TSST Audit Form 2016-17

1. Introduction This form is designed to allow community based panels of teachers to evaluate each other's course, facilitated by the Institute of Physics. Courses which meet the required standard will be deemed to have receive IOP approval, or to give it its full title, IOP enabled community approval.Evaluators will be primarily looking at consistency between course objectives/outcomes and mode of delivery. The audit form is designed to test the coherence of the course as described. Individual courses may vary in length and it is for individual participants to decide which advertised length suits their needs best.However, based on community feedback, it was felt that it would be helpful to provide some guidance as to specific aspects. Most specific recommendations are given in the Notes columns. In addition it was felt that a TSST course would normally be expected to take 30-50 hours to complete, excluding unmonitored independent learning time. Please note that a course submitted for auditing will not be penalised if it does not meet a stated guideline. However, the approval panel will expect to see some justification.Institute of Physics will publish details of all community approved courses on the IOP website.

2. Course Summary Short description of the course (e.g. objectives and expected outcomes) This course is designed to support non- specialist teachers at KS3 and 4 with the option to extend to KS5. It will be delivered by 3 very experienced Physics tutors in 12 twilight face to face sessions, supported online tasks and assessment, and additional in-school support where required. The face to face sessions will incorporate theory, demonstrations, practical work, mathematical aspects and delivery modes. Participants will be expected to to complete additional private study and exercises. Participants will also be expected to complete online audits and diagnostic tests. Expected outcomes: 1.Increased confidence and understanding of KS3 and 4 Physics sufficient to extend the understanding of the more able students. 2. Understanding of common misconceptions and how to address them. 3. Improved confidence in practical work and the use of apparatus. 4. Development of new ideas for practical work and confidence with the new GCSE practical assessments. 5. Increased knowledge of Physics in a real world context. 6. Increased confidence in teaching the more mathematical aspects of Physics 7. An enjoyment of teaching Physics. (No response) (No response)

3. Please provide the number of hours the course is intending to devote to each subject, per mode of delivery For Other - instruct to put hours and details in right box Energy Motion Waves Electricity & Matter Other & Magnetism & (hours) Forces Space Face to Face (includes 3 4 3 3 2 4 presentation, lectures, guided group tutorial work with tutor present) Practical (Hands on use of 2 2 2 3 0 2 apparatus working individually or small groups. Observation of demonstrations is not deemed to be practical work) Coaching/Mentoring (One to 1 1 1 1 1 1 one or small group sessions involving coaching, mentoring or allied techniques lead by an experienced practitioner.) Monitored independent learning 2 2 2 2 1 1 (e.g. online tutorial work) Other (hours) 1 1 1 1 1 1

4. Please provide further detail if "Other" is filled in the above grid (for both subject and mode of delivery) Variable Response Please provide further detail if "Other" is filled in the above grid (for both Nuclear and subject and mode of delivery) | Subject Thermal Please provide further detail if "Other" is filled in the above grid (for both Peer coaching via subject and mode of delivery) | Mode of delivery buddies

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5. Please provide further brief detail on the following aspects of the course

6. Variable Response DETAIL ON PRACTICAL WORK (Specify Practical work will be built in to the face to face sessions what nature is- e.g. embedded in related and will be emphasized as a key approach to teaching session/standalone/skills focussed, work Physics. It will involve development of practical skills as in pairs/groups. Also include Health and well as supporting the development of Physics concepts. Safety measures in place.) The sessions will include individual, pair and group work. There will be opportunities for participants to work with apparatus in their own schools. Appropriate guidance on risk assessment and health and safety aspects will be included in all sessions. SUBJECT KNOWLEDGE (Please give more Subject knowledge development will be assessed by pre details on methodology of subject and post session testing. Knowledge developed in face knowledge (e.g. lecture, practice to face sessions will be by a combination of lecture, questions, peer tutorial, diagnostic practical work, discussion, problem solving exercises and testing) exam questions.Participants will be expected to further develop their knowledge and understanding using online support from IOP materials, exam board materials and further materials developed by the tutors. PEDAGOGICAL CONTENT KNOWLEDGE Common misconceptions from the experience of the (Give further details on methodology used tutor and from further discussion and questioning of (e.g. pupils, misconceptions/naïve participants will be addressed and IOP developed conceptions) materials will also be used. Practical activities and demonstrations will be used to clarify concepts and develop correct understanding. RESEARCH INFORMED PRACTICE (How do The course tutors will draw on a variety of materials and you propose to embed the results of approaches in their pedagogical practice. Participants research informed best practice (e.g. will be directed towards evidence based resources and access to research articles)). research such as those produced by the IOP, ASE, Ofsted findings, the work of Professor John Hattie, Professor Robin Millar, Professor John Swithenby and others. HANDLING OF MATHEMATICAL Mathematical techniques will be developed within the REQUIREMENTS (e.g. handling of graphical appropriate subject areas e.g. handling big and small techniques, proportionality, errors). numbers, proportionality, algebra - in particular formulae rearrangement and graphical work. Mathematical skills will also be addressed through practical work e.g. data anlaysis, graphs and errors. PARTICIPANT ASSESSMENT On line tests and questions will be provided for a ARRANGEMENTS (Use of various modes combination of self assessment (with results emailed to e.g. lesson observation, portfolio, tutors) and tutor assessment. Participants will maintain diagnostic testing etc.) a log of the work covered and must fully participate in face to face sessions. Pre and post course diagnostic testing will be used. Lesson observations undertaken if feasible. QUALITY ASSURANCE MECHANISMS The face to face sessions and online mentoring/coaching (Mention use of any form of quality will be delivered by very experienced Physics teachers, assurance- use of validated material, all of whom are Physics graduates with many years external validation or accreditation. Please successful experience of teaching physics to A level. Pre include qualifications of staff.) course and exit subject skills audits will be used alongside session evaluations, group interviews and feedback. Impact surveys pre course, on course completion and 6 months post course completion will be used to assess affect on teaching. (Science Learning Network impact toolkit) Department Heads and Head teachers will also be consulted to assess course impact. INDIVIDUALISATION OF PARTICIPANTS Differentiation within the group in face to face sessions (Mention any separate routes possible, will be ongoing. Additional twilight sessions will be and how those routes are decided). provided for those wishing to progress beyond KS4. Online mentoring/coaching with subject specialists will be available for all. Lesson planning and observation will be arranged if requested. COURSE EVALUATION MECHANISM Participant online programme evaluation during and on (Mention evaluation by participants, or course completion. Evaluation by tutors and HE external body, if you intend to publish partners. Participant interviews. survey results etc.). LIFELONG LEARNING OF PARTICIPANTS Directing participants to available support e.g. Talk (The TSST courses are inevitably of limited Physics, Stimulating Physics, Physics Teacher Network, duration. Explain how participants are Science Learning Network and The Ogden Trust. enabled to acquire the skills for Encouraging those in Ogden Trust Partnerships to work autonomous learning beyond the course together and encouraging those not in Ogden itself.) Partnerships to join where possible. Encourage participants to maintain contacts with each other and make them aware of the existing local HE update and other course providers..

7. Please upload any supplementary file you think will aid the school's audit submission (optional) (No response)