APP at Eaton Bank One Year On

The aim…… To incorporate APP tasks into Y7 & Y8 schemes of work To incorporate APP tasks into Y7 & Y8 schemes of work For all Y7 & Y8 pupils and their teachers to have some experience of APP For all Y7 & Y8 pupils and their teachers to have some experience of APP To look at different ways of assessing pupils To look at different ways of assessing pupils

The reality…… All Y7 & Y8 pupils have some experience of APP All Y7 & Y8 pupils have some experience of APP Nearly all teachers have done some APP work with KS3 classes Nearly all teachers have done some APP work with KS3 classes All KS3 SOW have APP tasks embedded All KS3 SOW have APP tasks embedded –including opportunities for daily, periodic and transitional assessments. We have trialled some of the Badger APP tasks We have trialled some of the Badger APP tasks

Successes More able pupils: who have had their targets moved upwards as they have consistently achieved high levels – there is no upper limit with APP! More able pupils: who have had their targets moved upwards as they have consistently achieved high levels – there is no upper limit with APP! The classes: who enjoy ticking off the levels on their assessment grids and tracking their progress – giving a very visual outcome for their work The classes: who enjoy ticking off the levels on their assessment grids and tracking their progress – giving a very visual outcome for their work

Successes contd. Pupils who can show you where a task fits a specific AF Pupils who can show you where a task fits a specific AF Our models of cells/compounds/flowers… Our models of cells/compounds/flowers… Pupil debates Pupil debates

A typical lesson from a SOW Lesson 2.1 – What If Cars Were Made Of Ice-cream? Starter Pose Big Question. Q goes up on wall/board, written in big letters! Discuss the above What if? drawing out the need for the properties of a material to fit its purpose. Main 9Ea/1 (this could be done with access to computers or you could order a book box) or… 9Ea/2 Exploring Science – New materials section would be useful here Alternatively use 9Ea/3 for lower ability or 9Ea/4 Plenary Discuss other ideas matching materials to uses: - e.g If we didnt have plastic (or before we had plastic) what would we make a bucket out of? Or a bag out of? Or a football boot out of? Hwk Play interview about sharkskin swimsuit – as an example and ask pupils to research and produce a presentation on a man-made material (give guidance sheets). AF2.2 L3-7 Or use the IET website and d30 to explain how the properties of a material can be adapted to use ( Allow sufficient time and explain to students that this is 2-3 homeworks combined as one Lesson 2.1 – What If Cars Were Made Of Ice-cream? Starter Pose Big Question. Q goes up on wall/board, written in big letters! Discuss the above What if? drawing out the need for the properties of a material to fit its purpose. Main 9Ea/1 (this could be done with access to computers or you could order a book box) or… 9Ea/2 Exploring Science – New materials section would be useful here Alternatively use 9Ea/3 for lower ability or 9Ea/4 Plenary Discuss other ideas matching materials to uses: - e.g If we didnt have plastic (or before we had plastic) what would we make a bucket out of? Or a bag out of? Or a football boot out of? Hwk Play interview about sharkskin swimsuit – as an example and ask pupils to research and produce a presentation on a man-made material (give guidance sheets). AF2.2 L3-7 Or use the IET website and d30 to explain how the properties of a material can be adapted to use ( Allow sufficient time and explain to students that this is 2-3 homeworks combined as one

The science of sports drinks Periodic APP opportunity AF3.1 (also lends itself to 3.3 & 3.4) using isotonic drinks task 2/3 lessons

AF1T2 – weighing up evidence to construct arguments & explanations

Peer assessing our work

The problem with plastic AF2.3 To consider (What are) the implications, benefits and drawbacks of plastic on society and the environment

Pupil feedback You know what level you are at and how to move forward You know what level you are at and how to move forward The tracking process gives you ownership of your own progress The tracking process gives you ownership of your own progress Having a specific focus means you just have one thing to concentrate on with specific guidance on how to reach a particular level Having a specific focus means you just have one thing to concentrate on with specific guidance on how to reach a particular level

Tracking progress

What we have enjoyed Group work Group work Presentations where you can express your ideas Presentations where you can express your ideas More practicals and more choice More practicals and more choice

Group work Producing a poster where every group had to produce a definition Producing a poster where every group had to produce a definition Understanding the applications and implications of science Understanding the applications and implications of science

The results of a group investigation AF4 Using investigative approaches AF4 Using investigative approaches Pupils designed, carried out and presented their own investigation Pupils designed, carried out and presented their own investigation

What we found helpful The progression document was complicated but our teachers have guided us through it The progression document was complicated but our teachers have guided us through it Teachers being able to explain what we need to do to reach a particular level Teachers being able to explain what we need to do to reach a particular level Dating the levels as we reach them so we could look back on the task for revision Dating the levels as we reach them so we could look back on the task for revision The more creative activities are easy to remember and make revision easier The more creative activities are easy to remember and make revision easier –e.g. the dating poster on the elements

Teacher feedback Investigations and brainstorming lend themselves to quick APP tasks Investigations and brainstorming lend themselves to quick APP tasks Modelling is fun Modelling is fun The language was an initial barrier but pupils get used to it with more guidance The language was an initial barrier but pupils get used to it with more guidance Diagnostic marking is easier as you can give APP references rather than writing comments Diagnostic marking is easier as you can give APP references rather than writing comments

One of the many inspired cell models

The Challenges Takes time to review the work Takes time to review the work Can be hard to fit a task into a lesson Can be hard to fit a task into a lesson APP progression document was hard for lower ability to access – too many words APP progression document was hard for lower ability to access – too many words

Next steps To research other ways of helping the less able To research other ways of helping the less able To focus more on the progress To focus more on the progress –how to help pupils take ownership of improving their own performance

Sharing our experience 21C Website 21C Website ASE meeting ASE meeting –as a participant in March; –and a presenter in Spring With other schools With other schools –including a visit to observe EBS With ATs who will start as NQTs in September With ATs who will start as NQTs in September Through a project with other 7 other schools in the EC8 consortium Through a project with other 7 other schools in the EC8 consortium In response to a questionnaire from nfer In response to a questionnaire from nfer Through feedback to the Badger website Through feedback to the Badger website