1. Tackling the ‘about’ problem Pupils should be taught about exothermic and endothermic reactions. What will pupils understand and take with them?

2. Pupils should be taught about exothermic and endothermic reactions. 1.Some reactions get hot (exothermic) and some get cold (endothermic) 2.Reactions are exothermic when energy is transferred from the chemicals to the surroundings and in endothermic reactions energy is transferred from the surroundings to the chemicals. 3.Energy is transferred to chemicals in endothermic reactions to break bonds. When bonds are made energy is transferred from the chemicals (exothermic)

3. 1.Some reactions get hot (exothermic) and some get cold (endothermic) 2.Reactions are exothermic when energy is transferred from the chemicals to the surroundings and in endothermic reactions energy is transferred from the surroundings to the chemicals. 3.Energy is transferred to chemicals in endothermic reactions to break bonds. When bonds are made energy is transferred from the chemicals (exothermic) Give pupils a series of experiments to do which they identify as being exothermic or endothermic

4. Tackling the ‘about’ problem Inconsistent use of terminology when explaining. Activities that are about the topic area, assuming pupils will pick up what you want them to learn. Lack of clarity of expectations leading to low expectations for some pupils Time wasted on low challenge activities. Leads to: Pupils having recollection of the idea but not mastery. A gradual build up that vaguely understanding something is OK so don’t need to ask. Lower attaining pupils falling further behind Higher attaining pupils not developing a deep confidence with ideas

5. What independent scientific application will they do to embed learning? Essential prior knowledge How check? How deal with the spread? How check? How deal with the spread? What new knowledge? How teach? How check?

6. Static electricity New How rubbing produces a static charge leading That charged objects repel when charges are like and attract when opposite Apply To explain a series of experiments involving static charge

7. Static electricity Pupils were taught simple model involving e- being rubbed from the atoms of one material onto another creating oppositely charged materials. It was explained that opposite charges attract and it was demonstrated that the the cloth was now attracted to the rod

8. Apply:To explain a series of experiments involving static charge Rub a rod with a cloth and bring the rod close to some small pieces of paper. Hold a rubbed rod close to a small stream of water running from a tap. Rub a balloon and hold it near to someone’s hair. Rub a balloon and place it against the wall Are these appropriate application activities of the new learning?

9. Pupil responses: The balloon stuck to the wall because it was charged and the wall had the opposite charge. The paper stuck to the rod because of static. My hair was attracted to the rod because the static was opposite.

10. Non specialist teachers of science What exactly must I get pupils to understand Idea to teach these ideas Someone to talk to about my ideas and draw on experts

11. Key scientific questions Key ideas required Approaches to teach the ideas Application problems This defines the important questions we would expect a student to be able to answer by the end of KS3 if they were on rack for attaining well These are the ideas a pupil must understand to be able to answer these questions. They are not a list of facts to remember for no scientific purpose Some ideas for teaching pupils to understand the ideas Some ideas for problems that pupils could be set where they have to apply ideas rigorously How might this document ve used in schools? Does it add anything to what you already do / have?

12. Access complete document Hampshire Science Moodle Google “HIAS Science”