Summary: Connecting Science is a new enquiry-based course with built-in flexibility to enable personalised learning. At its heart are interactive resources that can be presented on-screen from the Dynamic Learning Network CD-ROM. The CD-ROM screens are topic-based, matching the topics in the Connecting Science Pupil's Guide and Teacher's Guides. A resource menu lists the digital resources provided for each topic (Core and Options lessons). The relevant Teacher's Guide page can also be opened, providing lesson plans with learning objectives and levelled outcomes for each topic.The lesson plans in the Connecting Science Year 7 Teacher's Guide show how resources on the Dynamic Learning Network CD-ROM support each part of the lesson. Users can also search for resources by keyword, topic and resource type, allowing teachers toselect relevant contexts for their school vary task style to meet the individual needs of different learners customise and adapt schemes of work to suit different teaching styles and levels of experience. Identifies a ‘Core’ progression route matched to the revised Programme of Study so the scheme is easy to get up and running‘Options’ take advantage of the reduction of content in the revised Science Programme of Study to offer opportunities for personalised learning‘Options’ also allow teachers to choose different ‘flavours’ of course or plan a 2 year KS3Search function enables complete flexibility in lesson design and easy differentiationLesson Builder Tool allows teachers to blend resources as they prefer, to add their own resources and to populate a VLE with individual lessons or whole schemes of workSupports assessment for learning with progress check activities- teachers can respond by selecting alternative activities to reinforce points or to accelerate learning
Connecting Science is a new enquiry-based course with built-in flexibility to enable personalised learning. At its heart are interactive resources that can be presented on-screen from the Dynamic Learning Network CD-ROM. The CD-ROM screens are topic-based, matching the topics in the Connecting Science Pupil's Guide and Teacher's Guides. A resource menu lists the digital resources provided for each topic (Core and Options lessons). The relevant Teacher's Guide page can also be opened, providing lesson plans with learning objectives and levelled outcomes for each topic.
The lesson plans in the Connecting Science Year 7 Teacher's Guide show how resources on the Dynamic Learning Network CD-ROM support each part of the lesson. Users can also search for resources by keyword, topic and resource type, allowing teachers to
Identifies a ‘Core’ progression route matched to the revised Programme of Study so the scheme is easy to get up and running‘Options’ take advantage of the reduction of content in the revised Science Programme of Study to offer opportunities for personalised learning‘Options’ also allow teachers to choose different ‘flavours’ of course or plan a 2 year KS3Search function enables complete flexibility in lesson design and easy differentiationLesson Builder Tool allows teachers to blend resources as they prefer, to add their own resources and to populate a VLE with individual lessons or whole schemes of workSupports assessment for learning with progress check activities- teachers can respond by selecting alternative activities to reinforce points or to accelerate learning
Identifies a ‘Core’ progression route matched to the revised Programme of Study so the scheme is easy to get up and running
‘Options’ take advantage of the reduction of content in the revised Science Programme of Study to offer opportunities for personalised learning
‘Options’ also allow teachers to choose different ‘flavours’ of course or plan a 2 year KS3
Search function enables complete flexibility in lesson design and easy differentiation
Lesson Builder Tool allows teachers to blend resources as they prefer, to add their own resources and to populate a VLE with individual lessons or whole schemes of work
Supports assessment for learning with progress check activities- teachers can respond by selecting alternative activities to reinforce points or to accelerate learning
About the Author(s): Lynn Chapman originally worked in bio-industries and medical diagnostics before training as a science teacher at the Institute of Education, London. She then taught in a number of secondary schools heading a biology department and went on to become a Senior Lecturer, running the training programme for postgraduate and GTP science trainees at the University of Hertfordshire. She also provides CPD courses (through the science learning centres and the ASE), and writes curriculum materials. Lynn is actively involved in research looking at the effectiveness of teacher training in promoting constructivist teaching practices.David E.Quinn originally trained as a physics teacher and subsequently managed a science department in the north east of England. He then moved into the primary sector, becoming Headteacher, while continuing to develop curriculum materials for science. He currently divides his time between initial teacher training, providing CPD courses (through the science learning centres and the ASE), and writi
Lynn Chapman originally worked in bio-industries and medical diagnostics before training as a science teacher at the Institute of Education, London. She then taught in a number of secondary schools heading a biology department and went on to become a Senior Lecturer, running the training programme for postgraduate and GTP science trainees at the University of Hertfordshire. She also provides CPD courses (through the science learning centres and the ASE), and writes curriculum materials. Lynn is actively involved in research looking at the effectiveness of teacher training in promoting constructivist teaching practices.David E.Quinn originally trained as a physics teacher and subsequently managed a science department in the north east of England. He then moved into the primary sector, becoming Headteacher, while continuing to develop curriculum materials for science. He currently divides his time between initial teacher training, providing CPD courses (through the science learning centres and the ASE), and writi
