Structuring A Scheme Of Work

Structuring a Scheme of Work – a suggested approach This starts with the assumption of a blank canvas, but the issues discussed can be applied to modifications of existing schemes equally effectively. The Scene… The Edith Bagnold Secondary High School science department were in a quandary, there was an OfSTED inspection due in 8 weeks time and the Head, having realized that job security was a thing of the past, had invited the LEA to carry out a pre-inspection audit. The Science Adviser had not been impressed by the Capstan full strength packet that was the KS3 scheme of work, the KS4 scheme which said “…follow the text book, starting with chapter 1..”, nor by the assessment and monitoring system that identified pupils as good (set 1), bad (set 5) and indifferent (sets 2-4), with reviews every year if it could be fitted in. The hectic schedule of termly departmental meetings was felt by the department to be more than adequate to discuss the key issues that faced them, principally the venue of that terms social event. The sudden realization that the science department was part of a much bigger scheme of things, and that there were changes taking place (some had started as far back as 1985!) in science education was something of a shock. Following some INSET sessions on Transition, Progression, Sc1, Assessment and Effective Lessons the department wanted to know what their soon-to-be shiny new scheme of work should look like. This is what their KS3 Science Adviser suggested………. One Approach… Starting with the • Programme of Study • the QCA scheme of work together with the Teacher’s Guide • a copy of the science Framework document • a knowledge from the CPD units on Transition and Progression plan out what you are going to teach in each term of KS3. A large amount of the work has been done for you on P27 of the QCA Teacher’s Guide for the Scheme of Work, where two sequences are suggested. Some points to note: 1. The units in each term can be taught in any order 2. The units in each term include Sc2, 3 and 4 topics 3. Because terms are not of equal length you might fit more or less in to each one 4. It is often possible to fit something from term 1 in Y8 into e.g. term 3 of Y7, the same applies to Y9, therefore making it easier to complete the work before SATs

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Topic planning So now, having got your topic headings sorted out, you can identify which of the yearly teaching objectives from the framework document pp 25-30 will be covered in this unit (we will come back to Sc1 – Scientific Enquiry later). Your document might look like this: Topic: Particle Model of Solids, Liquids and Gases Yearly Teaching Objectives covered: Describe a simple particle model for matter, recognising: – the size, arrangement, proximity, attractions and motion of particles in solids, liquids and gases; • Use the simple particle model to explain: – why solids and liquids are much less compressible than gases; – why changes of state occur; – why diffusion occurs in liquids and gases; – why heating causes expansion in solids, liquids and gases; – why air exerts a pressure;

The next step is to decide 1. how long the unit will last 2. what you are going to teach 3. how you are going teach it 4. how you are going to assess the unit To help achieve this it will be useful to have attended • the CPD units Assessment and Scientific Enquiry • the CPD units on Effective lessons and Progression in the Classroom The suggested time for this unit in the QCA scheme1 is 7.5 hours, but the exact timing will depend on your lesson times and what you put in or take out – you don’t have to do everything that is suggested. The first lesson will include the Topic Starter. There are a range of starter activities for topics detailed in the QCA scheme of work, these and others can be put under these headings: • Concept maps • ‘Show me’ type activity e.g. Solids, liquids and gases • Stimulus material • Focused questioning • Flow charts • Associated word lists • Annotated drawings and posters • Concept cartoons • Class discussion on e.g. data, video clip • Demonstration “you may have seen something like this…….”

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The QCA scheme has a suggested total time of 94.5hrs, 31.5 weeks at 3 hours teaching per week

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These are designed to elicit prior knowledge, to reflect on previous work, to value the previous learning of the students and to provide a bridge to new work. Another use for topic starter activities is to identify pupil misconceptions, particularly if the unit is going to build on a simpler treatment from KS1 or 2. Techniques for doing this were covered in the Misconceptions CPD unit. This is worth including in your scheme of work:2 Topic: Particle Model of Solids, Liquids and Gases Yearly Teaching Objectives covered: Describe a simple particle model for matter, recognising: – the size, arrangement, proximity, attractions and motion of particles in solids, liquids and gases; • Use the simple particle model to explain: – why solids and liquids are much less compressible than gases; – why changes of state occur; – why diffusion occurs in liquids and gases; – why heating causes expansion in solids, liquids and gases; – why air exerts a pressure;

Where the unit fits in: It builds on units 4D ‘Solids, liquids and how they can be separated’, 5C ‘Gases around us’, 5D ‘Changing state’, and 6C ‘More about dissolving’ from KS2 Pupils will have the opportunity too try to explain phenomena in terms of particles in e.g. units 7H ‘Solutions’, 8I ‘Heating and cooling’, 8A ‘Food and digestion, 8H ‘Rock cycle’, and 9L’Pressure and moments’, The ideas support understanding across the curriculum

Topic starter: Quick Q & A session on terms Solid, Liquid and Gas to check familiarity. Remind pupils by questioning and examples of work done at KS2. Encourage explanations of e.g. changes of state. Practical activity – classify examples in containers as S, L and G. Explain what the topic is about, what they are going to learn and why it is important. Move on to main part of Lesson 1 – (why do S, L & G behave differently etc.)

The next decision is how to assess progress in the unit. This might be by way of an end of topic test based on e.g. past SAT questions from e.g. Test Base. 3 These have the advantage of providing practice at this type of question and giving an indication of level of performance relating to progress towards the KS3 target but they are only one way in which pupils can show understanding. The assessment can be improved by the inclusion of specific tasks throughout the unit, for example the explanation to the crushing can experiment or an explanation of why cotton wool is classified as a solid. There are lots of other possibilities! The ‘Reviewing Work’ section in the QCA scheme is a good source of ideas for this.

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Most of this can be copied from the electronic versions of the documents mentioned – you don’t even have to type it in! 3 A 7 hour topic does not (necessarily) need a 1 hour test!

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Summative Assessment: End of unit test - 30 minutes, 35 marks Classwork lesson 4 – explain, using diagrams and notes how heat travels along the metal rod and why the paperclips fall off in the order that they do Homework exercise from lesson 5 – Explain why gases can be compressed much more easily than solids and liquids.

To be effective assessment must be simple to manage, simple to monitor, simple to understand and simple to record – this needs working on and agreeing as a department. It might be helpful to add a section describing performance expectations for the unit, together with indications of ‘levelness’. For this unit it might look like this: By the end of the unit: Most pupils will: classify materials as S, L & G, explain their classification of some ‘difficult’ materials, describe materials as being made of particles and describe the movement and arrangement of these, begin to use the particle model to explain phenomena e.g. mixing of liquids, expansion of a metal bar Further progress: use the particle model to explain a wider range of phenomena Less Progress: will classify materials as S, L & G, recognize that materials are made of particles L5: identify a range of contexts in which changes (e.g. evaporation, condensation, melting, freezing) take place…. L6: …knowledge and understanding….behaviour of materials…to describe physical changes… recognize that matter is made up of particles….arrangement and movement of particles in S, L & G. …..relate changes of state to energy transfers…. Etc.

This would then be easy to exemplify in terms of assessment by looking at specific questions and by agreeing on sample pieces of work to contribute to a specimen portfolio. The final point in this section derives from the Assessment unit – feedback must be given to pupils on their performance in the formal tasks. A more detailed discussion of how this may be done is in the unit itself.

The finished topic description might look like that on the next page.

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Topic: Particle Model of Solids, Liquids and Gases Timing: 8 lesson unit (inc.review and test session) Yearly Teaching Objectives covered: Describe a simple particle model for matter, recognising: – the size, arrangement, proximity, attractions and motion of particles in solids, liquids and gases; • Use the simple particle model to explain: – why solids and liquids are much less compressible than gases; – why changes of state occur; – why diffusion occurs in liquids and gases; – why heating causes expansion in solids, liquids and gases; – why air exerts a pressure;

Where the unit fits in: It builds on units 4D ‘Solids, liquids and how they can be separated’, 5C ‘Gases around us’, 5D ‘Changing state’, and 6C ‘More about dissolving’ from KS2 Pupils will have the opportunity too try to explain phenomena in terms of particles in e.g. units 7H ‘Solutions’, 8I ‘Heating and cooling’, 8A ‘Food and digestion, 8H ‘Rock cycle’, and 9L’Pressure and moments’, The ideas support understanding across the curriculum

Topic starter: Quick Q & A session on terms Solid, Liquid and Gas to check familiarity. Remind pupils by questioning and examples of work done at KS2. Encourage explanations of e.g. changes of state. Practical activity – classify examples in containers as S, L and G. Explain what the topic is about, what they are going to learn and why it is important. Move on to main part of Lesson 1 – (why do S, L & G behave differently etc.)

By the end of the unit: Most pupils will: classify materials as S, L & G, explain their classification of some ‘difficult’ materials, describe materials as being made of particles and describe the movement and arrangement of these, begin to use the particle model to explain phenomena e.g. mixing of liquids, expansion of a metal bar Further progress: use the particle model to explain a wider range of phenomena Less Progress: will classify materials as S, L & G, recognize that materials are made of particles L5: identify a range of contexts in which changes (e.g. evaporation, condensation, melting, freezing) take place…. L6: …knowledge and understanding….behaviour of materials…to describe physical changes…recognize that matter is made up of particles….arrangement and movement of particles in S, L & G. …..relate changes of state to energy transfers…. Etc.

Summative Assessment: End of unit test - 30 minutes, 35 marks Classwork lesson 4 – explain, using diagrams and notes how heat travels along the metal rod and why the paperclips fall off in the order that they do Homework exercise from lesson 5 – Explain why gases can be compressed much more easily than solids and liquids.

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Lesson plans One (of many) ways to tackle this is to start with defining the learning outcomes for the lesson – what do you want the pupils to take away with them or to have learned? Learning outcomes are not the same as learning objectives – these are, in old speak, the lesson objectives, and might include such things as ‘....to work cooperatively in new groups….’ TOPIC: Particle Model of Solids, Liquids and Gases

Lesson 6

Learning Objectives: pupils should learn • That gas particles are moving all the time • That gas pressure is caused by particles hitting the walls of a container • To work together, listening to and evaluating the contributions of others Learning outcomes: pupils can •

Describe gas particles as moving all the time and pushing against surfaces

• •

Describe the force produced by this ‘push’ as pressure Explain that the can collapses because there are fewer particles on the inside pushing out than outside pushing in.

Having decided what we want the pupils to learn we need to check that this has been achieved, in other words what assessment can we do of the learning outcomes? If you consider this as part of the scheme of work and plan it from the outset there is a much greater chance of achieving consistency across the department. Formative assessment checks prior knowledge and checks progress during a topic or skill development. Summative assessment checks knowledge and progress at the end of topics. Possible formative assessment activities include • • • • • • •

‘Show me’ type activity e.g. Solids, liquids and gases cards Annotated drawings and posters Concept cartoons Class discussion on e.g. data, video clip ‘Quiz’ activities e.g. SAT question on the OHP, 10 quick questions Observation of Sc1 process e.g. can read a thermometer Specific questions (preferably high demand) for e.g. homework, class etc.

Formative assessment does not have to be formal, a ‘show me’ activity can very quickly establish any weak areas or misunderstandings, but it should be used to inform what is taught to the group next lesson, or which pupils will need intervention if they are to progress.

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Therefore we could add to the lesson plan: Possible assessment: •

Formative opportunity – observe responses to lesson tasks

•

Formal assessment exercise (all pupils): Explain, using diagrams and words, how gases are moving, what causes pressure and why the can collapsed when the air was pumped out of it.

You now need to suggest some teaching activities that will help achieve the learning outcomes described. It is worth remembering some of the points about effective lessons: • • • •

They contain challenge They begin with a starter activity to engage the class They have pace They have a plenary activity to summarise and consolidate the learning

The teaching activities are the bit most of us are really good at! The source for your planning can include: experience, flashes of inspiration, the QCA scheme, the Programme of Study and any other resources (e.g. text books) you have available. This is your chance to be creative! Starter activities These are designed to • Engage pupils • State the purpose of the lesson – show where it fits in to what they have been doing, what they will be doing and why they are learning these new ideas • Be quick • Clarify objectives – how long tasks will last e.g. listening, practical activity, group work etc. Examples of starter activities • 5 things important about • 2 things you learned last lesson • Loop card games • ‘Continuum’ • Sequencing tasks • Show me cards • Traffic lights • Demo followed by open question – e.g. collapsing can • Video clip • Data

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There are lots of others, this is another opportunity to be very creative!4

Plenary Activities These need to be built into the lesson planning and should not be omitted in order to ‘get the practical finished’. The features of successful plenaries are that they: • • • • • •

Draw together the whole group Take stock of the learning so far Direct pupils to the next phase of learning Occur at strategic moments in the teaching sequence Highlight not only what the pupils learn, but also how they learn Provide information for the teacher to make formative assessments

Their purpose can be further defined as: • • • • • • • • •

To help pupils to understand and remember what has been learned To refer back to lesson objectives To create a sense of gain, completion and satisfaction To take stock of where the class is in the task or sequence To take learning further and deeper To recognise the achievement of individuals and the whole class To allow the teacher the opportunity to assess and to plan accordingly To stimulate anticipation of the next phase of learning To instil a habit of reflection about learning

There are lots of possible plenary activities, this is a small list: 5 ‘Hot seating’ Round the room questions Snowball Evidence for a question posed at the start of the lesson Key words and definitions Card matching or sorting Pupil reporters

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a CD-ROM of resources will be available to schools in Norfolk a CD-ROM of resources will be available to schools in Norfolk

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It is also useful to identify any •

Possible misconceptions

•

aspects of Sc1 that can be covered in this lesson – this may be as simple as pointing out to pupils that they are carrying out processes of scientific enquiry or a more formal teaching of aspects of Sc1.

An extra sheet for additional notes encourages development of the scheme of work. A couple of examples are on the next two pages.

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TOPIC: Particle Model of Solids, Liquids and Gases

Lesson 6

Learning Objectives: pupils should learn • • •

That gas particles are moving all the time That gas pressure is caused by particles hitting the walls of a container To work together, listening to and evaluating the contributions of others

Learning outcomes: pupils can • • •

Describe gas particles as moving all the time and pushing against surfaces Describe the force produced by this ‘push’ as pressure Explain that the can collapses because there are fewer particles on the inside pushing out than outside pushing in.

Possible assessment: • •

Formative opportunity – observe responses to lesson tasks Formal assessment exercise (all pupils): Explain, using diagrams and words, how gases are moving, what causes pressure and why the can collapsed when the air was pumped out of it.

Possible lesson starters: • ‘Show me’ cards for S, L & G, questions to highlight particle arrangement and motion •

Recap using Multimedia Science module on changes of state

•

Use mini white boards, pupils work in pairs, then fours, draw, show and explain particle arrangement and movement in S, L & G

Time 10

Possible teaching activities: • If necessary (see starter) revise particles in S, L & G • Show pupils can you are going to use, water in the bottom, outline on the board, get

•

•

pupils to draw (books, mini white boards) the particles that are present. Circulate and observe/guide pupils in task. Discuss some examples, get pupils to explain what they have drawn. Heat water in can (safety), get pupils to draw/explain what the particles will look like now. When boiling well remove heat and put top on. Discuss what might be happening now in terms of particles. The can should collapse, hopefully unexpectedly! Discussion focus on why did this happen? Some questions for pupils to consider might be: Was it pulled in or was it pushed? What happened to the particles inside and outside the can? Draw the particles when it was hot and after it had cooled Highlight responses to reach explanation of pressure. Consolidate by discussion,

• Plenary activity: • Demonstrate the crushing can again with a vacuum pump (safety), get pupils to explain

what is happening (possible misconception is that can is now pulled in) and set up assessment task for homework: “Explain, using diagrams and words, how gases are moving, what causes pressure and why the can collapsed when the air was pumped out of it.”

Resources: (as necessary)

Scientific enquiry: Making predictions, developing hypotheses, observing events, present and interpret experimental results, describe and explain what results show, relate conclusions to scientific knowledge and understanding Adrian Tebbutt Feb. 2003

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10(20)

10(30)

15(45)

15(60)

TOPIC:

Acids and Alkalis

Lesson ?

Learning Objectives: pupils should learn •

• •

To devise a table to show results effectively and to identify patterns in these That acids and alkalis can change the colours of some dyes and that this can be used to classify them The names of some common laboratory acids and alkalis

Learning outcomes: pupils can • • • •

Present results in a way to help them identify patterns Recognize that dyes that show one colour in acids and one in alkalis are called indicators Recall the name of some common lab. Acids and alkalis Use their record to identify which solutions are acid and alkaline

Possible assessment: • Observe pupil performance in tasks • Clwk/hwk: Describe how you would find out if a liquid was acid or alkaline • Production of suitable table for results Possible lesson starters: • Recap safety – spills, goggles etc. by Q & A • •

Time 5-10

Domestic acids/alkalis (follow on from hwk survey of kitchen etc.) Outline learning outcomes using WALT and WILF

Possible teaching activities: First part of the lesson deals with indicators and design of suitable table for recording results – • Introduce hydrochloric acid and sodium hydroxide soln. and demo use of droppers and spotting tiles • Add litmus to drop of each – discuss findings with class – bring out different colours, idea of an indicator, what they might need to know if they were going to use an indicator (colour in acid/alkali). What they need to record, design table with group on board. Test the other indicators on offer (red cabbage, food colouring, beetroot, blackcurrant) and record results. • Review findings, evaluate the results and decide on which is/are the best indicators and why. Write a sentence explaining what an indicator is. Explain which indicator you would choose (and why) to test an unknown substance. • Review information they need to get. Set Hwk: Describe how you would find out if a liquid was acid or alkaline. Design a method and table (mini white boards would be good for this) to test 5 of the samples that are round the room. Check tables, pupils test samples, record results, clear away. • Review findings and any problem substances. Remind about hwk.

Plenary activity: these are included in the teaching activities above. • •

Review findings, evaluate the results and decide on which is/are the best indicators and why. Write a sentence explaining what an indicator is. Explain which indicator you would choose (and why) to test an unknown substance. Review findings and any problem substances. Remind about hwk

Resources: (As required)

Scientific enquiry:

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Presentation and interpretation experimental results, describe and explain what the results show when drawing conclusions. Evaluate the materials and technique.

15(25) 15(40) 15(55) 5(60)

TOPIC:

Lesson

Learning Objectives: pupils should learn •

Learning outcomes: pupils can •

Possible assessment: •

Possible lesson starters:

Time

•

Possible teaching activities: •

Plenary activity:

Resources:

Scientific enquiry:

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TOPIC: Additional notes:

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Appendix A Some possible lesson structures are illustrated below:

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