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  • How are the sciences timetabled at KS4 in schools? (Draft)
    Take part in our online survey exploring models used for timetabling of the sciences at GCSE. The Royal Society of Chemistry is working with the Association for Science Education, Institute of Physics, Royal Society, Royal Society of Biology and Shift Learning to gather feedback from those who have a strong knowledge of how the sciences are ... more...
  • Are your students taking chemistry to the next level? (Draft)
    Do you teach chemistry to A Level, Higher or Leaving Certificate students in the UK or Ireland? If you do, we need your help with a short survey about your students' degere choices. We're seeing a downward trend in applications to study chemistry at university that isn't fully explained by any change in entries to pre-degree qualifications. We'd like ... more...
  • Why do we approve our own training courses? (Draft)
    As a professional body, we encourage all of our members to develop their technical and professional skills by undertaking continuing professional development (CPD). This can take many forms including formal, structured training courses. To help our members decide on valuable and appropriate training for their needs, we started a programme to ... more...

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Archive for December, 2018

Have your say about science provision: are schools offering students equal learning opportunities?

Join the Royal Society of Chemistry, Royal Society of Biology, Royal Society, Institute of Physics and ASE for this year’s Talking Science debate to discover the factors influencing schools’ decisions about science provision.

These learned bodies share the desire to ensure that all students have equal opportunities to continue studying in the sciences up to the age of 16 and beyond, and their recent research aimed to identify common timetabling models and the extent of their use, processes used to allocate students and teachers, and the extent to which schools are using potentially problematic timetabling models. Anecdotal evidence suggests that timetabling and other curriculum-related constraints are influencing schools’ decisions about different routes through the sciences at 14–16. These constraints impact on, for example, the distribution of science teaching between specialist and non-specialist teachers in school, with consequences for student experience and outcomes.

Chairing the discussion is the Royal Society of Chemistry’s Education in Chemistry board member, David Read, with panellists including the Royal Society of Biology’s head of education policy, Lauren MacLeod and the Inspiration Trust’s subject specialist leader for chemistry, Lucy Austin.

Be a part of the discussion potentially shaping schools’ decision making about science timetabling, and ultimately students’ choice about their science education. This debate could inform decision making not only in schools, but at policymaker level too. Join in to provide your students with the best opportunities to fulfil their scientific potential.

Image © Shutterstock

Posted by David Sait on Dec 19, 2018 1:29 PM GMT