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Guidance on effective practice in A level chemistry
The introduction of Curriculum 2000 (C2K) gave schools and colleges the opportunity to reconsider their choice of specification and rethink the aims, organisation and character of the chemistry they offer. The advice which follows draws on the experience of schools and colleges to provide some general points of guidance about managing and implementing effective teaching and learning. These are illustrated by some case studies of good practice on this website.
Planning and managing teaching and learning
Forward planning and careful management are essential to the development of good practice in the teaching and learning of chemistry. In particular the chemistry department should:
- share a vision about the purpose of teaching chemistry and its contribution to the aims of the school/college as a whole, ensuring that this vision is shared throughout the school/college and made apparent through actions, for example, open evenings, displays, parental involvement (see case study: Godalming College)
- select a specification which suits the vision and ethos of the department and has the potential to provide challenges and motivation for students
- take ownership and turn the specification into a curriculum, using the specification aims, informed by the departmental aims, as the starting point for designing a long-term (two-year) course plan, medium-term plans/schemes of work for units or topics (see case studies: Queen Mary’s College, Gunnersbury School, Godalming College) and short-term lesson plans
- ensure that the chemistry curriculum makes best use of the capabilities and interests of staff, the location and facilities of the school/college and the opportunities for fieldwork and community links (see case study: Queen Mary’s College, enrichment sections)
- share and discuss the aims and objectives of the curriculum with students, making amendments to the detail each year to ensure course suitability and student motivation (see case study: Queen Mary’s College, feedback sheets)
- support students in the transition from GCSE to AS and from AS to A2 (see case study: Greenacre School for Girls). This will vary according to the nature of the school/college and the specification offered. In some schools/colleges, AS or A2 induction units are made available to all students to introduce new skills and approaches
- offer information and guidance to students about the nature of the course, assessment deadlines, and specific help or resources. Many schools and colleges provide ‘study guides’ (see case studies: Gunnersbury School and Godalming College)
- create a supportive learning environment for students to address their diverse needs and different learning styles. Formative assessment and regular progress reviews can play an important part (see case studies: Queen Mary’s College and Godalming College)
- provide focused enrichment opportunities that extend or develop particular aspects of the course content or skills, or build on students’ personal experiences and enjoyment of chemistry, for example, visiting speakers, involvement in local projects, links with local university chemistry departments. (see case study: Greenacre School for Girls)
- ensure that information and guidance are available about employment opportunities, career prospects and progression to higher education
- provide opportunities for the professional development of staff – including updating and refreshment in the subject, exchanges with other schools and colleges and training or development in management and pedagogical matters.
Implementing teaching and learning
Effective teaching and learning is most likely to take place when the chemistry staff are confident about the purpose and character of chemistry teaching in the department, and each teacher feels committed and competent to work as a professional within a well-managed team. Some common principles are that teachers should:
- share a common view about the methodologies and styles of teaching and learning. The AS/A2 level specifications are all underpinned by a commitment to enquiry-based teaching and learning, although the precise interpretation of enquiry varies from specification to specification. Each chemistry department needs to identify this and to clarify its own approach
- ensure that students are provided with a range of opportunities across the learning continuum from teacher-directed to more open-ended student-directed work. In particular, there should be encouragement for students to learn independently (see case study: Gunnersbury School)
- provide opportunities for students to extend and develop their ICT skills and to make appropriate use of the extensive range of resources on the internet (see case study: Greenacre School for Girls)
- promote teaching and learning activities which develop skills, intellect and values, for example, by focusing on thinking skills, on critical evaluation of sources and viewpoints, on issues which pose moral dilemmas and require a judgement or a decision
- plan fieldwork or out-of-classroom activities as an essential and integral component of the chemistry curriculum. Such activities enrich students’ learning and add insights from real-world experience
- ensure that students appreciate the importance of investigative practical work, its analysis and evaluation. Chemistry is as much concerned with investigative practical work as it is with theory, and students need to develop their own skills in this area (see case study: Queen Mary’s College)
- allow space and time for ‘the unexpected’, so that topical events or local issues, significant news items or students’ personal activities can be used to motivate students and/or reinforce aspects of scientific learning.
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Page updated: 12 June 2008