KS3 Science – what are you doing?

As leader of achievement for all KS3 at my school and a county science network the above question interests me a lot.

For the last couple of months I have been planning on organising a county INSET day for 150 science colleagues across the county and more. I may blog more about this in the future especially what went well and what could be improved.

As local middle schools attended it was decided to run a KS3 workshop while the GCSE exam boards were presenting to KS4 colleagues. I decided to lead the workshop to put use of the training I have had recently  from STEM learning network to become a science CPD lead facilitator.

I knew I would have around 30 to 35 colleagues from across middle and secondary schools that had chosen to attend my workshop session. I decided to run it using a jigsaw type activity with each table group discussing the 5 questions I posed and then each table group labelling themselves A to E. After all the questions were discussed I then got all the As together to discuss what was deliberated in the original table groups. This was written on A3 sheets which I collected in.

Here is a brief overview of the topics and some of points raised and a link to other teaching and learning ideas shared on the day

Reporting

  • Mix of 1-9 and statements- however these are not used as much
  • Some have present, predicted and potential levels
  • Lots of schools have used conversation charts from levels, A-G grades to 1-9 grades
  • One schools that uses present grades also use + & – to indicate above and below expectation

Intervention

  • Don’t do a lot of a intervention at KS3 bar the usual seating plans in the science classroom
  • One school runs a drop in clinic – should this be enforced for students who are not on track from their latest reports?
  • Most schools focus their revision on KS4 and/or literacy and numeracy

Attainment & Assessment

  • Multiply choice marking with tracing paper
  • Mastery statements are used by some schools as is levels – Levels Vs Words
  • Levels (1-9) are counterintuitive
  • –          What does a 1/1+ mean in science? Is it ideal to inform of this?
  • Students being told one thing at KS2, this is different at KS3 and then changes at KS4

Marking and Feedback

  •  Don’t mark give feedback
  • Write a note of feedback notes
  • 1-20 codes in front of books and refer to these during marking

SoL feeding into GCSE

  • Make KS3 GCSE based
  • Use different practicals from the required practicals to avoid repetition
  • Use specialist teachers from Y7
  • Use of Kerboodle and Google +
  • Students to have 3 HW booklets that are project based per year. One per week for each subject in school. Each booklet takes 1 week to complete. Students are able to improve on completion and use google forms to self mark

The powerpoint I used during the lesson can be found and downloaded for free here

.

Once posted to twitter Kristy Turner pointed me in the direction of her blog on the same theme.

You can follow Kristy on twitter here .

Advertisements

2 thoughts on “KS3 Science – what are you doing?

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out / Change )

Twitter picture

You are commenting using your Twitter account. Log Out / Change )

Facebook photo

You are commenting using your Facebook account. Log Out / Change )

Google+ photo

You are commenting using your Google+ account. Log Out / Change )

Connecting to %s