Session 3 P A U L I N E T R E A N O R Deyes High School
To enhance the quality of resources in
physics and chemistry (as separate
sciences) available to trainee teachers
and subject mentor/classroom teachers.
To improve knowledge skills and
understanding of physics and chemistry
in order to deliver key aspects of
Science curriculum across all key stages.
To encourage other schools to provide
quality placements in physics and
1 - School based projects
Trainees and PDS schools –
Created video footage of key
experiments for each key stage in
chemistry and physics.
Created resources to support video
Impact on trainees
Improved motivation and self esteem through successful
collaboration with staff. (Q6, 32)
Familiarisation with new teaching and learning strategies in physics
And chemistry - Subject knowledge enhanced
Enhanced personalised learning (Q7,10,29)
Learning conversation – reflections are now more acute and
Peer support – increased subject knowledge (Q4,5,6,14,15,32,33)
Networking with specialist science staff in respect of PDS schools
Creating resources in environment with staff expertise and ICT
Developed self confidence.
Increased enjoyment and participation.
2 – HEI demonstration events
Experienced Physicists and Chemists
from PDS school demonstrated
exciting experiments to over 300
Trainees had the opportunity to
organise and lead these experiments
in order to gain knowledge and
Impact on trainees
Provides a support mechanism.
Knowledge and understanding
increased through using PDS
Coaching skills developing (Q33)
4 - GCSE C/D Coursework Day
Impact on trainees
CPD for trainees (Q7)
Understanding examination coursework requirements
Leadership opportunities for trainees
Higher order questioning skills (Q27)
Increased understanding of assessment procedures &
Increase in self confidence (leading small groups)
Increased opportunities to interact with students/
What has been achieved?
Has it altered any aspect of ITT delivery / involvement?
Increase in paired placements – Benefits of paired
More trainees in subject areas.
Less disruption to school timetable.
More self independence.
Less dependant upon mentor for guidance.
Certainly very effective for first placement
(often little confidence or experience).
Increased finance for schools
Still mentor within a group – learning conversations.
Trainees support one another within classroom (TA role)
Developing coaching model- complete lesson observation on
Promoted ITT within school (through INSET, meetings,
Task orientated for trainees – created independent
Within each school – dept training/ leadership
Positive feedback from Heads of Departments in PDS
Raise awareness for Headteachers of positive aspects
of these projects
Governors kept informed of project developments
Recorded in SEF/ related to SIP
Dissemination of Resources
You Tube – footage of all experiments –
open to everyone.
DVD/CD for TDA/Schools/HEI to place on
All schools in PDS project plus all schools in
LA via HOD meeting to get copy
Impact of PDS project on School
Interaction within Science Dept. (re variety of
experiment and demonstrations).
Corridors filled with smoke / smells
(even Headteacher shown interest!).
Teachers Professional Development – leading HEI
Teacher incorporated project in Performance
More staff becoming involved in ITT within our
Changing of culture within school – motivation /
cascading of ideas.
New ideas / methods of experimentation – resources
available for staff.
Staff training / competence enhanced.
Benefit of project on PDS Staff
(School and HEI)
Opportunities for achieving core standards
a) Professional attributes
b) Professional knowledge and training
c) Professional skills
CPD development ( Performance Management)
- Leadership opportunities within school and PDS schools (Q3)
- Coaching / Mentoring (Q8,25)
- Networking (Q6, 32)
- Training opportunities (Q10,11,14,15,17)
- Reflection (Q7,28,29)
- Evidence of achievements
Funding to allow time to; create resources for non specialists, internal Inset
Learning from trainees with new innovative scientific understanding (Q8)
Learning network – developing partnerships - (Q6,19)
By end of our project
95% of trainees felt confident to
teach Chemistry to KS4,
65% of trainees felt confident to
teach Physics to KS 4