet the needs of members.

Science – teaching a new modern foreign language : William Hurst

Science is a foreign language, just as foreign as French or German - no wonder that pupils lose interest in Science! I will present myriad ideas for word games that will increase pupils’ understanding of science, improve their literacy skills and be useful complement to any scheme of work.

Science outside the classroom: Inspiring a knowledge and understanding of the natural world through fulfilling the requirements of Life Processes & Living Things at KS2 & 3: Lynette Merrick, Gatekeeper Educational Ltd

This session will explore the following topics: Investigating animals and plants within their habitats, developing an awareness of their inter-dependence, methods of sampling, recording and analysing the findings, mastering the steps to easy plant and animal identification and classification and encouraging observation by inspiring pupils to record results through personal drawings and sculptures. Delegates will receive a set of ready-to-use outdoor Projects for Key Stage 2 & 3 and be able to select a free Gatekeeper Guide from a selection of eleven titles. 

The use of Ipads in outdoor learning: FSC

Update on A level and GCSE: Crispin Edgell, AQA

This session provide a generic update on the GCSE reforms in science and the redeveloped A levels. Followed by an update on how AQA are responding and what we are currently proposing for our new science qualifications.

Practical work – what is the point?: Richard Needham

Since the ASE’s Getting Practical project, there have been many developments around the use of practical work in teaching and learning science. It has become the focus of attention for many within science education and this is leading to a better understanding of the ‘what’, ‘how’ and ‘why’, but also highlighting concerns about assessment and resourcing. This session takes an in depth look at one practical activity to explore some of these issues. It also explains different ways the activity can be used in teaching, to focus on different learning outcomes. 

BTEC Applied Science – Updates, Guidance and Suport: Edexcel/Pearson

This session will give an update on how NQF BTEC Level 1/2 Awards fit within the changing curriculum landscape, the latest guidance and support for teaching and delivery plus information on the development of BTEC Nationals in Applied Science. 

A challenge for all learners? Getting started with SOLO taxonomy: Sarah Pannell and Michelle Pope

Balancing the need of all learners whilst covering the breadth of the curriculum is a significant challenge in science education. SOLO taxonomy allows teachers to set differentiated learning objectives and provide a personalised learning experience by encouraging deeper thinking. Particularly useful for promoting synthesis of concepts, it also promotes self-assessment and reflection by learners. Practical, take away strategies for getting started using SOLO taxonomy in your classes.  What is it and how can it help me and my pupils? 

An Assessment Model for the New Curriculum: Dr Andrew Chandler-Grevatt

The new KS3 National Curriculum has brought with it challenges for assessment. This session explores the assessment model adopted by OUP’s Activate Scheme of Work. The Assessment Editor will explain how you can ensure that your pupils have a secure understanding of the key concepts and are ready to progress from KS3 using Activate resources. The model is adaptable for those who wish to use levels, grades or comments only as well as having formative and summative functions.   

The Scale of the Universe: Dr Stuart Eves, Lead Mission Concepts Engineer, Airbus Defence and Space

In his book ‘The Hitch-Hiker’s Guide to the Universe’,Douglas Adams described a device known as the Total Perspective Vortex as follows: When you are put into the Vortex you are given just one momentary glimpse of the entire unimaginable infinity of creation, and somewhere in it a tiny little mark, a microscopic dot on a microscopic dot which says “You are here”. The aim of this session is to try to make the ‘unimaginable infinity of creation’ both imaginable, (rather than unimaginable) and finite, (rather than infinite) – aimed at GCSE students.itch-Hiker’s Guide to the Galaxy’, 

Developing literate Scientists: Jason Harding

By using talk, reading for meaning and explicit writing strategies pupils are enabled to explain clearly their understanding of concept ‘electricity. Participants will leave with a pack of resources that will help them to support their pupils in writing effective explanations about a scientific phenomenon.  In Enfield we believe that the approach used is an essential foundation for enquiry and scientific literacy. 

Preparing for terminal assessment in GCSE sciences : Ed Walsh

The phasing out of modular assessment and the move towards external examinations at the end of GCSE science courses presents teachers with a number of challenges..  This workshop will explore how teachers can plan for the periodic revising of topics and provide students with opportunities to refresh their understanding of key ideas.  A number of classroom strategies will be tried out. 

Running a Science Journal Club for A level students – one method of engaging students with current scientific research: Sarah Pannell

A Level teachers regularly encourage their students to 'read around' the subject in order to broaden their understanding and improve their scientific knowledge, however Sarah found that her students were struggling to identify suitable material and therefore doing very little wider reading.  To encourage her students to develop broader scientific literacy, she launched an academic Journal Club style. Explore how students can access challenging scientific work within a Journal Club and provide suggestions of articles that can be used to start your own Journal Club. 

Visualising progression from Year 6 to Year 9: Matthew Newberry, Cams Hill Science Consortium

Matthew supports teachers ‎and LSAs to develop a range of classroom resources such as Topic Overviews, Levels Mountains and ‎the Thinking Frames approach. This workshop will showcase the new curriculum ‎planning materials developed to meet and exceed the demands of the 2014 KS2/KS3 science ‎curriculum and will give you an introduction to key requirements of the new 2014 National Curriculum for Science, new Yearly Planner posters covering the progression in vocabulary and key concepts from ‎Year 6 to Year 9 and Progress Pathways – which offer practical approaches to support assessment. 

Cheap and simple hands on physics for KS4: Sarah Barnes, SEPnet

This session introduces some hands on experiments linked to the physics content of the key stage 4 science and additional science curriculum.  The activities have been adapted from the successful SEPnet GCSE programme of workshops in schools and are designed to provide a cheap alternative to more expensive equipment. In the session, teachers will have a chance to try out some of the activities and receive some kit to take away. 

Research schools and Threshold concepts: Dr Mark Evans and Dr Andy Chandler-Grevatt

Sir Isaac Newton Sixth Form is a STEM school in Norwich. It runs on the principles of using evidence based pedagogies and being an evidence generating school. This presentation will report on the first outcomes of researching the use of Threshold Concepts, Mastery Learning and Assessment for Learning to promote progress at A-level. The Head Teacher, Mark Evans and the Education Researcher, Andy Chandler-Grevatt will share their experiences of carrying out research in the school. This session will explore Threshold Concepts and troublesome knowledge and the use of assessment tasks to improve learning relevant to science teaching at KS4 and KS5.