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Value Added Project Practitioners Conference 3 rd February 2006

Value Added Project Practitioners Conference 3 rd February 2006. Biology group. Rationale . Value added results vary between schools, subjects and students. Some of the variation is due to subject specific issues. Biology Group . The purpose of the group is to:

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Value Added Project Practitioners Conference 3 rd February 2006

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  1. Value Added Project Practitioners Conference 3rd February 2006 Biology group

  2. Rationale • Value added results vary between schools, subjects and students. • Some of the variation is due to subject specific issues.

  3. Biology Group The purpose of the group is to: • Allow biology teachers to meet, share good practice and support each other. • Try to ensure that targets are specifically aimed at individual students. • Allow subject specific issues to be addressed.

  4. The starting point • Provision of specific data may vary from school to school. • Biology teachers may vary in their knowledge and use of data analysis. • Monitoring procedures will be different. • Teaching and learning techniques will vary.

  5. Subject specific information • Who studies Biology? • Who achieves the best results? • Who provides the best value added? • How difficult is Biology A level?

  6. Biology studied by 20000+ students

  7. Overall girls score higher than boys in most subjects

  8. Overall and on average boys progress better than girls

  9. What pupils are likely to get based on GCSE results

  10. What data can we use?(Slides to follow relating to these.) • ALIS and ALPS - predictions. • ALIS and ALPS - analysis of results. • Results in each GCSE band. • Comparison with other subjects. • Ethnicity information. • Own school data and previous results. • Module analysis.

  11. What we do – one example. • The role of the form teacher – discussion of general predicted grades and student targets. (Using ALPS). • The role of the Biology teacher – knowledge of the specific target grade for Biology (using ALIS). • Inspection of past results in each GCSE band.

  12. What we do – one example(Slides to follow related to these.) • Student record keeping after AS. • Monitoring of grade boundaries. • Monitoring of “safety margins” related to grade needed. • Targeted module resits. • Targeted support including peer support. • Targeted UMS marks for January A2 exams. • Discussion of when to resit a module. (The implications of the unifying concepts paper.)

  13. Teaching and Learning monitoring.(Slides to follow relating to these.) • Monitoring of overall module results. • Analysis of reasons for variation. • Targeted changes to the scheme of work or teaching / learning strategies if appropriate. • Analysis of which students underachieved. • Pupil questionnaires (ALIS).

  14. What we still need to do. • Address the reasons for the “dip” early in the AS course. • Analyse the impact and appeal of the subject. • Address precisely what the student needs to do to successfully make the transition from GCSE to AS and AS to A2. • Use own questionnaires that may be more specifically useful.

  15. Future plans – discussion of what would be useful. • Berkshire Heads of Department and KS5 biology teachers to be contacted about joining the group. • Sharing of present strategies - related to success. • Needs and support identified. • Meeting times to be arranged. • Size/area of groups? • Suggestions.

  16. Contact details Mary-Clare Maunder Head of Biology Reading School RG1 5RE mcmaunder@readingschool.reading.sch.uk

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