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An astronomical scheme of work - GCSE |
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School: The Grove College,
East Sussex |
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Fellow: Linda Dunlop |
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Email: lyndadunlop@yahoo.com |
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Project Aim: |
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To develop a scheme of work for GCSE Astronomy
which: |
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includes lesson plans
with background notes |
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incorporates starter and plenary activities
and interactive learning games |
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encourages discovery learning |
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enables students to develop their
ICT skills |
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progresses students knowledge of
history and citizenship in science |
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Rationale: |
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After teaching GCSE Astronomy
for a year, I found that there were few readily
available resources for teaching the subject
using EdExcel’s specification. Furthermore,
I did not have access to any astronomical
equipment because the subject had been introduced
following a student request, and was not funded
by the school. I therefore needed a bank of
resources that could be used on a minimal
budget and that would keep students interested
to attend in their own time and develop an
independent interest in astronomy. |
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Progress to Date: |
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My initial plan was to review the resources
already available for teaching GCSE Astronomy
and compile a comprehensive list of these,
particularly affordable, interactive resources.
However, the June 2004 issue of School Science
Review contained a review and comprehensive
list of resources written by Richard Beare.
Rather than add one or two resources to his
existing bank (plus the resources recommended
in the EdExcel specification), I decided to
focus on the main plan – to produce
an ‘Astronomy for Beginners’ set
of resources. I did however, contact the author
to discuss the use of robotic telescopes and
as a result, will be using the telescope including
a case study on using filters whilst making
astronomical observations. |
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To plan for the scheme of work,
I gave last year’s astronomy students
a questionnaire to find out how they thought
the course could be improved. The key messages
from this were that they would like greater
use of telescopes, use of IT, and more expert
speakers. For students this year, we have
organized part of the Gatsby funding to be
used to buy time for the students on the telescope,
but on the four occasions we have tried to
use the telescope, it has been raining in
Hawaii! Furthermore, we have been able to
buy two telescopes, paid for by Awards for
All and the Royal Society, and I intend to
use student observations in the completed
scheme of work. |
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I have tried to make plans for dissemination
of the completed scheme. I will be delivering
a talk to students at the Sussex Institute
at the University of Sussex towards the end
of the academic year, and I have delivered
INSET to colleagues at Bexhill High, a local
secondary school. I have also contributed
to an article on teaching GCSE Astronomy for
the Times Educational Supplement, and have
sent some early draft resources to a couple
of teachers who have contacted me after reading
about the project on the Gatsby website. |
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As for the actual creation of resources…this
is progressing slower than I had expected,
due largely to an increased amount of time
used to learn how the telescopes work (at
least three evenings a week when the weather
permits – it seems to be better here
than in Hawaii!) My teaching has also overtaken
the creation of resources, so although I have
many simple games in the scheme, such as solar
taboo and stellar pictionary, I need to return
to some topics to create more thought-provoking
activities. |
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I have created student activities for different
parts of the specification and am building
a bank of resources, the presentation of which
is causing concern! I have tried many of these
with students, and have rejected some activities
and replaced them with alternatives where
they have not worked well. One recent success
with two of the three astronomy groups has
been learning though song. To this end, I
have added the popular ‘Lunar Rhapsody’
lyrics to the scheme and suggestions for karaoke.
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Future Work: |
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Most of the work I will be doing this term
will be continuing to develop the bank of
resources and use them with my three astronomy
groups (there is one class for each key stage.)
I will also be rapidly re-learning how to
tell the time in astronomy – not as
simple as it sounds – to create some
student activities for this topic in January.
I am unhappy with my design, so will be seeking
help to do make the activities attractive!
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I will also ask EdExcel and
the Association for Astronomy Education to
evaluate a completed section of the scheme.
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