Creating a toolkit of techniques

For ages 14-16 in England we have exam boards who assess students’ use of Apparatus and Techniques across the three sciences. These include how students decide what apparatus and techniques are needed to measure things like temperature, mass, volume, time and pH.

Some of the assessment criteria tie in nicely to required practical work set by examining bodies. There is also potential to link with other practicals, such as microscale, and can even be looked at across the sciences. If you have good communication with colleagues and have a cross-curricular scheme of learning in your department, you could get students to accurately take the mass of something in chemistry, measure the length of a cell in biology, and measure the volume of a gas in physics. This raises the question, if students have shown a proficiency in this in one subject, should you be spending time repeating this in another?

Discuss

Should you spend time repeating development of practical skills across different lessons and subjects?

Share this article:

This article is from the free online course:

Managing the Practical Classroom in Secondary School Science

National STEM Learning Centre