Oracy: Part 2

This is a great place to start considering ways in which oracy could develop and improve your teaching practice.

Dialogue About Language, Literacy and Learning

Courtesy of the Reading Sage, who is a wonderful resource for a wide range of links related to language and literacy.

Oracy: The Literacy of the Spoken Word | Edutopia
Teaching oracy is instrumental to better reading and, in particular, writing. In developmental terms, humans acquire oral language first — a …

Developing oracy skills | Class Teaching
Some simple strategies that can be tried out to develop oracy skills: … number of oracybased teaching ideas – developing dialogue toolkit.

Why teach oracy? | University of Cambridge
Through our own research and that of others, we know there are some very effective ways of teaching oracy skills, which are already used by …

Oracy Assessment Toolkit : Faculty of Education
In recent years, there has been a growing recognition of the need to help young people develop their abilities to use spoken language effectively. Employers …

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Science Mastery Textbooks

This is fantastic! You are way ahead but mastery is very much at the heart of my thinking with Chemistry. The need for short sharp questions is undeniable – so why aren’t there any?
This model also fits in effectively with flipping. The students could be introduced to a concept via a carefully designed video and then tackle the questions in class whilst we are there to support them. Once they have mastered one level, they then move on to the next.Plenty of questions to support and develop each level allows for differentiation and confidence building. Too often students feel that concepts are dealt out like a pack of cards with only a faction of them making it to each individual. A mastery textbook/flipped learning model offers real opportunities for collaborative learning and the development of oracy – the foundation of life-long literacy rather than purple pen purgatory.

For all of you who, like me, are befuddled by “new” Maths talk I’ve included a few must reads.

chapter1 from The Elephant in the Classroom: Helping Children Learn and Love Maths by Jo Boaler

language-of-mathematics-in-science-guide-ase-2016-3language-of-mathematics-in-science-teaching-approaches-ase-2016 from the life saving ASE

mathematics-for-chemistry  to be found at Wikibooks

RSC Maths booklet  from the wonderful RSC, the font of all chemical knowledge (in my opinion).

If you want to link maths skills and practical work maths-and-practicals.

In the last year I’ve read a lot of very interesting stuff on mastery, deliberate practice, feedback, AfL, cognitive load, working and long-term memory, and direct instruction.

At the same time my school were going mad for progress in purple pen. I’d always met this need by getting pupils to write up an experiment or demo using one of a range of success criteria, peer marking and then improving in purple pen – I don’t want to go into it here, suffice to say SLT, HOD and I all thought it was marvellous but I now think it was shite.

In science pupils need to be able to answer lots of short questions with the single correct answer. “What is the force on this object?” ”Why does the colour of the liquid change?” Pupils need to answer lots of these questions to practice and to show up areas where the…

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GCSE Chemistry Core Practicals and Math Skills Working in Harmony

maths-and-practicals

 

 

 

 

 

 

 

Talking Chemistry when “Working Scientifically” in the English National Curriculum

The statutory programmes of study issued by the Department for Education provide the sequence of knowledge and concepts that children must be taught, this includes ‘Working Scientifically’ (WS). The purpose of WS is to learn how enquiry can be used to answer scientific questions; it should not be taught as a separate strand but, be interlaced with the learning of chemical knowledge and concepts. The tables below show the development of WS skills from Key Stages 1 to 3, ages of 5 to 14, ^[1]. Clearly there are many opportunities to develop these skills prior to GCSE, demonstrating the importance associated with their development. Why then, are vocabulary; units, symbols and nomenclature absent from the skills developed at Key Stage 2; surely a bike without wheels? In addition the descriptors provided for this section fail to provide any indication of what vocabulary, units or simple scientific language should be introduced.

The acquisition of the language of Chemistry and, the precision and fluency with which it is applied both in oracy and literacy is a source of concern. Yet children as young as 5 are introduced to and confidently use terms such as grapheme and alliteration; is it the expectation, rather than the ability to learn and apply words correctly, that holds students back? In this article I will suggest vocabulary that should be used at a particular stage of the curriculum for exploring the chemical concepts through WS. I will not suggest activities or experiments as entering a term such as “materials” and selecting “primary” as the age range on http://www.rsc.org/learn-chemistry will yield an array to choose between. I propose that we begin to employ the language of measurement ^[2] and introduce terms such as: fair test, control variables, categoric variables, data, evidence and conclusion, from the outset.

ks1

The chemistry content at Key Stage 1, requires that students are able: to distinguish between an object and the material from which it is made, to identify and name a variety of everyday materials and describe the simple physical properties of these materials.   I suggest that: asking questions; developing keys to classify materials; recording data in tables and bar charts would be more advantageous than trying to measure quantities such as; mass added before breaking in kilograms or mass of water absorbed in grams; don’t try to use units. Instead use terms such as; categoric variable, results, tables, bar charts and keys, when carrying out investigations to avoid confusing qualitative and quantitative data. The nature of materials can be described simply as: rough/smooth; hard/soft: shiny/dull or in greater complexity; flexible/ridged; elastic (stretchy)/inelastic; transparent/opaque, here the focus should be speaking and listening rather than recording vocabulary.

working-scientifically-ks-2-lower

Early Key Stage 2 introduces rocks, fossils and soil in Year 3. Physical properties are investigated again; materials, such as rock, can be compared and grouped together on the basis of their appearance and simple physical properties. Judgements of these properties are made; hardness describes how easy or difficult it is to scratch the mineral; shiny/dull are developed as lustre, a description of how the mineral surface looks when light reflects off it; cleavage and fracture are descriptions of how a mineral breaks into pieces; streak refers to the colour of a mineral when it is crushed to a powder. The variables remain categoric but, new terms; predictions, fair tests, conclusion, are introduced. It makes sense to include these terms; control variables, so that a fair test can be explained in terms specific to the planned investigation; hazard and risk to encourage thinking about what could cause harm and how to reduce the risk by using eye protection when investigating cleavage and fracture; evaluation, provides the opportunity to reflect on what has been done and what needs to be done next. The term “evaluate” introduces the idea that investigation are cyclic in nature; an observation leads to a prediction, “hypothesis” could be used, which is investigated and, from which data is generated and a conclusion is drawn, the investigation is evaluated to determine confidence in the outcome and further predications can be made and so on.

The chemistry tackled in Year 4 represents a huge conceptual jump from, physical properties to states of matter, this marks the beginning of Chemistry’s departure from a purely macroscopic world; misconceptions ahoy! Measurement is now specified in the chemistry curriculum so introduce terms scale, interval, and units when investigating the temperature (°C) at which state change occurs. Talk about a fair test, name the variables; independent, dependent and control variables. The thermometer offers the opportunity to discuss scale perhaps even resolution and precision, a line graph may be drawn from the continuous data generated and the evaluation can name measurement errors and suggest improvements related to intervals. Using these terms in discussion and written work will reinforce understanding and provide a basis from which investigations and their conclusions can be judged; the essence of working scientifically. If this vocabulary seems daunting remember the purpose at this age is familiarity, not mastery. I have found making concept cards, shown below, rather than vocabulary lists really helpful; if these are made as PowerPoint slides they can be easily referred to and altered for a specific experiment. Laminated cards work well in small groups but PowerPoint sides can be used with whole class.

Dependent variable concept card provides a definition and sets the definition in a context to help understanding and provides a memory hook.

Chemistry concepts have been omitted from the year 6 programme of study, the opportunities discussed here refer to year 5 content which begins with materials. Now the list of properties has expanded to include solubility, transparency, conductivity (electrical and thermal), and response to magnets. The opportunity to plan and write up an experiment using technical language is offered by the statement, “Demonstrate that dissolving, mixing and changes of state are reversible changes.” I would suggest that there is a lot of important vocabulary linked with this work such as solution (solute/solvent), mixture, filtering, sieving, evaporating and reversible change, furthermore; the techniques should be used to illustrate that separation can be achieved by different means depending on the nature of the materials to be separated. Having introduced and reinforced scientific language through oracy now is the time develop literacy in Chemistry.

working-scientifically-ks-2-upper

The lastly chemical changes such as burning and the action of acid on bicarbonate of soda are introduced, offering the ideal opportunity to distinguish observation from inference. Begin to explore how to describe what is being observed; the description froths could become bubbles of gas are released; burning, which is a mystery to many, could become a reaction with oxygen which releases energy light and heat, distance burning from smoke. Why not write basic word equations to describe a chemical reaction that shows products forming reactants? Once again, depending upon the choice investigation, fair test and variables can be highlighted; line graph, bar chart and classification keys could be generated but most importantly the language of chemistry can be used both in discussion and in written work, developing understanding, confidence and familiarity.

Finally I ask you to look ahead to how working scientifically develops at Key Stage 3, imagine how hard it would be to meet, understand and master without having first laid the ground work in primary school as we’ve discussed. How can children be expected to work scientifically or ratify concepts without the words needed to express the chemistry?

ks3

The final two articles in this series about the English Nation Curriculum and the study of Chemistry, I will look at how misunderstanding and misconception can be challenged through language.

Concept cards use dual coding to support learning and as a result make excellent revision resources.

References

1 National curriculum in England: science programmes of study Updated 6 May 2015

https://www.gov.uk/government/publications/national-curriculum-in-england-science-programmes-of-study/national-curriculum-in-england-science-programmes-of-study#upper-key-stage-2-programme-of-study

2 The Language of Measurement ASE publications 2010

Finally I ask you to look ahead to how working scientifically develops at Key Stage 3, imagine how hard it would be to meet, understand and master without having first laid the ground work in primary school as we’ve discussed. How can children be expected to work scientifically or ratify concepts without the words needed to express the chemistry?

 

 

 

The final two articles in this series about the English Nation Curriculum and the study of Chemistry, I will look at how misunderstanding and misconception can be challenged through language.

 

References

 

1 National curriculum in England: science programmes of study Updated 6 May 2015

https://www.gov.uk/government/publications/national-curriculum-in-england-science-programmes-of-study/national-curriculum-in-england-science-programmes-of-study#upper-key-stage-2-programme-of-study

 

2 The Language of Measurement ASE publications 2010

[PDF]the language of measurement – Getting Practical

 

 

 

 

 

A Writing Method That Deepens Knowledge: The Hochman Method

I am new to this but intend to read more -thank you.

Schools & Ecosystems

What if there was a method that could not only explicitly teach students core writing skills, but simultaneously deepen their domain-specific knowledge?

Turns out there is: it’s called the Hochman method.

I’d heard about Judith Hochman’s writing method for some time, but only finally got the opportunity to attend a workshop last month. In case you haven’t heard about the Hochman writing method, you can read more about it’s impact in Peg Tyre’s 2012 article in the Atlantic, and get an overview of the method on it’s website.

In a nutshell, Hochman’s method is a systematic, explicit approach to equipping students with the ability to recognize and construct clear and complex sentences, only then moving on to constructing paragraphs, and from there to composition. The vast majority of teachers (such as myself) go straight to composition, then use generalized rubrics that provide little specific guidance on revising for grammar…

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Chemistry: a learning journey through the National Curriculum in England

The 1988 Education Reform Act thrust a national curriculum upon state schools in England, Northern Ireland and Wales in a bid to standardise education, providing continuity and progression for the learner. Since September 2013, every Key Stage has undergone a process of change which finally, drawing to a close with the launch of the new Chemistry GCSE and other science courses in September 2016 and the first of the new linear Chemistry A level exams in summer 2017.

This article offers a concise audit of the Chemistry contained within the English school science programmes of study; I have mapped when chemical concepts are met and how they are developed throughout the school system. Constructivist epistemology argues that prior knowledge shapes the ability to learn new ideas and refine understanding of concepts. Insight into this learning journey that faces the next generation of chemists could help anticipate and avoid potential miscomprehension and enhance the understanding of Chemistry.

“Young learners bring to the classroom knowledge and ideas about many aspects of the natural world constructed from their experiences of education and from outside school. These ideas contribute to subsequent learning, and research has shown that teaching of science is unlikely to be effective unless it takes learners’ perspectives into account.” ^[1]

Chemistry is not named as a separate subject within science until Key Stage 3 (ages 11-14). The Department for Education (DFE) defines Chemistry as “the science of the composition, structure, properties and reactions of matter, understood in terms of atoms, atomic particles and the way they are arranged and link together. It is concerned with the synthesis, formulation, analysis and characteristic properties of substances and materials of all kinds.” ^[2] With this definition in mind, the first glimmers of Chemistry learning appear in the Early Years Foundation stage when, from about 30 months old children are required to know about similarities and differences in relation to places, objects, materials and living things^[3]. From the age of 5 (Key Stage 1), the overt study of science begins and the foundations of chemistry are laid under the guise of materials. Here, concepts have been grouped into eight concept categories ^[4] that show when ideas are introduced and how they develop.

table-of-curriculum-against-concept-category

Chemistry is perceived as a hard subject even though chemical ideas are met in all key stages. But is chemistry objectively and appropriately represented within the science programme of study? At transition between key stage1 and 2 for example, rocks alone constitutes the study of chemistry and yet Earth and atmosphere concepts, as understood here, are not represented at KS5. There is no chemistry content in the year 6 programme of study ^[5]. This is particularly alarming as the data generated in this final year of KS2 provides the basis from which progress is measured from and all GCSE targets are set ^[6]. Arguable the curriculum itself fosters the belief that chemistry is hard by missing opportunities to become acquainted and explore fundamental concepts. Why not name it as a subject? Do rocks at this level represent Chemistry? Furthermore, seven of the ten big ideas of science ^[7] do not pertain to Chemistry. What importance has been placed on the learning of chemistry? In the current climate of economic and political unrest surely the importance of Chemistry should be magnified?

The image below shows the ten big ideas of science and how eight chemistry concept categories can be fitted into them.

chemistry-in-the-big-ideas

Chemistry is a complex subject, its concepts and processes move between the macroscopic and subatomic scales making it hard to access; conceivably it could be better represented within the science programme of study but, The English national curriculum, despite these criticisms, holds within it processes from which genuine interest and understanding can be generated. And the name of this cure all? “Working Scientifically.”

Working scientifically as defined at KS4 has four components: development of scientific thinking; experimental skills and strategies; analysis and evaluation; scientific vocabulary, quantities, units, symbols and nomenclature. Coursework is no longer a component of the English Chemistry exam system but this is very different to down grading the importance of hands on practical experience. Although apparatus and techniques only appear in the latter years of school, experimental skills and techniques are present throughout the programmes of study and investigations are seen by many to be a strategy for developing the more demanding mathematical and literacy skills of the new courses.

working-scientifically-through-key-stages

There is a clear progression of concepts and skills laid out by the DFE, chemistry can be identified in all key stages and align with the principles of the Big ideas of science education. To make the chemistry more accessible perhaps we need to teach it in a more explicit terms, assign concepts to the subject Chemistry earlier? Both practical work and the skills described as “working scientifically” provide the conditions in which more explicit subject specific terminology can be introduced and rehearsed before labelled “prior knowledge”, how this could be achieved is the subject of my next article in this series about the English Nation Curriculum and the study of Chemistry. Until then, armed with this curriculum map, we educators have a better comprehension of what students may know, or think they know.

 

References

1 Making Sense of Secondary Science: Research into children’s ideas (Routledge Education Classic Edition) 24 Sep 2014 Rosalind Driver (Author)

2 Biology, chemistry and physics GCSE subject content June 2015

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/441760/Single_sciences.pdf

3 Statutory framework for the early years foundation stage Setting the standards for learning, development and care for children from birth to five Published March 2014 Effective September 2014

4 “concept categories” from http://my.rsc.org/blogs/85/1709  by Joanna Furtado  RSC

5 National curriculum in England: science programmes of study Updated 6 May 2015

https://www.gov.uk/government/publications/national-curriculum-in-england-science-programmes-of-study/national-curriculum-in-england-science-programmes-of-study#upper-key-stage-2-programme-of-study

6 Progress 8 measure in 2016, 2017, and 2018 Guide for maintained secondary schools, academies and free schools

7  Principles and Big Ideas of Science Education Edited by Wynne Harlen with the contribution of Derek

Bell, Rosa Devés, Hubert Dyasi, Guillermo Fernández de la Garza, Pierre Léna, Robin Millar, Michael

Reiss, Patricia Rowell and Wei Yu. Published by the Association for Science Education, 2010.

ISBN 978 0 86357 4 313.

 

First blog post

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