1. Science Assessment without Levels Standardising Network- Autumn 2016
STN224a

2. Outcomes for pupils
progress well from their different starting points and achieve or exceed standards expected for their age nationally (at the end of a key stage), or within the school’s own curriculum
attain relevant qualifications so that they can and do progress to the next stage of their education into courses that lead to higher level qualifications or into jobs that meet local and national needs.

3. Band
New GCSE
KS2/3 Levels* A
1, 2
3,4 B
5,6 C
7,8 D
7,8,9
N/A

4. Aims
Develop a common understanding of scientific standards expected in KS3 and KS4
Consider the suitability of assessments

5. Teaching of Science Scientific knowledge and conceptual understanding
The programmes of study describe a sequence of knowledge and concepts. While it is important that pupils make progress, it is also vitally important that they develop secure understanding of each key block of knowledge and concepts in order to progress to the next stage. Insecure, superficial understanding will not allow genuine progression: pupils may struggle at key points of transition (such as between primary and secondary school), build up serious misconceptions, and/or have significant difficulties in understanding higher-order content.

6. Teaching of Science Scientific knowledge and conceptual understanding
Pupils should be able to describe associated processes and key characteristics in common language, but they should also be familiar with, and use, technical terminology accurately and precisely. They should build up an extended specialist vocabulary. They should also apply their mathematical knowledge to their understanding of science, including collecting, presenting and analysing data. The social and economic implications of science are important but, generally, they are taught most appropriately within the wider school curriculum: teachers will wish to use different contexts to maximise their pupils’ engagement with and motivation to study science.

7. Teaching of Science Spoken language
The national curriculum for science reflects the importance of spoken language in pupils’ development across the whole curriculum – cognitively, socially and linguistically. The quality and variety of language that pupils hear and speak are key factors in developing their scientific vocabulary and articulating scientific concepts clearly and precisely. They must be assisted in making their thinking clear, both to themselves and others, and teachers should ensure that pupils build secure foundations by using discussion to probe and remedy their misconceptions.

8. AWL map

9. Flight Paths

10. Attainment at end of key stage 4 U G F E D C B A A*
Attainment at end of key stage 4 U G F E D C B A A*
Attainment at end of key stage 2 W
10%
17%
30%
13%
11% X 0% 1
14%
28%
33% 7% 3% 1% 2
20%
32%
24%
12% 5% 3c 4%
19% 3b
31%
26% 2% 3a
34% 4c
35%
29% 4b
39%
15% 4a
42%
27% 6% 5c 5b
21%
36% 5a
16%
44%

11. Sample 1 Katie Year 8 Biology – Gray (Enzymes, Digestion)
Ave KS2 – 4.48
SEN Wave 2
KS4 Target (P8) – 2
OPT (Aspirational Top 15%) - 6

12. Band Descriptors A (lower) A (upper) B (lower) B (upper) C (lower)
Display results correctly in a table.
A (upper)
Draw a simple graph of the results.
B (lower)
Produce a line graph using the axes provided (all points plotted correctly).
B (upper)
Draw a graph of the second set of results with no help.
C (lower)
Produce a graph with the correct line of best fit and identify any anomalies.

13. Sample 2 Adam Year 10 Chemistry - Rates
Chemistry – AQA Trilogy Combined
Ave KS2 – 5.28
KS4 Target (P8) – 5
OPT (Aspirational Top 15%) - 6

14. Band Descriptors A (lower) A (upper) B (lower) B (upper) C (lower)
Display results correctly in a table.
A (upper)
Draw a simple graph of the results.
B (lower)
Produce a line graph using the axes provided (all points plotted correctly).
B (upper)
Draw a graph of the second set of results with no help.
C (lower)
Produce a graph with the correct line of best fit and identify any anomalies.

15. Sample 3 Aimee Year 8 Chemistry Mendeleev – elements, etc.
Ave KS2 – 4.76
KS4 Target (P8) – 4
OPT (Aspirational Top 15%) - 6

16. Band Descriptors (K&U)
A (lower)
Make limited attempts to compare
A (upper)
Make simple accurate comparisons
B (lower)
Make clear and accurate comparisons using some scientific terms
B (upper)
Make detailed comparisons consistently with examples
C (lower)
Make developed comparisons relevant to the context

17. Sample 4 Ellie Year 10 Energy Physics – AQA Trilogy Combined
Ave KS2 – 4.46
KS4 Target (P8) – 4
OPT (Aspirational Top 15%) - 5

18. Band Descriptors (K&U)
A (lower)
Make limited attempts to compare
A (upper)
Make simple accurate comparisons
B (lower)
Make clear and accurate comparisons using some scientific terms
B (upper)
Make detailed comparisons consistently with examples
C (lower)
Make developed comparisons relevant to the context

19. Sample 5 Dan Year 10 Biology AQA Separate Science Ave KS2 – 5.8
KS4 Target (P8) – 7
OPT (Aspirational Top 15%) - 8

20. Band Descriptors (K&U)
B (lower)
Make clear and accurate comparisons using some scientific terms
B (upper)
Make detailed comparisons consistently with examples
C (lower)
Make developed comparisons relevant to the context
C (upper)
Use detailed scientific vocabulary to give confident and accurate comparisons
D (lower)
Justifies an opinion or conclusion using detailed and sophisticated comparisons

21. Sample 6 Curtis Year 8 Watt – Physics (power, energy) Ave KS2 – 4.76
KS4 Target (P8) – 4
OPT (Aspirational Top 15%) - 6

22. Band Descriptors A (lower) A (upper) B (lower) B (upper) C (lower)
Use simple numbers and words for measurements.
A (upper)
Make choices about the most appropriate units to be used with data.
B (lower)
Use simple equations with units.
B (upper)
Use appropriate equations and calculations with more difficult numbers, including decimal places.
C (lower)
Use equations and rearrange formulae. Use appropriate prefix and significant figures.

23. Back in school As a result of today’s standardisation what will you do
Tomorrow
In the next week
In the next month
In the next term
By the next standardisation meeting?