1. Esgyn ar adain dysg Campws Tre-Gib , Ffairfach, Llandeilo
Years 7-13
Campws Pantycelyn, Llandovery Years 7 -11

2. Our Science Department in context

3. What we needed to change
Where we were
Pupils working in booklets
Little embedding of the LNF
Little collaboration between disciplines
Some pupils underperforming at GCSE
What we needed to change
Switch from booklets to exercise books
Develop an understanding of science through literacy
Establish greater sharing of good practice
Focus on QWC
What we’ve achieved
More detailed formative feedback and pupil/teacher dialogue
Effective literacy tasks undertaken
Dual lesson observations
Improvement in quality of QWC marks at GCSE

4. October 2014: review of department undertaken
Focus on KS3;
Lesson observations, including peers;
Books monitored;
Detailed feedback provided from Challenge Advisor.

5. Coaching Peer observations; Targeting specific parts of lessons;
Collaboration of ideas.

7. Teaching science through literacy
Culture of teaching the content of science through literacy based tasks;
Started in biology, now being phased across the other two disciplines; (Handout: Activity 1 & 2)
Monitored through their own book monitoring structure, where they cross-moderate one another’s books every term.

8. Literacy the lower ability
Literacy amongst the SEN pupils in science is also a focus: handwriting and cursive script;
Pupils have become adept at understanding the usage of the skills highlighted by the LNF when undertaking self/peer assessment. (Handout: Activity 3)

9. Developing formative feedback
Switch from booklets to exercise books;
Greater cohesion with marking;
Ability to monitor pupils’ work more closely;
Focus on formative feedback;
Development of pupil/teacher dialogue. (Handout: Activity 4)
Pupils are clearly benefiting when undertaking revision from having more rigorously completed bodies of work.

10. Additionally the creation of reading, writing and oracy ladders has allowed us to embed the LNF across the curriculum, including science.

11. KS KS4
Focus on QWC :
Organised responses providing pupils with a framework for answering questions across all three science disciplines. (Handout 5)
Recent exam success suggests an improvement in this area.

12. Explain in terms of forces, why, after jumping from a plane, a skydiver reaches a terminal speed. [6 QWC]

13. Firstly, what question word is being used
Firstly, what question word is being used? ... Explain This means saying how and why something happens – in this case why a skydiver reaches terminal speed

14. Then, consider the key words in the question: Explain in terms of forces, why, after jumping from a plane, a skydiver reaches a terminal speed.

15. Using the key words below, in the order they are given, compose your own response.
Explain force
Letter
Content
Mnemonic F
Object is acted upon by 2 forces W
These are weight ... R
and air resistance C
The weight remains constant ... I
while the air resistance increases E
Air resistance eventually becomes equal to the weight A
Object stops accelerating

16. During free fall, the sky diver is acted upon by 2 forces
During free fall, the sky diver is acted upon by 2 forces. These are weight and air resistance. The weight remains constant throughout the fall, while the air resistance increases with speed. Eventually the air resistance becomes equal to the weight and the resultant force is zero. At this point the skydiver stops accelerating.