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Contents and Sample Guides

Issue: April 2015 2015

Author: This sample gives a taste of what the Science Leaders' Hub Survival Guide offers to support you in your role as a science leader or in your aspirations to become a science leader.

Extract: Samples from each section of the guide: How to…Organise and use book sampling to monitor your department Advice Centre: Allocating Rooms How to… Ensure that practical science flourishes How to…Run team meetings How to…Support colleagues with effective behaviour management How to...Start a STEM club

Science Leaders' Survival Guide (2015 Edition)

Issue: April 2015 2015

Extract: Forward Start here NEW 2015 Your new job Your first term Your vision Gathering evidence How to… Organise and carry out lesson observations How to… Use impromptu visits for monitoring purposes How to… Gather feedback from students and teachers How to… Organise and use book sampling to monitor your department How to… Organise quality assurance (QA) systems in the your department Identifying strengths and weaknesses How to… Give constructive feedback How to… Use observations to identify departmental strengths and areas for development How to… Use different types of data effectively How to… Use book sampling to check students’ writing in science How to… Use book sampling to check the quality of marking and feedback Taking action How to… Use lesson observations to improve teaching and learning How to… Deal with ineffective teaching How to… Structure a written development plan How to… Identify potential actions Developing colleagues How to… Identify CPD needs How to… Find out about CPD opportunities for colleagues How to… Increase the impact of CPD How to...Support non-specialists NEW 2015 How to… Conduct a performance management interview How to… Set appropriate targets How to… Mentor new teachers How to… Create an effective team How to… Develop a team How to...Develop a high-performing team The support team Advice centre: Providing leadership for technicians Advice centre: Including technicians in the team How to… Provide CPD for technicians How to… Write a job description for a technician How to… Monitor your support team How to… Ensure that teachers work effectively with support staff Departmental structure How to… Delegate responsibilities Advice centre: Reviewing departmental structure How to… Timetable colleagues effectively How to… Organise a day’s cover How to… Cope with longer-term absences Appointing staff How to... Write a job description How to… Write a person specification How to… Write an advert How to… Short-list potential candidates How to… Prepare information for prospective candidates How to… Organise an interview Organising effective meetings and CPD How to… Run team meetings How to… Plan for team meetings (short term) How to… Plan for team meetings (long term) How to… Run your own CPD session How to… Organise staff induction Working with senior leaders How to… Be an effective middle leader Advice centre: Raising the science department’s profile How to… Work effectively with governors Yourself How to… Network How to… Manage your time effectively How to… Prioritise Supporting learning Advice centre: Experimental work How to… Increase the use of contemporary issues in the department How to… Include global learning in your curriculum How to… Make effective use of wall displays How to… Make transfer to secondary more effective How to... Make the transition to linear courses How to… Introduce a STEM Curriculum Enriching the curriculum How to...Enrich the science curriculum NEW 2015 How to… Start up a STEM club How to… Organise trips out of school How to… Support learning outside the classroom NEW 2015 How to… Develop links with industry How to… Find out about science events Assessment to support learning Advice centre: Assessment to support learning How to… Develop the use of assessment to support learning How to… Use peer and self assessment Schemes of work and lesson planning How to… Write your own scheme of work Advice centre: Revising your scheme(s) of work How to… Make a scheme of work accessible to all teachers How to… Make schemes of work inclusive How to...Support learning across a linear course NEW 2015 How to...Use learning episodes to structure lessons NEW 2015 How to...Prepare students for extended answer questions NEW 2015 Cross-curricular issues Advice centre: Incorporating ICT in science lessons How to… Use different methods to improve literacy How to… Integrate numeracy in the teaching of science Departmental policies Advice centre: Report writing Advice centre: Homework policy Advice centre: Transforming marking and feedback Advice centre: Teaching and learning policy How to… Implement a sex education policy How to… Write a health and safety policy How to… Write a departmental handbook How to… Monitor policy implementation and effectiveness Yourself How to… Keep up to date with scientific developments How to… Expand your own knowledge of issues relating to learning and teaching science Meeting individual students’ needs Advice centre: Meeting the needs of all students Advice centre: To set or not to set? How to… Support students with EAL Advice centre: Challenging able students in science Advice centre: Meeting the needs of students with special educational needs How to… Improve cultural inclusion in your department How to... Differentiate for different groups of students Using student data How to… Take action when you identify lack of progress How to… Recognise that your department is using data effectively How to… Plan for progression without levels (England) Communication with students How to… Communicate with students in a variety of situations How to… Handle a student complaint How to… Keep students informed How to...motivate students towards exam success NEW 2015 Student behaviour How to… Support colleagues with effective behaviour management How to… Cope with students exhibiting challenging behaviour How to… Create a positive learning environment How to… Establish clear behaviour expectations with students and colleagues How to… Encourage whole-department involvement in supporting behaviour management Student choices How to… Support post-16 students with university applications How to... Support students with career choices NEW 2015 How to...Encourage the uptake of post-16 physics by girls NEW 2015 Risk assessment How to… Ensure that practical science flourishes in the department by appropriate use of risk assessments How to… Integrate health and safety monitoring into normal work People How to… Ensure health and safety training How to… Help students learn about health and safety How to… Use teaching assistants to support health and safety How to… Work with supply or cover staff in health and safety How to… Work with technicians on health and safety How to… Deal with health and safety for educational visits Equipment and resources How to… Provide and use health and safety equipment How to… Ensure health and safety checks are done How to… Use radioactive sources safely Resources Advice centre: Stocktaking Advice centre: Management of resourcing needs How to… Choose your suppliers Finances Advice centre: Budgeting How to… Write a budget How to… Calculate your on-going costs How to… Present your argument for money in a bid Buildings How to… Ensure the maintenance of equipment and facilities in your department Advice centre: Allocating rooms How to… Design a new laboratory How to… Design a new prep room How to… Create a good learning environment

Using ICT to teach hard to teach topics in science

Issue: March 2015 2015

Author: Malcolm Oakes

Extract: Science is a wonderful subject to teach. Often characterised as ‘hard’, it is a subject that has evolved constantly over the years by adopting new practices. In recent years, these have included many aspects of ICT.

Health and Safety Training for Teaching Assistants

Issue: March 2015 2015

Extract: The Management of Health and Safety at Work Regulations require that employers provide ‘adequate’ training for employees, including, of course, teaching assistants.

Teaching science to pupils with special needs – health and safety issues

Issue: March 2015 2015

Author: Peter Borrows

Extract: A review of health and safety issues to be considered when pupils with various special educational needs are taught science in special or mainstream secondary schools.

Raising the achievement of EAL learners in science

Issue: March 2015 2015

Author: Heather Weatherhead, Linda Sandler and Pat Taylor

Extract: Close work between English as an additional language (EAL) teachers and science teachers has proved successful at raising standards in a challenging environment.

Count me in! Gender and minority ethnic attainment in school science

Issue: March 2015 2015

Author: Suzie Frost, Michael Reiss and Jenny Frost

Extract: Is it females who underachieve in science or males? Why do so few females study physics A-level? What’s the current picture about the attainment of minority ethnic groups in school science?

CLEAPSS Top Ten Buying Tops

Issue: March 2015 2015

Author: Bob Worley

Extract: Tips for planning purchasing and making sensible decisions.

Advice on setting up a STEM club

Issue: March 2015 2015

Author: Faisal Khan

Extract: Setting up a STEM club can be the most daunting item that one faces on a department’s development plan.Coupled with all the other demands that exist within teaching and learning, teachers can be easily forgiven for pushing this task further and further into the school year until it eventually becomes one of next year’s ‘to-do’ items.

Professional Recognition through RSciTech, RSci and CSciTeach

Issue: March 2015 2015

Extract: Outline requirements For Registered Science Technician, Registered Scientist and Chartered Science Teacher Status

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