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
- 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
- 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
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