1. Science SLDM Spring 2016 SCI 2211.30 – 4.00 Woodlands Conference Centre, Chorley Tuesday, 22 nd March 2016

2. Overview: UpdateScience update: Including KS4 and accreditation, AWL, STEM Session 1Key Stage 3: “The Wasted Years” Including examples of good practice Break Session 2 Transition: The move from KS2 to KS3 in Science Including “baseline” diagnostic assessment

3. Can you name the movie? Indium, Cerium, Platinum, Iodine, Oxygen, Nitrogen

4. Update

5. https://www.gov.uk/government/publications/accred itation-of-gcses-as-a-levels-for-teaching-from- 2016/gcse-as-and-a-level-subjects-accredited-to- be-taught-from-2016 KS4

6. Assessment Without Levels The Lancashire Model…

7. In Summary…

8. The drivers:  No levels at KS2 after 2015  APP now no longer the favoured approach  A new GCSE with no CA or Coursework  An Ofsted expectation that you will devise your own “robust” assessment, tracking and intervention approaches Introduction

9. The new context Schools and departments will be responsible for: 1.Developing an assessment framework 2.Ensuring consistency of assessment across departments and the whole school 3.Ensuring comparability of standards with other schools

10. Some questions for schools to consider: 1.How are you going to approach Year 7 transition? 2.How often will you assess pupil performance? 3.How will you track progress? 4.How will you organise intervention to support the least able and stretch the most able? 5.How will you accommodate the move to the new examination at GCSE? 6.How will you balance teacher assessment and self- assessment? 7.What will a pupil’s assessment portfolio look like?

11. The Banding System The intention is that: 1.children will be placed in one of four attainment bands in Year 7 utilising all or any of the data from primary colleagues, SATs data, a literacy and numeracy MOT and baseline assessments carried out at the end of each half term 2.From that point onwards, pupils will be assessed twice termly, including a more formal test each year. The bands will be aligned to the new GCSE grades allowing schools to monitor progress and to manage intervention

12. The Banding System Band Approximate KS3 Level Equivalence GCSE Grade Equivalence/Expected Progress New GCSE Existing GCSE Band DN/A7,8,9A, A* Band C7,85, 6C+, B Band B5,63, 4C/C- to E+ Band A3,41,2E to G+

13. KS2:KS3BAND7 8 91011‘OLD’‘NEW’ D A* A 9 8 79 8 7 8 78 7 C B C+ 6 56 5 6 56 5 B C C - D-E 4 34 3 4 34 3 A F G+ 2 12 1

14. STEM http://www.eventbrite.com/e/chemistry-at-work-stem-for- lancashire-schools-preston-event-11th-july-tickets- 23238614321?aff=utm_source%3Deb_email%26utm_m edium%3Demail%26utm_campaign%3Dnew_event_em ail&utm_term=eventurl_text

15. Session 1 Key Stage Three: “The Wasted Years”

16. Handout – Summary of document “The Wasted Years” : Ofsted

17. Selected comments… Survey commissioned 2015, published September 2015 “To get an accurate picture of whether KS3 is providing pupils with sufficient breadth and challenge, and helping them to make the best possible start to their secondary education.” A collection of good practice case studies also published (handout today)

18. “Overall, the survey found that, while pupils generally had the opportunity to study a broad range of subjects throughout Key Stage 3, in too many schools the quality of teaching and the rate of pupils’ progress and achievement were not good enough.” “The weaknesses in teaching and pupil progress identified by inspectors reflect the lack of priority given to Key Stage 3 by many secondary school leaders. The majority of leaders spoken to as part of this survey said that they staffed Key Stages 4 and 5 before Key Stage 3. As a result, some Key Stage 3 classes were split between more than one teacher or were taught by non-specialists.”

19. “The status of Key Stage 3 as the poor relation to other key stages was exemplified in the way schools monitored and assessed pupils’ progress. Inspectors found that too many secondary schools did not work effectively with partner primary schools to understand pupils’ prior learning and ensure that they built on this during Key Stage 3. Worryingly, some secondary leaders simply accepted that pupils would repeat what they had already done in primary school during the early part of Key Stage 3, particularly in Year 7.”

20. “It was evident that some school leaders did not use the pupil premium effectively in Key Stage 3 to ensure that gaps between disadvantaged pupils and their peers continued to close on transition to secondary school. Instead, any additional support was typically focused on intervention activities in Key Stage 4, which often sought to compensate for ineffective practice in the earlier years of secondary education.”

21. “In the best secondary schools, leaders set the right culture and ethos to create the kind of orderly, purposeful learning environment that is the bedrock for successful learning. Teachers had a comprehensive understanding of pupils’ prior learning, gained through well established ways of working with their partner primary schools. As a result, they were able to ensure that they built on this at Key Stage 3. The headteachers in these schools made Key Stage 3 a high priority for all staff, pupils and parents. In order for secondary schools to continue to improve, this good practice needs to become the norm.”

22. Recommendations for school leaders make Key Stage 3 a higher priority in all aspects of school planning, monitoring and evaluation ensure that not only is the curriculum offer at Key Stage 3 broad and balanced, but that teaching is of high quality and prepares pupils for more challenging subsequent study at Key Stages 4 and 5 ensure that transition from Key Stage 2 to 3 focuses as much on pupils’ academic needs as it does on their pastoral needs

23. Recommendations for school leaders create better cross-phase partnerships with primary schools to ensure that Key Stage 3 teachers build on pupils’ prior knowledge, understanding and skills make sure that systems and procedures for assessing and monitoring pupils’ progress in Key Stage 3 are robust focus on the needs of disadvantaged pupils in Key Stage 3, including the most able, in order to close the achievement gap as quickly as possible

24. Recommendations for school leaders evaluate the quality and effectiveness of homework in Key Stage 3 to ensure that it helps pupils to make good progress guarantee that pupils have access to timely and high quality careers education, information, advice and guidance from Year 8 onwards have literacy and numeracy strategies that ensure that pupils build on their prior attainment in Key Stage 2 in these crucial areas.

25. Activity Share examples of good practice around your group. Use the examples of good practice and the document to inform your medium and long term planning.

26. Break

27. Can you name the movie? Phosphorus, Sulfur, Yttrium, Carbon, Hydrogen, Oxygen

28. Session 2 Transition: KS2 – KS3

29. Handout – KS2 The KS2 programme of study

30. Scaled Scores “Scaled scores are used all over the world. They help test results to be reported consistently from one year to the next. We design national curriculum tests to be as similar as possible year on year, but slight differences in difficulty will occur between years. Scaled scores maintain their meaning over time so that two pupils achieving the same scaled score on two different tests will have demonstrated the same attainment. For example, on our scale 100 will always represent the ‘national standard’. However, due to the small differences in difficulty between tests, the ‘raw score’ (ie the total number of correct responses) that equates to 100 might be different (though similar) each year.”

31. Scaled Scores “We can’t give full information about what the scale will look like yet. We need to wait until pupils have taken the tests and the tests have been marked before we can set the national standard and the rest of the scale. We can’t set the scale in advance; this cohort is the first that has reached the end of key stage 2 having studied sufficient content from the new national curriculum. If we were to set the scale using data from pupils that had studied the old national curriculum, it is likely it would be incorrect.”

32. Scaled Scores “We do know the scale will have a lower end point below 100 and an upper end point above 100. Once we have set the national standard we will use a statistical technique called ‘scaling’ to transform the raw score into a scaled score. We will publish this after the first tests have been administered.”

33. Scaled Scores Key stage 2 tests “We will publish KS2 test results on the NCA tools website in July 2016. Each pupil registered for the tests will receive: a raw score (number of raw marks awarded) a scaled score confirmation of whether or not they attained the national standard” https://www.gov.uk/guidance/scaled-scores

35. “Baseline” assessment Current practice?

36. Perfect world…

38. That’s it for today. Any questions? Please remember to complete and hand in your evaluation forms. Have a restful Easter (whenever it arrives!)