york triple science network york triple science network 16 th march 2015 twilight network meeting...

York Triple Science Network

York Triple Science Network16th March 2015

Twilight network meetingWhy study Science?

Changing pupils’ perceptions, attitudes and aspirations for science

(with a particular focus on FSM/pupil premium/ disadvantaged groups).


Aims of the network:

• To raise the profile of science in school• To equip schools to inform and inspire more

KS3 students to choose the Triple Science route for GCSE.

• To increase the number of disadvantaged pupils, including those eligible for free school meals, studying GCSE Triple Science.


From the Launch day: What next?• Share your action plan with your Subject

Leader and Science SLT line-manager• Carry out the plan before our next meeting• Next network meeting:

Monday 16th March 2015 16.00 – 18.00Eccles Building, York

• Bring along to share evidence of what you have done and the impact it has had


Sharing best practice:• What have you achieved since we last met?• What has worked well? • How do you know?• What has not worked well?• What were the barriers?• What are you planning to do next?


What might this be?Nichola Crawford: Laurence Jackson School


Definition of catapult…

1. An ancient military device for hurling missiles.

2. A catapult is a ballistic device used to launch a projectile a great distance without the aid of explosive devices—particularly various types of ancient and medieval siege engines.[


International STEM Challenge

Crazy Catapults


All Year 7 students are going to be building catapults from lolly sticks...

How might we decide

whose catapult is

best?


See how other students around the world have tackled this challenge…

https://www.youtube.com/watch?v=PMvfPqdX8JE


Assembly of catapult

1. Watch the video and be ready to feedback on:-how good you think the method for making the catapult is-why you think this -whether you think this method could be improved

https://www.youtube.com/watch?v=3w8kR8tgZr8


So, let’s give it a try and put the method to the test…

In your teams decide how you are going to involve everyone

1.Get all of your equipment ready2.Start making your first triangle. Remember, follow the instructions.3.You need to make 3 of the triangles before you can construct your ‘geodesic triangle’.4.Now you need to build the arm.5.Next you need to construct the cup.

How well are you working as a team?


Can you calculate the maximum possible score?

Use the Scoring for Crazy Catapult sheet to calculate the maximum possible points you can score.The first calculation has been completed for you.Remember, the further away the more you can score


How did you do?........

Shooting position 1 maximum score



= 45pts (e.g. 15+10+5+5+5+5)

= 55pts (e.g. 15+10+10+10+5+5)

= 65pts (e.g. 15+15+10+10+10+5)


Now let’s test our catapults…


How do we know what kind of graph should we draw?

Are the independent and dependent variables categoric or continuous?

Read the definitions and decide…..


Categoric variable:These are variables which have values in the form of words instead of numbers (e.g. for the independent variable ‘type of plant’ this would be categoric as the values would be words ‘daisy’, ‘dandelion’ etc).Continuous Variable These are variables which have values in the form of numbers (which you can obtain either by measuring or counting).


Key points for Graph DrawingUse a sharp Pencil and rulerInclude a descriptive title (that makes it clear what the independent and dependent variables are in your investigation)Dependent variable on the Y axisIndependent variable on the X axisUse an appropriate scale (must be ‘linear’)Label axis with variable name and unitsMake use of as much of the graph paper as possiblePlot all points neatly with a small crossCircle any possible anomaliesDraw a line of best fit with a ruler for a straight line or draw free-hand for a curved line (don’t join up as in a ‘dot to dot’)


How to draw a bar graph

Num

ber o

f ca

rs

DV always on the y axis

IV always on the x axis

Evenly spaced scales

Bars the same width and an

even gap between each bar

Everything drawn with a

ruler

Axis labels

and units

Axis labels and

units

Graph fills the page


Swap and PEER ASSESS

Tick if achieved, cross if not. Write something specific your peer has done well (WWW) and explain anything that they need to do to improve their graph EVEN if they got 9 ticks (EBI)

Bar Charts

Pencil and ruler used

Detailed title (includes IV and DV)

DV on Y axis

IV on X axis

Labelled axes (variable+ unit)

Suitable scale

Graph fills most of page

Key for bars

Bars equal widths

Equal sized gap between bars


Who Won In Your Class?

Why do you think this happened?

Who Will Win in Year 7?


Sam Lynn – Fulford School• The STE(A)M team have been busy taking our ice

cream challenge to our feeder primary schools we visited Bishopthorpe last week and managed to get 120 pupils making ice cream (only a few made milkshakes, and only one tasted of the sea). We currently have another 8 booking to take us up to June, which is great

• We have recently recorded the latest challenge #7 ramp runners a link is shown below:

https://www.youtube.com/watch?v=XjGXx4PoNMU


Narrowing the gap: Triple Science delivery models

Have you analysed Progress rates in your school:

a)For pupils who did Triple science?b)For pupils who did core + Additional Science route?

How do these compare?

What is the impact of different models for delivery of Triple Science?


Triple Science delivery models:Data from North Yorkshire survey

25 NY schools were included – 12 (781 students) doing triple in double time, 13 (671 students) doing triple as an option. The data is based on FFT.

Those students who did triple in double time: 3 Levels Progress: 0.65% made less than national expectations4 Levels Progress: 3.69% made less than national expectations Those students who did triple in triple time: 3 Levels Progress: 4.24% made more than national expectations4 Levels Progress: 7.11% made more than national expectations

Conclusion??


Curriculum models 2015 and beyond?

Implications for curriculum planning:• How can we be creative about how to deliver

Triple Science? What models are there?• Protecting curriculum time for science?• From 2016, no single science GCSE available –

expectation is that all pupils will do at least the Combined Science GCSE

• What about the least able?


TS SoWs for linear assessment:

• Lesley from Snaith School• Linear trackers from National STEM Centre

Triple Science Eye Community for: Biology Chemistry Physics

http://www.nationalstemcentre.org.uk/community/groups/65/triple-science-eye/1395


Grants / funding:• Grant scheme for enriching STEM teaching in schools now open• The Ri and the Causeway Foundation are offering UK schools grants of up to

£500 to host a show, talk, workshop, debate, challenge or other STEM activity to supplement their students' classroom activities.

Grants of up to £500 are being offered to eligible state-funded schools, academies and FE colleges in the UK to take part in an Enrichment and Enhancement (E&E) STEM activity from the STEM Directories before July 2015.

The Scheme is currently closed but will reopen in the second half of 2015 and early 2016. To receive news of when the schemes open, sign up to the Royal Institution’s Education newsletter.http://www.stemdirectories.org.uk/grants/


Grants / funding: IET:• aims to engage young people aged 5-19 in learning about engineering and

to develop the professional skills of those involved in supporting STEM learning and careers awareness. The EEGS also supports projects that improve wider engineering literacy.

• There are two levels of funding available. Awards of up to £5000 (inclusive of any applicable VAT) are available for standard applications to the fund, and up-to-four awards of £15,000 are available each year.

• Dates for the autumn 2015 funding round will be announced shortly.http://www.theiet.org/resources/teachers/grant-scheme.cfm?utm_source=redirect&utm_medium=any&utm_campaign=grant-scheme


3. Science Week:

• Science week for 2015 is 13th – 22nd March• Visit their new website at

http://britishscienceweek.org/ • For activity packs, grants, ‘how to’ guides, find

a presenter, quizzes, ‘goodie bags’ and lots more http://www.britishscienceweek.org/plan/


Science Week:

• Activity packs: out-of-the-box, hands-on activities that are engaging, inexpensive, easy to do and generate a “wow factor” amongst children and adults alike. Choose from:

• Move It (motion & forces)• Super science (SEN)• Colour chaos• Explore the future (aimed at 5-11 year olds)


Science Week:

• Solar eclipse: Friday 20th March 2015• Visible from Europe for approx 90 mins around

9am.• 90% of light blocked out• Astrocampus at York Uni open every night

during Science Week 6.30 – 7.30 pm• Book tickets through

https://yorkastroweek.eventbrite.co.uk.


Science Week:• Solar eclipse: Friday 20th March 2015

Safe viewing:• Purchase ‘Solar Eclipse Glasses’ from

http://www.learnaboutlight.co.uk/ • Put them in teams and see who can make the best pinhole

reflector. You can project onto a shaded wall or flipchart instead of in through a window. Then take photos.

• Download a guide on ‘How to observe an eclipse safely’ from http://www.nationalstemcentre.org.uk/elibrary/resource/11816/how-to-observe-an-eclipse-safely

• CLEAPSS GL130 guide ‘Managing Safety During an Eclipse’


Science Week:• Astrophotography Competition• The Department of Physics at the University of York is running an astronomical

photography competition, with the winning entries making up a 2016 calendar.• The competition will be divided into 4 categories; children up to 10 years old,

between 11-16 years old, students (16-21 years old) and adults (above 21 years old). The top 3 photos in each category will feature on the calendar. There will also be bonus prizes for finishing in second and first place within each category.

• To be eligible, the photo must be of something astronomical (the night sky, the sun, the moon etc.) and must have been taken in Yorkshire. If you can include a Yorkshire landmark, this will be looked upon favourably! Composite photos are also welcome.

• http://www.astrocampus.org.uk/ for further details• Closing date: 29th May 2015


ESERO/ National Science Learning Centre:• Tim Peake is due to go to the International Space Station in

November 2015 and spend six months there carrying out scientific experiments. He will be the first British ESA astronaut to visit the Space Station.

• This page offers support and resources to science teachers to enable them to use this mission to inspire pupils. http://www.nationalstemcentre.org.uk/timpeake


Science Week:

• What are your schools planning for Science Week?


DfE announcement on assessment of practical skills in new GCSEs

KS4: GCSE Consultation on Practical Assessment• Hot off the press! • Response to the consultation 3rd March 2015• Assessment of Practical Work in New Science GCSEs

– Summary • Webinar on science practicals:

https://www.gov.uk/government/news/webinar-on-gcse-science-practicals-recording-and-questions


Key Points:KS4: GCSE Consultation on Practical Assessment• Science GCSEs taught from September 2016 will be assessed

by exam only.• There will be no controlled assessment components. • The exams will contain questions that specifically draw on the

experience students have gained from doing practical work.• In their exams, students will be required to demonstrate their

understanding of scientific experimentation. At least 15 per cent of the total marks available in each science GCSE will be dedicated to this.

• Confirmed that there will be no separate practical result (no ‘certificate’ of competency or pass/fail)


Draft assessment criteria for GCSE science:

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