How does an Online IG Interactive Event work?
- A full day event delivered via an interactive online platform
- Opportunities for virtual networking and discussion
- Speaker sessions delivered with live presentations and resources
- Live interaction tools and match-making networking
- Varied formats and screen breaks to support an engaging experience
- Post-event resources to facilitate implementation of key takeaways
This Science Teaching event provides a unique opportunity to gain updates from the Department for Education and Ofsted as well as subject associations and exam boards, regarding the next steps for KS3-KS5 science teaching and learning to catch up after the COVID-19 lockdown period. Attendees will also learn about the latest updates around evidence-based pedagogy and international best practice approaches to remote teaching and learning, to equip all science teachers, leaders and specialists to successfully support secondary school pupils.
Use this time to explore the agenda for the day and make new connections with peers.
A short explainer video will help you explore how to make the most of our new next generation Conference platform.
You’ll be able to create networking meet ups, access content on demand and use our new Q&A, chat functions and virtual polling tools.
Jonathan will open the day with reflections on the changing landscape of teaching and learning, including the impact of school closures due to COVID-19.
- Discussing how curriculum changes in recent years are working to raise education standards
- Considering how updates to the teacher training (ITT) guidelines and requirements has, and will continue to, improve the level of education for all pupils in different education contexts
- Exploring how the DfE’s commitment to teacher CPD, for early career and more established teachers, is improving pedagogical techniques and encouraging an exploration of different learning techniques
- Analysing the future of evidence-based pedagogy: How data and evidence will be used in curriculum design, lesson planning and teacher training and development
- Understanding the impact COVID-19 school closures will have on future inspections
- What does evidence-informed practice look like? Outlining Ofsted’s expectations and how it evaluates the quality of provision using the new framework, particularly through embedding this in the curriculum
- Sharing guidance on how to improve the quality of education and pedagogy based on observations made since the framework came into effect in September 2019
- Exploring how the cognitive load theory was used to develop the education inspection framework, and the implications on classroom practice
- Discussing how schools can effectively implement evidence informed practices into everyday school life, and how to translate existing research into practical teaching methods
Connect with attendees to discuss key themes with your peers, or use this time to take a screen break.
- Discussing what makes the Finnish Education system one of the best and most cost-effective in the world, for example through the development of an innovative ‘double flip-pedagogy’ whereby the responsibility of teaching a coding class is given to pupils
- Outlining how such activities equip pupils with a range of 21st century skills, from coding, communication, collaboration to creative and critical thinking, and understanding how education leaders can implement the flipped approach as a part of evidence informed teaching
- Elaborating on ALO Finland which provides access to massive open online courses (MOOCs) on Finnish education, enabling global educators to learn about the Finnish Education system and virtually visit Finnish classrooms to gain best practice insights
- Exploring the future of teaching and learning on a global scale, as well as the benefits and challenges of learning from other education systems to implement evidence-based teaching
The latest PISA results show that students in Finland scored higher then the OECD average in reading, maths and science; with 67% of students holding a growth-mindset – 4% higher than the OECD average, in 2018.
- Identifying international trends from the Teacher CPD report published in November 2019, showcasing opportunities and challenges in developing professional learning for teachers
- Supporting teachers to be more evidence-informed and research-engaged whilst also having to manage their workload and wellbeing through workshops, access to resources, mentoring and assessments, facilitated by the Chartered Teacher programme
- Examining how teachers and school leaders can help translate research findings into practical strategies than can be used in the classroom
- Highlighting the importance of making research accessible to school leaders and teachers through the use of Impact, a termly journal, to encourage discussion and debate around key research issues
- Outlining the key guidance provided in the Evidence Informed Teaching: Self- Assessment Tool for Teachers such as how to effectively understand, develop and evaluate engagement with evidence
Network with other science teachers and leaders to share common challenges and offer resources through the dedicated discussion groups, or use this time to take a screen break.
- Discussing the potential impact of Covid-19 on the teaching and learning of science, particularly around practical work in schools
- Exploring the key purposes of practical science
- Providing an overview of the Gatsby ‘Good Practical Science’ report, providing a series of ten benchmarks for schools to use when planning their own approach to delivering practical science
- Analysing practical science across key stages 3, 4 and 5 and the need for continuing professional development for teachers
- Learning about successfully implementing recommendations from the Gatsby Practical Science report through the ASE toolkit, which provides guidance on how to best implement practical science in the classroom
- Discussing how COVID-19 affected the exam season for this year, and what the
impact might be for pupils and teachers for 2021 exams
- Exploring the ‘Delivery Guides’ for GCSE Science, learning how to approach science teaching and developing conceptual thinking among students through engagement tasks, particularly being back in the classroom after COVID-19
- Demonstrating how to approach difficult topics and ensuring learners are prepared to tackle such topics later on in the course by making conceptual links to other areas of the specification
- Exploring updates to the GSCE Gateway including an additional Assessment Objectives elements table and a table of command word definitions
- Increasing female interest and success in science through podcasts and a “Girls in Physics” programme, a termly event where girls from across London are invited with their female parents to hear from female industry professionals in physics or engineering
- Demonstrating the success of the scheme which contributed to one class achieving 100% A-A* grades in Physics
- Learning how to engage unengaged students in the subject by grounding every lesson in a real-world connection or everyday experience and providing practical examples
- Teaching schools how they can effectively engage more females at their school through advice on how to set up termly events and regular podcasts
Listed in the top 50 ‘best teacher’ award at the prestigious Varkey Foundation Global Teacher Prize Award 2019.
Continue the discussion with peers, and explore opportunities for implementation of new ideas post-event, or use this time to take a screen break.
- Reflecting on the impact of COVID-19 school closures, and considering how to
overcome challenges faced by a delay in planning and progress
- Exploring BSA’s CREST programme, including teacher packs which include timetables
for innovative science sessions, teaching resources and student workbooks to help teachers run fun, one-day challenges
- Showing teachers how they can get involved in driving forward a Discovery investigation project by outlining examples of plans and resources which allow them to assess project progress against a framework
- Assessing the CREST Bronze criteria guidance for teachers and demonstrating how students can link the projects to raising attainment in science more generally
- Learning about how teachers can encourage students to get involved in CREST Silver
and Gold awards and how to ensure the awards are fed into students’ UCAS personal
statement or CV
- Sharing information on how to create a connection with a CREST mentor – an academic or person from industry with expertise in their project’s theme
- Exploring preconception by building on pupils’ ideas brought to lessons by being aware of preconceptions that pupils are likely to hold and knowing how to build on them
- Using self-regulation to help pupils direct their own learning by analysing the metacognitive knowledge cycle and demonstrating how to use this in science teaching
- Learning how modelling can support understanding of scientific concepts through
the three levels of scientific knowledge
- Supporting pupils to retain and retrieve knowledge by understanding the difference
between working memory and long-term memory
- Learning about how to develop the language of science and support pupils to read
and write about science through demonstrating the links between words and their composite parts
Following the final session, delegates will still have access to the event platform, to continue conversations with peers and accessing resources.
*Programme subject to change
This event is designed for the Education Sector, specifically those with a focus on Science Teaching. Typical job titles will include:
- Directors of Science
- Heads of Science
- Deputy and Assistant Headteachers
- Science Teachers
- Curriculum Managers
- Subject Coordinators
- STEM Ambassadors
- Science Learning Partners