Here are the slides from the meeting with the info to read offline, please have a read through. Here is the prompt material, one as sent out and one with comments added Here is the recording of the discussion from the first session https://drive.google.com/drive/folders/192fDTblZSiStX7Py4tbA-1ayILYm68Lq?usp=share_link Also we have a wonderful cross-curricular seminar day on the 12th […]
by Alison Pearson Who is this guide for? This guide contains advice that is designed to help newly qualified and early career teachers, so it may be of interest to anyone involved in teacher training, mentoring, managing or generally supporting new teachers. It will also of course be useful for new teachers themselves, but it […]
Hello, in the meeting this week we looked at the process for the FRAP for the next 2 weeks and the curriculum update. Part 1 is the Frap process and part 2 is the curriculum. I refer to the curriculum map which is here The slides are below in other news… Vicky is looking for […]
Students are asked to research and reflect on misconceptoins for assignment 1 and are encouraged to talk to pupils about the misconceptions during the 2 week placement in November. Here is the assignment brief
Each year the PGCE science trainees meet at the university five times Date 1 13th Jan : Science of Learning, lesson planning, Employment, Assignments and SEND 2 3rd Feb: Planning great lessons, Assessment and EPS assignment 3 17th March: Behaviour management, making the time fit the job, working with parents, Analysising your EPS data […]
Summative assignment deadline: April 2023. This is submitted to eBART. Feedback will be returned by in May 2023. This EPS assignment draws together all the different elements of your teaching and training experiences. It is designed to allow you to focus on an aspect of teaching and learning in your placement school that interests you, for […]
ABSTRACT: Practical work in secondary-level chemistry laboratories involves a high cognitive load for students. In addition to reading and understanding instructions, students have to think about observations and the underlying chemical concepts, as well as deal with the noise and social interaction of a busy classroom. One form of extraneous cognitive load in practical instructions […]
At the Autumn meeting a member of our science teaching community, David Paterson shared their ideas about integrated instructions. They were kind enough to proved an editable copy of all their resources, which includes remade integrated instructions for the core practicals for the 3 sciences. Read more about integrated instructions here