APP at Eaton BankAPP at Eaton Bank

One Year OnOne Year On

The aim……The aim……

• To incorporate APP tasks into Y7 & Y8 To incorporate APP tasks into Y7 & Y8 schemes of workschemes of work

• For all Y7 & Y8 pupils and their For all Y7 & Y8 pupils and their teachers to have some experience of teachers to have some experience of APPAPP

• To look at different ways ofTo look at different ways ofassessing pupilsassessing pupils

The reality……The reality……

• All Y7 & Y8 pupils have some All Y7 & Y8 pupils have some experience of APPexperience of APP

• Nearly all teachers have done some Nearly all teachers have done some APP work with KS3 classesAPP work with KS3 classes

• All KS3 SOW have APP tasks All KS3 SOW have APP tasks embeddedembedded– including opportunities for daily, periodic including opportunities for daily, periodic

and transitional assessments. and transitional assessments. • We have trialled some of theWe have trialled some of the

Badger APP tasksBadger APP tasks

SuccessesSuccesses

• More able pupils: who have had their More able pupils: who have had their targets moved upwards as they have targets moved upwards as they have consistently achieved high levels – consistently achieved high levels – there is no upper limit with APP!there is no upper limit with APP!

• The classes: who enjoy ticking off the The classes: who enjoy ticking off the levels on their assessment grids and levels on their assessment grids and tracking their progress – giving a tracking their progress – giving a very visual outcome for their workvery visual outcome for their work

Successes contd.Successes contd.

• Pupils who can show you where a Pupils who can show you where a task fits a specific AFtask fits a specific AF

• Our models of Our models of cells/compounds/flowers…cells/compounds/flowers…

• Pupil debatesPupil debates

A typical lesson from a SOWA typical lesson from a SOW

Lesson 2.1 – What If Cars Were Made Of Ice-cream?Starter Pose Big Question. Q goes up on wall/board, written in big letters!Discuss the above ‘What if?’ drawing out the need for the properties of a material to fit

its purpose.Main9Ea/1 (this could be done with access to computers or you could order a book box) or…9Ea/2 Exploring Science – New materials section would be useful here Alternatively use 9Ea/3 for lower ability or 9Ea/4PlenaryDiscuss other ideas matching materials to uses: - e.g If we didn’t have plastic (or before we had plastic) what would we make a bucket out of?Or a bag out of?Or a football boot out of?HwkPlay interview about sharkskin swimsuit – as an example and ask pupils to research and

produce a presentation on a man-made material (give guidance sheets). AF2.2 L3-7Or use the IET website and d30 to explain how the properties of a material can be

adapted to use (www.theiet.org/faraday)Allow sufficient time and explain to students that this is 2-3 homeworks combined as one

Lesson 2.1 – What If Cars Were Made Of Ice-cream?Starter Pose Big Question. Q goes up on wall/board, written in big letters!Discuss the above ‘What if?’ drawing out the need for the properties of a material to fit

its purpose.Main9Ea/1 (this could be done with access to computers or you could order a book box) or…9Ea/2 Exploring Science – New materials section would be useful here Alternatively use 9Ea/3 for lower ability or 9Ea/4PlenaryDiscuss other ideas matching materials to uses: - e.g If we didn’t have plastic (or before we had plastic) what would we make a bucket out of?Or a bag out of?Or a football boot out of?HwkPlay interview about sharkskin swimsuit – as an example and ask pupils to research and

produce a presentation on a man-made material (give guidance sheets). AF2.2 L3-7Or use the IET website and d30 to explain how the properties of a material can be

adapted to use (www.theiet.org/faraday)Allow sufficient time and explain to students that this is 2-3 homeworks combined as one

The science of sports drinksThe science of sports drinks

Periodic APP opportunity AF3.1 (also lends itself to 3.3 & 3.4) using isotonic drinks task 2/3 lessons

AF1T2 – weighing up evidence to AF1T2 – weighing up evidence to construct arguments & construct arguments & explanationsexplanations

Peer assessing our workPeer assessing our work

The problem with plasticThe problem with plastic

AF2.3 To consider(What are) the implications, benefits and drawbacks of plastic on society and the environment

Pupil feedbackPupil feedback

• You know what level you are at and You know what level you are at and how to move forwardhow to move forward

• The tracking process gives you The tracking process gives you ownership of your own progressownership of your own progress

• Having a specific focus means you Having a specific focus means you just have one thing to concentrate on just have one thing to concentrate on with specific guidance on how to with specific guidance on how to reach a particular levelreach a particular level

Tracking progressTracking progress

What we have enjoyedWhat we have enjoyed

• Group workGroup work

• Presentations where you canPresentations where you canexpress your ideasexpress your ideas

• More practicals and more choiceMore practicals and more choice

Group workGroup work

• Producing a poster Producing a poster where every group where every group had to producehad to producea definitiona definition

• Understanding the Understanding the applications and applications and implications of implications of sciencescience

The results of a group The results of a group investigationinvestigation

• AF4 Using AF4 Using investigative investigative approaches approaches

• Pupils designed, Pupils designed, carried out and carried out and presented their presented their own own investigationinvestigation

What we found helpfulWhat we found helpful

• The progression document was The progression document was complicated but our teachers have guided complicated but our teachers have guided us through itus through it

• Teachers being able to explain what we Teachers being able to explain what we need to do to reach a particular levelneed to do to reach a particular level

• Dating the levels as we reach them so we Dating the levels as we reach them so we could look back on the task for revisioncould look back on the task for revision

• The more creative activities are easy to The more creative activities are easy to remember and make revision easierremember and make revision easier– e.g. ‘the dating poster on the elements’e.g. ‘the dating poster on the elements’

Teacher feedbackTeacher feedback

• Investigations and brainstorming lend Investigations and brainstorming lend themselves to quick APP tasksthemselves to quick APP tasks

• Modelling is funModelling is fun• The language was an initial barrier but The language was an initial barrier but

pupils get used to it with more pupils get used to it with more guidanceguidance

• Diagnostic marking is easier as you Diagnostic marking is easier as you can give APP references rather thancan give APP references rather thanwriting commentswriting comments

One of the many inspired cell One of the many inspired cell modelsmodels

The ChallengesThe Challenges

• Takes time to review the workTakes time to review the work

• Can be hard to fit a task into a lessonCan be hard to fit a task into a lesson

• APP progression document was hard APP progression document was hard for lower ability to access – too many for lower ability to access – too many wordswords

Next stepsNext steps

• To research other ways of helpingTo research other ways of helpingthe less ablethe less able

• To focus more on the progressTo focus more on the progress– how to help pupils take ownership of how to help pupils take ownership of improvingimproving their own performance their own performance

Sharing our experienceSharing our experience

• 21C Website21C Website

• ASE meetingASE meeting– as a participant in as a participant in

March;March;– and a presenter in and a presenter in

SpringSpring

• With other schoolsWith other schools– including a visit toincluding a visit to

observe EBSobserve EBS

• With ATs who will start With ATs who will start as NQTs in Septemberas NQTs in September

• Through a project with Through a project with other 7 other schools other 7 other schools in the EC8 consortiumin the EC8 consortium

• In response to a In response to a questionnaire from questionnaire from nfernfer

• Through feedback to Through feedback to the Badger websitethe Badger website