Guidance on effective practice in VCE science (A/AS in applied science from September 2005)
The following advice draws on experience over the first years of Curriculum 2000 (C2K), and provides some general points of guidance about managing and implementing effective teaching and learning. These are illustrated by some case studies of good practice.
Planning and managing teaching and learning
Forward planning and careful management are essential to develop good practice in the teaching and learning of applied science. In particular the department should:
- share a vision about the purpose of teaching applied science 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)
- select a specification which suits the vision and ethos of the department and has the potential to provide challenge and motivation for students
- turn the specification into a curriculum, using the specification aims, informed by the departmental aims, as the starting point for designing a long-term course plan, medium-term schemes of work and short-term lesson plans (case study: Havering Sixth Form College)
- ensure the curriculum makes full use of the capabilities and interests of staff, the location and facilities of the school/college and the opportunities for fieldwork and community links (case study: City of Derry)
- share and discuss the aims and objectives with students, making amendments each year to ensure course suitability and student motivation
- support students in the transition from GCSE to AS and from AS to A2. In some schools and colleges, for example, induction units are made available to introduce new skills and approaches (case studies: Ivybridge Community College and Scarborough Sixth Form College)
- offer information and guidance about the nature of the course, assessment deadlines, and help or resources available. Many schools and colleges provide ‘study guides’, ‘diaries’ or intranet sites (case study: Scarborough Sixth Form College)
- provide a supportive learning environment for students to address their diverse needs and different learning styles. Formative assessment and regular progress reviews can support this (case study: Scarborough Sixth Form College)
- provide enrichment opportunities that extend or develop particular aspects of the course content or skills, or build on students’ personal experiences and enjoyment of applied science (for example, visiting speakers, involvement in local projects, links with local university science departments) (case study: City of Derry)
- 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 pedagogical matters.
Implementing teaching and learning
Effective teaching and learning are most likely to take place when the science department is confident about the purpose and character of applied science teaching in the school/college, 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 to be developed. The specifications are all underpinned by a commitment to enquiry-based teaching and learning, although the precise interpretation of enquiry varies. Each science 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 to learn independently
- provide opportunities for students to extend and develop their ICT skills and make appropriate use of the resources on the internet (case study: Ivybridge Community College)
- promote teaching and learning activities that help students to develop skills and intellect
- plan fieldwork or off-site activities as an essential and integral component of the curriculum. Such activities enrich students’ learning and add insights from real-world experience (case study: Havering Sixth Form Centre)
- ensure that students appreciate the importance of investigative practical work and its analysis and evaluation
- allow space and time for ‘the unexpected’, so that topical events or local issues, significant news items or students’ personal activities can be used for motivation and/or reinforce aspects of scientific learning.
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Page updated: 12 June 2008