preparing to teach as and a-level physics specifications gavin probert/ david hodkinson/ lee martin...
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Preparing to teachAS and A-level Physics specifications
Gavin Probert/ David Hodkinson/ Lee MartinSummer 2015
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Programme
09.45 - 10.00 Tea/coffee on arrival10.00 - 10.15 Introductions, housekeeping10.15 - 10.25 Your aims for today, Activity 110.25 - 10.40 Timeline and rationale for changes10.40 - 11.00 Assessment model and outline of specifications11.00 - 11.15 Options 11.15 - 11.30 Tea/coffee break 11.30 - 12.00 Co-teachability, Activity 212.00 - 12.30 Multiple-Choice, Activity 312.30 - 13:15 Lunch13.15 - 14.00 Practical assessment. 14.00 - 14:15 Practical endorsement 14.15 - 14:45 Activity 414.45 - 15.00 Monitoring visits and keeping records, Activity 5 video15.00 - 15.10 Resources – online and publishers.15.10 - 15.30 Question and answer session15.30 - 15.45 Support from AQA and completion of evaluation forms15.45 CloseSlide 2 Copyright © AQA and its licensors. All rights reserved. Follow us on Twitter @AQACPD.
Activity 1 – your aims
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What do you want to achieve from this event?
Notations
• Specification
• Assessment model
• Assessment objectives
• Common to all boards
• AQA specific
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Changes to the Ofqual rules
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Timeline
Sept 2014
June 2015
Sept 2015
June 2016
Sept 2016
June 2017
Sept 2017
June 2018
Legacy A-level Biology, Chemistry, Physics
Last two years teaching
ASexams
Last A2 exams
New A-level Biology, Chemistry, Physics
First teaching
First AS exams
FirstA-level exams
Legacy GCSE Sciences
Last two years teaching
Last linear GCSE
New GCSE Sciences
Draft specs in schools
First teaching
First linear GCSE
Slide 6
Ofqual rules for the new A-levels in sciences
• AS and A-level decoupled.• Both courses are LINEAR.• AS at the current standard of the current AS (eg end of year 12).• A-level at the standard of the current A-level (eg the whole of AS and A2,
end of year 13).
AS A-level
Minimum assessment time 3 hours 6 hours
Maximum number of components 2 3
Coursework/controlled assessment? No No
Endorsement No Yes
Practical marks 15% 15%
Maths marks 10%(B), 20%(C), 40%(P)
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New assessment objectives (AOs)
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AO1 Demonstrate knowledge and understanding of scientific ideas, processes, techniques and procedures.
AO2 Apply knowledge and understanding of scientific ideas, processes, techniques and procedures:
• in a range of theoretical and practical contexts; • when handling qualitative and quantitative data.
AO3 Analyse, interpret and evaluate scientific information, ideas and evidence, including in relation to issues, to:
• Make judgements and reach conclusions• Develop and refine practical design and procedures.
These apply to both AS and A-level
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Weighting of AOs for A-level Physics
Slide 9
The new A-level specification
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Core Content needed by all students – 60% subject criteria used by all boards.
AQA Extra content all students must do
Optional units
Basic requirements for progression to further study in Physics, Engineering or STEM subjects
Areas of extra content identified by our HE panel and/or teachers as useful or important for students.Often a logical extension of core content or exemplification allowing further skills development.
Areas of content that encourage interest and support progression, but that are not essential for further study in the subject.
Principles underpinning the A-level specification
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AS and A-level specifications at a glance - 1
• Options retained at A-level, minor changes only with one new Option.
• Similar core content to before - changes are minor but significant - based on teacher feedback.
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Physics - 40% extra contentCourse Additional content Why we’ve added it
AS and A-levelSpecific charge, nuclear interactions and forces, particle interactions, classification of particles (standard model)
Modern Physics material, encourages interest in the subject by using contemporary examples that are often reported in the media.
AS and A-levelElectron collisions with atoms, energy levels and photon emission
Supports and links other work with electron interactions, eg photoelectric effect
AS and A-level Refraction at plane surfacesCore concept that is extended in several of the optional topics
AS and A-level MomentsExtension to mechanics allowing applications in many engineering contexts
AS and A-level Potential dividerExtension of current electricity; important for application to real life applications of electrical theory
A-level onlySimple harmonic systems, forced vibrations and resonance.
Extension and exemplifications for SHM theory, allowing applications in many engineering contexts.
A-level only Orbits of planets and satellitesExemplification of field theory, adds interest and links to contemporary contexts
A-level only Alternating currents and transformersLink to electromagnetic induction, important for application to real life applications of electrical theory
A-level only Nuclear instability, nuclear radiusExtension of AS work and E=mc2 and nuclear changes, allows deeper understanding of the concepts.
A-level only Safety aspects of nuclear fission reactorsExtension to societal and environmental aspects of nuclear radiation
A-level only Optional Topics
Astrophysics, Electronics,Engineering Physics, Medical Physics, Turning points in Physics.
Each topic allows students to study one smaller area in greater depth. Teachers can choose the topics to match the skills and interests of their students.
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AS and A-level specifications at a glance - 2
Specification order is mostly the same but you will have greater flexibility in how you teach it.
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AS and A-level specifications at a glance - 3
Easy to identify AS material to facilitate co-teachability.
Straightforward assessments with variety of question types.
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Changes to the specification – 1
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Left hand side: Content.Everything on this side can be assessed in question papers.Clear. Includes enough detail to show what is required.
Required practicals are here also.
Right hand side: Opportunities for skills development. This is not assumed knowledge for the assessment.
Shows where teachers could introduce:AT – apparatus and techniquesMS – mathematical skillsPS – practical skills.
The numbers reference appendices at the back of the specification.
Each section begins with an overview to put the topic into a biological context and will NOT be directly assessed.
Changes to the specification - 2
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Options:• introduction of Electronics • revision and re-titling of Applied physics to Engineering
physics• updating of Astrophysics, Medical physics and Turning
points in physics.
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Your experience with options
The assessment models
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AS level assessment at a glance
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Two written papers
Paper 1: 50% 1 hour 30 mins written exam70 marks
Paper 2: 50% 1 hour 30 mins written exam70 marks
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AS assessment in more detail - 1
Paper 1
Content• Measurements and Errors• Particles and radiation• Waves• Mechanics and energy• Electricity
Questions• 70 marks of questions (short answers and structured questions)
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AS assessment in more detail - 2
Paper 2
Content• All topics • Practical skills• Data analysis
Questions• Section A: 20 Marks of questions on practical skills and data
analysis• Section B: 20 marks of questions from across all areas of AS
content• Section C: 30 Multiple choice questions
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Three written papers
Paper 1:
34% • 2 hours written exam
• 85 marks
Paper 2: 34% • 2 hours written exam
• 85 marks
Paper 3: 32% • 2 hours written exam
• 80 marks
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A-level assessment in more detail - 1
Slide 24
Paper 1
Content– Measurements and errors– Particles and radiation– Waves– Mechanics and materials– Electricity– Further Mechanics
Questions– Section A: 60 marks of structured questions.– Section B: 25 Multiple choice questions.
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A-level assessment in more detail - 2
.
Paper 2
Content―Measurements and errors―Thermal Physics―Fields and their consequences―Nuclear Physics
Questions– Section A: 60 marks of structured questions.– Section B: 25 multiple choice questions.
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A-level assessment in more detail - 3
Slide 26
Paper 3
All contentPractical skills
• One optional topic from :– Astrophysics– Medical Physics– Engineering physics– Turning points in physics– Electronics
• Questions• Section A: 45 marks of written questions on practical experiments
and data analysis.• Section B: 35 marks of questions on optional topic.
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Activity 2 - assessing AS topics at A-level
Slide 27
In your group, chose an AS topic from the specification and write an AS and A-level question for it.
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Your questions
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Co-teaching AS and A-level
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Activity 2 - assessing AS topics at A-level
Slide 31
In your group, chose an AS topic from the specification and write an AS and A-level question for it.
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Strategies for linearity
Slide 32
Discuss strategies for linearity
• No need to recap everything• Natural progression of skills• Use of skills sheets• Starter quizzes• Student created video clips• What other ideas do we have?
Preparing students for different question types
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Familiar structure exemplars – essay
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AS, Paper 1 questions 2, 2.1 and 2.2
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Familiar structure exemplars – essay
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AS, Paper 1 questions 2.3 and 2.4
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Familiar structure exemplars – structured
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A-level, Paper 2, questions 2, 2.1 and 2.2
Familiar structure exemplars – structured
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A-level, Paper 2, questions 2, 2.1 and 2.2
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Familiar structure exemplars – multiple choice
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A-level Paper 1, questions 11 and 12
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Familiar structure exemplars - multiple choice
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A-level, Paper 1 questions 13 and 15
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Familiar structure exemplars - multiple choice
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A-level, Paper 1 question 19 and 17
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Familiar structure exemplars - multiple choice
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A-level, Paper 1 question 21
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Copyright © AQA and its licensors. All rights reserved.Slide 42
Identify which of the pair is AS or A-level
Activity 3 – multiple choice questions
Familiar structure exemplars – old ISA/EMPA
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A-level Paper 3, question 3.1 refractive index
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Familiar structure exemplars – old ISA/EMPA
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A-level, Paper 3 question 3.2, refractive index
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Familiar structure exemplars - old ISA/EMPA
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A-level, Paper 3 question 3.3 refractive index
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Familiar structure exemplars - old ISA/EMPA
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A-level, Paper 3, question 3.4 refractive index
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Familiar structure exemplars - old ISA/EMPA
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A-level, Paper 3, questions 3.5,3.6,and 3.7 refractive index
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New style exemplars – extended stem
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AS, Paper 1 questions 6.1 and 6.2
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New style exemplars - extended stem
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AS, Paper 1 questions 6.3 and 6.4
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Skills and styles in questions – structured
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A-level, Paper 2 question 2.1 and 2.2
Skills and styles in questions – structured
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A-level, Paper 2 question 2.3 and 2.4
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Command words
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Your comments
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Time for lunch
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AS and A-level Practical
What is practical work and why so important?
• It supports and consolidates scientific knowledge and understanding.
• It develops investigative skills.
• It builds and mastery of practical skills.
Copyright © AQA and its licensors. All rights reserved.Slide 56 Copyright © AQA and its licensors. All rights reserved.
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Assessment for A-level
• Questions will be asked in the papers based on practical work. It will be assumed that all students have done all 12 and understand the underlying skills, apparatus and techniques.
Questions in exam papers
At least 12 required practicals
Cross-board agreement on required apparatus and techniques
Slide 57
Required practicals – AS and full A-level
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Required practicals – full A-level only
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What can’t be tested in exams?
• Exam papers cannot test students’ abilities to:
– follow instructions
– work safely
– use equipment
– make measurements.
• These will be assessed via practical endorsement.
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Apparatus and techniques - all Physics specs
Slide 61
Linking apparatus, techniques and required activity
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Assessment: for endorsement
Teacher assesses students abilities in practical work through a set of competencies. Holistic judgement at the end of a two-year course.
Students’ practical skills in at least 12 practicals
12 required practical activities
Teacher devised practical experiences
Five competencies:1. Follows written instructions2. Applies investigative approaches and methods when using instruments and equipment3. Safely uses a range of practical equipment and materials4. Makes and records observations5. Researches, references and reports
Endorsement of practical skills
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Practical skills questions in papers
1. Questions set in a practical context, where the question centres on the science, not the practical work.
2. Questions that require specific aspects of a practical procedure to be understood in order to answer a question about the underlying science.
3. Questions directly on the required practical procedures.
4. Questions applying the skills from the required practical procedures and the apparatus and techniques list.
Copyright © AQA and its licensors. All rights reserved.Slide 64
Activity 4(a) practical 3 - determination of g
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In your groups, devise a student practical for a determination of g
by free fall.
Include a method, diagrams, apparatus and any student questions
that are to be asked.
Activity 4(b) practical 3 – determination of g
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Share your findings with the rest of the group.
Activity 4(c) practical 3 – determination of g
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How could this practical be assessed in the exam?
Practical questions
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A-level, Paper 3 question 01
Practical questions
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A-level, Paper 3 question 01.1
Activity 4(d) identifying practical skills in questions
1. Questions set in a practical context, where the question centres on the science, not the practical work.
2. Questions that require specific aspects of a practical procedure to be understood in order to answer a question about the underlying science.
3. Questions directly on the required practical procedures.
4. Questions applying the skills from the required practical procedures and the apparatus and techniques list.
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How do the questions relate to the following four types of questions? Label each question 1, 2, 3 or 4.
Assessment of practical skills at A-level
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A-level, Paper 3 question 01.2
Assessment of practical skills at A-level continued
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A-level, Paper 3 questions 01.3 and 01.4
Assessment of practical skills at A-level continued
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A-level, Paper 3 questions 01.5 and 01.6
Assessment of practical skills at A-level continued
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A-level, Paper 3 question 01.7
Assessment of practical skills at A-level continued
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A-level, Paper 3 question 01.8
Practical handbooks
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Practical handbooks
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• Combined practical handbook: – how the practical endorsement works– guidelines about tabulating data, significant figures,
uncertainties, graphing, statistical tests.
• Physics practical handbook:– student protocols for each of the 12 required practical
activities– practical activities designed with CLEAPSS– practical ladders.
Slide 77
Developing practical skills
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Matching skills to student ability
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Least choice
Some choice
Many choices
Full investigation
Increasing independence
Slide 79
The practical endorsement
• Developed with Higher Education (HE) input
• Teacher assessed
• Only at A-level
• Holistic judgement
• A pass will be recorded on the student's certificate
• To reward students for mastering practical skills
• Possibly required for straight science course at HE
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The practical endorsement continued
Name Board Level Code Title Grade Practical endorsement
Bloggs, J AQA GCE A Level
7408 Physics B Pass
Other, A.N.
AQA GCE A Level
7408 Physics B _
Slide 81
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Assessment for endorsement
The teacher will assess students’ abilities in practical work through a set of competencies. This will be a holistic judgement at the end of a two year course.
Students’ practical skills
At least 12 required practicals
Teacher devised practical experiences
Five competencies
Endorsement of practical skills
Slide 82
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Physics apparatus and techniques
Slide 83
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12 required practicals
Slide 84
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The common practical assessment criteria (CPAC)
Please refer to the CPAC in the Practical handbook for full details.
1. Follows written procedures.
2. Applies investigative approaches.
3. Safely uses a range of practical equipment and materials.
4. Makes and records observations.
5. Researches, references and reports.
Slide 85
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Activity 5 - investigative approaches and researching
You have been allocated one of the 12 required practicals and a suggested method.
• How would you plan this practical into your SOW to allow students to demonstrate investigative skills? You can amend or even ignore the suggested method.
Slide 86
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Investigative approaches and research
How can teachers include investigative approaches and research in practicals?
Example: discharging a capacitor:
– research different methods/conditions– justify the method being chosen– choose equipment– decide how to carry out the experiment– research safety aspects of chosen method– research or justify appropriate uses for their given circuit– evaluate the differences in results between different students / groups of
students.
Not every part of this would be
required in any practical
Slide 87
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Evidence required for endorsement
• Documented plans to carry out sufficient practical activities which meet the requirements of the CPAC, incorporating skills and techniques detailed in appendix 5, over the course of the A-level.
• A record of each practical activity undertaken and the date when this was completed.
• A record of the criteria being assessed in that practical activity.• A record of student attendance.• A record of which student met the criteria and which did not.• Student work showing evidence required for the particular task with date.• Any associated materials provided for the practical activity eg written
instructions.
Slide 88
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Activity 6 - assessing for practical endorsement
Watch video of students carrying out practical work and decide which competencies you would award them?
Practical video
Slide 89
Supporting students in practical work - 1
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• Clarify the importance of keeping a lab book or other records of practical work
• Warn students against plagiarism and copying
• Explain the learning criteria for each skill
• Use clearly defined learning outcomes
• Start with simple tasks initially
• Teach practical work in your preferred order
Slide 90
Supporting students in practical work - 2
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• Use feedback
• Don’t give marks
• Give feedback promptly
• Use peer assessment
• Use group work
Schemes of work and teaching resources
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Resources on website - 1
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Resources on website – 2 Plan, Teach, Assess
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Resource on website - 3
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• AQA have consolidated the command words for consistency (ie they mean the same thing across GCSE and A-level and also between subjects).
• Command words, where possible, are at the start of the sentences in the question papers.
Analyse, consider, discuss…
Define…
Describe…
Deduce
Draw
Explain…
Justify
Outline…
State / Give…
Suggest…
Command words
Textbooks
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Contact details
• Customer support [email protected] 477 756 (Option 2)
• Teacher Support Manager Eilish Gorse CPD Manager Ros Nixon
[email protected] 0161 957 3646
• AQA Website
aqa.org.uk/
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Final questions