ABOUT THIS COURSE
This course provides teachers working with lower attaining A Level Biology students with a comprehensive toolkit to increase value added and help learners excel in the linear exams. Looking at a range of strategies to boost results we will cover effective teaching and assessment techniques, monitoring and early intervention strategies, exam technique and ways to improve confidence, effort and achievement.
BENEFITS OF ATTENDING
- Utilise techniques to quickly identify underperforming students and implement strategies to effectively support them.
- Increased understanding of how to motivate underachieving learners and improve achievement.
- Embed teaching and learning techniques that enhance the performance of lower ability students in the linear exams.
- How to teach challenging topics.
- Utilise strategies to encourage independent learning and improve exam performance.
- Develop effective teaching and learning techniques to help lower ability learners to retain knowledge, understand concepts and tackle synoptic and data handling questions with confidence.
- How to prepare your students for questions examining the required practical’s.
- Address the skills required of students by the linear examinations.
|COURSE DATES||London | Thursday 25 November 2021|
|WHO SHOULD ATTEND?||
10.00 – 11.35am: Effective techniques to embed subject knowledge, develop skills and assess work so that lower ability learners thrive. How to get students thinking synoptically.
- Implementing classroom techniques to ensure that lower ability learners understand key concepts.
- Develop effective techniques to help lower ability learners to retain knowledge, understand concepts and develop skills.
- Exploring Active Learning to develop skills and retain knowledge
- Lesson strategies that address difficult concepts where students experience difficulties such as the kidney.
11.35 – 11.50am: DISCUSSION: COFFEE BREAK
11.50 – 12.30pm: Monitoring & early intervention strategies that positively impact on student performance.
- Techniques to quickly identify underperforming students and implement strategies to effectively support them.
- Using a range of monitoring tools to track performance, recognise underachievement and motivate learners.
- Explore early intervention strategies that engage learners and develop independent learning skills
- Implementing mastery tests to identify students who haven’t grasped the fundamental concepts
- Driving student progress through marking and feedback.
12.30 – 1.30pm: LUNCH AND INFORMAL DISCUSSION
1.30 – 2.15pm: The Exams: Practical Strategies to raise attainment levels and enhance exam performance
- Embed exam technique into your teaching to enhance the performance of lower ability students
- Explore assessment strategies to help learners identify where they need to improve and how to achieve this.
- How to effectively use feedback.
- Methods to help students understand how the exam are marked and ways to help students use this knowledge
- How to tackle questions set in both a theoretical and practical context.
- Improve your students ‘confidence in being able to analyse, interpret and evaluate biological information, data and ideas.
2.15 – 3.00pm: Moving lower ability students towards mastery of practical skills
- Strategies to enable students to demonstrate these competencies consistently and routinely
- Developing and assessing the more challenging skills e.g. opportunities for students to select equipment and measurement strategies or to make adjustments when necessary.
- Researching, referencing and reporting – skill-building ideas to develop students’ competence in using secondary sources to support planning and conclusion
3.00 – 3.10pm: Afternoon Tea
3.10 – 4.50pm: Exam Success: Preparing students for the Practical assessments
- Using the language of measurement – ideas and activities to embed the key terms
- Strategies to improve exam technique in practical-based questions
- Examples of questions testing different assessment objectives
3.20 – 3.40pm DISCUSSION: AFTERNOON TEA
Michael was an examiner for 18 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.