1. Science Subject Leader Network October 2015 Agenda: Coasting schools What do we mean by “on track” and how can we check if students are? What maths should all students be able to use in science by the end of KS3? Any other issues? david.whittle@hants.gov.uk

2. In 2016, a ‘coasting’ secondary school will be one that: In 2014 and 2015 had a five A*-C GCSE pass rate (including English and Maths) of below 60%. And had a below average proportion of pupils making expected progress in English AND maths between Key Stage 2 and Key Stage 4. And in 2016 receives a below-standard score on the new progress 8 measure. (This standard will be set after the 2016 results to ensure it is at a suitable level).

3. Agenda Coasting schools What do we mean by “on track” and how can we check if students are? What maths should all students be able to use in science by the end of KS3? Any other issues?

4. Property of effective periodic assessment and tracking What is it like in your department? What do you need to improve Do you know how to / who will you ask? Clear understanding of the different purposes of day-to- day and periodic assessment. That day-to-day assessment is about ensuring pupils keep up and that periodic assessment identifies when there is a need for catch up. Curriculum defines precisely what must be learned by all pupils each topic. A clearly defined and rationalised definition of ‘on trackness’ Periodic assessment questions are chosen to assess the precisely defined curriculum objectives only but completely. Tests analysed to support the planning of catch up and teacher discussions about the effectiveness of prior teaching and day to day assessment Periodic assessment assesses the retention of key knowledge from previous topics

5. ( Property of effective periodic assessment and tracking What is it like in your department? What do you need to improve Do you know how to / who will you ask? Clear understanding of the different purposes of day-to- day and periodic assessment. That day-to-day assessment is about ensuring pupils keep up and that periodic assessment identifies when there is a need for catch up. Curriculum defines precisely what must be learned by all pupils each topic. A clearly defined and rationalised definition of ‘on trackness’ Periodic assessment questions are chosen to assess the precisely defined curriculum objectives only but completely. Tests analysed to support the planning of catch up and teacher discussions about the effectiveness of prior teaching and day to day assessment Periodic assessment assesses the retention of key knowledge from previous topics A clearly defined and rationalised definition of ‘on trackness’ Periodic assessment assesses the retention of key knowledge from previous topics

6. Long term effects of not “getting it” Student who are way off track! What do we mean by on track?

7. Learning Objectives for year 9 lesson To understand what IVF is. To evaluate the advantages and disadvantages of IVF.

8. Protein coat Long term effects of not getting it

9. What independent scientific application will they do to embed learning? 1.What must a student understand and be able to do to successfully tackle this problem? 2.Which of these bits of knowledge and skill should be prior learning? 3.Which of these will be new learning that I have to teach?

10. What independent scientific application will they do to embed learning? Essential prior knowledge How check? What new knowledge? How teach?

11. Reflect on the problems of not “getting it” and the importance of keeping up what does “on track” mean for: a lesson a topic 6 months? what proportion of what pupils are taught must they retain “understanding” of after 6 months if they are to be on track?

12. To work out what has happened to a substance as a result of being heated? Essential prior knowledge How check? When some compounds are heated they split apart. This is called thermal decomposition Define precisely what you think this is How would you do this?

13. What proportion of what pupils are taught must they retain “understanding” of after 6 months if they are to be on track?

14. Agenda Coasting schools What do we mean by “on track” and how can we check if students are? What maths should all students be able to use in science by the end of KS3? Any other issues?

15. The problem: What all students must be able to do mathematically for KS4 is defined precisely. What all students must be able to do mathematically for KS3 is defined shockingly apply mathematical concepts and calculate results present observations and data using appropriate methods, including tables and graphs apply mathematical concepts and calculate results present observations and data using appropriate methods, including tables and graphs

16. Approach to identifying maths we need to teach pupils to use well through KS3 1.Identify a large number of highly effective lessons taught at KS3 2.Analyse carefully the maths that pupils would need to be use well to succeed with the lesson 3.Compile a list of maths knowledge and skills and equations from all of these lessons. 4.Work with maths specialists to ensure we teach and apply this knowledge and skill effectively and consistently. Last term I compiled over summer Autumn term

18. Constructing graphs Identifying and interpreting linear and non linear relationships Extrapolating and interpolating Identifying critical points Understand gradient represents how rapidly the DV changes with IV Comparing and measuring gradients Measurement of angles, distance, area, volume, time, mass, p.d, current, mass, force, temperature. Use appropriate units Convert units (mass, distance, area) Use unconventional scales (graticules and pH) Quantifying the range of repeated measurement (answer +/-) Including error bars in graphs Judging the extent to which a conclusion can be trusted after considering error. Re arranging simple y=mx equations Substituting values into equations to calculate solutions Using place value accurately Use negative numbers as part of a continuous number line Quote results to no more significant places than the data from which answers were derived Calculating mean, mode and median Rate as the concept of a quantity changing with time e.g. speed, rate of reaction Estimating sizes, times, distances using and understanding of scale Calculating areas of circles, rectangles and compound shapes Calculating volumes Calculating surface area. Converting g into kg, sec into minutes and hours, mm into cm, m and km, J into kJ, mA into A, mV into V. Working out how many times bigger something is that an other Scaling up, ratios

19. How does this relate to KS4 expectations? 1.Which of the GCSE equations are for GCSE only (mark off those that should be taught at KS3) 2.Are there any ones not required for GCSE that should be taught at KS3? 3.Which aspects of GCSE maths are only GCSE (mark off those that should be taught at KS3) 4.Are there any aspects of maths not required for GCSE that should be taught at KS3?

20. KS4 Working Scientifically representing distributions of results and make estimations of uncertainty use SI units (e.g. kg, g, mg; km, m, mm; kJ, J) and IUPAC chemical nomenclature unless inappropriate interconvert units

21. What are the implications? - what does this mean in terms of what we expect teachers and students to do? Students must be taught how to use this maths We must expect all students to be able to use this maths….but by when?

22. Implications: If teachers are going to be able to ensure that all children can do these things by the end of KS3, what must we do as subject leaders? Discuss this in groups, keep record of key tasks and feedback to rest of group

23. Reflection Whilst your minds are fresh: What do you need to do in next two days arising from today? What do you need to do before Christmas arising from today? What would you like to share or have shared with you?