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Outstanding Performance in Triple Science

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Outstanding Performance in Triple Science Outstanding performance in triple Science Abigail Deutsch Leader of Science George Dixon Academy Context of the Academy • Inner city Birmingham Academy • An area that experiences significantly high levels of socio-economic disadvantage • Proportion of students eligible for free school meals is almost 3 times the national average • Proportion of students with special educational needs and/or disabilities is well above average • Students and staff come from an exceptionally diverse range of cultural backgrounds; a very large majority of students are from minority ethnic groups; almost three quarters of students speak English as an additional language with more than 40 different home languages spoken. • Student mobility is extremely high • There are 181 newly arrived students who have not attended a primary school in England and who have little or no English. • The average points score (APS) upon entry is significantly negative in all year groups (<25pts) 3 year results GCSE 2013 GCSE 2014 GCSE 2015 Total Total 3+ 4+ Total Total 3+ 4+ Total Total 3+ 4+ A-C % A-C % A-C % Entries FSM Progress Progress Entries FSM Progress Progress Entries FSM Progress Progress Biology 36 21 89% 83% 47% 40 29 90% 90% 56% 48 37 92% 83% 46% Chemistry 36 21 92% 89% 68% 40 29 90% 85% 48% 48 37 88% 79% 34% Physics 36 21 89% 86% 42% 40 29 83% 80% 38% 48 37 83% 70% 30% The key to success Planning Teaching & Assessment Learning Planning Curriculum Staffing Student selection Planning: curriculum KS3 • Tailored KS3 curriculum to prepare students for GCSE • Across 3 years • National curriculum + ‘extras’ • Embedded practical assessments (important for 2016 changes) • Embedded opportunity to develop numeracy & literacy skills (working closely with Academy co-ordinators) • Forward planning of assessments & intervention (to fit the Academy’s data entry schedule) Planning: curriculum KS4 • SoL written in-house, engaging, tailored to students & resources • Consistent approach across the 3 sciences • Planned opportunities for practical investigations • Embedded opportunity to develop numeracy, literacy & exam practice • Forward planning of assessments & intervention (to fit the Academy’s data entry schedule) B1.6. Waste materials from plants and animals Many trees shed their leaves each year and most animals produce droppings at least once a day. All plants and animals eventually die. Microorganisms play an important part in decomposing this material so that it can be used again by plants. The same material is recycled over and over again and can lead to stable communities. Differentiated range Suggested Teaching and Learning opportunities Extension work/ Resources Health & Safety Additional of outcomes Homework comments Planning: staffing • Staffing of groups planned carefully at KS4 • Appropriate staff CPD (including technicians) Planning: Student selection • KS2 L5 average level (soon to be based on fine level) • Students who have made excellent progress in Science throughout KS3 • Setting of target/challenge grades Research Read the article ‘Missing Talent.’ Discuss key findings. We have a responsibility in Science to make sure all students, are given the opportunity to fulfil their potential, regardless of background. Planning: other • Department M&E Schedule • Clear action plan and improvement plan for the department • Line management of Science • Finances • STEM profile Teaching & Learning Quality Communication Praise T&L: Quality • High expectations • Consistently good & outstanding teaching • Regular lesson observations, followed by coaching conversations • Marking scrutiny • Marking following academy protocol (PIN and DIRT) • Ensure a consistent approach across the department • Sharing of best practice • Staff accountability T&L: Communication Parents Leaders of science Pastoral Communication Most able Teachers coordinators T&L: Praise Staff • Motivating and praising staff • Letters, sign of appreciation at end of each term • Valued, happy staff = better outcomes Students • Motivating and rewarding students: praise postcards, positive phone calls, rewards evening, celebrating achievements Assessment Assessments Data tracking Intervention Assessment • Regular, sub-topic assessments to closely monitor progress • Written using Exampro (AQA) • Internally moderated and standardised • Full unit mock examinations Assessment feedback • Students given timely & accurate feedback from their assessments • Students know where they are and how to improve Data Tracking Data Keeping healthy Keeping • • Mark Internal tracking document tracking Internal WAG WAG Percentage and TAG and TAG Grade Nerves Nerves and Mark hormones Percentage tracking every half term every tracking Grade Infectious disease Infectious Mark Percentage Grade Biology Genetics Genetics and Mark evolution Percentage Grade Interdependence Mark Percentage Grade Mark B1 UMS 2012 Grade Intervention • Lunch time ‘Science surgery’ to target specific students • 6th form ‘buddies’ • OOHL • ‘Always available’ approach • Parental contact & pastoral support • Bespoke intervention plans- regularly reviewed & updated SWOT analysis Consider the 3 key areas and complete a SWOT analysis for your department Strengths Weakness Opportunities Threats After GCSE’s The importance of getting it right at GCSE: • Increased uptake of A-level sciences • Higher attainment in A-level sciences • Opportunities open to students: dentistry, medicine .
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