HMCS Max Bernays Pre-Deployment Brief (May 2024).pptx
Energy ppt
1. Key Stage 3 National Strategy Strengthening teaching and learning of energy in Key Stage 3 science
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11. How teaching at Key Stage 2 underpins the key scientific idea of energy at Key Stage 3 Slide 1.11 6A Interdependence and adaptation 6G Changing circuits 6F How we see things 6E Forces in action 6D Reversible and irreversible changes 5A Keeping healthy 5F Changing sounds 5D Changing state
12. The links between Key Stages 2 and 3 Slide 1.12 6A Interdependence and adaptation 6G Changing circuits 6F How we see things 6E Forces in action 6D Reversible and irreversible changes 5A Keeping healthy 5F Changing sounds 5D Changing state Use a simple model of energy transfer in situations including food chains and webs and electric circuits Explain the importance and uses of stores of energy including food and fuels
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16. Progression in the yearly teaching objectives for energy Slide 2.3 6A Interdependence and adaptation 6G Changing circuits 6F How we see things 6E Forces in action 6D Reversible and irreversible changes 5A Keeping healthy 5F Changing sounds 5D Changing state Use a simple model of energy transfer in situations including food chains and webs and electric circuits Explain the importance and uses of stores of energy including food and fuels
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22. A ‘good enough’ teaching model for energy transfer in the context of eating food Slide 2.14 Energy stored in food Person Surroundings eating activity
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32. Alternative ways of teaching (teaching models) about energy at Key Stage 3 Slide 3.8 Energy transformation Energy transfer Chemical Cell Electrical Electric current Bulb Light Heat Surroundings Light Heating
43. The yearly teaching objectives and progression in energy Slide 4.3 Year 8 Year 7 Use the energy transfer model to explain phenomena in familiar and unfamiliar contexts Heating Light Respiration Sound Ecology Rock cycle Food and digestion Chemical reactions Use a simple model of energy transfer in situations including food chains and webs and electric circuits Explain the importance and uses of stores of energy including food and fuels
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55. Progression in the yearly teaching objectives for energy Slide 5.3 Year 8 Year 7 Use the energy transfer model to explain phenomena in familiar and unfamiliar contexts Heating Light Respiration Sound Ecology Rock cycle Food and digestion Chemical reactions Use a simple model of energy transfer in situations including food chains and webs and electric circuits Explain the importance and uses of stores of energy including food and fuels Recognise the idea of energy conservation as an accounting system and how this can be applied to energy transfers Apply energy conservation to explain energy dissipation and energy efficiency Year 9
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58. Energy transfers in an electric torch electric current light heating heating Cell Filament bulb Energy in surroundings Energy in surroundings Slide 5.8
59. A Sankey diagram showing energy transfers in an electric torch Slide 5.9 Electric current Heating Heating Light Cell Bulb Surroundings Surroundings
64. How teaching at Key Stage 2 underpins the key idea of energy at Key Stage 3 Slide 5.17 6A Interdependence and adaptation 6G Changing circuits 6F How we see things 6E Forces in action 6D Reversible and irreversible changes 5A Keeping healthy 5F Changing sounds 5D Changing state Use a simple model of energy transfer in situations including food chains and webs and electric circuits Explain the importance and uses of stores of energy including food and fuels Year 7
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66. Alternative energy models for teaching energy at Key Stage 3 Slide 5.19 Energy transformation Energy transfer Chemical Cell Electrical Electric current Bulb Light Heat Surroundings Light Heating
67. Progression in the yearly teaching objectives for energy Slide 5.20 Year 8 Year 7 Use the energy transfer model to explain phenomena in familiar and unfamiliar contexts Heating Light Respiration Sound Ecology Rock cycle Food and digestion Chemical reactions Use a simple model of energy transfer in situations including food chains and webs and electric circuits Explain the importance and uses of stores of energy including food and fuels Year 9
68. Progression in the yearly teaching objectives for energy Slide 5.21 Year 8 Year 7 Use the energy transfer model to explain phenomena in familiar and unfamiliar contexts Heating Light Respiration Sound Ecology Rock cycle Food and digestion Chemical reactions Use a simple model of energy transfer in situations including food chains and webs and electric circuits Explain the importance and uses of stores of energy including food and fuels Recognise the idea of energy conservation as an accounting system and how this can be applied to energy transfers Apply energy conservation to explain energy dissipation and energy efficiency Year 9
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Notes de l'éditeur
Objectives for the unit Slide 1.1 • To focus on the processes of monitoring and departmental evaluation and to plan for their effective implementation • To show how effective and manageable monitoring underpins improvements in the quality of science teaching • To emphasise the need for a fair, rigorous and manageable approach to analysing evidence in order to evaluate progress in your department • To increase confidence in ways to prioritise developments in relation to internal and external targets • To develop a systematic approach to the action-planning process and to reviewing action points
Unit 5: Departmental evaluation and forward planning Slide 1.2 for Key Stage 3 science Session 1 Forward planning for monitoring and departmental evaluation Session 2 Making monitoring useful and manageable Session 3 Understanding the departmental evaluation process Session 4 Forward planning
Unit 1: Launch of the science strand Slide 1.5 From the objectives for session 2: Making it happen • To consider the DfES five-stage cycle for school improvement • To consider what is expected of heads of science and Key Stage 3 coordinators From the objectives for session 4: Action planning • To consider the principles of good action planning • To explore the writing of SMART targets • To consider how and when school and departmental improvement plans should be reviewed
![Session 1 ,[object Object],Slide 1.0](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)