Fiendishlyclever - Latest Comments

Re: Is handheld and spoon fed BTEC the sort of science assessment we want for our pupils?

Alastair Gittner — Mon, 07 Mar 2011 17:06:17 -0000

I've not taught BTEC but I teach OCR Nationals and will continue to do so. The problem with the BTEC and Nationals is not the course but the equivalence. For some of my students they are enjoying science and achieving possibly for the first time. For certain students and for certain careers this is the ideal course. But its probably not worth 2 or 4 GCSEs. If they made it worth 1 GCSE possibly if you got merit or distinction then I think bizarrely it would be worth more in the eyes of colleges and employers. As people have commented above much of the material is excellent and as long as you and everyone understands that these courses are courses of completion not courses of knowledge they have a place in the curriculum.
The style of assessment (collecting a portfolio or work) is a common assessment style for many courses in "life long learning" even as teachers for courses/performance management/threshold the collection of evidence in a portfolio will become increasingly an important skill.
Even when its confirmed that BTEC and OCR Nationals will not fit into the eBac I will continue to push for our school to offer it. For certain students who want a certain style of course. The Wolf Report suggests that vocational courses should be useful for 20% of students and though I think it could be a bit more than that, that seems like a good place to start. I don't think targets of 100% of students getting eBacs is intended.
So I'm off to get the stuff ready to make ginger beer with my OCR National class tomorrow and after that I'll do some forensic science and my classes and I will have a great time doing science.

Re: Is handheld and spoon fed BTEC the sort of science assessment we want for our pupils?

IanH — Mon, 07 Mar 2011 04:31:13 -0000

It seems such a shame that the idea of BTec has been used like this. The problem comes, for any such 'exam' where teachers have an input, when you realise that not 'supporting' your students means they are at a disadvantage. Of course we all want the best for our students, but will it really benefit them to have a piece of paper which makes claims for their ability so at odds with the reality?

Perhaps a good analogy would be driving tests. The DVLA would never take a good write-up from a driving instructor as a substitute for passing the practical, but that's effectively what BTec is. As well as assessing the pupil, it ends up assessing how much time and effort the teachers are prepared to put in.

Re: Is handheld and spoon fed BTEC the sort of science assessment we want for our pupils?

Laura — Mon, 07 Mar 2011 02:38:16 -0000

I agree with your comments entirely. Also I can't see the point of pupils completing a BTEC science if it isn't going to contribute to the baccalauteate? I have decided to stop teaching BTEC science after our current Y11's leave. If the course is not considered on equal par with the 'core' 'additional' and 'single sciences' the I believe the pupils are as well off getting a lower grade in these recognised courses. I also believe that it enables us teachers to concentrate on the style needed for the pupils to do well.
Along with other members of my department I have spent so much time on setting up the BTEC only for it to be changed last year.

Re: Is handheld and spoon fed BTEC the sort of science assessment we want for our pupils?

HRogerson — Sun, 06 Mar 2011 18:15:20 -0000

I loved the flexibility that BTEC science gives or could give to the curriculum. Your imagination is the only limitation. However, you have to question methods of some teachers when a student who you imagine would not get more than a C in a GCSE can leave with a distinction grade in BTEC science. Textbooks are being written to include the information that matches the BTEC spec and it all means that it is easier for BTEC to be a copying qualification. Science teachers only have themselves to blame, but we have undermined what could have been the best qualification we have been given.

I am interested in your comment "one where examinations test science ability rather than memory and literacy skills". I agree that GCSE is like this. Even for A* students it seems that they can't get by understanding science, they need to know the exact words to use.

I have taught AQA core science and OCR gateway since 2006. The first time I went through AQA I bought into "how science works" what a mistake... now I teach students how to pass and exam and a formulaic way to complete coursework. Better results.

What doesn't help is that the qualification that I consider to be the right balance, Additional Applied Science, is effectively sidelined by the EBacc. And it is not as easy to manipulate as the BTEC. It is an engaging qualification that is also hard. But why should the people who make decisions look into what they are doing before they do it.

Re: (Free) BTEC Science resources

fiendishlyclever — Sun, 06 Feb 2011 12:55:02 -0000

Unfortunately I'm unable to help you here (you really need someone familiar with the assignment you have been set). I would suggest talking to your BTEC tutor (You might want to use the spellcheck that is built into Safari next time)

Re: (Free) BTEC Science resources

Jordan — Sun, 06 Feb 2011 09:29:27 -0000

i need help disparately with my science b-tec corse

Re: The value to a school in taking PGCE students (and why teacher training works best in a university)

Will — Mon, 24 Jan 2011 17:41:24 -0000

Couldn't agree more. Even though at the time we grumbled about the university sessions, thinking about it they were great. It brought together 90 science teacher trainees with 90 different experiences from schools across several authorities (before you even get onto the trainees from other subjects). This led to a melting pot of ideas, experiences and anecdotes from which you could draw from. If I had done GTP or other possible future school centred route there would not have been opportunity to build the relationships with the other trainees which led to such rich networking/practice sharing opportunities.

Re: the ASE–your first call for quality Science CPD.

Richard Needham — Tue, 07 Dec 2010 10:40:46 -0000

Brilliant
Thanks for your encouraging comments. Will make sure this is fed back to those responsible

Re: Science APP - one approach to managing the paperwork

Mark Evans — Tue, 30 Nov 2010 15:57:50 -0000

An amazing piece of work.

My only reservation is linked to work load. I just think that recording progress on each of the strands within each AF is too much- there's enough work (read admin) just keeping track of progress within each AF.

Re: Wikid Science KS3 – my reflections on the new Year 8 units

CreativeEdu — Mon, 08 Nov 2010 10:34:42 -0000

I highlighted your post in my Daily Digest of Education related blogs today as I thought other teachers would find it of interest. You can see it here: http://bit.ly/aFxibR

Re: Wikid Science KS3 – my reflections on the new Year 8 units

Paul Mathie — Fri, 05 Nov 2010 14:30:07 -0000

Wikid science is the most incoherent course I have ever come across. The y7 electricity module is simply garbage. The whole scheme is expensive in time, resources and a total nightmare to deliver. My advice to any body considering taking it up is wait and see what the Goverment brew up for Key Stage 3. Apparently we can work within the previous ks3 framework.

Re: Is the push for better results always in the best interests of the child?

IanH — Thu, 21 Oct 2010 13:04:10 -0000

A belated addition, but a heartfelt one - I'm sure you realise this isn't an issue limited to pupils in special schools. I teach mainstream but find it very frustrating that we seem to be constantly chasing grades, even when it doesn't seem to be a benefit for the kids. I've no problem with a kid who wants minimum grades for college or whatever coming to ask for help - it's why I'm here! - but when we're working harder than the kids, because they've made a deliberate choice that they *don't* want to put in the time or trouble, it starts to grate. Like Corrinne, I'd rather feel able to relax on the great grade hunt and spend a few lessons on figuring out why make-up adverts lie, or something else they'll use - perhaps without even realising it - in their life after school.

Re: Is the push for better results always in the best interests of the child?

Allan — Mon, 18 Oct 2010 14:50:48 -0000

Couldn't agree more. I work in a special school for students with SEBD and feel the same pressures as your earlier readers. I have had the ridiculous situation of students outperforming their predicted GCSE grades by 2 whole grades but still having their progress judged as inadequate as they have not made 2 levels of progress over a key stage! This is despite having to cope with very poor literacy levels etc. I also feel a greater sense of achievement from having students have a happy and enjoyable time in school. For the majority of my students this is the only stable secure part of their lives.

Re: Is the push for better results always in the best interests of the child?

Daniel Stucke — Mon, 18 Oct 2010 13:08:18 -0000

Whole-heartedly agree with the sentiment of this article. There is definitely a trend towards considering league-tables in decisions of which qualifications pupils should do. This can at times clash with what would actually be useful in future years for the pupils themselves.

I've heard rumour of BTECs soon no longer counting (for Science especially) in some of the 5A*-C percentages. Not sure if this is the case or not?

Re: Is the push for better results always in the best interests of the child?

Corrinne — Mon, 18 Oct 2010 11:46:20 -0000

Couldn't agree with you more. I teach science to EBD boys (we've come into contact on the TES forums before) and the biggest challenge is just keeping them in the room. I teach AQA Core Science over 2 years as it is about all I can fit in on the timetable, did consider other options but just think the coursework demand is too high as mine are often not in/excluded/put on long term work experience etc etc. There is a conflict between Every Child Matters and the fact that we are judged on levels, grades, APP, AFL and just about everything else.
I am quite proud of myself that I can get these boys to do SOMETHING scientific so it is surely unfair to judge me on their grades alone. I believe if they can leave school and see something on the news/in the paper about science and say "I think that......because....." then I have done my job!
Rant over...

Re: Pepping up teaching the electromagnetic spectrum for SEN students

fiendishlyclever — Fri, 08 Oct 2010 16:27:20 -0000

Looks like an excellent resource. Reminds me of trauma surgeon on the Wii - you've never seen wound stitching like my students do!

Re: Pepping up teaching the electromagnetic spectrum for SEN students

maz — Fri, 08 Oct 2010 15:59:44 -0000

for gamma I use here: http://www.insidestory.iop.org...
my SEN kids love it...although some of them try to kill the patient!

Re: Pepping up teaching the electromagnetic spectrum for SEN students

IanH — Tue, 05 Oct 2010 15:09:52 -0000

Love these ideas - am going to shamelessly steal some of them to finish off the EM circus we're putting together at my place!

For what it's worth, I show the kids X-rays (I have a friend who's a radiographer) and then we show how they work by holding silhouettes up to a window or bright light. With the right thickness card the shape is only visible whent he light is behind it.

If you have the equipment, you can actually demonstrate a mock gamma tracer too. You'll need an outline of a person, ideally one of card with the organs shown on it. Draw a path on the back that follows the digestive system, and stop it at the intestines. With a few chances to practise, you can show a class (who hold the detector) that radiation is detected outside. I suppose this would work with an alpha source if you used thin enough card, too...

Re: Getting students to prepare for exams–There’s an app for that!

IanH — Sat, 25 Sep 2010 15:32:19 -0000

I didn't think it would be long! Sadly, I don't really think it matters. As your last sentence suggests, the issue is with the students, rather than the opportunities for revision. Like I remember being told by technical support years back, 90% of computer problems are situated between the chair and the keyboard.

I really hoped that offering my students structured powerpoints they could finish, then export to their phones as jpeg slideshows, would help them revise. I don't think a single one used the idea. So it goes...

Re: Free Science Resources

Rhys8989 — Thu, 16 Sep 2010 16:01:14 -0000

This man is a star not perfect but a fantastic starting point

Re: Free Science Resources

Susan C — Mon, 06 Sep 2010 14:25:38 -0000

Many thanks for sharing your excellent resources.

Re: Science CPD (continuing professional development) Science Websites

IanH — Sun, 05 Sep 2010 14:56:45 -0000

Ditto Gemma's comment above! Back to work tomorrow so I should be making sure I'm ready for the new term. Instead I'm playing with my blog. Will have a closer look at your pages when I get the chance...

Re: Free Science Resources

Scoobydoo — Mon, 30 Aug 2010 09:45:12 -0000

I've just had a look through this website. Quite refreshing and lots of well thoughtout resources and activities. I can see you're a true to devotee. Thanks for sharing.

Re: Science CPD (continuing professional development) Science Websites

Gemma — Sun, 22 Aug 2010 17:40:55 -0000

Thanks for linking to my website (snapshot science) - have added yours on mine. I have also checked out most of the other websites you recommend - some little gems there so thanks for sharing!

Re: Is offering free GCSE lesson plans (Edexcel) good for science teaching?

fiendishlyclever — Mon, 16 Aug 2010 16:32:27 -0000

Teachers complained that SATs tests narrowed the curriculum - won't teaching lesson plans created by the exam boards for their own specifications narrow the syllabus even more?

I'm always pleased to hear of schools that create their own schemes of work and resources - we have a fair few in Nottinghamshire that have done their own thing. There is hope yet for science education in England!