Research Project Presentation:

Teaching Project

Lisette Voûte

Teaching Project1. Research

– Investigating the Current English School System

2. Observation – Observing Teaching Styles & Comparison between Two Year 12 Classes

3. Teaching- Becoming the Teacher

4. New A-Level Chemistry Criteria- Researching the Changes, Ideology for the Changes & Whether it is a Success

5. Teacher’s Resource Pack- A Teacher’s Resource on Green Chemistry for the new A-Level Specifications

AimsTO PROMOTE CHEMISTRY IN SCHOOLS

This was done by:• Discovering today’s requirements for teaching

styles and students’ learning needs• Encouraging pupils to study chemistry or a

science subject further• Investigating the changes to the QCA A-Level

Chemistry Criteria, the ideology for the changes and whether the new criteria is a success

• Creating a teacher’s resource pack to develop their teaching and the pupils’ interest

Motive

In the last 10 years:

• The Percentage of UCAS Chemistry Applicants has declined to 0.15% from 0.20%

• 30 UK Universities have closed down their Chemistry departments

Introduction

• Comprehensive co-educational, non-denominational secondary school in Thornbury, South Gloucestershire

• 1700 Students – 350 Sixth Form Students

• Opened in 1965• Sixth Form on a Separate Site• 799.1 A-Level Points GCSE 59% of pupils obtained 5 passes

GCSE Science 63% of pupils obtained 2 or more passes

A-Level 97% pass rate

A-Level 45% achieving A and B

ResearchIn order to:• Ensure full preparedness and that

lessons given were effective• Effectively observe and compare

different teaching styles within the school

• Maximise the value and utility of the Teacher’s Pack through incorporating a range of teaching styles

Research• School system - what is required at Primary & Secondary

Level• The National Curriculum

– Introduced in 1988 through the Education Reform Act– Requires pupils to pass 4 key stages – Aims to make pupils become

“Successful Learners, Confident Individuals and Responsible Citizens”• Current GCSE Science Specifications & Assessment

Structure• Teaching Styles and Types of Learning

Howard Gardner formulated a list of ‘seven intelligences’Mike Hughes suggested there were three main types of learner:

– Visual - Learn best by seeing– Auditory – Learn best by hearing– Physical – Learn best by doing

• Teaching Resources• Outreach Events

– Demonstrator in Year 10/11 Organic Chemistry Practical: “Extracting Caffeine from Tea Leaves”

– Primary School Lecture: “Fizz, Foam and Flubber”

Observation• First 2 Weeks• 8 Lessons a week• 5 Different Teachers (one French

Lesson)• 16 Hours• Throughout the Year: Teaching Styles• Year 12 Classes Comparison

– One teacher was mostly auditory and some visual– One teacher was an equal mixture of physical,

auditory and visual

Teaching• 14 Weeks• 6 Classes• 4 Teachers• Years 11, 12 and 13• 84 Hours/5040 Minutes• Lessons • Magic Show• Lunchtime Lecture on Chemistry at

University• Remedial Classes

New A-Level Chemistry QCA

CriteriaResearched• Changes Made• Philosophy Behind the Changes• Whether the new Criteria is a

success• Why School’s Chose their

Specification

New A-Level Chemistry QCA

CriteriaResearched• Changes Made• Philosophy Behind the Changes• Whether the new Criteria is a

success• Why School’s Chose their

Specification

New A-Level Chemistry QCA

CriteriaMethodology• Meeting at old school• Masters Students Questionnaire• Inset Day

– Interview Teachers in Chemistry Department

• Interviewed Colin Chambers, AQA Chief & Chair Examiner

• Questionnaires

Key Results1.1 - Most Significant Changes made to the QCA criteria

13%

63% 63%

75%

13%

0%

10%

20%

30%

40%

50%

60%

70%

80%

Increased practical workrequirements

Increased focus onEnvironmental/ Green

Chemistry

Introduction of How ScienceWorks

Introduction of “Stretch andChallenge”

Other

Pe

rce

nta

ge

These results are preliminary

Ideology for the Changes

AQA Chief Examiner Interview:• Trying to increase the link between the

course and real world contexts– So pupils know what questions to ask when faced

with ‘real world issues’ and understand them better

– “Get them to have an educated vote”

• Introduction of concepts relevant to current social and political issues e.g. environmental/green chemistry

• To better discriminate between candidates

Ideology for the Changes

38%

50%

63%

25% 25%

63%

13%

0%

10%

20%

30%

40%

50%

60%

70%

To make thecriteria up to date

with currentchemistry

To make thecriteria up to date

with current politicaland social issues

To make it morealigned to the new

GCSEspecifications

To provide anincreased focus on

the context andapplications of theconcepts taught

To increase thenumber ofscientists

progressing on touniversity

To betterdiscriminate

betweencandidates

Other

Potential Reasons

Pe

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nta

ge

of

Re

sp

on

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Green Chemistry Teacher’s Pack

• Developed a resource on a new topic in the A-Level Specifications

• Went through each of the specifications (OCR A and B, AQA and Edexcel) and found what was knowledge was required of the candidates in terms of anything to do with green chemistry.

• Background information on the subjects for teachers' knowledge

• Lesson plans on the different topics• Resources & References

Further Work

• Website “CHEEP” or “PEEP” to include information on green chemistry and recycling

• Expand teaching styles comparison• Expand questionnaire to more counties• Repeat research on whether the new

specifications are a success after a year of teaching and examination results

AcknowledgementsI would like to thank the following people for

theirsupport, effort and contribution to my project:• Tim Harrison and Dr. Smith• Rachel Hopwood and the Staff at The Castle

School• Colin Chambers, AQA Chief Examiner &

Chairman • Dr. David Read, University of Southampton• Fellow UAS Students for their support