Science Assessment Without Levels

Aims of the day:In this workshop based course you will be given time to discuss and design an approach to assessing life without levels. You will be able to:Discuss the DFE's assessment principles.Evaluate case studies of best practice.Design an assessment model to take away and trial at your school.Decide upon a method of tracking progress.

Course DetailsThursday 30th April 20149:00 – 15:00 Venue The Redhill AcademyRedhill RoadArnold NottinghamNG5 8GX Target audiencePrimary TeachersScience Coordinators/Leaders CostAlliance members – FreeOthers - £50Refreshments provided

To Book a place contact:Katie Crowley-AndrewsTeaching School Manager 0115 9261481 option 3RTSAenquiries@theredhillacademy.org.uk

In the NNC for science the quality of spoken and heard language is emphasised as necessary for children to articulate concepts clearly and precisely.

‘…be familiar with, and use, technical terminology accurately and precisely. They should build up an extended specialist vocabulary.’

Vocabulary

Quick activities to practise using and applying scientific knowledge and understanding with an emphasis on vocabulary use.

Run Around Quiz

• Need space • Vocabulary cards face up (based on

current topic or one to revise)• 2 or more teams• Teacher (or later a child) starts to

describe the word…• When a team knows the word ONE child

runs and collects the word – award one point if they are correct and repeat.

PermeableIgneousSedimentaryMetamorphicPalaeontologyGranite MarbleLimestone

Observe Analyse Neutral FossilOrganic Crystal Mineral Predict

30 Seconds Game

• Talk partners• Give children a word EG flexible.• Pairs have 30 seconds to take turns

naming as many ‘objects’ as they can that are flexible.

• Keep a tally on fingers/white boards• Which pair got the most?

Word Associations

• Whole class, pairs or groups• Give a starter word EG battery• Children take turns to offer a word

that has some association EG switch, bulb, circuit…

• Associations may change EG wire, conductor, thermal, heat…

Could the application of scientific knowledge and understanding AND accurate and precise vocabulary use be an indicator of a child exceeding age related expectations?