Strategies teachers can implement in lessons/schemes to drive learning

towards A*s.

What does an A* student look like?

Key attributes of an A* student

Exam ready Independent learner Self-motivated Enthusiastic

Strategies to ensure pupils are exam ready.

1. Thorough grounding in the basics – fundamentals

National CurriculumSuggested Learning objective (Precise

Learning)

Starter (prior

Learning)Activity (Understanding)

Acitivty 2 (Embedding)

Technician guide

At the end of these lesson pupils will experience a set of exam questions and assess any gaps in understanding - This is not a formal test, feedback and reflection is for use by the teacher and pupils.

a) Energy can be transferred usefully, stored, ordissipated, but cannot be created or destroyed.b) When energy is transferred only part of it maybe usefully transferred, the rest is ‘wasted’.c) Wasted energy is eventually transferred to thesurroundings, which become warmer. The wastedenergy becomes increasingly spread out and sobecomes less useful. a) Examples of energy transfers that everyday electrical appliances are designed to bring about.

Demonstrate and explain how energy can be transferred

stored or dissipated as 'wasted energy'

9 Types of energy -memory

test / spleiing

test.

Review the idea that Energy cannot be created or destroyed using an object eg kettle to get pupils to build up the picture of

energy transfers and wasterd energy. Start to build this into a sankey diagram, Use this as a model and pupils can review a

range of objects and build a simple sankey diagram for each

one. Ask a range of pupils to draw their diagrams on the board so as you can discuss them as a class.

Reading sankey diagrams

Energy circus tray - objects to

observe energy tranfers, graph

paper

Strategies to ensure pupils are exam ready.

2. Precise learning

Strategies to ensure pupils are exam ready.

• Model of planning which identifies precisely the important (and often more challenging) learning that pupils must achieve to make good progress

• Highlights key moments in a lesson where the building blocks are apparent

• Ensures teacher assesses if pupils have acquired this knowledge before moving on-

– ‘keep up not catch up’.

What are the important learning

points?

Where will these be addressed in the

lesson?

Strategies to ensure pupils are exam ready.

3. Excellent recall – cumulative testing built into schemes of work.

Recap of C1.1, C1.2 and fundamental learning.

Question Command and content Mark

Reflection difficulty

(1-less, 5-more)

Notes

C1.1

Describe the structure of the atom and analyse information provided to draw

conclusions. 10

C1.2

Use data provided to describe fractional distillation. 6

B

Recall and describe the functions of different parts of the plant cell. 5

C

Explain how an ion is formed from an atom. 6

P

Explain how heat is transferred through water by convection. 4

Mark 31

Are you on target?

How many more marks do you need?

What are your actions?

Strategies to ensure pupils are exam ready.

4. Purposeful feedback QLA Reteach Purple/Green Immediate

1 2 3 4 5 6 8 H total H % H Grade H

4 6 9 6 6 7 10 48

89% 70% 77% 83% 72% 78% 55% 73% 73%

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4 6 7 2 5 6 2 32 67% C

1 4 9 6 5 6 6 37 77% B

4 5 4 5 4 6 4 32 67% C

4 4 6 6 6 5 6 37 77% B

4 2 7 5 4 6 7 35 73% B

4 4 7 6 2 5 6 34 71% B

4 5 8 6 4 4 5 36 75% B

4 4 7 4 1 4 8 32 67% C

2 4 9 6 5 6 6 38 79% B

4 6 6 4 5 4 8 37 77% B

4 5 7 6 3 5 7 37 77% B

3 4 7 5 3 4 4 30 63% C

4 6 7 6 5 7 8 43 90% A*

4 3 6 4 3 6 4 30 63% C

2 3 5 5 4 6 4 29 60% C

4 6 7 6 6 4 3 36 75% B

C1.1 and C1.2

Question Command and content Mark

Reflection difficulty

(1-less,

5-more)

Notes

1Describe properties of different

elements 4

2Describe the structure and

properties of hydrocarbons 6

3Explain the process of cracking and

thermal decomposition 9

4Identify atoms, elements,

compounds & chemical formula 6

5 Describe ionic bonding6

6Complete the limestone cycle,

identify some uses 7

7 FDescribe the process of

polymerisation 10

8 HExplain the how to purify copper by

electrolysis 10

Mark F48

Mark H 48

How many more marks do you need?

What are your actions?

Are you on target?

Pupil reflection

Strategies to ensure pupils are exam ready.

4. Purposeful feedback QLA Reteach Purple/Green Immediate

Strategies to ensure pupils are exam ready.

5. Use a variety of models for key ideas.

6. Sit test papers alongside the pupils. Highlight any errors you make (!) Discuss your thought processes.

Strategies to encourage independent learners/self-motivation

7. Home learning schedule. Planned out and provided in advance. Complements class teaching.

8. Weekly recall tests

11V1 Calendar 2013/14

Week beginning Studying at home (Hand in prior to ‘Start in

Class’)

Start in Class

Over Summer P2.3 Current in electrical circuits

2/9/13 C2.3 Electrolysis

Chemistry ISA – Electrolysis

9/9/13 C2.3 Exothermic and endothermic reactions

Continue Chemistry ISA

16/9/13 C2.3 Acids and bases and salts

C2.3 Exothermic and endothermic reactions

23/9/13 P2.2 Mains electricity and power of electrical

appliances

C2.3 Acids and bases and salts + Chemistry test

Aim to Enthuse

9. Practical learning is important.

10. If there is a more exciting teaching option – go for it.

11. Extra – curricular opportunities.

The top grades should be a natural consequence of an excellent

education.