Secondary Science STEM Pedagogy Package: Session 1 RA298 / B578

The package consists of 7 sessions which can be attended by up to 2 teachers from each school, links to book onto the individual sessions will be sent out to the individual who books this package to pass onto the teachers who wish to attend.

The sessions will be delivered by ZOOM 15:30 to 17:30 and links will be sent to all participants booked on the sessions at least 3 days prior to the session

Introductory Needs Analysis

Teaching to avoid misconceptions 

• discuss the importance of engagement and where your department is currently at
• gather ideas for how to plan and deliver a successful whole school science week
• leave the session with simple practical steps to make your science week a success

Supporting EAL Learners

• explain who an EAL learner is in the English context
• identify specific barriers to the mainstream curriculum that EAL learners may face
• consider how to differentiate substitution tables for different levels of language acquisition
• identify language barriers specific to the subject of Science
• design substitution tables combining the teaching of Science and the English language
• undertake an illustrated example of metacognition in action

Metacognition 

• explain what metacognition and self-regulated learning skills are and why they are important
• identify the key barriers to building metacognitive skills
• understand the roles and interplay of knowledge, planning, monitoring and evaluation in building metacognitive approaches to problems

 Literacy in Science

• provide learners with a greater variety of reasons to write and read in science
• provide learners with structure to turn simple sentence into more complex ones and into paragraphs
• learn strategies to improve reading in science
• use the requirements of GCSE science extended writing to support learners in tackling such questions

Purposeful Practical Work 

• explain what metacognition and self-regulated learning skills are and why they are important
• identify the key barriers to building metacognitive skills
• understand the roles and interplay of knowledge, planning, monitoring and evaluation in building metacognitive
• approaches to problems
• undertake an illustrated example of metacognition in action

Linking careers to learning Gatsby Benchmark 4 

• discuss the current situation STEM needs in the country
• review the Gatsby Benchmarks
• gain ideas for building STEM career learning into your teaching
• explore the role of clubs and competitions in providing STEM career learning
• auditing the current picture in your department/practice and plan next steps