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Research Project Presentation:
Teaching Project
Lisette Voûte
Teaching Project1. Research
– Investigating the Current English School System
2. Observation – Observing Teaching Styles & Comparison between Two Year 12 Classes
3. Teaching- Becoming the Teacher
4. New A-Level Chemistry Criteria- Researching the Changes, Ideology for the Changes & Whether it is a Success
5. Teacher’s Resource Pack- A Teacher’s Resource on Green Chemistry for the new A-Level Specifications
AimsTO PROMOTE CHEMISTRY IN SCHOOLS
This was done by:• Discovering today’s requirements for teaching
styles and students’ learning needs• Encouraging pupils to study chemistry or a
science subject further• Investigating the changes to the QCA A-Level
Chemistry Criteria, the ideology for the changes and whether the new criteria is a success
• Creating a teacher’s resource pack to develop their teaching and the pupils’ interest
Motive
In the last 10 years:
• The Percentage of UCAS Chemistry Applicants has declined to 0.15% from 0.20%
• 30 UK Universities have closed down their Chemistry departments
Introduction
• Comprehensive co-educational, non-denominational secondary school in Thornbury, South Gloucestershire
• 1700 Students – 350 Sixth Form Students
• Opened in 1965• Sixth Form on a Separate Site• 799.1 A-Level Points GCSE 59% of pupils obtained 5 passes
GCSE Science 63% of pupils obtained 2 or more passes
A-Level 97% pass rate
A-Level 45% achieving A and B
ResearchIn order to:• Ensure full preparedness and that
lessons given were effective• Effectively observe and compare
different teaching styles within the school
• Maximise the value and utility of the Teacher’s Pack through incorporating a range of teaching styles
Research• School system - what is required at Primary & Secondary
Level• The National Curriculum
– Introduced in 1988 through the Education Reform Act– Requires pupils to pass 4 key stages – Aims to make pupils become
“Successful Learners, Confident Individuals and Responsible Citizens”• Current GCSE Science Specifications & Assessment
Structure• Teaching Styles and Types of Learning
Howard Gardner formulated a list of ‘seven intelligences’Mike Hughes suggested there were three main types of learner:
– Visual - Learn best by seeing– Auditory – Learn best by hearing– Physical – Learn best by doing
• Teaching Resources• Outreach Events
– Demonstrator in Year 10/11 Organic Chemistry Practical: “Extracting Caffeine from Tea Leaves”
– Primary School Lecture: “Fizz, Foam and Flubber”
Observation• First 2 Weeks• 8 Lessons a week• 5 Different Teachers (one French
Lesson)• 16 Hours• Throughout the Year: Teaching Styles• Year 12 Classes Comparison
– One teacher was mostly auditory and some visual– One teacher was an equal mixture of physical,
auditory and visual
Teaching• 14 Weeks• 6 Classes• 4 Teachers• Years 11, 12 and 13• 84 Hours/5040 Minutes• Lessons • Magic Show• Lunchtime Lecture on Chemistry at
University• Remedial Classes
New A-Level Chemistry QCA
CriteriaResearched• Changes Made• Philosophy Behind the Changes• Whether the new Criteria is a
success• Why School’s Chose their
Specification
New A-Level Chemistry QCA
CriteriaResearched• Changes Made• Philosophy Behind the Changes• Whether the new Criteria is a
success• Why School’s Chose their
Specification
New A-Level Chemistry QCA
CriteriaMethodology• Meeting at old school• Masters Students Questionnaire• Inset Day
– Interview Teachers in Chemistry Department
• Interviewed Colin Chambers, AQA Chief & Chair Examiner
• Questionnaires
Key Results1.1 - Most Significant Changes made to the QCA criteria
13%
63% 63%
75%
13%
0%
10%
20%
30%
40%
50%
60%
70%
80%
Increased practical workrequirements
Increased focus onEnvironmental/ Green
Chemistry
Introduction of How ScienceWorks
Introduction of “Stretch andChallenge”
Other
Pe
rce
nta
ge
These results are preliminary
Ideology for the Changes
AQA Chief Examiner Interview:• Trying to increase the link between the
course and real world contexts– So pupils know what questions to ask when faced
with ‘real world issues’ and understand them better
– “Get them to have an educated vote”
• Introduction of concepts relevant to current social and political issues e.g. environmental/green chemistry
• To better discriminate between candidates
Ideology for the Changes
38%
50%
63%
25% 25%
63%
13%
0%
10%
20%
30%
40%
50%
60%
70%
To make thecriteria up to date
with currentchemistry
To make thecriteria up to date
with current politicaland social issues
To make it morealigned to the new
GCSEspecifications
To provide anincreased focus on
the context andapplications of theconcepts taught
To increase thenumber ofscientists
progressing on touniversity
To betterdiscriminate
betweencandidates
Other
Potential Reasons
Pe
rce
nta
ge
of
Re
sp
on
de
nts
Green Chemistry Teacher’s Pack
• Developed a resource on a new topic in the A-Level Specifications
• Went through each of the specifications (OCR A and B, AQA and Edexcel) and found what was knowledge was required of the candidates in terms of anything to do with green chemistry.
• Background information on the subjects for teachers' knowledge
• Lesson plans on the different topics• Resources & References
Further Work
• Website “CHEEP” or “PEEP” to include information on green chemistry and recycling
• Expand teaching styles comparison• Expand questionnaire to more counties• Repeat research on whether the new
specifications are a success after a year of teaching and examination results
AcknowledgementsI would like to thank the following people for
theirsupport, effort and contribution to my project:• Tim Harrison and Dr. Smith• Rachel Hopwood and the Staff at The Castle
School• Colin Chambers, AQA Chief Examiner &
Chairman • Dr. David Read, University of Southampton• Fellow UAS Students for their support