ABOUT THIS COURSE
This new course provides strategies and teaching techniques for achieving excellent outcomes with the highest ability students in the AQA GCSE Biology specifications. It focusses on delivering an outstanding Biology course to challenge and inspire all your Biology GCSE students whilst maximising progress to achieve more grade 7-9 Biologists and ensure that high quality students achieve excellent results, utilising feedback from the 2018 examinations to confirm the standards required.
BENEFITS OF ATTENDING
- Gain excellent ideas and strategies for tackling the most challenging topics in GCSE Biology
- Explore creating engaging and interactive lessons that push the high ability students
- Examine exciting and successful integration of mathematical, practical and higher order thinking skills into your GCSE Biology course
- Obtain effective marking and intervention strategies to maximise performance of higher attaining students
- Approaches for the linear course: explore the best ways to gain examination success
|COURSE DATE||London Wednesday 27 February 2019|
|WHO SHOULD ATTEND?||
|IN-SCHOOL||You can also book this as an In-School Course|
10.00 – 10.30am
Understanding and meeting the needs of the most able
- What are the barriers to continued progress for more able students?
- Proven strategies and interventions for improving high level student outcomes in Biology
- Utilising assessment data to identify underperformance and create personalised intervention plans to improve student progress in GCSE Biology
10.30 – 11.15am
Tackling the most challenging topics in AQA GCSE Biology by creating engaging and interactive lessons
- What are the misconceptions in GCSE Biology and how to tackle them?
- Contemporary and engaging strategies to teach genetics, homeostasis and disease to high end students
- Creating challenge and engagement when teaching the core Biology principles including photosynthesis and respiration
- Strategies to develop independent learners and raise the bar, to achieve more grades 7 to 9
Discussion: coffee break
11.30 – 12.30pm
Feedback from the 2018 AQA GCSE Biology Examinations
- Understanding and utilising the examiners’ feedback to maintain progress and success with students at Grades 7 to 9
- Lessons learnt from 2018 and integrating them into your teaching – exam technique at the top end
12.30 – 1.00pm
Effective marking and intervention strategies to maximise performance of higher attaining students
- Practical, engaging strategies to accurately measure progress without written testing
- What does outstanding marking and feedback look like in GCSE Biology?
- Marking strategies to help develop reflective learners, ensuring more grade 7 – 9 achievement
1.00 – 2.00pm
Lunch and informal discussion
2.00 – 3.00pm
Approaches for a linear course: Best ways to gain examination success
- Strategies to teach high attaining students how to analyse data excellently in GCSE Biology and improve performance on the written practical questions
- Strategies to support pupils to maximise progress on longer ‘6 mark’ GCSE questions
- Practical tips to get students to retain knowledge and use it well for a two or three-year course
- Using KS3 to develop skills needed for new GCSE specification
3.00 – 3.45pm
Successful integration of Mathematical, Practical and Higher Order Thinking Skills into your AQA GCSE Biology course
- Develop effective practical strategies to improve pupil progress and understanding – focus on the skills!
- Challenging your most able through HOTS (Higher Order Thinking Skills)
John has taught for 15 years and has trained teachers for over 10 years where he is regularly graded as “outstanding” by delegates on their evaluation forms. This year he has chaired National Conferences in School Leadership & Teaching and Learning and has led a debate on “the future of A levels” and “Implications of the new OFSTED Framework” at the 6th annual Sixth Form Leadership conference in London. He has held a number of Senior Management positions as well as leading departments both in the UK and internationally.