TSST Audit Form 2016-17

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.

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.

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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 & Forces / Waves / Electricity & Magnetism / Matter & Space / Other (hours)
Face to Face (includes presentation, lectures, guided group tutorial work with tutor present) / 3 / 4 / 3 / 3 / 2 / 4
Practical (Hands on use of apparatus working individually or small groups. Observation of demonstrations is not deemed to be practical work) / 2 / 2 / 2 / 3 / 0 / 2
Coaching/Mentoring (One to one or small group sessions involving coaching, mentoring or allied techniques lead by an experienced practitioner.) / 1 / 1 / 1 / 1 / 1 / 1
Monitored independent learning (e.g. online tutorial work) / 2 / 2 / 2 / 2 / 1 / 1
Other (hours) / 1 / 1 / 1 / 1 / 1 / 1

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

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

Variable / Response
DETAIL ON PRACTICAL WORK (Specify what nature is- e.g. embedded in related session/standalone/skills focussed, work in pairs/groups. Also include Health and Safety measures in place.) / Practical work will be built in to the face to face sessions and will be emphasized as a key approach to teaching Physics. It will involve development of practical skills as well as supporting the development of Physics concepts. 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 details on methodology of subject knowledge (e.g. lecture, practice questions, peer tutorial, diagnostic testing) / Subject knowledge development will be assessed by pre and post session testing.Knowledge developed in face to face sessions will be by a combination of lecture, practical work, discussion,problem solving exercises and exam questions.Participants will be expected to further develop their knowledge and understanding using online supportfrom IOP materials, exam board materials and further materials developed by the tutors.
PEDAGOGICAL CONTENT KNOWLEDGE (Give further details on methodology used (e.g. pupils, misconceptions/naïve conceptions) / Common misconceptions from the experience of the tutor and from further discussion and questioning of participants will be addressed and IOP developed materials will also be used. Practical activities and demonstrations will be used to clarify concepts and develop correct understanding.
RESEARCH INFORMED PRACTICE (How do you propose to embed the results of research informed best practice (e.g. access to research articles)). / The course tutors will draw on a variety of materials and approaches in their pedagogical practice.Participants will be directed towards evidence based resources and 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 REQUIREMENTS (e.g. handling of graphical techniques, proportionality, errors). / Mathematical techniques will be developed within the appropriate subject areas e.g. handling big and small 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 ARRANGEMENTS (Use of various modes e.g. lesson observation, portfolio, diagnostic testing etc.) / On line tests and questions will be provided for a combination of self assessment (with results emailed to tutors) and tutor assessment. Participants will maintain 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 (Mention use of any form of quality assurance- use of validated material, external validation or accreditation. Please include qualifications of staff.) / The face to face sessions and online mentoring/coaching will be delivered by very experienced Physics teachers, all of whom are Physics graduates with many years successful experience of teaching physics to A level. Pre 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 (Mention any separate routes possible, and how those routes are decided). / Differentiation within the group in face to face sessions will be ongoing. Additional twilight sessions will be 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 (Mention evaluation by participants, or external body, if you intend to publish survey results etc.). / Participant online programme evaluation during and on course completion. Evaluation by tutors and HE partners. Participant interviews.
LIFELONG LEARNING OF PARTICIPANTS (The TSST courses are inevitably of limited duration. Explain how participants are enabled to acquire the skills for autonomous learning beyond the course itself.) / Directing participants to available support e.g. Talk Physics, Stimulating Physics, Physics Teacher Network, Science Learning Network and The Ogden Trust. Encouraging those in Ogden Trust Partnerships to work together and encouraging those not in Ogden 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..

Please upload any supplementary file you think will aid the school's audit submission (optional)

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