1. © Camden School Improvement Service Developing writing skills in KS3 science Julia Leewood Science consultant Camden SIS Alison Pyle Literacy consultant Camden SIS

2. © Camden School Improvement Service Why teach writing explicitly in KS3? To reinforce learning in KS3 To develop better thinking by developing connections between ideas To prepare pupils for KS4 assessment

3. © Camden School Improvement Service Ready steady teach! Know your ingredients! –Data on the pupils current attainment –Pupils’ prior learning in science –Pupils’ attitude to writing in science –The current scheme of work and any planned opportunities for writing

4. © Camden School Improvement Service Our ingredients –20 bottom set Yr 9 pupils (only 4 girls) –KS2 levels 3 or 4 (Eng and Sci) –7 EAL, 8 SEND –Towards the end of a unit on reproduction. Learned about selective breeding and touched on genetic modification (GM) –“Reluctant writers” –‘Badger’ assessment task - a report on GM tomatoes using tables of data –3 lessons available

5. © Camden School Improvement Service Unpicking the task We looked at the key assessment foci for the task (see worksheet) We considered the literacy skills needed for them to demonstrate their scientific knowledge

6. © Camden School Improvement Service Filling the literacy gaps! Know how to explain what the evidence shows Know how to make a point using evidence to back it up Be able to discuss the strength of evidence in a conclusion

7. © Camden School Improvement Service Should I sell GM tomatoes?

8. © Camden School Improvement Service GM tomatoes A Biotechnology company has made a genetically modified tomato They say: Save waste! Our tomatoes stay fresh longer than normal tomatoes Great taste! Taste as good as the best supermarket tomatoes Healthy! Extensive laboratory tests have shown they are safe for humans to eat

9. © Camden School Improvement Service Your decision Should shopkeepers sell these tomatoes? Will the public buy them? To decide you have to study the data that compares these tomatoes with the normal ones.

10. © Camden School Improvement Service Session 1: How to explain what evidence shows So that by the end of this session… you will be able to a write sentences about GM tomatoes that describe the evidence and how strong it is.

11. © Camden School Improvement Service Tell us what your data shows using this speaking frame “Our data is about……….It shows that………”

12. © Camden School Improvement Service Language of quantity

13. © Camden School Improvement Service Use the words in a sentence Take a different piece of evidence Write a sentence saying what the evidence shows E.g. “The evidence shows that a vast majority of people would buy long life tomatoes if they were proven to be scientifically safe.”

14. © Camden School Improvement Service Session 2: How to make a point using evidence to back it up So that by the end of this session… you will be able to make a persuasive point based on evidence using PEE

15. © Camden School Improvement Service Advantages vs. Disadvantages In groups, decide whether the cards describe reason for or against selling GM tomatoes Sort the argument cards into two piles

16. © Camden School Improvement Service Find the Point, Evidence, Explanation “Bart Simpson's a bad role model for children. In one episode he telephones asking for people with false names. These actions may encourage children to lie!”

17. © Camden School Improvement Service Let’s try this with GM Tomatoes “One argument for selling GM tomatoes is that on the whole people can’t tell the difference between GM and normal tomatoes. The vast majority of people said they couldn’t decide which tomato looked best (452/500). This suggests that most people would not be put off of buying GM tomatoes because of how they look.”

18. © Camden School Improvement Service Useful phrases for writing explanations… This indicates …… This shows ……. This suggests ……. This supports the argument that ….. This reveals how important ……

19. © Camden School Improvement Service Points and evidence… Choose a point you want to make from the arguments cards Use evidence from the tables of data to support your point (and use quantity words) Record your PEE Repeat with other points

20. © Camden School Improvement Service Session 3: How to discuss the strength of evidence in a conclusion So that by the end of this session… you will be able to indicate how certain you are of your decision based on the evidence available

21. © Camden School Improvement Service Language of certainty

22. © Camden School Improvement Service What is your conclusion? Advantages Most people can’t taste the difference between GM and normal tomatoes GM tomatoes stay fresh longer than normal tomatoes. Waste less, save money The majority of people would buy safe GM tomatoes The majority of people can’t see any difference between GM and normal tomatoes. Disadvantages People are worried about the health effects of GM tomatoes. Some people think normal tomatoes taste better than GM tomatoes. Most people will only buy GM tomatoes if they are convinced the tomatoes are safe to eat.

23. © Camden School Improvement Service What is your conclusion? “Overall I will…. sell GM tomatoes because…” Everybody Nobody The vast majority Many people … Some people … Most people … Definitely notdefinitely doubtful certainly perhaps

24. © Camden School Improvement Service Session 4: Applying your learning to an exam question in science So that by the end of this lesson… You will have written an exam answer that you are proud of

25. © Camden School Improvement Service A model GCSE exam question! Should you use solar water heaters? In this question you will be assessed on using good English, organising information clearly and using specialist terms where appropriate. Give the arguments for and against using solar energy rather than using an electric immersion heater. (Use evidence to back up your points). Write a conclusion about whether people should be encouraged to use solar heaters in the future, based on the evidence available.

26. © Camden School Improvement Service What are the features of a good 6 mark answer? Look at the good answer. Identify the features of the answer that you think make it good. Write these in the margin Be ready to feedback

27. © Camden School Improvement Service Success criteria At least one argument for and against using a solar heater. Each makes a point and provides evidence and an explanation to back it up. There is a conclusion that is backed up by a reason. Use of quantity words Use of scientific words

28. © Camden School Improvement Service Your turn! Answer the question about GM tomatoes You have ten minutes This is assessed work so try your best. Remember to use the success criteria to help you get top marks

29. © Camden School Improvement Service Self assess Use yesterday’s PEE sheet to help you to mark your work. Which bit of the work are you most proud of? Write this on a post it note. Share your ideas with your friend.

30. © Camden School Improvement Service Evidence of impact Pupils given 10 minutes to answer exam question on GM tomatoes All pupils on task throughout Extensive answers produced All pupils enjoyed saying what they were proud of Teacher reassessing what these ‘low ability pupils’ were capable of when given explicit literacy support

31. © Camden School Improvement Service Next steps Look at the written outcomes. What would you do with this class next?