1. The Transition From KS4 to KS5
What are the obstacles facing students as they make the leap from KS4- KS5?
What strategies can be put in place to help with a smooth transition?

2. The level of difficulty of the exam will be determined by the command word
Analyse
“Identify separate factors, say how they are related and how each one relates to the topic”
Devise
“To plan or invent an experiment in detail. Make sure someone can carry out the procedure from your answer”

5. The Change Curve Rejection Denial /Minimisation Get on with it
Anger/Blame Others
Blame Self
Shock
Consolidate
Anxiety
Experiment / Adapt
Acceptance/let go
Emotional Fog
1.10 – 1.15
This curve displays the students journey from Ks4 to 5.

6. Involvement and Encouragement March/April/May
Information- August / September
1.15 – 1.25
Ross said that these are the key responses –
What should tutors be saying and doing at these points in the year.
Answer is usually good coaching conversations
Support and Challenge
October / November/ December
Clear Direction
January / February/ March

7. What the students have to say Year 13E Biology
“ For my GCSE science exam I just learned everything off by heart from the revision guide the night before my exams. You cannot do that for A-Level.”
“ I fell for the trap of thinking that because I was doing less subjects, I would have more time and would be able to catch up before the exams.”
“ I spent far too much time in year 12 making flash cards and revision posters and not enough time looking a the different styles of exam questions.”

8. “ I got A*A* A* at GCSE in triple science and I thought It would just come to me very easily, I had to learn the hard way.”

9. GCSE B3 Specification

10. “ Some of the topics at GCSE were so basic and had lots of misconceptions that had to be retaught at A-Level.”
“ I now realise how much our teachers spoon fed us at GCSE and found it very difficult at first in year 12. It didn’t really click with me how independent I needed to be until January of year 12.”
“ Free time is not free time. If I had my time back again I would work so hard from the word go.”

11. “ No one ever said there would be this much maths!”

12. Teachers- The Transition From KS4 to KS5

13. Have high expectations from the start and make this explicitly clear from day one.
Organisation

14. Do your students know what a good folder looks like
Do your students know what a good folder looks like? What should they have in their folders?

15. Extended writing questions
Helps with vocabulary development and attempting longer style questions.
Multiple choice
Short open
Open-response
Extended writing questions
Extended writing questions
6m/9m questions
Level based MS
No QWC
Quality rather than quantity

20. Preparation before each lesson- what do you want the students to have ready for the following session?
Flipped Learning AS A2

22. Written work you have marked. Are you happy with the quality of it
Written work you have marked. Are you happy with the quality of it? What can the students do to improve? Have you made this explicit to the student? Are they required to redraft? How can you facilitate this?

23. 3 marks- 3 main marking points
Introduction to the question
3 marks- 3 main marking points
A stroke can be caused by cardiovascular disease (CVD) affecting arteries leading to the brain. Callum’s family has a history of strokes. Explain why a blood clot in an artery leading to the brain could cause a stroke.
Actual question

24. Q2

25. Q4

26. Are the students supporting each other
Are the students supporting each other? Do they get along with each other? What is the dynamic in the room like?

27. How are students coping with time-management
How are students coping with time-management? Do they have too little or too much work? What is the level of stretch and challenge like? How are they coping with the level of demand of the exam questions? How are you embedding this into your teaching? Students are still finding the transition really difficult. What intervention strategies are you putting in place to help students close the gap and to raise attainment?

28. Analysis Style Questions A03 The command words

30. D D D S S S S S

31. Rate of photosynthesis= Rate of respiration
We have to start getting more than half marks in this style of question! And we will with practice!

33. Precursor

34. What is the level of engagement like
What is the level of engagement like? Are students coping with the content? What strategies have you put in place to help them solve the problem? Are students reading around the topic (wider reading)? Or are they simply using the revision guide? How can you encourage this?

36. Articles:
Cancer: What is it and how is it treated?

37. Justify
Analyse
Evaluate
Describe
Explain
Compare
Name
State
List

38. Causes Prevention Treatment
Coronary Heart Disease Dr. Cathy Holt Senior Lecturer in Cardiovascular Biology at the University of Manchester
270,000 people suffer a heart attack each year.
Causes
Prevention
Treatment

39. Plaque deposited in the vessel wall

40. Increased Blood Pressure Excessive Alcohol Consumption
Age/Genetics/Gender
Diabetes
Increased Blood Pressure
Excessive Alcohol Consumption
Tobacco smoking
Excessive Stress
Obesity/Physical inactivity
High Blood Cholesterol

41. Glucose Getting the balance right
Dr. Heather Melrose
BSc (Hons) in biology- University of Manchester (2010)
Followed by a 4 year PhD funded by the British Heart Foundation, also at the University of Manchester
The pancreas and its hormones
Diabetes
Treatments
In groups and do the following…
Compare your keyword glossaries
Read each others summaries of the article (remember it had to be 100 words.

42. What can we determine from the mitotic index of a tissue sample ?
Discuss the relation ship between;
Mitosis
Cancer
Hayflicks limit

43. Meristem-Meristematic region What does the word mean and why am I making reference to it?

46. What does the following show?