1. Summer 2017 Hub meeting

2. Agenda Feedback from end of Year 10 tests
Second set of specimen assessment materials
Discussion groups (one or two of these topics)
Maths assessment
Teaching and learning of the required practical activities 
Meeting the challenge of Combined Science
Stretch and challenge
Focus for Autumn Hub
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3. Getting the most out of the end of Year 10 tests
Why do the standardisation of mark scheme activity?
What your analysis means
for the pupil
for the teacher
for your Head of science
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4. The analysis tool – how to use it
The analysers can be used to:
provide information to identify common strengths and weaknesses across the class/school
support the development of strategies to target support and development across the science curriculum in teaching and learning
inform planning and interventions at class/pupil levels
help guide decisions on tier of entry.
It is not designed to:
provide grade boundaries
provide more than a snapshot of student performance in Year 10
dictate decisions on tier of entry.
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5. Feedback on end of Year 10 tests
Areas of challenge for students
Revision of material
May have carried out the practical work but learning is not embedded
Basic exam techniques:
repeating the information in the question, not adding to it
conversion of units
not using equations given
Importance of the apparatus and techniques is being missed
Quality of written answers and precise use of language
Describing patterns
Application of knowledge to unfamiliar context
Lines of best fit can be a curve
Linking information given in a question to what they know and then constructing an answer
Maths skills:
not familiar with some of new applications of maths
not showing working out clearly
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6. Data sample
If you would like to be included in our data sample, please enter your students’ marks to the detailed analysers and send a copy to us at by Friday 23 June. We will publish the updated analysers with the expanded data sample on Friday 30 June.
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7. Next steps: setting curriculum targets
At this stage, departments are looking to address teaching and learning gaps for next year, as well as revisiting their approach with Years 9 and 10.
It is not about revisiting content knowledge, but as a department identifying teaching strategies to target the areas your pupils performed less well in.
Considering your school’s analysis, are there any obvious concerns? (Group analysis)
Are there any areas to share good practice on? (Group analysis)
Are there any overarching changes to make to teaching?
use of command words in planned questioning
unfamiliar context
revision techniques revisited
exam techniques – really read the question
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8. Effective use of the second set of specimen assessments
Will be on Secure Key Materials only.
Mirrors the papers of 2018 award – 32 papers.
Allows multiple usage between specifications.
Simple grid to show metadata – AOs, maths, required practicals, working scientifically, level of demand.
Simple analysis tool for common questions only.
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9. Effective use of the second set of specimen assessments
Things to consider:
the length of the papers has increased
common content and skills assessed between specifications
each award has their own unique questions – no common questions between different awards
when to schedule mocks
how to analyse performance, plan intervention and consider entry level.
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10. Assessment structure: separate sciences
Qualification
Papers
Content
Length of each paper
Biology
Two papers, equal weighting.
Topics 1-4 Topics 5-7
(Fundamental concepts and principles are on both papers)
1 hour 45 minutes
(3.5 hours total)
Chemistry
Topics 1-5 Topics 6-10
(Topics 1-3 are common content on both papers)
Physics
Topics 1-4 Topics 5-8
1 hour 45 minutes (3.5 hours total)
Total assessment time
10.5 hours
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11. Assessment structure: combined sciences
Qualification
Papers
Content
Length of each paper
Trilogy
Six papers.
Two papers for each subject.
Assessment split by content as separates.
Questions on practical work in all papers.
1 hour 15 minutes
(7.5 hours total)
Synergy
Four papers.
Two papers for each section.
Assessment split by skills.
Most questions on practical work in Paper 2 and Paper 4.
1 hour 45 minutes
(7 hours total)
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12. Level of demand: current vs previous
Qualification
Low demand 1-3
Standard demand 4-5
High demand 6-9
Previous Foundation G - C
70%
30%
Foundation (4 = C)
60%
40%
Previous Higher
A - C
50%
Higher
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13. Discussion workshops Maths assessment
Teaching and learning of the required practicals
Meeting the challenge of Combined Science
Stretch and challenge
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14. Don’t forget these useful resources
Transition guides – Year 11 to Year 12
Six week teaching pack Biomimicry – ready for GCSE
Year 7 test and implications for teaching and learning
A-level online endorsement training
Executive summaries and examiner reports
Visit for all our resources.
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15. Next steps
Make sure you fill out the evaluation form before you leave today.
Try some of the suggested activities with your department in order to disseminate the materials covered.
Ideas for Autumn 2017 meeting:
executive reports on 2017 series – implications for 2018
candidate answers with commentaries.
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16. Thank you
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