Partnership Developmen

tSchools

Project objectives To enhance the quality of resources

in physics and chemistry (as separate sciences) available to trainee teachers and subject mentor/classroom teachers.

To improve knowledge skills and understanding of physics and chemistry in order to deliver key aspects of Science curriculum across all key stages.

To encourage other schools to provide quality placements in physics and chemistry.

1 - School based projects

Trainees and PDS schools –

Created video footage of key experiments for each key stage in chemistry and physics.

Created resources to support video footage

Impact on trainees Improved motivation and self esteem through successful collaboration

with staff. (Q6, 32) Familiarisation with new teaching and learning strategies in physics And

chemistry - Subject knowledge enhanced (Q7,8,9,10,11,14,17,22) Enhanced personalised learning (Q7,10,29) Learning conversation – reflections are now more acute and specific

(Q4,5,6,929,32,33,) Peer support – increased subject knowledge (Q4,5,6,14,15,32,33) Leadership opportunities Networking with specialist science staff in respect of PDS schools

(Q6,32,33) Creating resources in environment with staff expertise and ICT

equipment(Q17,23) Developed self confidence. Increased enjoyment and participation.

2 – HEI demonstration events

Experienced Physicists and Chemists from PDS school demonstrated exciting experiments to over 300 trainees

Trainees had the opportunity to organise and lead these experiments in order to gain knowledge and confidence

Impact on trainees

Provides a support mechanism.

Knowledge and understanding increased through using PDS recourses (Q7,8,9,10,11,14,17,22)

Coaching skills developing (Q33)

4 - GCSE C/D Coursework DayImpact on trainees

CPD for trainees (Q7) Understanding examination coursework

requirements (Q11,12)

Leadership opportunities for trainees Higher order questioning skills (Q27) Increased understanding of assessment

procedures & AFL (Q11,12,26,27,28) Increase in self confidence (leading small groups)

(Q2,6) Increased opportunities to interact with students/

pupils (Q25,27,28)

What has been achieved? Has it altered any aspect of ITT delivery / involvement?

Increase in paired placements – Benefits of paired placements:

More trainees in subject areas. Less disruption to school timetable. More self independence. Less dependant upon mentor for guidance. Certainly very effective for first placement (often little confidence or experience). Increased finance for schools Still mentor within a group – learning conversations. Trainees support one another within classroom (TA role) Developing coaching model- complete lesson observation

on one another. Promoted ITT within school (through INSET, meetings,

resource development/SMT) Task orientated for trainees – created independent

learners/team collaborators.

Within each school – dept training/ leadership opportunities

Positive feedback from Heads of Departments in PDS schools.

LA cascading HEI cascading Raise awareness for Headteachers of positive

aspects of these projects Governors kept informed of project developments Recorded in SEF/ related to SIP

5.Continuous Dissemination

Dissemination of Resources

You Tube – footage of all experiments – open to everyone. http://www.youtube.com/user/pdsproject

DVD/CD for TDA/Schools/HEI to place on network (VLE)

All schools in PDS project plus all schools in LA via HOD meeting to get copy

Impact of PDS project on School

Interaction within Science Dept. (re variety of experiment and demonstrations).

Corridors filled with smoke / smells (even Headteacher shown interest!). Teachers Professional Development – leading HEI

sessions. Teacher incorporated project in Performance

Management. More staff becoming involved in ITT within our schools. Changing of culture within school – motivation /

cascading of ideas. New ideas / methods of experimentation – resources

available for staff. Staff training / competence enhanced.

Benefit of project on PDS Staff (School and HEI)

Opportunities for achieving core standardsa) Professional attributesb) Professional knowledge and trainingc) Professional skills

CPD development ( Performance Management)- Leadership opportunities within school and PDS schools (Q3)- Coaching / Mentoring (Q8,25)- Networking (Q6, 32)- Training opportunities (Q10,11,14,15,17)- Reflection (Q7,28,29)

Accreditation- Evidence of achievements- Recognition

Funding to allow time to; create resources for non specialists, internal Inset (Q3,8)

Learning from trainees with new innovative scientific understanding (Q8) Learning network – developing partnerships - (Q6,19)

By end of our project

95% of trainees felt confident

to teach Chemistry to KS4,

65% of trainees felt confident

to teach Physics to KS 4