ABOUT THIS COURSE
The linear qualifications pose challenges to both staff and students. How do we get students to memorise and apply all their knowledge skills from the duration of the course whilst achieving their full potential? This course is for A level Biology teachers looking to prepare their most able students in order to achieve an A*.
This new course provides practical advice and strategies to assess progress, embed deep learning and reinvigorate your approaches to teaching A level Biology and excellent guidance on what enables students to reach the highest grades in the examinations.
BENEFITS OF ATTENDING
- Explore the specific challenges facing students aiming to achieve A and A* in AQA A-level Biology
- Develop strategies and practical activities for revisiting and assessing prior learning throughout the course to encourage high performance
- Improve the independence of your students and embedding of high expectations
- Explore activities that stretch your more able learners
- Review feedback on the AQA A-level Biology specification and how to utilise this with your top students
|COURSE DATE||London Wednesday 21 March 2019|
|WHO SHOULD ATTEND?||
|IN-SCHOOL||You can also book this as an In-School Course|
10.00 – 10.20am: What are the specific challenges in AQA A-Level Biology?
- Identifying the Assessment Objectives that students find difficult to meet
- Techniques to help high end learners understand the more challenging Assessment Objectives throughout the course
- Setting high expectations from the beginning – how to get students working to the correct standards as quickly as possible
10.20 – 11.35am: Revisiting prior learning throughout your course
- Lessons learnt from the AQA exams – using feedback to improve the performance of A and A* students
- Successful strategies that make links between topics, retain skills and knowledge and ensure that key skills are embedded
- Techniques to use prior learning to introduce new topics and skills whilst allowing fast progress
- Preparing for questions on the required practicals: how to ensure students produce excellent answers
11.35 – 11.50am: Discussion: coffee break
11.50 – 1.00pm: Assessment and feedback to improve student performance
- Effective assessment for learning techniques to help A and A* learners maximise their performance
- Strategies to solve more complex problems and develop student responses
- Techniques to encourage learners to take ownership of their progress
- How to tackle the essay and ensure excellent responses in the exams
1.00 – 1.45pm: Lunch and informal discussion
1.45 – 2.15pm: Effective differentiation to aid A and A* students
- Building differentiation into classroom revision activities to ensure that the more able learners are stretched
- Targeted intervention strategies to maintain progress and motivation for
2.15 – 3.00pm: Driving progress once the teaching is complete
- Strategies for revision sessions; formats that allow flexibility and focus and push the most able
- Revision methods and planning; techniques to motivate learners and make revision more effective for those seeking the highest grades
3.00 – 3.10pm: Discussion: afternoon tea
3.10 – 3.40pm: Improving the quality of students’ independent learning
- Techniques to develop independent learning throughout the year and extend higher thinking and learning skills
- Strategies to support learners towards the AQA exams
Michael has been an examiner for 15 years and has worked in post 16 education for 23 years, initially as an A-level Biology Tutor before progressing to Head of Department and finally STEM and Quality Initiatives Manager. He has had a positive effect on student’s aspirations and achievement; his Learner Voice results are always very positive and examination results have been consistently above benchmark for all KPI’s with excellent value added.
As a Head of Department he completed an ‘Exceeding Expectations’ management training course and is a strong and effective leader. His Science provision was chosen as part of OFSTED’s Good practice survey: Improving Sciences in Colleges. Michael was then seconded to another campus to improve science results and turned around the department within 12 months. During this time his college also reached the finals of the National STEMNET Awards for three consecutive years.