© crown copyright 2008 making good progress in science level 6+ project 2009-10

© Crown copyright 2008

Making good progress in Science

Level 6+ project

2009-10


Administration for the day


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


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


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.


The numbers…

• 20 of our schools are identified, using the IDS.• Every school in Buckinghamshire is invited to

participate in this project.• 2667 pupils are not making the expected level

of progress.


Model of implementation, Year 3…

• Lead teacher identified from each department.• Launch day – 11th September 2009.• Pre-project planning meeting in school (+SLT).• LT uses and evaluates the materials – Autumn term.• Network meeting – 9th December 2009.• Departmental launch – early Spring term.


• LT uses and evaluates more L6+ materials. Dept use the previously trialled materials.

• Follow-up department meeting.• Network meeting – 17th March 2010.• LT’s complete a third round of trialling materials OR

support the launch of the materials in other schools.• Final network meeting – 9th June 2010.


Session one: The Virtual School


The virtual school

Progressing to level 6 and beyond in science with added HSW disc.

Link to Disc


Session two: Targeting your group


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?


Integrated Data Set (IDS)

• What it is• Your school in the LA• Example one – Two levels (KS3-4)• Example two – School profile• Example three – School profile• Example four – Four levels (KS2-4)


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?


Are there any limitations?

• Out of date• Limited depth – individual and groups• Does not show what skills need to be

developed


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?


What is ‘valid evidence’?.

How can you use what you’re doing anyway as evidence?

• ‘Tests’• Tasks• Level ladders – skills development • APP?• Questionnaire?• Interviews?


Plenary

• List possible actions you can take to ensure effective intervention


Session three: Planning the intervention


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


Skills development

• Blooms and his taxonomy!


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


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.


Task: actions to make progressionStep 1 pupil

characteristics

Strategies toensure

progression

Step 2 pupilcharacteristics

Strategies toensure

progression


Strategies toensure

progression


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 andscientific 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.


Progressing from step 1 to 2Step 1 pupil

characteristicsStrategies to ensure

progressionStep 2 pupil

characteristics

Pupils:

recognise that everyday models and analogies can help to explain some scientific ideas.

Pupils can:



A) Demonstrate how to use and develop simple everyday analogies or models to explain a process or concept.

B) Create opportunities forpupils to select appropriate models or analogies to help to explain a concept orobservation.


Progressing from step 2 to 3Step 2 pupil

characteristicsStrategies to ensure

progressionStep 3 pupil

characteristics

Pupils can:



Pupils:Identify strengths andweaknesses 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.



Strategies to ensureprogression


Pupils:

Identify strengths andweaknesses in some of the analogies andscientific 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.


Sequence for intervention• Gathering your data – target your group• Baseline steps tables – where are the

students?• Questionnaire – students• Identify your starting point – ‘the strand

and step’• Assessment activity – evidence of impact• Use the material


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’?


Reviewing the material

• Login and explore

• Questions on a postit – on the board.

• Sign up for first consultant planning meeting


Session four: Planning your intervention


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


What’s the best model?


Planning intervention – ‘using models’ resources

• Year 8 digestion models• Particles ‘good enough’ models• Light reflection models• Upd8 activity


Plenary


Session five: Assessing progress


Outline• Consider how level 6+ materials can

support judgements in pupil progress

• Consider links with:– Steps tables– Pupil speak sheets– Assessing Pupil Progress (APP)


Task

• Choose one of the resources you have already reviewed.

• Consider PMI for each of the three assessment tools


Plenary and evaluation


Plenary and evaluation

Postits!

Discussion of any issues raised.

Action planning completed.


Evaluation!

Please complete the evaluation sheet!

© crown copyright 2008 making good progress in science level 6+ project 2009-10

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