Structuring a Scheme of Work

8/14/2019 Structuring a Scheme of Work

1/16

Structuring a Scheme of Work a suggested approach

This starts with the assumption of a blank canvas, but the issues discussed canbe applied to modifications of existing schemes equally effectively.

The SceneThe Edith Bagnold Secondary High School science department were in aquandary, 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 tocarry out a pre-inspection audit.

The Science Adviser had not been impressed by the Capstan full strength packetthat was the KS3 scheme of work, the KS4 scheme which said follow the textbook, starting with chapter 1.., nor by the assessment and monitoring systemthat identified pupils as good (set 1), bad (set 5) and indifferent (sets 2-4), withreviews 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 todiscuss the key issues that faced them, principally the venue of that terms socialevent.

The sudden realization that the science department was part of a much biggerscheme of things, and that there were changes taking place (some had startedas far back as 1985!) in science education was something of a shock. Followingsome INSET sessions on Transition, Progression, Sc1, Assessment and EffectiveLessons the department wanted to know what their soon-to-be shiny newscheme of work should look like. This is what their KS3 Science Advisersuggested.

One ApproachStarting with the

Programme of Study

the QCA scheme of work together with the Teachers 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 thework has been done for you on P27 of the QCA Teachers Guide for theScheme of Work, where two sequences are suggested. Some points to note:

1. The units in each term can be taught in any order2. The units in each term include Sc2, 3 and 4 topics3. Because terms are not of equal length you might fit more or less in to each

one4. 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 workbefore SATs

Adrian Tebbutt Feb. 2003 1


2/16

Topic planningSo now, having got your topic headings sorted out, you can identify which of theyearly teaching objectives from the framework document pp 25-30 will becovered in this unit (we will come back to Sc1 Scientific Enquiry later). Your

document might look like this:

The next step is to decide1. how long the unit will last2.

what you are going to teach3. how you are going teach it4. 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 exacttiming will depend on your lesson times and what you put in or take out youdont have to do everything that is suggested.

The first lesson will include the Topic Starter. There are a range of starteractivities for topics detailed in the QCA scheme of work, these and others can beput 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.

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


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 ofparticles 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,li uids and ases; wh air exerts a ressure;


3/16

These are designed to elicit prior knowledge, to reflect on previous work, tovalue the previous learning of the students and to provide a bridge to newwork.

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

The next decision is how to assess progress in the unit. This might be by way ofan 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 andgiving an indication of level of performance relating to progress towards the KS3target but they are only one way in which pupils can show understanding. Theassessment can be improved by the inclusion of specific tasks throughout theunit, for example the explanation to the crushing can experiment or anexplanation of why cotton wool is classified as a solid. There are lots of otherpossibilities!

The Reviewing Work section in the QCA scheme is a good source of ideas forthis.

2Most of this can be copied from the electronic versions of the documents mentioned you dont

even have to type it in!3 A 7 hour topic does not (necessarily) need a 1 hour test!





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 6CMore about dissolving from KS2Pupils will have the opportunity too try to explain phenomena in terms of particles in e.g. units 7H Solutions, 8I Heatingand cooling, 8A Food and digestion, 8H Rock cycle, and 9LPressure 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 ofwork done at KS2. Encourage explanations of e.g. changes of state. Practical activity classify examples in containersas 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.)


4/16

To be effective assessment must be simple to manage, simple to monitor, simpleto understand and simple to record this needs working on and agreeing as adepartment.

It might be helpful to add a section describing performance expectations for theunit, together with indications of levelness. For this unit it might look like this:

This would then be easy to exemplify in terms of assessment by looking atspecific questions and by agreeing on sample pieces of work to contribute to aspecimen portfolio.

The final point in this section derives from the Assessment unit feedback mustbe given to pupils on their performance in the formal tasks. A more detaileddiscussion of how this may be done is in the unit itself.

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


By the end of the unit:Most pupils will: classify materials as S, L & G, explain their classification of some difficultmaterials, describe materials as being made of particles and describe the movement andarrangement of these, begin to use the particle model to explain phenomena e.g. mixing of liquids,expansion of a metal barFurther progress: use the particle model to explain a wider range of phenomenaLess 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 materialsto describe physical changesrecognize 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 marksClasswork lesson 4 explain, using diagrams and notes how heat travels along the metal rod and whythe paperclips fall off in the order that they doHomework exercise from lesson 5 Explain why gases can be compressed much more easily thansolids and li uids.


5/16





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 6CMore about dissolving from KS2Pupils 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 9LPressure 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 ofwork done at KS2. Encourage explanations of e.g. changes of state. Practical activity classify examples in containersas 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, describematerials as being made of particles and describe the movement and arrangement of these, begin to use the particlemodel to explain phenomena e.g. mixing of liquids, expansion of a metal barFurther 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 materialsto describe physical changesrecognize that matter ismade up of particles.arrangement and movement of particles in S, L & G. ..relate changes of state to energytransfers.

Etc.

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

Timing: 8 lesson unit (inc.review and test session)


6/16

Lesson plansOne (of many) ways to tackle this is to start with defining the learning outcomesfor the lesson what do you want the pupils to take away with them or to havelearned? Learning outcomes are not the same as learning objectives theseare, in old speak, the lesson objectives, and might include such things as ....to

work cooperatively in new groups.

Having decided what we want the pupils to learn we need to check that this hasbeen achieved, in other words what assessment can we do of the learningoutcomes? If you consider this as part of the scheme of work and plan it from theoutset there is a much greater chance of achieving consistency across thedepartment.

Formative assessment checks prior knowledge and checks progress during atopic or skill development. Summative assessment checks knowledge andprogress 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 veryquickly establish any weak areas or misunderstandings, but it should be used toinform what is taught to the group next lesson, or which pupils will needintervention if they are to progress.


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

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

TOPIC: Particle Model of Solids, Liquids and Gases Lesson 6


7/16

Therefore we could add to the lesson plan:

You now need to suggest some teaching activities that will help achieve thelearning outcomes described. It is worth remembering some of the points abouteffective 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 foryour planning can include: experience, flashes of inspiration, the QCA scheme,the Programme of Study and any other resources (e.g. text books) you haveavailable. This is your chance to be creative!

Starter activitiesThese 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 newideas

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


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.


8/16

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 inorder to get the practical finished. The features of successful plenaries arethat 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 seatingRound the room questionsSnowballEvidence for a question posed at the start of the lessonKey words and definitionsCard matching or sortingPupil reporters

4a CD-ROM of resources will be available to schools in Norfolk

5a CD-ROM of resources will be available to schools in Norfolk



9/16

It is also useful to identify any

Possible misconceptions

aspects ofSc1 that can be covered in this lesson this may be as simple

as pointing out to pupils that they are carrying out processes of scientificenquiry or a more formal teaching of aspects of Sc1.

An extra sheet for additional notes encourages development of the scheme ofwork.

A couple of examples are on the next two pages.



10/16


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 andobserve/guide pupils in task. Discuss some examples, get pupils to explain what theyhave 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 interms of particles. The can should collapse, hopefully unexpectedly! Discussion focuson 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

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

arran ement and movement in S L & G

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 upassessment task for homework:

Explain, using diagrams and words, how gases are moving, what causes pressure and why thecan colla sed when the air was um ed out of it.

Time

10

10(20)

10(30)

15(45)

15 60

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.

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

TOPIC: Particle Model of Solids, Liquids and Gases Lesson 6

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 pumpedout of it.

Resources:(as necessary)

Scientific enquiry:Making predictions, developing hypotheses, observing events, present and interpretexperimental results, describe and explain what results show, relate conclusions to scientificknowledge and understanding


11/16


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. Testthe other indicators on offer (red cabbage, food colouring, beetroot, blackcurrant) andrecord 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 wouldchoose (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 forthis) to test 5 of the samples that are round the room. Check tables, pupils test samples,record results, clear away.


Recap safety spills, goggles etc. by Q & A

Domestic acids/alkalis (follow on from hwk survey of kitchen etc.)

Plenary activity: these areincluded 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 wouldchoose (and why) to test an unknown substance.

Review findings and any problem substances. Remind about hwk

Time

5-10

15(25)

15(40)

15(55)

5(60)

Scientific enquiry:Presentation and interpretation experimental results, describe and explain what the results showwhen drawing conclusions. Evaluate the materials and technique.

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

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

TOPIC: Acids and Alkalis Lesson ?

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

Resources:(As required)


12/16


Possible teaching activities:


Plenary activity:

Tim

Scientific enquiry:

Learning outcomes:pupils can

Learning Objectives:pupils should learn

TOPIC: Lesson

Possible assessment:

Resources:


13/16


TOPIC:

Additional notes:


14/16

Appendix ASome possible lesson structures are illustrated below:



15/16



16/16


Documents

Structuring a Scheme of Work