ASE South East Conference 2017 - University of Surrey
Wednesday 21st June 2017
Join us for this CPD conference on "Still maintaining curiosity". 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 how we are still maintaining curiosity and how schools are effectively doing this. What has changed since the 2013 Ofsted report 'Maintaining curiosity' recognised curiosity-led engagement with students as the first principle in teaching science? Is students' interest in and understanding of science sustained? And are they enjoying the experience of working scientifically?
Venue: University of Surrey, Guildford, Surrey GU2 7XH View map and directions
Time: Wednesday 21st June 2017, 9:00am to 16:15pm, 8.45am registration
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|ASE member||£ 45.00|
|ASE Trainee member||£ 20.00|
|Trainee Non-member||£ 30.00|
|Programme - Wednesday 21st June 2017|
9.30 am Keynote announced!
Curiosity in Science Education - inside and outside school
We're delighted to have Professor Justin Dillon present the keynote at the ASE South East Conference 2017. Justin Dillon is Professor of Science and Environmental Education at the University of Bristol and president of the National Association for Environmental Education.
10.30am Session A Options
(A1 Primary) Science for the unexcited: Stuart Naylor CSciTeach, Millgate House
If children aren’t engaged in science then they won’t be thinking much, and if they aren’t thinking much then they probably aren’t learning much. Unfortunately, when teachers aren’t interested or excited themselves, it’s harder for them to engage and excite their children in science. This workshop is for those who aren’t excited by science, and for subject leaders working with colleagues who aren’t excited. We will explore what you can do to get children engaged in science, and emphasise making science manageable rather than creating extra work for teachers.
(A2 Primary) Maintaining curiosity about our beautiful British Wildlife: Lyn Merrick, Gatekeeper
Investigating, sorting, identifying, classifying and recording using ICT and art (Key Stage 1/2). Part 1: How to investigate land and freshwater invertebrates, flowers and seed dispersal and plants in grassland. Part 2: How to identify species by observable features. Part 3: How to use art to reinforce learning. Part 4: Questions and time to select these free resources such as ready-to-use projects and pupil’s recording sheets, a choice of 11 titles of single species Gatekeeper Guides or from 5 titles of the multi-species Habitat Series. www.gatekeeperel.co.uk
(A3 Secondary) Engaging and supporting lower attainers in their study of GCSE : Keith Penn, Physics Education Consultant, Hackney Learning Trust and Science Learning Centre and Rosemary Glave, National Manager - Science, Pearson Edexcel
Maintaining engagement in their study of GCSE (9-1) Sciences can be a key barrier to progress for lower attaining students. This session explores strategies, tools and resources you can use to maintain their interest in science and support their success at GCSE Combined Science Foundation Tier.
(A4 Secondary) Science lessons that put the E in STEM : Richard Needham CSciTeach, Science education consultant, Vicia Learning
A series of lessons produced for STEM Learning support engineering careers whilst teaching science ideas and skills. In this practical session we are looking at one of the lessons which focuses on ideas about combustion, linked to a novel fire extinguisher design by engineer Yusuf Muhammad. The lesson series accompanies videos produced by Born to Engineer (www.borntoengineer.com) and are suitable for a range of year groups.
(A5 Secondary) Building challenge and curiosity in linear A levels: Michelle Pope CSciTeach, Reigate Grammar school
With a return to linear A levels, many schools have been concerned that student engagement will dip in Lower Sixth due to the absence of high stakes assessment, and that Lower Sixth content will be forgotten. However, linear A levels also offer an opportunity to challenge students to explore beyond the A level syllabus. This session will explore strategies for developing and maintaining students' curiosity and engagement during A level programmes of study. These include tasks designed to challenge students, homework activities which introduce independent study habits and methods to revisit prior concepts & build synoptic links throughout the two years of study.
11.30am Break and Exhibition
12.00pm Session B Options
(B1 Primary) Do we have to draw a bar chart Miss?: Liz Lawrence CSciTeach, LB Barking and Dagenham
Are your children stuck in a rut when presenting their findings? Can they choose appropriate recording methods for different data and types of enquiry? Come and explore different ways to present findings from enquiries. Think about how to support your children with developing independence in this area. Warning – contains maths.
(B2 Primary) Self destructing Science: Isabel Thomas
Harness children's curiosity and creativity by challenging them to map the solar system, investigate capillary action, build a robot hand or design a record-breaking plane – all from a single sheet of paper! Science writer Isabel Thomas shares quick and easy paper-based science activities from the Self-Destructing Science series, shortlisted for the ASE Book of the Year. Inexpensive and highly tinkerable ideas for lesson starters and STEM clubs.
(B3 Secondary) Flexibility in science – maintaining teacher and pupil curiosity: Crawford Kingsnorth and David Paterson, OCR
The recent curriculum reforms offer science departments the opportunity to be innovative in how practical work and working scientifically are incorporated into teaching and learning. This talk will draw together ideas from across the sciences. Different ways of approaching traditional practicals will be presented that allow students a greater chance of being minds-on as well as hands-on. Wider connections with supra-curricular opportunities will be highlighted such as the CREST Awards and EPQ.
(B4 secondary) Developing Engaging Teaching Models for Science Concepts: Cams Hill Science Consortium with Jane Greenham and Andy Chandler-Grevatt
This will be a showcase of models for teaching concepts at Key Stage 3 and Key Stage 4. These models have been developed by science teachers for their classes in Hampshire and Sussex. Through an Action Research process, these models have been developed, refined and evaluated. These are now ready to share beyond the Cams Hill Consortium and will be presented to conference delegates for use in their classroom.
(B5 Secondary) Literacy in science: it’s not gone away!: Linda Needham CSciTeach, Science education consultant, Vicia Learning
Strengthening our approach to supporting student’s literacy capability in science also supports their understanding of science, a win:win situation.
Outcomes: Identify the literacy demands of some GCSE sample assessment materials; Recognise the power of complex sentences; Plan your next steps to support your students
1.00pm Lunch and Exhibition
2.00pm Session C Options
(C1 Primary) Planning for effective learning in science: Jane Turner CSciTeach, PSQM
What does effective learning in science look and feel like? This workshop will support primary teachers to plan for learning, rather than for doing; using engaging practical activities to teach NC statements with clear outcomes so that teachers and children know that learning has taken place. Warning- contains bloods and fish!
(C2 Primary) Fostering Creativity through inquiry based science: Jess Baines-Holmes, University of Brighton
How do we foster young children's creativity in science? In this practical workshop we will discuss the creative potential of young children's explorations and identify ways in which teachers can support children's independence and decision making in the Early Years (3-8yrs). Engage in a practical activity and consider how everyday classroom activities can be adapted to extend opportunities for inquiry and creativity. This workshop will introduce you to the CEYS project (Creativity in Early Years science) and provide further information about project resources to support professional development.
(C3 Secondary) Higher order thinking skills and GCSE Science: Julian Clarke, Head of Curriculum Science, AQA
In this session we will explore the links between thinking skills and students’ ability to perform in GCSE science courses. We will consider how ‘levelness’ enables students to apply their knowledge in new contexts, especially with regards to extended answer questions.
(C4 Secondary) Designing a 5 year curriculum for the progression of Scientific Skills: Euan Douglas CSciTeach , St George Catholic College
With GCSE specifications changing every few years, how do we plan for the progression of skills across secondary education? We will look at the difficulties in planning progression for all students across a 5 year period with particular focus on Working Scientifically, Maths and the application of Big Ideas.
(C5 Secondary) ‘Outside the box’: combining science and imagination: Diana Hudson, former Head of Biology, SENCO and author
This talk will explore the ways that students with Specific Learning Difficulties can be engaged more effectively in our science lessons, enabling them to learn effectively and with enjoyment. How can teachers keep these talented students buoyant and help them to succeed? and Can they become the inspirational and innovative scientists of the future? The talk will consider difficulties students may have to overcome including visual stress, interpretation of the written word, disorganization, motor coordination and plummeting self-esteem. The presenter is the author of Specific Learning Difficulties What Teachers Need to Know.
3.00pm Break and Exhibition
3.15pm Session D Options
(D1 Primary) How to link reading and science - A practical workshop: Hellen Ward CSciTeach, Canterbury Christ Church University
In this workshop, you will try some fun and effective activities, which develop scientific learning but also impact on reading aptitude. Six activities, which have been used across the primary science curriculum, will be presented with examples from a range of ages.
(D2 Primary) Welly days – creating curiosity in the playground: Caroline Whittaker, The New Forest School
How to use your school grounds to encourage curiosity in science and really link it to the process of science from EYFS all the way through to KS1 and KS2
(D3 Secondary) Maintaining Curiosity of Science Teachers: Doug Cremin, Ashmole Academy
Synopsis: One of the factors that makes teaching an outstanding profession to be a part of are the numerous learning opportunities available to us every single day. It can be very easy however to get swept up in the tidal wave of initiatives, specification changes and day-to-day trials and tribulations of working with other human beings to maintain that curiosity and thirst for learning that propelled us in to the profession in the first place. This workshop will reflect on what can lead us to fall out of love with our profession and with professional learning. We will explore why continuous professional learning is important and what can be done by individual teachers, department heads and senior management to maintain their own and colleagues curiosity about learning and the teaching profession in general.
(D4 Secondary) Check Points and Pinch Points: Planned interventions in Science lessons: Dr Andy Chandler-Grevatt CSciTeach, Oxford University Press
This session will explore the effective use of Check Point lessons and the potential of Pinch Point lessons as a method of intervention and improvement in science lessons. Be prepared to discuss the approaches and help me to develop these ideas further.
(D5 Secondary) Science through a global lens: Elena Lengthorn from Lengthorn Education or Kevin Bailey from the Global Learning Programme globaldimension.org.uk/glp
A focus on KS2/3 science through a global lens, including links between science and the NC, explaining how global themes in science enhance learner outcomes. Five different practical investigations: Zeer pots, solar lighting, litre of light, fuel efficient stoves and entamophagy. Outcomes of enthused, motivated teachers who identify how well science and global learning complement each other. Get the related ASE book: PSTS - Teaching Sustainable Development in Primary Schools.
16.15pm Conference Close