© Crown copyright 2008 Making good progress in Science Level 6+ project

© Crown copyright 2008 Administration for the day

© Crown copyright 2008 Objectives To provide an outline of the project and the ‘virtual school’ resources To use the available data to target intervention groups To trial some of the ‘using models’ resources To plan intervention for this term To consider how to assess progress

© Crown copyright 2008 Outline for the day Session 1: Introduction and the virtual school Session 2:Targeting your Group Session 3: Planning the intervention Session 4: Planning your intervention Session 5: Assessing progress and plenary

© Crown copyright 2008 The picture so far… Third year of the L6+ project. Successful bid for funding. Adapted model of implementation based on experience in Years 1 and 2, NS evaluation criteria for Year 3 and drawing on good practice across the country.

© Crown copyright 2008 The numbers… 20 of our schools are identified, using the IDS. Every school in Buckinghamshire is invited to participate in this project pupils are not making the expected level of progress.

© Crown copyright 2008 Model of implementation, Year 3… Lead teacher identified from each department. Launch day – 11 th September Pre-project planning meeting in school (+SLT). LT uses and evaluates the materials – Autumn term. Network meeting – 9 th December Departmental launch – early Spring term.

© Crown copyright 2008 LT uses and evaluates more L6+ materials. Dept use the previously trialled materials. Follow-up department meeting. Network meeting – 17th March LT’s complete a third round of trialling materials OR support the launch of the materials in other schools. Final network meeting – 9 th June 2010.

© Crown copyright 2008 Session one: The Virtual School

© Crown copyright 2008 The virtual school Progressing to level 6 and beyond in science with added HSW disc. Link to Disc

© Crown copyright 2008 Session two: Targeting your group

© Crown copyright 2008 Using data to target intervention groups How was your school targeted? Making sense of available data What is ‘effective’ data? What is ‘valid evidence’ to show progress?

© Crown copyright 2008 Integrated Data Set (IDS) What it is Your school in the LA Example one – Two levels (KS3-4)Two levels (KS3-4) Example two – School profileSchool profile Example three – School profileSchool profile Example four – Four levels (KS2-4)Four levels (KS2-4)

© Crown copyright 2008 Review your data Questions to consider: –Which group(s) is/are not making progress? –What is the possible reason why these groups are not making progress? –What strategies have already been put in place to improve progress of these target groups?

© Crown copyright 2008 Are there any limitations? Out of date Limited depth – individual and groups Does not show what skills need to be developed

© Crown copyright 2008 What is ‘effective’ data?. What data do you need to collect to show progress? In your groups discuss the following: –What is the essential data you need to have to ensure effective targeting of individual and groups of students? –How do you collect and manage this data? –How regularly should you collect this data?

© Crown copyright 2008 What is ‘valid evidence’?. How can you use what you’re doing anyway as evidence? ‘Tests’ Tasks Level ladders – skills development APP? Questionnaire? Interviews?

© Crown copyright 2008 Plenary List possible actions you can take to ensure effective intervention

© Crown copyright 2008 Session three: Planning the intervention

© Crown copyright 2008 Making progress Consider your students, what is your expectation of progression from year 7 to year 11 in terms of their own development? Year 7 Year 9 Year 11

© Crown copyright 2008 Skills development Blooms and his taxonomy!

© Crown copyright 2008 Level 6+ strands and steps tables How Science Works Effective group talk Research skills Scientific writing Using models Understanding misconceptions

© Crown copyright 2008 Steps tables The ‘steps’ tables do not equate to levels or grades; rather they identify the key points of development in a particular skill area.

© Crown copyright 2008 Task: actions to make progression Step 1 pupil characteristics Strategies to ensure progression Step 2 pupil characteristics Strategies to ensure progression Step 3 pupil characteristics Strategies to ensure progression Step 4 pupil characteristics Pupils: recognise that everyday models and analogies can help to explain some scientific ideas. Pupils can: devise simple models to explain their observations, data or ideas recognise that different models are used in science to explain the same phenomenon. Pupils: Identify strengths and weaknesses in some of the analogies and scientific models used; use criteria to decide if it is a ‘good enough’ model or if the model needs to be changed. Pupils can: select and justify the use of a particular model for an explanation; think creatively to devise more than one model to explain a scientific phenomenon.

© Crown copyright 2008 Progressing from step 1 to 2 Step 1 pupil characteristics Strategies to ensure progression Step 2 pupil characteristics Pupils: recognise that everyday models and analogies can help to explain some scientific ideas. Pupils can: devise simple models to explain their observations, data or ideas recognise that different models are used in science to explain the same phenomenon. A) Demonstrate how to use and develop simple everyday analogies or models to explain a process or concept. B) Create opportunities for pupils to select appropriate models or analogies to help to explain a concept or observation.

© Crown copyright 2008 Progressing from step 2 to 3 Step 2 pupil characteristics Strategies to ensure progression Step 3 pupil characteristics Pupils can: devise simple models to explain their observations, data or ideas recognise that different models are used in science to explain the same phenomenon. Pupils: Identify strengths and weaknesses in some of the analogies and scientific models used; use criteria to decide if it is a ‘good enough’ model or if the model needs to be changed. A) Compare the strengths and weaknesses of using different models and analogies to explain the same phenomenon. B) Model how to use criteria to help pupils work out which is the preferred ‘best fit’ model and decide on the rationale for this decision.

© Crown copyright 2008 Step 3 pupil characteristics Strategies to ensure progression Step 4 pupil characteristics Pupils: Identify strengths and weaknesses in some of the analogies and scientific models used; use criteria to decide if it is a ‘good enough’ model or if the model needs to be changed. Pupils can: select and justify the use of a particular model for an explanation; think creatively to devise more than one model to explain a scientific phenomenon. A) Model for pupils how to extend their explanation of the strengths and weaknesses and how to manipulate a model to make it more appropriate. B) Create opportunities for pupils to study a range of how reallife examples of the use of models have changed over time as a result of creative thinking. C) Encourage pupils to extend their use of models to generate other ways of explaining the observation or data that may be at odds with current scientific knowledge and provide a reasoned argument as to why this is also a plausible analogy.

© Crown copyright 2008 Sequence for intervention Gathering your data – target your group Baseline steps tables – where are the students? Questionnaire – studentsstudents Identify your starting point – ‘the strand and step’ Assessment activity – evidence of impact Use the material

© Crown copyright 2008 Plenary What group are teaching this year that you can work with to support their progression to level 6+? –Why this group? –What areas do you think they need to ‘develop’?

© Crown copyright 2008 Reviewing the material Login and explore Questions on a postit – on the board. Sign up for first consultant planning meeting

© Crown copyright 2008 Session four: Planning your intervention

© Crown copyright 2008 Outline for this session Review and engage with one of the six strands – models Trial a number of the resources to support progression from step one to four Feedback on the resources and the process in making effective use of the resources

© Crown copyright 2008 What’s the best model?

© Crown copyright 2008 Planning intervention – ‘using models’ resources Year 8 digestion models Particles ‘good enough’ models Light reflection models Upd8 activity

© Crown copyright 2008 Plenary

© Crown copyright 2008 Session five: Assessing progress

© Crown copyright 2008 Outline Consider how level 6+ materials can support judgements in pupil progress Consider links with: –Steps tables –Pupil speak sheets –Assessing Pupil Progress (APP)

© Crown copyright 2008 Task Choose one of the resources you have already reviewed. Consider PMI for each of the three assessment tools

© Crown copyright 2008 Plenary and evaluation

© Crown copyright 2008 Plenary and evaluation Postits! Discussion of any issues raised. Action planning completed.

© Crown copyright 2008 Evaluation! Please complete the evaluation sheet!