The Progressing Beyond Level 6+/Grade B+ Bexley science project

The Progressing Beyond Level 6+/Grade B+ Bexley science project

Review, Learning and Planning Conference

Friday 10th July 2009The Marriott Hotel, Bexleyheath.

http://www.bexley.gov.uk/zone/corpid/index.html

What is this project?

• It’s Wave 1 intervention – which is• Quality Classroom Teaching• Wave 2 being outside class with small groups

focussing on closing specific skill and knowledge gaps

• Wave 3 – working with individuals. • Professional development for LPs and teachers• Contribution towards preparation for department

leadership

Success criteria?• Progressively more pupils making two +

levels progress to the higher levels and grades

• More teachers skilled in how to cause pupils to function at the higher thinking levels in science

• Better monitoring and smart intervention to ensure good progress is made

• Breaking through glass ceilings.

How?• 6 key focuses• Audit to decide focus• Baseline capability measured• 4-step progress strategy• Delivered by drip-feed through existing programme of

learning.• Teacher Guidance resource • Online resources:

http://nationalstrategies.standards.dcsf.gov.uk/node/182091

• Other resources - • Progress monitoring tools - whole school, department, LP

specifically constructed• Lessons have formative assessment to track progression• Future lessons responsive to specific needs to meet

learning demand of higher level/grade



Feedback from lead professionals

• Ade Magaji – BAB• Matt North – Trinity• Tom Dean – St Columba’s• Robert Long – Cleeve Park• Sri Pavar – St Catherine’s

Bexley Progressing to Level 6 and Beyond Project – targets 2008-09

BS Black Cleeve Erith Hurst St Cath St Col The BAB Trinity

Y9 Y11 Y9 Y11 Y9 Y11 Y9 Y11 Y9 Y11 Y9 Y11 Y9 Y11 Y9 Y11 Y9 Y11

% pupils at level 6+/ B+ at the start of the project in Sept 2008 for yr 8/9 or year 10/11

3 16 20 19 20 18 ‘1’ 6 7 9 29

5Core

40 Ad

% pupils at level 6+/ B+ at the end of the project in July 2009 2008

3330

164235

2916

22 403828

46Y10

32‘?’

‘12’

4039

6Core

42 Ad

% pupils who should be at level 6+/ B+ according to FFT B data at the end of year

9 /11

31 5 45 11

ALL Y9

doing

GCSE

28 6 46 57 27 4030(19

)22 12 43

2Core

29 Ad

% pupils who should be at level 6+/ B+ according to FFT D data at

the end of year /11

36 14 50 11 42 33 10 52 55 4836(25

)26 16 49

3Core

39 AD

Funding and network group

• Out of school hours half-termly CPD - £75 per session. Best nights?

• £400 funds to support in-school CPD/additional resources – e.g. staff training, additional analysis time – in for September! Plan it use please.

• July 2010 Review, Learning and Planning conference. Supply cover costs as available, but at least £50 per delegate.

Lessons learned for improvement goals

“Improving Lead Professionals”

• ‘Lead’ – leader – leader of people, leader of teachers, leading the best way forward, leading to and for success – not failure or mediocrity.

• ‘Management is doing things right; leadership is doing the right things.’ Peter Drucker

Professional• Expert• Dedicated• Vocational motive• Enthusiast• Exact, precise, reliable• Gets the job done• High standard

Lead Professional

• Accelerates the learning rate for most• Increases enjoyment for most• Breaks through glass ceilings for most• Has a deep understanding of the elements

of successful learning and teaching• Produces intelligent caring and responsible

people

Lead Professional important criteria for success - Task

• What?• Why?• When?• Who? • How?• Where?• How will you know?

Planning for success 2009-10 – focus on who (which students to

cause to succeed) • Analysis of FFT estimate data for Years 8, 9,

10, 11– see folder for data• Year 7 and Year 8 - Total Boys, Girls, All• Year 7 and Year 8 Total predicted L6+ -

Boys, Girls, All• Years 10 and 11 - Total Boys, Girls, All• Years 10 and 11 – Total predicted grades

A/B

Monitoring Key Stage 3

Cohort

Total nu

mber of pupils in

this cohort

Number of pupilstargeted to

achieve L6+by the

endof

KS3/thisyea

r(FFT 'B')

% of total

cohort targetedto

achieve

Level 6+

No. pupils achieving L6+

Aut. 09

% pupils achieving L6+Aut. 09

No. pupils achieving L6+

Spring 09

% pupils

achieving L6+

Spring 09

No. pupils

achieving L6+Sum. 09

% of pupi

ls achieved

L6+ at

end of

this year

Difference between

target and

actual

Year 7 Boys #DIV/0! #DIV/0! #DIV/0! #DIV/0! 0

Girls #DIV/0! #DIV/0! #DIV/0! #DIV/0! 0

All #DIV/0! #DIV/0! #DIV/0! #DIV/0! 0







Planning for success – focus on what strand(s)

• Using online resource get to know the other strands better.

The misconceptions strand• Pupils with 11-6 years of physical,social, cultural life experience have formed often deep

beliefs and interpretation explaining material, life and ‘scientific’ cultural phenomena.

• These beliefs about the world are often deep-seated and importantly, contribute towards their identity (personal, familial, community, peer-identity, role-models).

• Osborne et al, (2003 and 2007) show school learning ability ties closely with the identity constructing project young people are fully engaged with. Teachers must understand which contexts and approaches to learning match the respective identity-building projects types young people are about, so that the learners will identify with the purpose and manner of learning.

• Nevertheless, young peoples’ constructs may be intuitive, but almost always based on some evidence. Science explanations often are not intuitive, e.g. ‘The sun doesn’t move, the earth does’ - and requires much more evidence before a person is willing to fundamentally re-construct the thought and belief framework they are willing to commit to as corresponding to reality better than their previous alternative framework..

Model of learning

• “I think of learners less as empty vessels needing filling up with knowledge, and more as glowing embers needing fuel and air to become brightly burning conflagrations – giving forth much useful heat, light and power to do more.”

Martin Berry (retired chemistry teacher/HoY6, Chis and Sid) at Hurstmere Science Specialism opening event 25 June 2009.

HEAVY Explain equal volumes of wax, wood, aluminium, and lead have different masses.

MELT Why doe the temperature of the melting wax stay the same while more heat is being absorbed?

Developing your

particle model

SNAP What happens when a copper wire in tension snaps?

SQUEEZE Explain how liquids and solid can’t be squeezed but gases can difference when scratching ice, jelly, steel, slate?

DISSOLVE Explain how salt dissolves in water

BOIL Explain what is happening as water boils.

EXPAND Explain how water, air and copper expand when their temperature rises.

DIFFUSE Explain how perfume spreads.; how NH3 and HCL move through a tube of air

HARD Explain the difference when scratching ice, jelly, steel, slate?

INTERSTITIAL How alike are mixtures of water/alcohol and sand /peas?

OSMOSIS Explain how water can move through membranes.

MADE OF – Explain what water, ice, steam, charcoal, aluminium, wax, methane gas are made from

BONDS How many bonds can oxygen, hydrogen and carbon have from CO2, H2O, CH4, C2H5OH

4 steps method +

• See 4 steps + Teachers Guide• See National Strategy Framework of Learning

Objectives:http://www.nationalstrategies.standards.dcsf.gov.uk/node/110235Select: Learning Objective/Strategies for progression/Barriers

• See handout of barriers for Particle Model

http://www.nationalstrategies.standards.dcsf.gov.uk/node/110235

Explain how: (1) plastic bags are stronger in one direction than at 90o; (2) a Party popper works (3) a

solid elastic band stretches

Using ‘Framework Learning Objectives’ and ‘APP Guidelines’ present a level 7/8 exposition for peer assessment. Must refer to the four categories of expression:

• Speech• Visual• Concrete Model • Text

Key aspects to describe and evaluate in your presentation

• Identification of and tracking of FFT B and D L6+/Grade A*-B targeted students.

• Selection from 6 strands – which ones, why.• Scheme of work contexts/units strands developed

through• Details of use of Steps 1-4, + evaluation• Evidences of impact of intervention using resources on

students, on you, on other colleagues• Statistical impact – see next three slides – plus add your

own – e.g. boys v girls impact.• Conclusions and forward thinking 2009-10.

2008-09

Formal evaluation data Year 8/9 Year 10/11

% all pupils at level 6+/ B+ at the start of the project in Sept 2008 for yr 8/9 or year 10/11 20 Yr11: 19

% all pupils at level 6+/ B+ at the end of the project in July 2009

% all pupils who should be at level 6+/ B+ according to FFT B data at the end of year 9 /11 45 Yr11: 11

% all pupils who should be at level 6+/ B+ according to FFT D data at the end of year /11 50 Yr11: 11

Science Progress to L6+ 2008-09 2009-10 2010-11

KS3

Number of pupils in Year 9 cohort

Number Y9 pupils targeted for L6+ (FFT ‘B’)

Number Y9 pupils targeted for L6+ (FFT ‘D’)

Number of Y9 pupils who actually got L6+

% of Y9 targeted pupils who actually got L6+

% of Y9 total cohort who actually got L6+

Bexley LA project evaluation data

Science Progress to B+ 2008-09

2009-10

2010-11

KS4

Number of pupils in Year 11 core

science+* cohort

Number Y11 pupils targeted for B+ (FFT ‘B’)

Number Y11 pupils targeted for B+ (FFT ‘D’)

Number of Y11 pupils who actually got B+

% of Y11 targeted pupils who actually got B+

% of Y11 total cohort who actually got B+

KS5 No. of these Y11 students going on to Post 16 1+ AS level science subjects.

+ Core exam taken by Y11 during Y10 and/or Y11 * Or one GCSE science for Triple students.

If time

• The following ..

Building the Evidence BaseBuilding the Evidence BaseOverview and key findings from year 1Overview and key findings from year 1

Philippa Cordingley and Paul Crisp Philippa Cordingley and Paul Crisp CUREECUREE

The map of research reviewsThe map of research reviews• We started by mapping the relevant reviews of We started by mapping the relevant reviews of

research. The map identified research. The map identified 6 key trends6 key trends::

1.1. The effectiveness of learning that is The effectiveness of learning that is context context basedbased

2.2. The importance of The importance of connecting curriculum with connecting curriculum with home and community experienceshome and community experiences; also ; also parental involvement in children’s learning in parental involvement in children’s learning in the homethe home

3.3. The impact on pupil motivation and learning of The impact on pupil motivation and learning of structured dialogue in group workstructured dialogue in group work and of and of collaborative learningcollaborative learning

Six Key TrendsSix Key Trends

4.4. The need to create opportunities to identify The need to create opportunities to identify and and build on pupils’ existing conceptual build on pupils’ existing conceptual understandingsunderstandings

5.5. The need to The need to remove rigidityremove rigidity – to allow time – to allow time and space for conceptual developmentand space for conceptual development

6.6. The need for excellence and professional The need for excellence and professional development in development in subject knowledgesubject knowledge for for curriculum innovation, curriculum innovation, especially in relation especially in relation to context-based learningto context-based learning

The case study on talk The case study on talk illustrated ways of:illustrated ways of:

• PromptingPrompting and and supportingsupporting students in their use of language, students in their use of language, and and modellingmodelling productive and exploratory talk productive and exploratory talk

• Offering Offering regular opportunitiesregular opportunities in different curriculum areas in different curriculum areas to develop and reinforce collaborative skillsto develop and reinforce collaborative skills

• Structuring groups to give Structuring groups to give everyone chance to speakeveryone chance to speak, and , and managing the mix of personalitiesmanaging the mix of personalities

• Establishing and displaying Establishing and displaying ground rulesground rules for talk for talk• Teaching studentsTeaching students explicitly the explicitly the skills to underpinskills to underpin the rules the rules• Creating speaking, listening and ideas Creating speaking, listening and ideas framesframes• Developing a clear rationale for Developing a clear rationale for linkinglinking group work, talk and group work, talk and

curriculum developmentcurriculum development

Constructivism

• Constructivism is a theory of learning stating that learners construct new ideas or concepts based upon their current/past knowledge.

• It involves a more open type of planning. • Study programmes design teaching around a learning

objective, gather resources, and provide students with an opportunity to explore, build, and demonstrate their learning, becoming more tuned-in and ready-to-learn effectively from authoritative teaching (Scott, Leeds Uni, ‘Dialogic + authoritative’ teaching).

• It shifts the learning environment to one in which the teacher recognises the validity of the learner who needs to be able to express personal viewpoints in a positive social learning group climate in order for further meaningful learning to occur.

• Teacher switches between didactic instructor and facilitator/buddy/coach

5 E's of Constructivism

• Engage - students encounter the material, define their questions, lay the groundwork for their tasks, make connections from new to known, identify relevance

• Explore - students directly involved with material, inquiry drives the process, teamwork is used to share and build knowledge base

• Explain - learner explains the discoveries, processes, and concepts, that have been learned through written, verbal or creative projects. Instructor supplies resources, feedback, vocabulary, and clarifies misconceptions

• Elaborate - learners expand on their knowledge, connect it to similar concepts, apply it to other situations - can lead to new inquiry

• Evaluate - on-going process by both instructor and learner to check for understanding. Rubrics, checklists, teacher interviews, portfolios, problem-based learning outputs, and embedded assessments. Results are used to evaluate and modify further instructional needs.

The Progressing Beyond Level 6+/Grade B+ Bexley science project

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