© Crown copyright 2007 Assessing Pupil Progress in Science Its potential to support engaging and...

© Crown copyright 2007

Assessing Pupil Progress in Science

Its potential to support engaging and exciting science

Margaret SmithSenior Advisor


The Session:

• Introduction

• Activity- sharing ideas

• APP- next steps discussion

• APP- its potential


QCA key messages about assessment

• The learner is at the heart of assessment

• Assessment needs to provide a view of the whole learner

• Assessment is integral to teaching and learning

• Assessment includes reliable judgements about how learners are progressing related, where appropriate, to National standards and expectations


So far…….

• APP materials and training have been delivered to schools

• Schools are getting started….

• Further training has been given to emphasise and strengthen the links between AfL, HSW and APP


APP- the big picture

• Summary from a recent subject leaders meeting


A template for day to day assessment

• Build AfL into routine planning• Use the framework to structure progression• Use APP to generate the layered outcomes• Use rich questions to set the scene and engage

the learner• Use strategies for progression in the framework

to give hints on learning activities to promote progress


Sainsbury's in green packing pushSupermarket Sainsbury's is to sell more than 500 of its own-brand products in compostable packs instead of plastic as it seeks to cut packaging waste.

It says the scheme, already trialled on some of its organic range, will save 3,550 tonnes of plastic a year.

Almost half its organic fruit and vegetables will be in the new packaging this week, and 80% by January.

Ready meals are next on Sainsbury's green-packaging agendaSainsbury's wants rivals to follow its lead, and is urging the government to provide compost bins for homes. Ready meals will also come in the compostable packaging by January next year.

AF2: Understanding the applications and implications of science

L5: link applications in science and technology to their underpinning ideas

L6: describe how particular scientific or technological developments have provided evidence to help scientists pose and answer further questions


Weekend fat binges 'damage health'

Press Assoc. - Saturday, June 28 04:06 am

The saturated fat "binge culture" enjoyed by Britons every weekend is leading to potentially serious health problems, according to experts.

A survey of 11,000 households including about 25,000 people found their typical weekend diets contained saturated fat at levels well above recommended guidelines, the study for Unilever found.

A weekend fry-up with buttered toast and a cappuccino contains 33.7g of saturated fat. The recommended daily limit of saturated fat is 30g for men and 20g for women.

The study found consumption of saturated fat could increase to 61g for men and 33g for women on weekend days.

AF3: Communicating and collaborating in Science

L4: select appropriate ways of presenting scientific data

L5:distinguish between opinion and scientific evidence in contexts related to science, and use evidence rather than opinion to support or challenge scientific arguments

L6: identify lack of balance in the presentation of information or evidence


How can a mobile phone kill a gorilla? and what’s it got to do with Leonardo Di Caprio?

The answer is coltan! Coltan is a metal ore. It contains two metals – tantalum (Ta) and niobium (Nb). Tantalum is very expensive because it’s so useful! •It does not corrode (go rusty), so surgeons use tantalum bolts to fasten broken bones.

•Tantalum can store electrical charge and then release it slowly. So tantalum components are vital in mobiles, laptops and playstations.

Mining Coltan is causing many problemsColtan is mined in the Congo, home of the Mountain gorilla.Populations have fallen from 8000 to 1000 in the last 30 years.

AF2 & AF3

Applications, implications, communication, collaboration

AF2 L5: identify ethical or moral issues linked to scientific or technological developments


Could also cover AF2 & 3!


Y7 Craters Project

In this project we will investigate how craters are formed, what affects their size and the effects they have on planets like Earth.

Lesson 1: planning your investigation (Tue 21st Oct)Lesson 2: carrying out your practical research (Wed 22nd Oct)Lesson 3: writing up your project (Fri 24th Oct)

You will need to gather your own research(homework) to support your write up of the project in lesson 3. Use the suggested websites to find out about how IMPACT CRATERS are formed. You may also wish to include information about asteroids and meteors or investigate the links between these and theories about the extinction of the dinosaurs. You may want to focus on craters already on Earth or the moon and mars. This is your opportunity to take the project in your own direction and make it unique to you!You will also be provided with some books borrowed from local libraries and our own LRC, these cannot be taken home. You must reference any material you use and make an attempt to put ideas into your own words, rather than copying from books and websites.

Covers ALL 5!


AF4: Using Investigative Approaches

AF5:Working Critically with

Evidence


AF3: Communicating & Collaborating

AF5:Working Critically with

Evidence


L6 Explain how

societies are affected by particular scientific

applications or ideas

AF2: Understanding the applications and

implications of science


L3: Represent

things in the real world

using simple physical models

AF1: Thinking Scientifically


Planning for HQFT in science- lessons which excite and engage

Consider :

• Learning objectives- include from both HSW and R &C

• Exciting and engaging contexts

• Layered outcomes which can link to APP criteria


Four areas to chose from:

• Behaviour

• Light

• Particles

• Earth and Space.


Activity1. Choose an area of range and content either Behaviour, light,

particles or Earth and Space.

2. Select appropriate objectives

3. Maybe use a rich question?

4. Briefly summarise the context/activities within the lesson

5. Now give at least two layered outcomes you would be looking for.

6. Link to the APP assessment criteria

Documents to help:• Learning objectives- HSW & R & C• Amplification, strategies for Progression and rich questions in the

identified areas.• APP assessment criteria arranged as threads


APP- an analysis July 09

Strengths Weaknesses

Opportunities Threats


Discussion

Given that many strengths and opportunities have been identified in terms of the implementation of APP science, what support should we be looking to give schools, science departments and science teachers to overcome some of the barriers?


How new technologies can support evidencing pupil learning

• Food Chains

• The present and the future


• Contact details:

[email protected]

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© Crown copyright 2007 Assessing Pupil Progress in Science Its potential to support engaging and...

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