This is our major secondary science event of the year. The theme of this year’s conference is enhancing and enriching the curriculum. The conference will feature presentations from specialist secondary science keynote speakers and offer delegates the opportunity to participate in workshops, review the resources exhibition and have some time to network and share ideas with colleagues from other schools.
Thinking Science: developing thinking skills in science lessons - Ellie Cripps, University of Bristol
The Thinking Science project aims to provoke thinking and discussion in science lessons by providing free resources and training for teachers. The resources were created in collaboration with philosophy academics and teachers. They feature philosophical questions linked to key curriculum areas. Teachers have reported that using them can engage students who don’t normally engage in science, highlight misconceptions or gaps in knowledge, improve students’ literacy and scientific literacy, give students confidence to approach higher mark questions and improve teacher questioning. This practical session will introduce the resources and accompanying facilitation techniques to easily slot these discussions into lessons.
High grades by design: A 5-year strategy based on a precision curriculum, mastery assessment and brain-based teaching - Dr Tony Sherborne, Mastery Science
Tony runs Mastery Science, a curriculum design and publishing company whose mission is ‘to make science worth learning, and teaching’. Tony taught for 10 years and spent 20 years creating projects like science upd8 and Engage, at Sheffield Hallam University. Mastery Science allows him to focus on a single vision: to build a secondary curriculum that enables students to excel at exams, think like scientists and engineers, and be inspired to work in STEM. In 2015 he designed the KS3 Science Syllabus for AQA. The team is now building a 5-year curriculum blueprint to improve outcomes for all learners, using the concepts of big ideas and mastery. So far, hundreds of schools have adopting the framework, and are now using the materials and books with promising results.
Cognitive Load in the Science Classroom: Adam Boxer
Adam is a full time teacher and Head of Science at the Totteridge Academy in Barnet. Adam has contributed to CPD nationally and internationally, working within schools and with ResearchEd. Adam is managing editor of CogSciSci, a website aimed at promoting the use of cognitive science in science education. Adam recently edited a book for John Catt on Direct and Explicit Instruction, authored a self-quizzing revision guide and is part of the Oxford Revise team. Adam has been heavily involved in the national debate around curriculum design and was an expert adviser to Ofsted in developing the 2019 Education Inspection Framework.