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Science Leaders' Survival Guide - Departmental self-evaluation (Section 1) Sample - How to…Organise and use book sampling to monitor your department

Issue: March 2014 1

Author: You should collect samples of students’ work from all teachers on a regular basis, including your own students. You may wish to focus on a particular year group (or groups) each time. Alternatively you may wish to have a particular area of focus (e.g. appropriate marking)...

Extract: This document 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.

Science Leaders' Survival Guide - Health and safety (Section 3) Sample - How to… Ensure that practical science flourishes in the department by appropriate use of risk assessments

Issue: March 2014 3

Author: It is a common myth that many experiments are now ‘banned’. This is not the case. The key to ensuring that practical science is able to flourish in your department is using risk assessment procedures appropriately and ...

Extract: This document 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.

Science Leaders' Survival Guide - Resources (Section 2) Sample - Advice Centre: Allocating Rooms

Issue: March 2014 2

Author: The timetabling of science teaching rooms should maximise the support for teachers in improving teaching and learning in the department. Ideally you would wish each member of your department to have their own fully-equipped laboratory. In reality you will need to make compromises and ...

Extract: This document 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.

Science Leaders' Survival Guide - Students (Section 5) Sample - How to…Support colleagues with effective behaviour management

Issue: March 2014 5

Author: Inappropriate behaviour from students and/or a teacher’s inability to manage such behaviour effectively is one of the major contributors to stress amongst teachers and to poor learning by students. As science leader, it is important that you support members of your department and, critically, have systems that work....”

Extract: This document 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.

Science Leaders' Survival Guide - Teaching and Learning (Section 6) How to...Start a STEM club

Issue: March 2014 6

Author: STEM (Science, Technology, Engineering and Mathematics) clubs can be a productive way for students to develop further their interest the STEM subjects and to see how science, maths and engineering link together....

Extract: This document 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.

Science Leaders' Survival Guide - Working with colleagues (Section 4) Sample - How to…Run team meetings

Issue: March 2014 4

Author: Before becoming a science leader you may have sat through meetings where one voice dominated or where no conclusions or action plans were drawn up. On the other hand, you may have found meetings a stimulating time for sharing ideas. Either way, actually chairing a good meeting isn’t always as easy as it seems....

Extract: This document 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.

Science Leaders' Survival Guide - Departmental self-evaluation (Section 1)

Issue: March 2014 1

Extract: Contents Gathering evidence How to… Organise and carry out lesson observations 5 How to… Use impromptu visits for monitoring purposes 9 How to… Gather feedback from students and teachers 10 How to… Organise and use book sampling to monitor your department 11 How to… Organise quality assurances (QA) systems in your department 12 Identifying strengths and weaknesses How to… Give constructive feedback 13 How to… Use lesson observations to identify departmental strengths 14 How to… Use different types of data effectively 15 How to… Use book sampling to check students’ writing in science 19 How to… Use book sampling to check the quality of marking and feedback 20 Taking action How to… Use lesson observations to improve learning and teaching 21 How to… Deal with ineffective teaching 22 How to… Structure a written development plan 25 How to… Identify potential actions 26

Science Leaders' Survival Guide - Health and safety (Section 3)

Issue: March 2014 3

Extract: Contents Risk assessment How to… Ensure that practical science flourishes in the department by appropriate use of risk assessments 5 How to… Integrate health and safety monitoring into normal work 8 People How to… Ensure health and safety training 10 How to… Help students learn about health and safety 12 How to… Use teaching assistants to support health and safety 14 How to… Work with supply or cover staff in health and safety 16 How to… Work with technicians on health and safety 18 How to… Deal with health and safety for educational visits 20 Equipment and resources How to… Provide and use health and safety equipment 21 How to… Ensure health and safety checks are done 23 How to… Use radioactive sources safely 26

Science Leaders' Survival Guide - Resources (Section 2)

Issue: March 2014 2

Extract: Contents Resources Advice centre: Stocktaking 5 Advice centre: Management of resourcing needs 10 How to… Choose your suppliers 14 Finances Advice centre: Budgeting 15 How to… Write a budget 20 How to… Calculate your ongoing costs 22 How to… Present your argument for money in a bid 24 Buildings How to… Ensure the maintenance of equipment and facilities in your department 25 Advice centre: Allocating rooms 26 How to… Design a new laboratory 31 How to… Design a new prep room 35 How to… Create a good learning environment 39

Science Leaders' Survival Guide - Students (Section 5)

Issue: March 2014 5

Extract: Contents Meeting individual students’ needs Advice centre: Meeting the needs of all students 5 Advice centre: To set or not to set? 9 How to… Support students with EAL 13 Advice centre: Challenging able students in science 16 Advice centre: Meeting the needs of students with special educational needs 21 How to… Improve cultural inclusion in your department 25 How to… Differentiate for different groups of students 27 Using student data How to… Take action when you identify lack of progress 31 How to… Recognise that your department is using data effectively 33 How to… Plan for progression without level (England)34 Communication with students How to… Communicate with students in a variety of situations 35 How to… Handle a student complaint 37 How to… Keep students informed 38 Student behaviour How to… Support colleagues with effective behaviour management 40 How to… Cope with students exhibiting challenging behaviour 43 How to… Create a positive learning environment 45 How to… Establish clear and consistent expectations of behaviour with students and colleagues 46 How to… Encourage whole-department involvement in supporting behaviour management 47 Student choices How to… Support post-16 students with university applications 49

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