Welcome

1. Welcome Louisa Aldridge Deborah Good

2. Outstanding Outcomes In Science

3. Objectives • To have a good understanding of the new Ofsted criteria for an outstanding lesson • To be able to identify key features of outstanding science lessons using the new Ofsted Criteria • To be able to plan outstanding science lessons to enable students to make exceptional progress

4. New Ofsted Framework (Jan 2012)

5. When evaluating the quality of teaching in the school, inspectors consider: • the extent to which teachers’ expectations, reflected in their teaching and planning, including curriculum planning, are sufficiently high to extend the previous knowledge, skills and understanding of all pupils in a range of lessons and activities over time • how well teaching enables pupils to develop skills in reading, writing, communication and mathematics • the extent to which well judged teaching strategies, including setting challenging tasks matched to pupils’ learning needs, successfully engage all pupils in their learning • the extent to which teachers secure high quality learning by setting challenging tasks that are matched to pupils’ specific learning needs • how well pupils understand how to improve their learning as a result of frequent, detailed and accurate feedback from teachers following assessment of their learning • the extent to which teachers’ questioning and use of discussion promote learning • the extent to which the pace and depth of learning are maximised as a result of teachers’ monitoring of learning during lessons and any consequent actions in response to pupils’ feedback • the extent to which teachers enthuse, engage and motivate pupils to learn and foster their curiosity and enthusiasm for learning • how well teachers use their expertise, including their subject knowledge, to develop pupils’ knowledge, skills and understanding across a range of subjects and areas of learning • the extent to which teachers enable pupils to develop the skills to learn for themselves, where appropriate, including setting appropriate homework to develop their understanding.

6. When evaluating the quality of teaching in the school, inspectors consider: • the extent to which teachers’ expectations, reflected in their teaching and planning, including curriculum planning, are sufficiently high to extend the previous knowledge, skills and understanding of all pupils in a range of lessons and activities over time (not just in the lesson that they observe) • how well teaching enables pupils to develop skills in reading, writing, communication and mathematics (literacy) • the extent to which well judged teaching strategies, including setting challenging tasks matched to pupils’ learning needs, successfully engage all pupils in their learning • the extent to which teachers secure high quality learning by setting challenging tasks that are matched to pupils’ specific learning needs (Differentiation) • how well pupils understand how to improve their learning as a result of frequent, detailed and accurate feedback from teachers following assessment of their learning • the extent to which teachers’ questioningand use of discussion promote learning • the extent to which the pace and depth of learning are maximised as a result of teachers’ monitoring of learning during lessons and any consequent actions in response to pupils’ feedback • the extent to which teachers enthuse, engageand motivate pupils to learn and foster their curiosity and enthusiasm for learning • how well teachers use their expertise, including their subject knowledge, to develop pupils’ knowledge, skills and understanding across a range of subjects and areas of learning • the extent to which teachers enable pupils to develop the skills to learn for themselves, where appropriate, including setting appropriate homework to develop their understanding.

7. And… • The most important role of teaching is to raise pupils’ achievement. Therefore, inspectors consider the planning and implementation of learning activities across the whole of the school’s curriculum, together with marking, assessment and feedback. Inspectors also evaluate activities both within and outside the classroom, such as support and intervention strategies, and the impact that teaching has in promoting the pupils’ spiritual, moral, social and cultural development. • It really isn’t based around just one lesson

8. Outstanding Criteria • What does outstanding “look like” in science? • Activity 1 (A3 grid )

9. Outstanding Criteria • What does outstanding “look like” in science? • Activity 1 (A3 grid ) The way students are working Assessment to support learning Practical Questioning Skills Objectives Exercise books Variety of activity Plenaries Content Teacher actions Atmosphere

10. Shared Feedback

11. Planning outstanding Science lessons • Suggested key Features: • Students make outstanding progress (data), are actively engaged, resilient and can work inter-dependently. Students operate as scientists • Teachers have; high expectations, enthusiasm, excellent subject knowledge and demonstrate the ability to adapt teaching in response to assessment and progress made (from regular check points) • The tasks set are challenging, differentiated and promote good literacy and numeracy. A variety of opportunities are provided for investigating, analysing, researching, and evaluating • Student books show regular marking with effective feedback, homework that is integral to learning and evidence of supporting good literacy and numeracy skills

12. A couple of examples……. • 3 Lessons judged outstanding, 1 judged good with outstanding features (OFSTED June 2012)

13. Activity 2 – Planning • A selection of lesson objectives available or choose your own?

14. Possible Objectives (Core Science) • B1 - Evolution • What is classification? and how does classification help us understand evolution? • C1 – Useful metals • Why is copper such a useful metal? And why are alloys more useful than pure metals? • P1 – Convection • What is convection? Where can convection take place? Why does convection occur?

15. Objectives • To have a good understanding of the new Ofsted criteria for an outstanding lesson • To be able to identify key features of outstanding science lessons using the new Ofsted Criteria • To be able to plan outstanding science lessons to enable students to make exceptional progress

16. Appendix • B1 Evolution • a) Darwin’s theory of evolution by natural selection statesthatall species of living things have evolved from simple life forms that first developed more than three billion years ago. A study of creationism is not required. • b) The theory of evolution by natural selection was only • gradually accepted because: • • the theory challenged the idea that God made all the animals and plants that live on Earth • • there was insufficient evidence at the time the theory was published to convince many scientists • • the mechanism of inheritance and variation was not known until 50 years after the theory was published. • c) Other theories, including that of Lamarck, are based mainly on the idea that changes that occur in an • organism during its lifetime can be inherited. We now know that in the vast majority of cases this type of • inheritance cannot occur. • d) Studying the similarities and differences between organisms allows us to classify living organisms into • animals, plants and microorganisms, and helps us to understand evolutionary and ecological relationships. • Models allow us to suggest relationships between organisms. • Candidates should understand how evolutionary trees (models) are used to represent the relationships • between organisms

17. C1 • The elements in the central block of the periodic table are known as transition metals. Like other metals they are good conductors of heat and electricity and can • be bent or hammered into shape. They are useful as structural materials and for making things that must allow heat or electricity to pass through them easily. Knowledge of the properties of specific transition metals other than those named in this unit is not required. • Copper has properties that make it useful for electrical wiring and plumbing. • Candidates should know and understand that copper: • • is a good conductor of electricity and heat • • can be bent but is hard enough to be used to make pipes or tanks • • does not react with water. • Most metals in everyday use are alloys. Pure copper, gold, iron and aluminium are too soft for many uses and so are mixed with small amounts of similar metals to make them harder for everyday use. Candidates should be familiar with these • specified examples but examination questions may contain information about • alloys other than those named in the subject content to enable candidates to make

18. P1 • The transfer of energy by conduction, convection, evaporation and condensation involves particles, and how this transfer takes place. • Candidates should understand in simple terms • how the arrangement and movement of particles determine whether a material is a conductor or an insulator. • Candidates should understand the role of free electrons in conduction through a metal. • Candidates should be able to use the idea of particles moving apart to make a fluid less dense, to explain simple • applications of convection.