CPD taster - Inspiring A level chemistry

This is a CPD taster created to give teachers a better understanding of what to expect when joining one of our secondary science courses. Below you will find a video and a task for you to do in your own time. Once you have done the activity, book on to Inspiring A level chemistry (NY500).

Have you ever wished you could have a different perspective or a refresher on the topics you teach at A level Chemistry? This course brings together experts in different fields such as teaching, industry and academia to take a new approach to the topics in A level chemistry. We will consider how best to build those ideas in your curriculum and bring new contexts and applications to your teaching.

In this video, Louise Herbert, Professional development leader, explains more. There is then a short task that gives a sample of the types of activities you will be guided through on this CPD course.

Task

In this short task, we ask you to take a look at how you can extend student understanding using problem solving scenarios. The Problem 10: Patient Prognosis resource from the Royal Society of Chemistry is one from a collection of 10 practical activities for students aged 16-18 years, designed to develop practical and independent study skills. This example practical combines the concepts of transition metal chemistry and analytical techniques to investigate why someone has collapsed, and is a good example of a real world scenario to try with your students.

Task instructions

1. Download and read the Problem 10: Prognosis resource. The description of the practical work begins on page 11.

2. Use the following questions to evaluate the resource and note down your thoughts. Consider how you might use this in revision, or to extend student thinking in your lessons.
   1. What is the underlying knowledge students will need to have to attempt this investigation with a high level of independence?
   2. What are the main learning points? What benefits would doing this activity have for your students?
   3. What ‘sticking points’ could there be that may mean students need extra help or which could reinforce misconceptions?
   4. How is the resource structured to help develop understanding and lead students into the activity? Are there any issues with using it that may stop you implementing this in a lesson?
   5. What would you also do in the lesson to clarify key points and consolidate the learning? 

Next steps

In the summary video, Louise discusses the benefits of such a resource and explains what else you can expect from attending the Inspiring A level course.

Book your place on Inspiring A level chemistry (NY500).