1. © Crown copyright 2007 Assessing Pupil Progress in Science Its potential to support engaging and exciting science Margaret Smith Senior Advisor

2. © Crown copyright 2007 The Session: Introduction Activity- sharing ideas APP- next steps discussion APP- its potential

3. © Crown copyright 2007 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

4. © Crown copyright 2007 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

5. © Crown copyright 2007 APP- the big picture Summary from a recent subject leaders meetingSummary from a recent subject leaders meeting

6. © Crown copyright 2007 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

7. © Crown copyright 2007 Sainsbury's in green packing push Supermarket 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 agenda Sainsbury'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

8. © Crown copyright 2007 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

9. © Crown copyright 2007 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 problems Coltan 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

10. © Crown copyright 2007 Could also cover AF2 & 3!

11. © Crown copyright 2007 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 21 st Oct) Lesson 2: carrying out your practical research (Wed 22 nd Oct) Lesson 3: writing up your project (Fri 24 th 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!

12. © Crown copyright 2007 AF4: Using Investigative Approaches AF5:Working Critically with Evidence

13. © Crown copyright 2007 AF3: Communicating & Collaborating AF5:Working Critically with Evidence

14. © Crown copyright 2007 L6 Explain how societies are affected by particular scientific applications or ideas AF2: Understanding the applications and implications of science

15. © Crown copyright 2007 L3: Represent things in the real world using simple physical models AF1: Thinking Scientifically

16. © Crown copyright 2007

17. 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

18. © Crown copyright 2007 Four areas to chose from: Behaviour Light Particles Earth and Space.

19. © Crown copyright 2007 Activity 1.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

20. © Crown copyright 2007 APP- an analysis July 09 StrengthsWeaknesses OpportunitiesThreats

21. © Crown copyright 2007 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?

22. © Crown copyright 2007 How new technologies can support evidencing pupil learning Food Chains The present and the future

23. © Crown copyright 2007 Contact details: margaret.smith@nationalstrategies.co.uk

24. Crown copyright The content of this publication may be reproduced for non-commercial research, education or training purposes provided that the material is acknowledged as Crown copyright, the publication title is specified, it is reproduced accurately and not used in a misleading context. For any other use of this material please apply to OPSI for a Click-Use, PSI Licence, or by writing to: Office of Public Sector Information Information Policy Team National Archives Kew Richmond Surrey TW9 4DU Email: licensing@opsi.gov.uklicensing@opsi.gov.uk Web: www.opsi.gov.uk/click-use/index.htmwww.opsi.gov.uk/click-use/index.htm The permission to reproduce Crown copyright protected material does not extend to any material in this publication which is identified as being the copyright of a third party, or to Royal Arms and other departmental or agency logos, nor does it include the right to copy any photographic or moving images of children or adults in a way that removes the image or footage from its original context. © Crown copyright 2008 Slide 24