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Key Stage 3 National Strategy © Crown Copyright 2002 STG12: Starters, Plenaries and DARTS
Key Stage 3 National Strategy © Crown Copyright 2002 Objectives By the end of the session, trainees should be able to: List a range of DARTS activities Describe key aspects of the Secondary National Strategy including the ‘Three-part lesson’ Describe how they might use a range of starters and plenaries
Key Stage 3 National Strategy © Crown Copyright 2002 DARTS Directed Activities Related to Text Reconstruction - modified text Analysis - extended text, potentially more useful Cloze procedures
Key Stage 3 National Strategy © Crown Copyright 2002
Key Stage 3 National Strategy © Crown Copyright 2002 Shared Reading Cells Almost all cells have a nucleus which is suspended in a jelly-like fluid called cytoplasm. This cytoplasm is contained within a membrane that lets some substances in and out. Cells can be different in shape, size and colour. This is because they do different jobs. Sperm cells have a small head and a long, lashing tail. Their job is to fertilise an egg cell. They have to swim to the egg; the head carries the genetic material. A palisade cell is found in the upper parts of a leaf and is green. The green colour is due to chlorophyll, a chemical that helps plants to photosynthesise. The job of a leaf cell is to produce glucose from carbon dioxide and water using energy from the Sun. A root hair cell is long and thin and so has a large surface area. Its job is to absorb water and minerals from the soil. Nerve cells have a small region which contains the nucleus and most of the cytoplasm. Other parts of the nerve cell can be very long and thin and even be shaped like the branches and twigs of trees. Their job is to pass on messages, in the form of electrical signals, to different parts of the body. For example, if your hand is burned in a flame, nerve cells would transmit messages from your hand to the central nervous system in your spine and then back to your arm muscles to pull your hand away from the flame. So while all cells have the same features, such as cell membrane, nucleus and cytoplasm, what they look like can be very different. Their form and what extra they contain, such as chlorophyll or haemoglobin, helps them to perform different functions.
Key Stage 3 National Strategy © Crown Copyright 2002 DART Activity 1-4 Read handout 2.3; How fresh is fresh? 1.Highlight in red those things that happen as the apple ripens; Highlight in blue ways of preventing ripening; Use the highlighting to complete the table on handout 2.7 2. Complete handout 2.8 3. Complete handout 2.13 4. Complete handout 2.14
Key Stage 3 National Strategy © Crown Copyright 2002 Compare and Contrast Taking feedback from each one of the 4 groups; what are the relative merits of each activity? SSR article (2002) – follow-up reading Heselden, R. and Staples, R. (2002). ‘Science teaching and literacy, part 2: Reading’, School Science Review, 83(304), 51-62.
Key Stage 3 National Strategy © Crown Copyright 2002 The Secondary National Strategy The Secondary National Strategy, Key Stage 3, aims to strengthen teaching and learning across the curriculum for all pupils aged 11 to 14. It is based on four important principles: Expectations Progression Engagement Transformation
Key Stage 3 National Strategy © Crown Copyright 2002 [It started life as] The Key Stage 3 National Strategy There are five strands: English2001-02 Mathematics2001-02 Science2002-03 TLF2002-03 ICT2002-03
Key Stage 3 National Strategy © Crown Copyright 2002 Goals of the Key Stage 3 Strategy To ensure that by the age of 14 the majority of pupils have: reached level 5 or above in English, mathematics and science; benefited from a broad curriculum, including learning each National Curriculum subject; learned how to reason, to think logically and creatively, and to use ICT productively; begun to work independently.
Key Stage 3 National Strategy © Crown Copyright 2002 National Curriculum test results: 2001 % achieving level 4+ at Key Stage 2 % achieving level 5+ at Key Stage 3 English75%64% Maths71%66% Science87%66%
Key Stage 3 National Strategy © Crown Copyright 2002 Some research indicators about KS3 pupils 45% of Year 7 pupils fail to achieve better results on tests than in Year 5. By Year 9, over 50% of boys and 48% of girls sometimes or never enjoy school (survey of 6000 pupils). Exclusions double between Years 7 and 8, with exclusions of black pupils significantly higher than other groups. The gender gap is widest in Key Stage 3 English but not so significant in science. African-Caribbean, Bengali and Pakistani groups generally underachieve. Attainment in inner-city areas is generally lower than in other areas.
Key Stage 3 National Strategy © Crown Copyright 2002 Attainment at Key Stage 3 and GCSEs Attainment at age 14 is a key determinant of GCSE performance. Source: national data for 2000 Average attainment at Key Stage 3 % achieving five or more A*- C GCSEs Above level 594% Level 551% Below level 56%
Key Stage 3 National Strategy © Crown Copyright 2002 Key Stage 3 National Pilot for the science strand This involved: 17 pilot LEAs; more than 200 science departments; more than 1500 science teachers; 25 different CPD units (75 hours) provided in each LEA; more than 150 hours school-based support in each LEA; support materials based on best practice; departmental audit/review of Key Stage 3 science; the support of a local Key Stage 3 science consultant.
Key Stage 3 National Strategy © Crown Copyright 2002 Framework for teaching science: Years 7, 8 and 9 The Framework: identifies progression in scientific enquiry and five key scientific ideas that underpin understanding at Key Stage 3; sets out yearly objectives for pupils in Years 7, 8 and 9; shows how you can use the QCA scheme of work for science to improve your own; provides guidance on teaching strategies including effective science lessons; provides guidance on progression, assessment and inclusion
Key Stage 3 National Strategy © Crown Copyright 2002 What will success look like? The Strategy will be working when you see teachers who: spend a high proportion of time on focused interactive teaching, and start lessons in ways that engage pupils; involve pupils in scientific enquiry frequently and encourage them to be critical about evidence; pay regular attention to the key ideas in science across the key stage and challenge pupils to use them to explain phenomena; employ a wide range of teaching techniques to engage pupils, and probe for misconceptions and deal with these effectively; are confident about planning, teaching and assessing all aspects of science at Key Stage 3; regularly discuss the teaching of Key Stage 3 science with colleagues.
Key Stage 3 National Strategy © Crown Copyright 2002 What will success look like by the end of the third year? The Strategy will be working when you see pupils who: are motivated to learn science and leave lessons being clear about what they have learned and what they will do next to improve; demonstrate a high level of understanding of the key ideas and use them to explain phenomena; draw upon a wide range of models and analogies to explain their thinking and understand the limitations of some of these; describe, explain and justify their understanding of scientific ideas using precise scientific vocabulary; use investigative skills well when exploring ideas and evidence.
Key Stage 3 National Strategy © Crown Copyright 2002 Target setting The Government has set ambitious national targets for science at Key Stage 3. By 2007, 80% of pupils are expected to reach level 5 and above BY 2004 (a milestone target), 70% of pupils are expected to reach level 5 and above Schools set targets for Key Stage 3 science in agreement with the LEA. Departments can set measurable targets for Years 7 and 8 to check progress towards end of key stage targets.
Key Stage 3 National Strategy © Crown Copyright 2002 Did it work? Key Stage 3 National Strategy 2004-5 “There has been steady improvement in KS3 results since the inception of the strategy in 2001” English 4% more achieving level 5 Maths 5% Science 2% ICT 1%
Key Stage 3 National Strategy © Crown Copyright 2002 Four main Priorities Improving teaching and learning Promoting inclusion and tackling underperformance Strengthening the whole curriculum Supporting school leadership
Key Stage 3 National Strategy © Crown Copyright 2002 Science Specific Target for 2004 was 70% achieving level 5 In 2003 68% achieved level 5 Number of pupils achieving level 6 or above has increased in same time by 7%
Key Stage 3 National Strategy © Crown Copyright 2002 And then? Easter 2005, the strategy was renamed the “Secondary Strategy” and moved to additionally cover Key Stage 4 It came to an end abruptly. See http://tiny.cc/ghquleq9n1http://tiny.cc/ghquleq9n1 2011 was the final year of the Strategy
Key Stage 3 National Strategy © Crown Copyright 2002
Key Stage 3 National Strategy © Crown Copyright 2002 SMART Target Priority area: Quality of science teaching 80% of science lessons to include a starter and plenary by the end of the summer term 2003 so that pupils are motivated at the start and are clear about what they have learned by the end.
Key Stage 3 National Strategy © Crown Copyright 2002 Lesson Engagement Whole Class Main Activity Small Group Work Plenary Whole Class Slide 1.10 Lesson model 1
Key Stage 3 National Strategy © Crown Copyright 2002 Lesson Starter Activity 1 st Main Activity Group Work Short Plenary 2 nd Main Activity Group Work Longer Plenary Lesson model 2 Slide 1.11
Key Stage 3 National Strategy © Crown Copyright 2002 Lesson Engagement Whole Class Whole Class Same Task Group Work Plenary 1 Whole Class Group Work Whole Class Same Task Plenary 2 Whole Class Group Work Whole Class Different Task Plenary 3 Whole Class Lesson model 3
Key Stage 3 National Strategy © Crown Copyright 2002 Lesson Engagement Whole Class New Topic Group Work to establish what is known and what will be learned Plenary Whole Class Lesson model 4
Key Stage 3 National Strategy © Crown Copyright 2002 Lesson Engagement Whole Class Main Activity Groups Working on different tasks Plenary Whole Class Lesson model 5
Key Stage 3 National Strategy © Crown Copyright 2002 Lesson Engagement Whole Class Main Activity Individual Work Plenary Whole Class Lesson model 6
Key Stage 3 National Strategy © Crown Copyright 2002 Lesson 7 Engagement Whole Class Main Activity Groups Working on different tasks Individual Plenary Plenary Whole Class Lesson model 7
Key Stage 3 National Strategy © Crown Copyright 2002 STG12: Starters, Plenaries and DARTS
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