Maximising outcomes in post 16 chemistry - Conference (REMOTE) RN515 / A01

Planned with help from the RSC, this conference is an opportunity to learn about ways to support your students and improve their outcomes in A level chemistry.

Being based in a university and also teaching A level our keynote speaker, Dr Kristy Turner – (School teacher fellow, Dept of Chemistry, University of Manchester and Bolton School Boys Division) is uniquely placed to help you understand the demands of undergraduate study and what you can do to make a difference in your school.

With feedback from the awarding organisations, as well as workshops on challenging topics in post 16 chemistry, you will be able to equip yourself better to help your pupils.

Agenda and timings

1300 Start and welcome

1310 -1340 Awarding organisation feedback (BREAK OUT OPTIONS)

1345-1430 Workshop 1 Teaching tricky topics in A level. Options are (Energy, equilibrium, rates, maths for A level chemists)

1430-1500 Keynote address from Dr Kristy Turner: Building successful science undergraduates, the strengths and limitations of the A-level chemistry curriculum.

In this talk Kirsty will explore the strengths and limitations of A-level chemistry in preparing students for study beyond school or college including what university academics really wish for in their incoming 1st years. (see below for more detail)

1500-1515  Break

1515-1600 Workshop 2 (Repeat of workshop 1 choices)

1610-1630 Plenary discussion and closing remarks

Keynote abstract

Building successful science undergraduates, the strengths and limitations of the A-level chemistry curriculum

A-level chemistry is the 4th most popular A-level with around 55,00 students each year choosing the qualification. It is highly valued by universities as essential for entry to a range of different degrees and was on the (now discredited) list of enabling subjects for general entry to higher education. And yet chemistry is considered one of the most difficult A levels. The A-level programme of study is extensive, crossing the boundaries of mathematical, special and verbal reasoning and it requires a high degree of application of prior knowledge in largely unfamiliar contexts. Whilst some details can and should just be rote learned, other aspects require a deep understanding for success.  Each year several new questions appear in the exams that test students analytical and critical thinking abilities.