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Welcome to the November News Letter Latest news and ideas from the ASE West of England Sub-committee and our regional members.

ASE WEST OF ENGLAND ASE West of England November conference 17-11-2012 9.30am

THE ASE WEST OF ENGLAND NOVEMBER CONFERENCE Our annual conference is held in November each year, kindly hosted by the South West Science Learning Centre above @Bristol. Please sign up using http://asewestinspiringscience.eventbrite.co.uk This year the theme of our annual

science teaching. Topics include “Be Amazed

conference is “Inspiring Science”. We hope that

by Apps”, “PSQM, Going for Gold”, and

all the delegates will be inspired by the key

“Physics using iBook Author” .

note and workshops on offer.

After the workshops @Bristol have kindly

Last year the ASE West of England

offered all attendees a free Planetarium show.

November conference had extremely positive

Then afterwards is the ASE West of

feedback and we are glad to welcome previous

England Regional Committee Annual General

visitors back as well as first time attendees.

Meeting. Joining the regional committee for the

Our keynote speaker, Aude Alapini-

AGM is a great way to find out about the work

Odunlade, from Exeter University will be

of the regional committee and offering any

speaking on the topic of "Hands on

expertise to support the work of the ASE in our

Astrophysics". She will give inspiring

region.

demonstrations that shrink astrophysics down

At the time of writing only a few

to lab scale, enabling hands-on learners to

secondary places remain for the conference,

literally grasp the subject. She will illustrate

but there is rom for additional primary

Finding Us Science Learning Centre South delegates. Please book via this link: http:// some fundamental physical concepts in the West is located on the first asewestinspiringscience.eventbrite.co.uk/ floor of At-Bristol. Our process, Aude’s presentation is highly entrance is located to the far If you are coming please note that parking recommended. right of the main At-Bristol After the keynote presentation follows two in Millennium Square Car Park costs are 'Up to doors. Look out for the Science 4 hours £6.00 / Up to 6 hours £8.50' (use BS1 sets of workshops. As in previous years, we Learning South West Welcome have a wide range of topics relevant across the 5LL for SatNav). An alternative may be sign above the door and please Wapping Wharf Car Park, which is '£2.50 for all press the buzzer to be let in. age ranges. The aim is to help inspire your day Saturday' (use BS1 4RW for SatNav).

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Community for Technicians: The Online Science PrepRoom http://www.preproom.org/ Preproom.org is a FREE comprehensive bank of resources for school science departments. We include searchable Practical and Equipment databases, a data and info library, thousands of downloadables, the largest CPD database in the UK, apps, forums, guides and much, much more.

USING SWEETS IN SCIENCE TEACHING

As recommended by our ASE West of England Committee Member Ann Sell

Helen Rogerson has found herself using sweets a lot in her science lessons recently: she discusses ways food can be incorporated into lessons. I enjoying teaching the Edexcel Physics units called Good

biscuits as cooking is turning into a big hobby of hers. This

Enough to Eat and Spare Part Surgery. As I teach in an all-

particularly caught my imagination when I saw the

girls school I want to ensure that my practicals appeal to

same thing being done by science teachers. For

the girls and using food to illustrate physics principles

example, I saw a teacher who asked students to

goes some of the way to achieving this.

make a model cell cake via a link on pinterest and

During this term I have used golden syrup to

another example when a student of a friend brought

calculate viscosity and strawberry laces in a Hooke’s Law

to school a “sweet” pathogen model. I am reliably

investigation. Using Crunchie bars to represent bones is also

informed that asking students (and indeed student

part of the scheme of work. The strawberry laces experiment doesn’t

teachers) to build models helps to bring out some

need to be restricted to an A-level scheme of work, and could be used

common misconceptions.

to extend Year 7 or primary students too. If you find the strawberry

In the past I have also seen “sweetie”

laces are not strong enough on their own then it is possible (if a bit

blood produced by teachers, a recipe I

sticky) to plait them to make them stronger. Of course, this also leads to

found on the internet suggests the

a second possible, experiment finding the

Science Experiments Good Enough to Eat

following:

relationship between ultimate tensile stress and

To represent plasma use water; To

number of strawberry laces used.

represent ions use sugar, salt, oil and protein

Some of the students I teach are from Hong

shake mix ; To represent red blood cells use red jelly beans; To

Kong. Using sweets as props to go over the

represent white blood cells use mini marshmallows and to represent

key language relating to material science has

platelets use white rice.

been very useful. One student explained

A colleague has also used sweets to create models of the atom,

to me that tough, strong and stiff all have

including strawberry laces for electron shells. Another model

the same meaning when using her translating device.

using marshmallows to represent NaCl is shown in the image

My experience using sweets doesn’t stop there. My

to the left.

step-daughter’s history teacher asked the class to create

Recently, I have been using golden syrup to demonstrate the

a model of a castle, she created one out of cake and

movement of plate tectonics using biscuits on golden syrup.

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This is an idea from the website: http:// www.earthlearningidea.com.

Putting

before and after immersing in water and salt

marshmallows into a

water.

vacuum flask and

Another example I have used is using

pumping out the air is a

sweets as an object for Year 7 students to

great way to

write keys about in their classification modules.

demonstrate the effects of

Quality street are good for this, or Dolly

air pressure.

Mixtures if you are on a budget. It gives

The National STEM centre has a great video explanation by Alom Shaha of the jelly baby wave machine here: http:// I feel that it shows brilliantly how the

www.nationalstemcentre.org.uk/elibrary/

something a little more interesting than lab equipment or pictures of aliens. A popular experiment with interesting results is investigating the effect of pH on chicken bones. I have never done this, but I am

tectonic plates move slowly as it is difficult to

seen the experiment in the prep-room.

see the pieces of biscuit move, yet taking a

A lot of my biology teacher friends talk

photo on a digital camera before and after can

about “Reebops”. The Reebops activity helps

show the the pieces of biscuit do move. I have

to demonstrate how genetics is responsible

used this demonstration already this year with

both for similarities and variation among

a group of Year 6 students who are following

members of the same species. There is a

the theme of “underground”.

worksheet here: http://www.bioedonline.org/

Physics Experiments

resources/files/bcm-reebops.pdf

Inspired by my own use of sweets I have Asked colleagues and searched the Internet,

resource/2096/wave-machine

which has revealed a huge

A brilliant way to demonstrate transverse

number of science

waves and their properties. Not quite sweets, but I also love

experiments that either

demonstrating the luminescence of

involved food directly or have an alternative that

tonic water under UV light, tap water

uses foodstuffs and sweets.

doesn’t glow. Lastly in my list of possible physics

Several colleagues use skittles or (chocolate) M&Ms to model radioactive decay. This is

experiments a colleague has suggested using Oreos (as an alternative to jaffa cakes)

especially useful if the school doesn’t have

to model the phases of the moon.

enough dice to share between the students

Creativity in Biology

and overcomes the issue of students putting the dice that have “decayed” back in with the “unstable” dice, as the students will eat those that land writing-side up. An alternative is to

During my career I haven’t taught many biology units, so I turned to my colleagues and friends for ideas of where sweets can be used

And the practical biology website has a good example too. http:// www.nuffieldfoundation.org/practical-biology/ making-reebops-model-meiosis

Chemistry Practical Activities If you use the Wikid scheme of work in Year 7 then you will be aware that there is an entire scheme of work dedicated to food called

use ditalini pasta, which students would not

“Cook”. Some of the topics covered relate to

be as keen to eat.

heat transfer and change of state, but students also get to make ice cream, investigate British

Measuring the speed of light is possible

vs American pancakes and look at cooking in

using a microwave with the turntable turned

the context of physical and chemical changes.

upside-down to disable the turning effect. For those who haven’t seen this experiment, the standing waves inside the microwave cause two melted spots on a slab of chocolate (cheese slices can also be used). The melted spots are half a wavelength apart. The frequency of the microwaves can either be found in the manual or on a sticker on the back. Speed of light = frequency x wavelength.

during biology practical activities: It is possible to create DNA from sweets as the image above shows. There are various different methods for this activity And http://cmaste.ualberta.ca/en/ Outreach/AlbertaIngenuityResources/~/media/ cmaste/Documents/Outreach/ AlbertaIngenuityResources/Carbohydrate/ AICCSLabActivityCandyBloodCells08.pdf is a

I am a big fan of the majority of the Wikid scheme. Using food as a context for science is not

link to a worksheet for an activity using sweets

just restricted to key stage 3. I teach the OCR

to model antibodies and antigens.

Gateway specification at GCSE and there are

You could use gummy bears in osmosis experiments by measuring the gummy bear

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sections of the first chemistry module dedicated to the chemistry of cooking.


One of the examples involves baking

See http://chemistry.about.com/od/

powder. Instead of heating and showing the

foodcookingchemistry/tp/

decomposition of sodium hydrogen carbonate,

kitchenscienceexperiments.htm for more

it is also possible to make sponge cakes in the

ideas.

microwave during a lesson, with and without

A colleague recently set the homework

baking powder, to demonstrate the purpose of

“what is an atom” and

adding baking powder when baking cakes.

received this cake as

I love carrying out the experiment where the students boil potato and see how its consistency changes with time and I

one of the answers. Lastly, a big

demonstrate cooking pieces of potato in a

favourite of a

microwave. I enjoy it because the potato

chemistry teacher

usually gets so dry it sets on fire in the

colleague is making

microwave, which excites the students. Since the specification

elephant dung using concentrated sulphuric acid and

change, this lesson now occurs

sugar.

in the middle of the term rather

Practical Investigations

than at the start. The scheme of work also involves students using egg white as an emulsifier. The last link between food and my science teaching this term is with Year 7. They have been studying Acids and Alkalis, and there are a lot of links to food in the this topic. Whether it be eating foods to establish that acids are sour, to investigating the perfect sherbet recipe, my students have found the link between chemistry and real life interesting at this early stage in their secondary education. I also really enjoy the lessons where students test different vegetables to see which one makes the best indicator. (I really like Ribena, but it isn’t as much fun as making indicator using red cabbage). Of course there are lots of “kitchen chemistry” experiments that involve food, from volcanoes to making invisible ink and creating crystals with sugar.

USING FOOD IN PRIMARY SCIENCE

A colleague told me of an experiment she carried out with a class to establish if a Jaffa Cake is a cake or a biscuit. Cakes get drier as they get older and biscuits go soggy. 300,000 students per year complete Bronze Crest Award projects and these often have food-themes. For example: citric acid levels in commercial and freshly squeezed lemon juice; whether pumpkins cook more quickly with the lid on the saucepan; the effect of modified atmosphere packaging on the shelf

Food is a great context for teaching science

life of refrigerated food; and the accuracy of milk expiry dates. There are more ideas here: http:// www.britishscienceassociation.org/crestawards/project-ideas I have really enjoyed using food stuffs with my classes this term, and I hope they have enjoyed seeing the link between science and food.

A cake made to look like a cell. Pizza cells are also popular.

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Sarah Earle Suggests Investigations that Primary Students Can Do Using Food: - Which melts first in your hand - a smartie or a chocolate button? Why? - Why did the gingerbread man climb onto the fox's back? - What happens to ginger biscuits in water? - How long does it take to dissolve a jelly baby? How can you make it dissolve more quickly? - Warm the following over a tea-light: an egg (out of its shell), an ice cube, a chocolate. How do they change? Which changes are reversible? - Put a skittle in a shallow dish of water. What happens?


#ASEchat: A method of using twitter to connect with other science teachers and gain some valuable ideas. I joined twitter quite a few years ago and found NASA and BBC news to follow. It quickly

ideas or resources for an upcoming lesson they may tweet a question to #asechat. And teachers may use the #asechat hashtag to express their opinion on a political matter. Here are some of the usernames of ASE members and organisations on twitter. Follow them and make yourself known:

got boring so I forgot my password and didn’t

The ASE @theASE (official twitter feed)

use it again. My only followers were my partner

Annette Smith @aseceo (The chief

and a good friend from university. I didn’t really

executive officer of the ASE, follow Annette to

know what to “tweet” myself.

keep up with ASE news).

However, a few years later my partner

Alastair Gittner @agittner

began using twitter to follow some people

Schoolscience Editor @schoolscience

involved in ICT. I could see him looking at

Lorna Monroe @LornaMonroe

twitter feeds and wondered what he was

Alaric Thompson @AlaricThompson

doing. I went to the twitter website and

Linda Needham @NeedhamL56

requested to reset my password, then tried

Helen Rogerson @hrogerson

again.

Mary Whitehouse @MaryUYSEG

This time I found the twitter feeds of

Tanya Shields @t4ny476

@schoolduggery and @cleverfiend. I

Joe Wright @Bio_Joe

recognised @cleverfiend as someone who

Dr Katherine Forsey @DrBiol

comments on the TES forums and gives sound

Anne Goldsworthy @afgoldsworthy

advice. @schoolduggery had a list of UK based

Stuart Farmer @stuartphysics

educators. I started to follow these people too.

James Williams @edujdw

Soon I had a rather large personal learning

Angela @Ange_K1

network of teachers whom I could share ideas

Doug Cremin @sciteachcremin

with via twitter.

MissMolecules @MissMolecules

Just over a year ago a group of ASE members lead by Anthony Hardwick, who had met via twitter, decided to use the hashtag

Katy Bloom @bloom_growhow Liz Lawrence @LizLawrence3 (Present Chair of the ASE)

#asechat to have discussions. The use of the

Lucie @LGolton

hashtag means that we can filter our twitter

Steve Marshall @stevethedoc1

feeds or search so that only posts with that

Arakwai, Glaws @Arakwai

particular hashtag will appear.

Richard Needham @ViciaScience

These discussions occur between 8pm

ASE CONFERENCE READING 2013

Liverpool 2012 After attending the annual conference for the first time in 2012, I can’t recommend it highly enough. Great value, so many ideas and the best CPD I have had in the past 8 years. Helen Rogerson

Ian @teachingofsci

and 9pm on Monday evenings. They have a

greg seal @gregtheseal

focus which can be management, pedagogy or

Sarah @MrsDrSarah

subject knowledge based. We try use topic titles that will include teachers of all age groups. Archives of the discussions are made along with summaries of the most important points and published on the ASE

Who should attend the Reading 2013 Conference?

website here: http://www.ase.org.uk/news/ ase-chat/ However, the #asechat hashtag

Everyone with an interest in science education from teachers and technicians to advisors. It attracts over 3,000 science educators from all phases of science education. ASE members and non-members are welcome. http://www.ase.org.uk/ conferences/annualconference/

doesn’t fall quiet during the week as science teachers (ASE members and non-members) use it throughout the week. Twitter users who find an interesting news story that could be of use to science teachers tweet the link using the hashtag.

Chemistry Cat http://chemistrycat.tumblr.com/

If a teacher needs some

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PRACTICAL SUPPORT AND IDEAS

THE CALL: AN NQT’S FIRST EXPERIENCE OF AN OFSTED VISIT Karen Duxbury-Watkins describes her personal experience of a recent Ofsted visit. I arrived at school thinking about the

planned to the max. But first, I had to teach the

getting to next holiday, still feeling a little

last two lessons of the day without losing the

bruised from my bullets from the previous

plot.

week, but determined to do better this week. I was sitting at the desk planning for the week ahead while my Head Teacher was

http:// www.nuffieldfoundation.org/ practical-biology A collection of experiments that demonstrate a wide range of biological concepts and processes.

days where each and every lesson has to be

next few weeks of hard work ahead and

At about 1.15pm, I check my emails again and yes, they are on their way. An urgent meeting was called for 4pm

teaching a Year 9 PHSE lessons that I take

to discuss the way forward. I attended and the

over next term once I have finished my NQT

Head Teacher gave us a positive pep talk, yet

year.

you could see the worry in his eyes. I try not to check my emails too often,

I returned to my room to re-look at my

as it is a bit of a distraction, but I thought I'd

lessons for Tuesday. Luckily, I had already

have a peek, and there was: a message from

prepared my data and seating plans so they

the Head's PA marked “urgent”.

were ready for scrutiny. I checked all my

It was the call everyone is waiting for

groups to make sure I had the IEP's and

but nobody wants: Ofsted had called to speak

everything ready for the big day. I could easily

to the Head Teacher and will be ringing back

identify the groups in my classes; use SISRA to

after the lesson. “Right, so this is it”, I thought,

check on the progress of my tutor group, and

“the call”, Ofsted were coming.

to find other relevant data so I was sure I knew

First of all, I picked my stomach up off

levels and targets. Not easy for over 270 kids.

the floor and thought about what was ahead of

Data is not my area of expertise, but I do my

me. Two days of hell, nine lessons over two

best to understand the myriad of graphs and

http:// www.nuffieldfoundation.org/ practical-chemistry A collection of experiments that demonstrate a wide range of chemical concepts and processes.

I check my emails again and yes, they are on their way.

http:// www.nuffieldfoundation.org/ practical-physics A collection of experiments that demonstrate a wide range of physical concepts and processes.

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comparisons that are sent out every six weeks.

overwhelming. So many tweachers re-assuring

(CAP 1 hadn't been done yet so we had no

me, and supporting to be the best I can. Just

with inactive Year 10's and 11's, an interesting

current SIMS information).

do what I do normally would do and remember

Year 9 group and my “group from hell”. I was a

it's their privilege to be in my room. I was re-

little worried about how the day would go.

We were told that we didn't need to do lesson plans but were encouraged to prepare

My day comprised of two KS4 lesson,

energised.

them as it looked better and it would cover our

Upon arriving home, I quickly checked

A recommendation from @Ljrn42 to get

my emails to find one from the Head Teacher.

behinds if things went awry. I worked until

a play list of motivational songs instigated

In hindsight I realise it was sent in good faith

gone 9pm making sure the room was as I

another frantic tweet. The call went out and I

and meant to encourage, however the tone

wanted it, resources were printed, lessons

was inundated with ideas from; @LGolton,

was more of the “what aren't we doing and

differentiated, and co-operative learning was in

@KevBartle, and pearls of wisdom from

make sure lessons had these covered for

place. On and on and on the list went.

@Gwenelope, @hgalinoshea,

tomorrow” kind. This had the effect of sending

Eventually, exhausted I

@scieteachcremin, @aegilopoides,

me a tail spin; re-looking at all my lessons.

returned home to check

@hrogerson, @sciencetchr12, and many

Wondering what have I missed? What haven't I

my twitter feed. For

others. I compiled my list and was ready. I

covered? What could I be doing better?

those who are unfamiliar with Twitter, or believe Twitter to be the devils work where celebrities post inane comments constantly about their lives, I would like to clear up a few misconceptions, (like all good science teachers do). I came to Twitter through a CPD course

staggered off to bed fairly late, alarm set for 6am.

Once more my Twitter colleagues came to the rescue and I retire to bed for another

At 4.30am I thought that I wouldn't get

restless night.

any sleep, however the next thing I know the alarm went off and it was 6am time to get up. Having arrived at school early prepped

Wednesday arrives, with no amount of rock music seeming to rise the blood or confidence. Just a deep down feeling of dread.

and pumped after listening to my Ofsted play

I read through the tweets to

list, I was ready to start my day. First meeting

encourage me. SLT are

I went to about using 21st Century Technology

the inspectors in the hall and an impromptu

looking harassed,

at St James School in Exeter. Here they

staff briefing.

worried, exhausted

promoted the use of Twitter as a way of

(Here is where I lose it a bit; they traipse

and it’s not even

expanding your personal learning network and

in looking like a bunch of sinister Hobbits, all

8am yet!

a great method of collaborating with your

black suits, and clip boards and stern faces).

The rumours  flying

students and teachers. I created my account

around are that

@KDWScience, with the thought that I would

Science will be first to

connect with my students and help them on

be seen, in particular that they are after Biology

their learning journey, answer questions and

for a change. I take my tutor group into

generally relate to them on their level. However

assembly, hoping the rumour-mill was wrong. I

that isn’t quite what happened, I connected

hot foot it back to my little lab only to find a

with a network of other teachers ranging as far

'hobbit' waiting outside my room. She

afield as New Zealand. We discuss current

introduced herself and explained she was

thinking through Twitter streams, following hashtags such as #ukedchat, #asechat,

coming to see what I will be doing. Here I get Then onto lessons. Lesson one,

the chance to point out my knowledge of my

#scichat, #globalclassroom and many others.

passed, lesson two, lesson three still no sign.

Year 10 group, I have a dyslexic pupil and one

This has resulted in me developing a personal

My lessons are going well. Most of the

FSM in this group. I also let her know what

learning network of likeminded teachers

science department have been observed, and

went before, I only had half the group the

(tweachers) who are happy to share their

still no sign. I reached my PPA time so now

previous day as many were out on a school

experience, knowledge and sympathy when

started planning for Wednesday, which is my

trip.

needed. You can call out for help and it comes

worst day. Period 5 passes, still no visit.

We teach OCR Gateway Science and

I attend the literacy meeting with the

this was my core group, we have covered B1

great ideas that others are using in their

inspectors, as I am part of a cross curricular

a, b, c and now were on Drugs and You. The

classrooms across the world, like the work of

team, where I am the only NQT in the room, I

half of the group that were present the day

Tait Coles @Totallywired77 on Public Critique

try not to look too inexperienced or nervous. I

before had done a market place activity where

or @LGolton on SOLO or @hrogerson and her

get to say my bit and hope it made sense. I

the information on the types of drugs,

work with the ASE. As well as finding out about

was relieved to be in line with the SEF, which I

categories etc were around the room and they

Teachmeets like the one at Clevedon School

had only had chance to revisit in the 15

had to create a presentation to give to the rest

run by the amazing @ICTEvangalist.

minutes before the meeting. I leave thinking I

of the group.

back in spades. Plus you get to find out about

So back to the week in hand. I had tweeted “Ofsted are coming, any

had hopefully done my bit but worrying about tomorrow.

I decided to start the lesson with a Sage session, where those that had been in the

I retire home about 7-ish thinking that

lesson day before taught the missing ones the

support and twitter love from the collective that

Wednesday will be hell as it is 5 lessons day,

information so that they could then do a True/

are the amazing teachers out there was

plus a break duty and a bus duty to boot.

False quiz on whiteboards. This, I will say,

suggestions?” and there they were many. The

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didn’t go too well due to the fact that those

and noisy it passes well. Using outside space,

to evaluate their practical, and run up against

who were the Sage’s couldn’t or were reluctant

group work, discussion,

the same walls; so once I have visited all the

to pass on their knowledge. So what was

numeracy, everyone on task,

tables, being very clear on what they need to

supposed to be a good 10 minutes turned into

it ticks all the boxes. I

5, with me quickly drawing this to a close. I

check the clock, only 25

plenary together discussing our evaluations

might point out that the ‘hobbit’ liked the fact I

minutes left of the

and improvement. I have never been so

recognised this and changed the plan! We

lesson. We'd been told

happy to hear the end-of-lesson bell.

conducted the quiz with lots of good

that they were doing 25-30

questioning from both me and the pupils,

minute observations and I

although worryingly, some of them

think: “well, as they have seen me

seemed to know far more than I

period 1 I am done and dusted”.

do about drugs!

Oh how wrong, at exactly 22 mins

do, off they go. I manage to pull a quick

Feedback was given and the lesson was judged 'GOOD' with a suggestion of modeling the evaluation before asking them to do. I was relived and waited till lunch to hear the verdict on the first observation, which

We then moved on to

to go the end, the door opens

again was a 'STRONG GOOD'. Upon reflection

studying smoking. Using an

and in walks 'the Hobbit’ who

I should have asked loads of questions as to

outline and some pictures

also resembled a Meerkat',

what I could do to make it even better, but the

to sort and stick around the

inspector number 2! To say that I

brain was in overload by this time and nerves

body on the effects of

nearly passed out was an

smoking, pupils were able to

understatement, but on I went.

discuss some of the issues and

The group had entered their data on a

were so frayed I couldn't even construct a sensible sentence. The rest of my lessons, passed by with

pictures and their effects, which some hadn’t

class spreadsheet and we were about to

an ever watchful eye on the door, as who

even been aware of. A diamond 9 then

analyse the results, so quickly thinking I do a

knows, they could be back again. But we got

followed with the best reason to give up and

‘What have we been looking at today’-type

the least important reason to quit as their

question. We attempt to create graphs

ranking.

from the patchy, not very well

The lesson progressed with more

to lunch to be told no more observations. They were now deliberating.

collected, data. There was a lot of

I conducted my bus

questions and answers and general discussion

discussion about the types of

duty, returned to the

about smoking, this took about 35 minutes

graphs could we draw however

lab to plan my cover

with the ‘hobbit’ exiting the room after this,

we got there in the end: Pupil, vs

work for period 4

leaving my lesson plan, seating plan and data

time to recover in a bar chart finally

Thursday and all day

on the bench.

get plotted.

Oh, by the way we finished the lesson

Friday, as I was out for

Meanwhile ‘Mr Meerkat’ is

carrying out some calculations of the cost of

quizzing the pupils on my marking, how is

smoking.

it helping them, what do they do with the

Lesson 2 starts, in come a rather hyped

the remaining part of the week. I was still in school when the

feedback, what are their levels, what do they

meetings concluded: it looked like SLT were

Year 9 group ready for fitness testing in the

have to do to get there, the list was endless. All

happy with the outcomes. The school could

quad. We were doing the Fitness and Health

the time I am dealing with the ‘I don’t get its’

hold its head up and say we did OK! (I am not

unit. They had planned their fitness tests for

and the ‘what are we supposed to be doing’ in

allowed to say exactly what our verdict is until

the first part of the lesson. Although chaotic

the best way I can. I then attempt to get them

the official report is released and it takes two

Please contribute to this newsletter We would love your input to this newsletter. and allow us use it to share practice and make contacts within the West of England Region. ASE is an association and the knowledge an enthusiasm of the members is one of our massive strengths.

Have you got useful teaching tips? • • • • • • • • • • • •

In the following column is some ideas of the things you could contribute. Nothing is too small or big.

• • •

Starter or bell work ideas Favourite practical activities STEM club activities Science subject Ofsted experiences Theme based curriculum Interview tips Introducing learning objectives Use of ICT, software and strategies CPD sessions you would recommend CPD advice for technicians Ideas of great science based school trips Strategies for supporting or mentoring other staff members Using Bloom’s taxonomy in lessons Science jokes and puns Anything else you can think of

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ASE REGIONAL COMMITTEE If you would like to be more activity involved in the ASE on a regional level please contact: SarahAEarle@gmail.com the ASE West Regional Chair. Newsletter Edited by: Helen Rogerson Contact with article submissions helenrogerson80@googlemail.com

ASE West of England Nov 2012 Newsletter  

ASE West of England Nov 2012 Newsletter containing articles on Ofsted, using food in science teaching and the November conference.

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