Learning Areas
Teaching Standards
General Description
Science requires students demonstrate explanations of phenomena by showing cause and effect and to evaluate the consequences for society. Student writing provides powerful evidence for student attainment of syllabus outcomes.
Regular writing practice in science, responding to rich syllabus based tasks will improve student learning outcomes.
Karl Maton from the University of Sydney claims that the academic/technical language of subject disciplines is characterised by semantic density. Maton acknowledges that subject-specialist teachers are experts in breaking down the technical language of their subjects to a less semantically dense, less powerful commonsense language for students.
However, he observes that students require opportunities to rebuild the semantically dense texts that are characteristic of the subject disciplines if they are to master subject-specific literacy.
In this workshop participants will:
• Analyse and differentiate student writing of explanations and persuasive texts using both a literacy and conceptual taxonomies
• Discuss the characteristics of rich writing tasks designed to elicit sustained writing from science students
• Analyse the Australian Science Curriculum for opportunities to ask rich questions of students.
• Create and share rich writing tasks that share a common assessment rubric
• Collaboratively use Google.docs to engage in a pedagogy and strategies to improve student writing and learning outcomes in science
Audience
Teachers of Science Years 3 -12
Available Delivery Formats
Format Description
COVID-19 Event Information
All TTA venues continue to work with advice provided by the NSW Health Department in managing the risks associated with the current COVID-19 situation. While the current risk is low, TTA venues will be taking steps to help provide a safe environment for our courses. There will be increased cleaning and disinfecting of all areas, and venues will be providing ample hand sanitiser pumps. While venues will be taking all the care that they can, we also stress the need for course participants to take responsibility for their own wellbeing and the wellbeing of those around them. If you are not feeling well or showing symptoms of COVID-19, please don’t attend this event. Wash your hands regularly. Avoid shaking hands where possible. Practice cough etiquette, coughing into a tissue or your elbow and washing your hands afterwards. Thank you for your understanding.
The workshop utilises a blended delivery through presentation and online collaboration.
Teaching Standards
2.5.2 Proficient Level – Literacy and numeracy strategies
2.6.2 Proficient Level – Information and Communication Technology (ICT)
5.1.2 Proficient Level – Assess student learning
6.3.2 Proficient Level – Engage with colleagues and improve practice
Are you in NSW? If so, this is relevant for you 
Completing this course will contribute 5 hours of NSW Education Standards Authority (NESA) Registered PD addressing 2.5.2, 2.6.2, 5.1.2 & 6.3.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW.
This course contributes to 5.0 professional development hours.
Occurrences
There are no occurrences of 1. Face to Face in Australia (NSW) at this time.
Sessions
Responding to writing tasks
30 minutes
Participants respond to two typical writing tasks (an explanation and a persuasive text) appropriate for Stage 4 Science.
SOLO Analysis of student work samples
45 minutes
Science conceptual achievement demonstrated in student work samples is analysed using SOLO taxonomy as used in the VALID 8 science assessment.
Analysis of student writing using NAPLAN style criteria
1 hour and 30 minutes
Participants will be walked through a NAPLAN style analysis of student writing. They will then apply the criteria to student work samples.
Creating rich writing tasks
1 hour
Participants will analyse the Australian Science Curriculum for opportunities to ask rich questions of students.
Participants will create and share on a forum, rich writing tasks that share a common assessment rubric.
Developing a pedagogy for writing.
30 minutes
Participants use google docs to collaboratively respond to a writing task.
Peer review
45 minutes
Peer review of participant writing responses using established literacy and conceptual criteria.
What To Bring
Wifi enabled laptop
User Rating
4.6Latest Reviews
Please note the feedback listed here is unfiltered, and includes all comments and ratings collected.
Writing Science / Face to Face
14/04/2019
Very good. A bit rushed. Greater emphasis on Stage 6 would have been beneficial.
Writing Science / Face to Face
14/04/2019
It was good to align my understanding of learning effort with the UI etc. idea.
Writing Science / Face to Face
14/04/2019
Jim was clear and helpful when we asked questions. He also addressed many strategies today.
Writing Science / Face to Face
14/04/2019
It took me a little while to get my head around the direction but by the afternoon session I felt I could take a new way of doing this back at work. Jim is very easy to work with
Writing Science
by Alison Brown on
03/07/2018
Jim was great. Even though the rest of the group were high school teachers, he ensured I was involved and I found the day very productive and will use this in my science teaching.
Writing Science
03/07/2018
Great course that provided excellent insight into literacy and resources to improve this
Writing Science
by Malcolm Stokes on
03/07/2018
The presentation moved at a good pace. Knowledge of subject by Jim was extensive. I need to work more on formatting responses with SOLO particularly.
Writing Science
by Malcolm Stokes on
03/07/2018
The presentation moved at a good pace. Knowledge of subject by Jim was extensive. I need to work more on formatting responses with SOLO particularly.
Writing Science
03/07/2018
Knowledgeable presenter,
supportive,
provides good feedback,
very informative,
good resources & structure,
SOLO information and breaking down writing tasks was excellent
Writing Science
03/07/2018
Lots of shared resources to assist with building vital skills for communicating, particularly in examinations. More “hands on” would have been more stimulating, however, time the usual issue for the volume of content.
Writing Science
03/07/2018
Well presented with clear instruction and terminology. The group tasks and applying of the content was really helpful! Being able to discuss the concepts with other teachers was an added bonus.
Writing Science
by Adrian O'Shea on
03/07/2018
Great Presentation, ideas, sharing tasks and resources
Writing Science
10/04/2017
Good understanding of literally in Science was learnt today. Student understanding of constructing responses was very good.
Writing Science
by Richard Ward on
10/04/2017
A little confused in places, lots of good ideas but structure of presentation needs work. The staff on ELLA is quite elaborate, possibly not suitable for this length of course. Focus on solo as well as improvements (conjunctions, nominalising, modality). More time for constructions writing tasks.
Writing Science
by Charmaine Leong on
10/04/2017
Would be helpful to have the slides printed out so that participants can annotate as the speaker presents.
Writing Science
by John Phillips on
10/04/2017
Writing Science
10/04/2017
I now have a better understanding of SONO taxonomy.
Writing Science
by Rosemary Ioannidis on
10/04/2017
It showed me the importance of incorporating writing into my lessons with the aim of improving student responses. The last section where we worked on some resources and shared was also good. As it showed that it wasn’t too hard. Just get started.
About the team
Jim Sturgiss
Creator
Improving outcomes through aligned teaching practice synergies.
Jim is an educational researcher and independent educational consultant. A recipient of the NSW PTC Distinguished Service Award for leadership in delivering targeted professional learning to teachers, he works with schools to align assessment, reporting and learning practice. He has been a DoE Senior Assessment Advisor where he developed many statewide assessments, (ESSA, SNAP, ELLA, BST) and as Coordinator: Analytics where he developed reports to schools for statewide assessments and NAPLAN.
Selected NSW Department of Education and Communities appointments
2015 Analytics, Systems and Development Coordinator
2012 – 2013 School Assessment Design and Development Acting Coordinator (ESSA)
2007 – 2010 Head Teacher Science, Newtown High School of Performing Arts
2004 – 2005 Senior Assessment Officer, Computer Skills Assessment (CSA6)
2004 Test Development Officer, Secondary Numeracy Assessment Program (SNAP)
2000 – 2004 Head Teacher Science, Concord High School
1998 – 2000 Senior Assessment Officer, English Language and Literacy Assessment (ELLA)
Teaching Qualifications
1993 – 1997 M.Ed. (Hons) University of New England (Thesis: Literacy & learning in Science)
1979 Dip. Ed. University of Wollongong
1976 – 1978 B.Sc. University of Wollongong (Majors in Chemistry and Bioenergetics)