1. www.smart-learning.co.uk Assessment at KS3 for the New GCSEs Dr Alex Holmes ASE 2016 Saturday 9 th 1130-1230 T184

2. Overview How can Key Stage 3 assessment models best prepare students for new-style GCSEs? Practical ideas and resources on linking the new GCSEs to KS3 teaching

3. 3 New GCSEs In the new Science GCSE, there is an expectation that science is taught in progressively greater depth over the course of KS3 and KS4.

4. 4 Key Ideas of GCSE conceptual models and theories are used to make sense of natural phenomena every effect has one or more cause change is driven by differences and interactions between different objects and systems and may occur over distance and time without direct contact science progresses through a cycle of hypothesis, practical experimentation, observation, theory development and review quantitative analysis is central to many theories and scientific methods of inquiry

5. 5 GCSE science should enable students to develop: scientific knowledge and conceptual understanding through biology, chemistry and physics understanding of the nature, processes and methods of science, through different types of scientific enquiries learn to apply observational, practical, modelling, enquiry and problem-solving skills the ability to evaluate claims based on science through critical analysis of the methodology, evidence and conclusions

6. 6 Smart Science Assessment model

7. 7 Smart Science Assessment Assessment sheets find out where a pupil is starting from. The end of unit test reflects where the pupil is heading. The end of year test consolidates all learning and encourages pupils to revisit topics.

8. 8 Assessment sheet

9. 9 Progress escalator & old NC level equivalent The progress escalator builds on the old National Curriculum levels for setting targets and recording progress.

10. 10 Attainment bands and progress escalators Learning (old levels 3 and 4): recall and describe Mastering (old levels 5 and 6): apply knowledge Expanding (old levels 7 and 8): synthesise knowledge.

11. 11 GCSE grade ‘flight path’ Projected estimate to equivalent GCSE grade. DfE recommendation of 3 levels of progress from KS2 to KS4.

12. 12 – Remember – Understand – Apply – Analyze – Evaluate – Create Revised by Anderson & Krathwohl, 2001 Bloom’s Taxonomy

13. 13 Smart Science assessment Help teachers determine whether pupils are making adequate progress or meeting expected targets. Test content not limited to mirroring scheme of work, so less teaching to the test and more application of ideas as determined by Bloom’s taxonomy.

14. 14 Structured questions These are specifically designed to address the challenge of thinking through and developing a structure to answers. Students first experience questions with a high degree of structure and develop their skill at preparing answers to the different parts of a each question

15. 15 Structured questions

16. 16 Structured answers

17. 17 End of unit tests The provide a summative assessment of students’ knowledge and understanding in a particular area at the end of a sequence of lessons. The main test that follows comprises a series of questions that have been carefully sequenced to increase in difficulty: the more questions a student answers, the higher the level at which they are working. They uses the Progress escalator levels from the Assessment Model as a guiding principle, allowing students to track their own progress through the test.

18. 18 End of unit test

19. 19 Developing confidence in approach to GCSE exams Summative tests mirror a section of a typical GCSE examination paper, with shorter questions gradually increasing in difficulty. The tests also encourage students to demonstrate their breadth and depth of knowledge and application Marking guides provide pointers on assessing and developing important GCSE skills such as explaining science in context and developing a higher quality of written communication

20. 20 Control words Command words for questions such as ‘state’, ‘describe’, ‘explain’, ‘use’ and ‘compare’, allow the meanings to be explore with students through the Smart Science materials

21. 21 Six mark questions Preparation for students so they can answer structured six-mark questions in GCSE examinations with confidence The End-of-Unit and End-of-KS3 tests contain six-mark questions designed to test the content of Key Stage 3, but in a style that closely mirrors the GCSE six-mark question format Allows pupils to understand the marking criteria for six-mar questions

22. 22 Six-mark question

23. 23 Six-mark answers

24. 24 Quality of Written Communication The summative tests are accompanied by detailed marking guides that explain the level of scientific knowledge and the quality of written communication required to achieve marks. Guides are closely modelled on the information provided by GCSE awarding bodies in relation to recently past examinations

25. 25 End of year test The synoptic End-of-year test assesses students’ knowledge and understanding across the three science disciplines. The format of this test is modelled on a full GCSE examination paper, with three sections that each comprise shorter questions gradually increasing in difficulty followed by a six-mark question.

26. 26 What about working scientifically? Focus on developing science skills common to all GCSE specifications Key Stage 4 Programme of Study - Working scientifically 1.Development of scientific thinking 2.Experimental skills and strategies 3.Analysis and evaluation 4.Scientific vocabulary, quantities, units, symbols and nomenclature (DfE 2015)

27. 27 Working scientifically Teacher’s Handbook 3 focuses on the development of the skills of ‘being a scientist as they are integral to the Key Stage 4 Programme of Study - Working scientifically 1.Development of scientific thinking 2.Experimental skills and strategies 3.Analysis and evaluation 4.Scientific vocabulary, quantities, units, symbols and nomenclature (DfE 2015)

28. 28 TH3 Structured questions Designed to build students’ skills and confidence in answering longer questions. Support students in recalling, understanding and applying knowledge of working scientifically Introduce different contexts in novel ways for a new application of skills Revisit particular tasks with different data for analysis.

29. 29 End-of-KS3 test The coverage of the End-of-KS3 test is both skills- and knowledge-based. Students should expect to recall and apply their knowledge across the three science disciplines, as they will need to in the GCSE

30. 30 End-of-KS3 test Challenges students to explain unfamiliar methods, concepts or contexts Pupils need to demonstrate their ability To recall scientific concepts, To draw parallels with familiar models To synthesise knowledge across topics or disciplines To write in coherent, well-structured and correct English

31. 31 Teacher Handbook 3 This provides resources designed especially to help deliver the Working Scientifically elements of the Programme of Study Develops students’ skills as required at Key Stage 3 Encourages progression to the levels of knowledge, good practice and maturity required for the Working Scientifically at GCSE “As part of pupils’ progress, inspectors will consider the growth in pupils’ security, breadth and depth of knowledge, understanding and skills.” Ofsted Handbook, 2015

32. 32 Smart Science can assess pupils’ understanding of a topic, helping to identify the gaps in knowledge or understanding Helps build up a bigger picture about pupils understanding of concepts and ideas and in doing so allows teachers to identify individual needs

33. 33 Final words The new national curriculum is founded on the principle that pupils have a secure understanding of key ideas and concepts before moving onto the next phase of learning. Smart Science includes many different aspects that allow a depth of understanding to develop prior to starting on the new GCSE course

34. 34 www.smart-learning.co.uk TELEPHONE EMAIL 01423 206200 admin@smart-learning.co.uk TWITTER @smartlearning @smartsci @smartenglishsl ADDRESS Smart Learning Ltd Unit 4A Follifoot Ridge Business Park Pannal Road, Harrogate, HG3 1DP