Designing Experiments - use of the Planning Boards. Friday 4 th July, 2008 NAIGS Conference, Slaley Hall Phil Watkins [email protected] 0191 433 8645. An introduction to levelling in Gateshead Developing success criteria to drive progression Focus on Designing Experiments
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Based on Bloom’s Taxonomy
Understanding & Explanations
Recall simple scientific words & facts. Give simple explanations using cause & effect.
Use simple science terminology & ideas to help describe & explain simple scientific processes. Begins to use models.
Goodknowledge of most topics. Begins to use complex terminology. Use amodel to help explainfamiliar events with extended answers.
Use terminology & ideas confidently & accurately. Use a model to explain new situations with logical reasoning. Strengths & weaknesses of model
A knowledge of levelling will enable you to ‘pitch’ the challenge of the task / lesson appropriately
KS3 skills display – colour coded
Clear use of models
Success criteria – generated by pupils
Use of Success Criteria
Level display may be prominent in classrooms
Easiest to do
Hardest to do
Task A– Designing Experiments (L3-6)
These descriptors can be used to generate success criteria
Follow written instructions. Use simple equipment safely. Make relevant measurements
Plan asimple fair test. Make simple equipmentselections. Controls obvious risk to themselves. Make a series of measurements. Makes simple prediction.
Design a fair test (plan for reliability(6)). Make reasonedequipment selections & controls obvious risk. Measure with fine scales. Prediction based on science.
Plan adetailedfair test using science (plan for accuracy). Measure withprecision. Controls range of risks. Generates testable hypothesis.
Task C– review
Fair test= Only one independent variable is changed at a time; all others are kept the same and at their best value
Renewed Framework (SNS)
Skills are pupil friendly
, and follow PoS / Framework / APP
Gateshead’s approach is to use dual objectives
Use success criteria to drive progression