In the dawn of the new progress 8 measures, this course aims to equip Science leaders and teachers of Science with the smart tools required to maximise pupil progress in GCSE Science, without increasing workload. This course uses new research from the Education Endowment Fund and highlights the most effective marking and feedback strategies used to improve progress in GCSE Science of both the current and new GCSE specifications. Tools to identify common misconceptions and strategies to support challenging Science concepts are considered. The course will also demonstrate how we can make the most of assessment data to implement effective classroom intervention strategies to improve progress.

BENEFITS OF ATTENDING

  • Explore effective and manageable marking and feedback methods …what works?
  • Utilise assessment data to create personalised intervention plans to improve student progress in the laboratory
  • Take away smart strategies to identify and address underperformance in Science
  • Understanding of how the most challenging concepts of GCSE Science can be broken down into smaller chunks to aid pupil progress
  • How to develop quality practical skills to ensure all learners make outstanding progress.
  • Strategies to support pupils to maximise progress on longer ‘6 mark’ GCSE questions
COURSE DATES London, Tuesday 06 June 2017
Manchester, Tuesday 04 July 2017
WHO FOR?  All teachers and leaders of GCSE Science
COURSE CODE 6682
IN-SCHOOL You can also book this as an In-School Course
INCLUDED
Detailed notes On-line materials
Powerpoint presentations CPD Certificate
 High quality training facilities Sit-down buffet lunch

 

1

10.00 – 11.30am: Effective and Manageable Marking and Feedback Methods…What Works?

  • Exploring the recent research of effective marking and feedback
  • What does outstanding marking and feedback look like in GCSE Science?
  • Smart, time effective feedback strategies to improve progress in science
2

11.30 – 11.45am: Break

3

11.45 – 1.00pm: Assessment for Learning Strategies to measure progress in GCSE Science

  • How can we effectively use assessment to improve progress in Science ?
  • Practical strategies to accurately measure progress without testing
  • Tips and strategies to improve pupil progress on long ‘6 mark’ examination questions
4

1.00 – 2.00pm: Lunch

5

2.00 – 3.00pm: Classroom Intervention strategies to improve progress in GCSE Science

  • Utilising assessment data to identify underperformance and create personalised intervention plans to improve student progress in the laboratory
  • Which classroom intervention strategies work best to maximise progress?
  • How can we make differentiation and personalised learning part of everyday science lessons?
  • Practical examples of smart strategies to identify and address underperformance in Science
6

3.00 – 3.45pm: How to break down the most challenging concepts in GCSE Science

  • Which topics of GCSE Science do pupils struggle with the most?
  • Developing effective practical tasks to improve pupil progress and understanding
  • How to teach difficult Science concepts by ‘chunking’
  • Strategies to support pupils to maximise progress on longer ‘6 mark’ GCSE questions

 

Dr. Sara Jackson

Dr. Sara Jackson has over 15 years teaching experience in a variety of roles. In her recent role as a Lead Practitioner, she is part of the Senior Leadership team, responsible for Learning and Teaching in a large 11-18 comprehensive. With her extensive experience as KS4 coordinator and subject leader in Science and Biology, she has had the opportunity to lead a successful Science department and has implemented many changes in the Science syllabus across all key stages. When the separate science option was introduced, pupil uptake was over 40 % at GCSE and results dramatically increased. Dr. Jackson is a well qualified scientist. She obtained her Ph.D. in Molecular Biology, has published research papers and has completed 10 years of scientific research. In teaching science, she has developed engaging and imaginative practical strategies and delivered outstanding lessons where pupils make excellent progress. As lead practitioner, she observes lessons, coaches and supports teachers and leads on CPD.