QLA, PPRM’s and their use in Science

Learning & Teaching Briefing – 6th November 2015

What is QLA?

QuestionLevel Analysis

Key Stage 4

End of Unit assessments conducted in class (60 marks)

Marked by Teacher

Scores for each question are input to an excel spread sheet

Data for the whole class is calculated. Compares to other classes.

Identifies problem areas which require reteach (Skill and Content)

What are PPRM’s?

Pupil

Progress

Review

Meeting

Key Stage 4

Half-termly (end of each unit)

The class teacher from each side of the year and a department senior.

Approx. 45 minutes

Analyse QLA of recent assessment and plan appropriate teaching strategies for upcoming unit.

Name structure of the heart, vessels, blood

supply

Describe a graph, Explain ventilation and artificial

ventilation

Compare data, food production QWC, farming

State the features and functions of blood

Function of stomata, Calculating density of

stomata, Data analysis - water loss.

Reading graphs - Describe and explain -blood

glucose, temperature changes

Explain - Function of the kidney

Problem Actions

10 7 3 4 4 5 2 35 B 6 mark/ recall Practice qs, afterschool drop in5 5 4 1 6 7 1 29 C Confidence in ideas. Lack of revision Practice qs at home. 6 5 2 4 0 5 1 23 D Too much waffl e structure and preparing concise answers8 6 6 4 4 7 2 37 A6 2 3 1 7 5 1 25 D Responding to command words6 8 7 4 2 5 2 34 B Interpreting qs, recall Rewriiten qs and analysing markscheme8 9 7 3 4 8 2 41 A*6 5 6 4 7 10 2 40 A

6 1 6 3 3 5 2 26D

All exam technique - content knowledge is good Practice reading and analysing questions in class

3 4 5 4 5 6 1 28C

Last minute revision only. Not enough confidence

Make revision timetable, attend revision classes. Practice exam qs at home

9 4 7 4 7 6 2 39 A10 8 7 4 7 5 3 44 A*

9 4 5 4 4 5 2 33B

Questions are left because of problems remembering then running out of time Planning structure and recall practice.

8 7 5 4 7 9 1 41 A*

6 1 5 2 3 4 0 21D

Gaps in knowledge that had not been worked on

Attend after school drop in. Summarise key points in topic.

4 7 4 4 5 6 2 32 C Linking ideas together. Keywords Revise definitions.8 3 7 4 8 8 2 40 A9 8 5 4 4 3 1 34 B7 4 6 4 3 3 1 28 C Lack of revision . Develop timetable, attend revision classes. 7 8 8 4 7 4 2 40 A9 9 2 4 5 8 2 39 A 6 mark questions (QWC) Analysed mistakes, practice of other qs. 9 3 4 4 6 7 2 35 B

7 2 3 4 2 4 2 24D

Exam technique and reading the question

Practice highlighting and identifying key parts of the question before answering

8 8 6 4 6 4 1 37 A8 7 4 3 7 7 2 38 A7 4 7 4 8 3 1 34 B8 4 4 3 5 6 2 32 C Use of language Practice exam qs

7 6 4 2 3 3 1 26D

Time management. Leaving questions and coming back but panicking and "writing any old stuff" Practice timings in class and analysing questions

8 7 6 3 3 6 3 36 B6 5 6 2 3 6 1 29 C Confidence. Waffl e in answers Practice 6 marks in class7 5 5 3 5 6 2 33 B

73 54 64 86 54 47 23 5610 10 8 4 9 12 7 60

Planning effective reteach

Not just teaching it again

Using new techniques and strategies

Models, demos, exam practice

Importance highlighted to students as to why they needed to do this again

Leads to higher motivation and engagement

Planning based on assessment

During PPRM

Not teaching to the test

Analysing ways the content can be assessed (skills and application)

Ensuring students are equipped to deal with the type of questions in the assessment and upcoming exams.

Embedding exam technique into everyday teaching.

Can not focus on everything in every lesson – identifies priorities

Planning for errors - Purpose

Increasing the likelihood of recognising and responding to errors by planning for common mistakes in advance.

Guides revision prior to test as well as helping to structure reteach

Allows for more effective planning of time to fix errors

Planning for errors - Method

Do the paper myself

Identify possible sources of error

List questions relating to subject topic

Plan responses for incorrect answer

Plan tasks to solve misconceptions

Reteach again after exam if needed

Why we are sharing this

The department as a whole have found this beneficial.

In the initial stages the focus was on reteach but now more centred on getting it right first time round.

Collaboration between teachers of parallel sets leads to constructive discussion and comparisons.

Classroom environment and students approach to improvement is much more positive.

Students preparedness for exams is better.