Do I have to book Howie to qualify for a grant?
No. The Wales Science Year Grant Scheme allows teachers to apply for funding for projects that will encourage young people to become more involved in science and to consider science as an exciting subject for further study. If you have a project idea which satisfies the grant conditions you can submit an application for consideration. Alternatively, you may prefer to use your application to engage the services of a third party contractor like Howie to provide an "off the shelf" project, tailored to your needs.
How does it work?
- Pick a project you think would suit your
needs.
- Check with Howie to see if the package is suitable, to discuss the best way of tailoring it to fit your pupils / timetabling and to see that the dates you would prefer are available.
- Apply for a grant.
- Provisionally book dates.
What Age range are the workshops suitable for?
The projects have been written to support Science at Key Stages 3/4. However, the discussion points raised and the examples used make the workshops suitable for A level students. A separate programme of lectures is available for KS 1/2 students. Please enquire if interested.
How would the workshops fit into my timetable?
The workshops have been written with the
complexities of secondary school timetables in mind and there is plenty of
scope to find a solution that suits you, your students and your timetable.
The two most popular booking options, together with the principal
advantages and disadvantages of each are detailed in the table below.
Each project is split into three parts.
The first, an introductory lecture, introduces the project and provides a
framework for further investigation. The second, investigation,
provides the opportunity for you to integrate your planned laboratory and
classroom work into the project and allows students time to conduct their
own investigations. The third, provides an opportunity to review the
students’ work and introduces further, real-world examples. You
are welcome to book two different introductory days and take charge of the
follow-up work yourself.
| |
Day
1 |
Day
2 |
Advantages |
Disadvantages |
| Split Visit |
Day one is spent lecturing groups
who would typically have a science lesson on that day. Interim
work is scheduled for the period between the first and second
visits. |
Day two, typically scheduled two
weeks later, provides an opportunity to revue the points covered in
day 1 and the interim period. The concepts are then further
applied. |
Minimal disruption. The
pupils that would normally be timetabled for a science lesson on the
day of the visit are the ones who participate. Allows the project work to be
tackled by different year groups at the same time. |
Leads to inequalities within year
groups. |
| Consecutive Visit |
Day one is spent lecturing groups
either specially selected or as part of their regular science
lessons. There is no gap for interim work. |
Day two is a repeat of day one. Follow up project work is entirely
at the discretion of the participating teachers. |
Allows more pupils to be given a
workshop by a visiting lecturer. |
No follow up sessions. |
