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APP at Eaton Bank

APP at Eaton Bank. One Year On. The aim……. To incorporate APP tasks into Y7 & Y8 schemes of work For all Y7 & Y8 pupils and their teachers to have some experience of APP To look at different ways of assessing pupils. The reality……. All Y7 & Y8 pupils have some experience of APP

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APP at Eaton Bank

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  1. APP at Eaton Bank One Year On

  2. The aim…… • To incorporate APP tasks into Y7 & Y8 schemes of work • For all Y7 & Y8 pupils and their teachers to have some experience of APP • To look at different ways ofassessing pupils

  3. The reality…… • All Y7 & Y8 pupils have some experience of APP • Nearly all teachers have done some APP work with KS3 classes • All KS3 SOW have APP tasks embedded • including opportunities for daily, periodic and transitional assessments. • We have trialled some of theBadger APP tasks

  4. Successes • More able pupils: who have had their targets moved upwards as they have consistently achieved high levels – there is no upper limit with APP! • The classes: who enjoy ticking off the levels on their assessment grids and tracking their progress – giving a very visual outcome for their work

  5. Successes contd. • Pupils who can show you where a task fits a specific AF • Our models of cells/compounds/flowers… • Pupil debates

  6. A typical lesson from a SOW Lesson 2.1 – What If Cars Were Made Of Ice-cream? Starter Pose Big Question. Q goes up on wall/board, written in big letters! Discuss the above ‘What if?’ drawing out the need for the properties of a material to fit its purpose. Main 9Ea/1 (this could be done with access to computers or you could order a book box) or… 9Ea/2 Exploring Science – New materials section would be useful here Alternatively use 9Ea/3 for lower ability or 9Ea/4 Plenary Discuss other ideas matching materials to uses: - e.g If we didn’t have plastic (or before we had plastic) what would we make a bucket out of? Or a bag out of? Or a football boot out of? Hwk Play interview about sharkskin swimsuit – as an example and ask pupils to research and produce a presentation on a man-made material (give guidance sheets). AF2.2 L3-7 Or use the IET website and d30 to explain how the properties of a material can be adapted to use (www.theiet.org/faraday) Allow sufficient time and explain to students that this is 2-3 homeworks combined as one

  7. The science of sports drinks Periodic APP opportunity AF3.1 (also lends itself to 3.3 & 3.4) using isotonic drinks task 2/3 lessons

  8. AF1T2 – weighing up evidence to construct arguments & explanations

  9. Peer assessing our work

  10. The problem with plastic AF2.3 To consider (What are) the implications, benefits and drawbacks of plastic on society and the environment

  11. Pupil feedback • You know what level you are at and how to move forward • The tracking process gives you ownership of your own progress • Having a specific focus means you just have one thing to concentrate on with specific guidance on how to reach a particular level

  12. Tracking progress

  13. What we have enjoyed • Group work • Presentations where you canexpress your ideas • More practicals and more choice

  14. Group work • Producing a poster where every group had to producea definition • Understanding the applications and implications of science

  15. The results of a group investigation • AF4 Using investigative approaches • Pupils designed, carried out and presented their own investigation

  16. What we found helpful • The progression document was complicated but our teachers have guided us through it • Teachers being able to explain what we need to do to reach a particular level • Dating the levels as we reach them so we could look back on the task for revision • The more creative activities are easy to remember and make revision easier • e.g. ‘the dating poster on the elements’

  17. Teacher feedback • Investigations and brainstorming lend themselves to quick APP tasks • Modelling is fun • The language was an initial barrier but pupils get used to it with more guidance • Diagnostic marking is easier as you can give APP references rather thanwriting comments

  18. One of the many inspired cell models

  19. The Challenges • Takes time to review the work • Can be hard to fit a task into a lesson • APP progression document was hard for lower ability to access – too many words

  20. Next steps • To research other ways of helpingthe less able • To focus more on the progress • how to help pupils take ownership of improving their own performance

  21. 21C Website ASE meeting as a participant in March; and a presenter in Spring With other schools including a visit toobserve EBS With ATs who will start as NQTs in September Through a project with other 7 other schools in the EC8 consortium In response to a questionnaire from nfer Through feedback to the Badger website Sharing our experience

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