Introduction to Teacher s Handbook 1: Assessment. The Smart Science Knowledge and Skills Assessment Model

Size: px
Start display at page:

Download "Introduction to Teacher s Handbook 1: Assessment. The Smart Science Knowledge and Skills Assessment Model"

Transcription

1 The Smart Science Knowledge and Skills Assessment Model The Smart Science Knowledge and Skills Assessment Model is fully embedded throughout the resources in Teacher s Handbook 1 and 2. You will find the Assessment Model used in various ways, and in particular as the foundation for all Marking guides, and also the Structured Questions (see Introduction to Teacher s Handbook 1: Planning and teaching on the CD-ROM). Introducing the Assessment Model The Assessment Model has been carefully developed with a team of experts to offer a flexible approach to assessment at Key Stage 3. The introduction of the NC 2014 Programme of Study has brought about many changes at all levels, not least to assessment. A key change by the government is the removal of the system of levels that has been used to report on attainment and progress over recent years. Instead, schools are now at liberty to introduce their own assessment and progress tracking arrangements. In developing our Assessment Model we have drawn from the hands-on experience of both practising teachers and assessment experts. It is clear that a range of approaches to assessment is likely to be adopted and, indeed, that some of these approaches are already in use. These approaches include the continued use of the old National Curriculum levels, the use of equivalent GCSE grades and Bloom s taxonomy. The intention behind our Assessment Model, then, is to provide you with a framework that you can fit to the approach your school decides to take, and to enable you to track the attainment of individual students and whole classes across the school. The Smart Science Knowledge and Skills Assessment Model, which underpins all of the progress criteria and assessment materials in the Smart Science suite of resources, is shown on the following page. Understanding the Smart Science Knowledge and Skills Assessment Model Attainment bands To keep things simple, we have created three attainment bands to help you tailor your teaching to best meet the needs of your students and to make sure that all students are motivated to progress. The attainment bands build on the All / Most / Some approach we know is popular in many schools. The bands work together with our Progress escalator (see below), grouping levels as follows: Learning (levels 3 and 4) where students can recall the knowledge, can describe its importance and demonstrate how to use it (but they may not always make use of their knowledge reliably or consistently); Mastering (levels 5 and 6) where students can apply their knowledge reliably, and exhibit some confidence in their own abilities to navigate through both concrete and abstract concepts; Expanding (levels 7 and 8) where students consistently show interest and ability in synthesising their knowledge and its application across topics, science disciplines and the rest of the curriculum. Smart Learning Ltd 2014 Copying permitted for purchasing institution only. SMART SCIENCE 1

2 Attainment bands Learning Mastering Expanding Progress escalator Old NC level equivalent GCSE grade equivalent 3 E 4 D 5 C 6 B 7 A 8 A* Bloom s taxonomy Remembering and Developing understanding Applying and Analysing Evaluating and Creating The Smart Science Knowledge and Skills Assessment Model You will see the attainment bands used in the following Smart Science resources: Term introductions Lesson maps Practicals and Investigations Teacher s guides Assessment sheets. Progress escalator and old National Curriculum level equivalent The Progress escalator builds on the old National Curriculum levels and helps you and your students to share in setting targets and recording progress. Each Progress escalator level has its own icon and descriptor; the icons are intended to provide you and your students with an at-a-glance guide to progress. (Note that the icons are available as JPEG files on the CD-ROM, in both greyscale and in colour.) Students recall key words and their scientific use, and describe similarities, differences and changes in the phenomena they observe. They use simple scientific ideas with evidence to link cause and effect. They recognise and explain the purpose of a variety of scientific developments in their everyday lives. Students describe some phenomena related to the topic being studied, drawing on scientific knowledge and understanding, using appropriate terminology. They recognise that evidence can support or refute scientific ideas. They recognise some applications and implications of science. 2 TEACHER S HANDBOOK 1 Smart Learning Ltd 2014 Copying permitted for purchasing institution only.

3 Students describe processes and phenomena related to the topic being studied, drawing on more abstract ideas and using appropriate scientific terminology. They explain processes and phenomena in more than one step or using a model. They recognise the roles of evidence and creative thinking in the development of scientific ideas, and describe applications and implications of science. Students describe processes and phenomena related to the topic being studied, using abstract ideas and appropriate terminology. They take account of a number of factors in their explanations, and use abstract ideas or models to support an argument. They apply and use knowledge and understanding in different or unfamiliar contexts. They explain the importance of some applications and implications of science. Students describe a wide range of processes and phenomena both related to the topic being studied and drawn from other areas of the curriculum. They make links between different areas of science in their explanations. They apply and use more abstract knowledge and understanding in a range of contexts. They link areas of science and ideas in a creative or innovative fashion to produce a hypothesis or explanation. Students demonstrate extensive knowledge and understanding. They interpret, evaluate and synthesise data and concrete and abstract concepts from a range of sources and in a range of contexts, and show creative thinking in how they apply their knowledge. They are prepared to challenge ideas presented to them as facts, and they apply the scientific method consistently in developing and testing their own hypotheses, including recognising the need continually to re-evaluate and improve theories and experiments. They describe and explain the importance of a wide range of applications and implications of science. You will see the Progress escalator used in the following Smart Science resources: Structured Questions and Marking guides End-of-term tests and Marking guides End-of-year tests and Marking guides Assessment sheets Progress tracker. GCSE grade equivalent Some schools use GCSE grade equivalents to measure attainment at Key Stage 3. To aid schools that take this approach, we have mapped our Progress escalator levels to estimated GCSE grade equivalents, using the GCSE grading system current at the time of writing. Note that these GCSE grades are estimated equivalents only; in no way do we suggest that attainment at a certain level at Key Stage 3 guarantees a particular GCSE grade. Smart Learning Ltd 2014 Copying permitted for purchasing institution only. SMART SCIENCE 3

4 Bloom s taxonomy To offer further flexibility we have also matched our attainment bands and Progress escalator to Bloom s taxonomy for thinking skills (Anderson and Krathwohl s [2001] revision of the original Bloom s taxonomy [Bloom & Krathwohl, 1956]). Indeed, you will recognise many of the key thinking skills and progression from Bloom s taxonomy within the Progress escalator and level descriptors. Please note, however, that while the Progress escalator draws on Bloom s taxonomy it should not be taken as an exhaustive guide to the application of Bloom s taxonomy in science. The Assessment Model and Marking guides Each Smart Science test and Structured Question (see Introduction to Teacher s Handbook 1: Planning and teaching on the CD-ROM) comes with a Marking guide. These Marking guides use the Progress escalator levels, represented by their icons (see above), to give a suggested level for each question or part question. The levels suggested are intended to reflect the types of thinking and learning skills needed to answer the question, in a similar pattern to Bloom s Taxonomy. The level icons are a guide to the level a student will attain if they consistently answer questions of that level correctly. As a student answers more parts of each question, they will demonstrate progression up the Progress escalator. These level guides are intended to be as simple and quick to use as possible, rather than providing detailed level descriptors unique to every topic or question. The exam-style control word in each question part is a good guide to the nature of the answer expected. Preparation for GCSE Smart Science is intended for Key Stage 3 as a lead-in to all GCSE specifications (rather than to any one awarding body). From 2016, new GCSE examinations will be taught; at the time of writing, however, the structure and content of these new examinations have yet to be finalised. In Smart Science, therefore, we have taken care to provide support for and practice in those elements of the current GCSEs whose relevance, in our view, is key now and also seems likely to continue; for example, the requirement for extended written responses and for these responses to demonstrate an ability to write in coherent, well-structured and correct English. It is for this reason that you will find references to and support for structured six-mark questions and the Quality of Written Communication (QWC) in many of the Smart Science resources. Indeed, at the time of writing, a hot topic in science is how to prepare students so they can answer structured six-mark questions in GCSE examinations with confidence. There are several aspects to these types of questions that present a challenge to students of all abilities: Recognising control words such as state, describe, explain, use and compare, and adjusting the type of answer given accordingly. The Smart Science materials use the full gamut of control words, allowing you to explore their meaning with your students. Thinking through and developing a structure to answers. The Structured Questions are specifically designed to address this challenge. In order to develop confidence in structuring answers, students first need to experience questions with a high degree of structure. In preparing answers to the different parts of each question, over time the habit of delivering structured answers will become ingrained. As they progress through the Scheme of Work, you may well find students anticipate the question styles and pick up exactly what type of answer is expected at each stage. 4 TEACHER S HANDBOOK 1 Smart Learning Ltd 2014 Copying permitted for purchasing institution only.

5 Practising answering and understanding the marking criteria for six-mark questions. The End-of-term and End-of-year tests contain six-mark questions designed to test the content of Key Stage 3, but in a style that closely mirrors the GCSE six-mark question format. QWC is an integral part of the assessment by awarding bodies of these six-mark questions at GCSE. The End-of-term and End-of-year tests presented in this handbook are accompanied by detailed Marking guides that explain the level of scientific knowledge and the quality of written communication required to achieve marks. These Marking guides are closely modelled on the information provided by GCSE awarding bodies in relation to the current examinations. For more about how the Smart Science resources help to prepare students for GCSE, read about the End-of-term and End-of-year tests below, and about the Structured Questions (see Introduction to Teacher s Handbook 1: Planning and teaching on the CD-ROM). Assessment and progress tracking Assessment sheets The Assessment sheets are intended to support formative self, peer and teacher assessment on a termly basis and by science discipline. The content is linked to the Scheme of Work. How the Assessment sheets work There is an Assessment sheet for each science discipline and each term in the Scheme of Work. Each Assessment sheet comprises a number of assessment focuses, which link back to the NC 2014 Programme of Study. For each assessment focus, you will find a statement for each attainment band in the Assessment Model: Learning (levels 3 and 4) Mastering (levels 5 and 6) Expanding (levels 7 and 8). Each student should complete an Assessment sheet per discipline per term. When an assessment focus has been addressed, the student, one of their peers and you should check the relevant box to indicate the level achieved. Boxes are provided at the end of the sheet for your comments on the term s work, and also for the student to reflect on what they need to do to improve. Note that the Assessment sheets could be completed electronically if you supply students with the Word file versions of these resources. You will find the Assessment sheets both in the printed handbook and on the CD-ROM. Mark book The Mark book (a Microsoft Excel file) is a template that has been especially designed to take the strain out of progress tracking. When in regular use, the Mark book will highlight for you the topics individual students or whole classes found challenging; it will also flag up high attainment so you know who needs more challenging material. Smart Learning Ltd 2014 Copying permitted for purchasing institution only. SMART SCIENCE 5

6 The Mark book template covers a full year of teaching (three terms) across the three science disciplines of biology, chemistry and physics, and is fully customisable. The Excel workbook comprises the following worksheets: For each science: Marks This is where you enter your students work and test marks. The headings are matched to the terms and lessons of the Scheme of Work. You can enter the target attainment level for the term for each student, according to your agreed decisions using the Progress Escalator. You can also record student data such as their Ever-6 FSM and any special needs codes. Percentages This is all calculated automatically for you. Every student s mark in every piece of work is converted to a percentage, compared against the target attainment level for that student, and a handy colour is applied to show you whether a student s performance is under or over target. More green means further over target, more red means further under target. Each student s progress against their target level is recorded for each half term, for ease of reference. This sheet also provides class averages for every piece of work, and for each term. Also: Report by science discipline for the year This is a handy summary report that gathers all the total term marks and performance against target level for each science discipline into one ready reference. There is also a column for inserting the End-of-year test results. You will find the Mark book on the CD-ROM. Progress tracker The Progress tracker is a tool intended to support you and your students in agreeing, setting and tracking progress targets. The template uses the Progress escalator in the Assessment Model and can be used to cover one academic year for a single science discipline or to cover one term of all three disciplines. Fields are mapped to the Scheme of Work, being divided into terms, lessons and End-of-term tests. There is a separate field that allows the student to record their achievement in the End-of-year test. How to use the template 1. With each student, agree a target level for the term and relevant science discipline; the student then colours in the relevant target arrow. 2. After each lesson or piece of work, ask students to colour in the box next to the level achieved. 3. Encourage students to look at feedback you have given them to help them meet or exceed their target level in their End-of-term test. Note that the colouring of relevant fields in the template could be done electronically if you supply students with the Word file version of this resource. You will find the Progress tracker both in the printed handbook and on the CD-ROM. 6 TEACHER S HANDBOOK 1 Smart Learning Ltd 2014 Copying permitted for purchasing institution only.

7 End-of-term tests (and Marking guides) You will find one End-of-term test for every science discipline for each term of the Scheme of Work. The purpose of these tests is to provide a summative assessment of students knowledge and understanding in a particular area at the end of a term s sequence of lessons. For each End-of-term test, you will find a student test paper as well as a Marking guide. The format of these tests mirrors a section of a typical GCSE examination paper, with shorter questions gradually increasing in difficulty, followed by a six-mark question. The tests also contain a degree of synopticity, encouraging students to demonstrate their breadth and depth of knowledge and application. Students who sit a number of these tests should gain confidence in their approach to GCSE papers, and you will find the Marking guides provide pointers on assessing and developing important GCSE skills such as explaining science in context and developing a higher quality of written communication. You will find the End-of-term tests both in the printed handbook and on the CD-ROM; their Marking guides can be found on the CD-ROM. End-of-term test papers The End-of-term test papers all start with a short warm-up whose primary purpose is to get students ready and prepared for the test. As with the main section of the test, available marks are given as a guide to the nature of the response expected. The main test that follows comprises a series of questions that have been carefully sequenced to increase in difficulty: the more questions a student answers, the higher the level at which they are working. This section of the End-of-term test uses the Progress escalator levels from the Assessment Model as a guiding principle, allowing students to track their own progress through the test. A synoptic, GCSE-style six-mark question concludes each test paper. Here, students are challenged to explain a concept or context that is likely to be unfamiliar; to gain full marks, they should demonstrate not only an ability to recall key scientific concepts but also the application of logic in drawing parallels with familiar models, the synthesis of knowledge across topics or disciplines and the ability to write coherent, well-structured and correct English. Note that the test papers are designed so that a student may fill in the answers on the paper. End-of-term test: Marking guides Like the test papers themselves, the Marking guides use the Progress escalator levels from the Assessment Model as a guiding principle, giving you a guide as to the level a student will attain if they consistently answer questions of that level correctly. As with the Structured Questions (see Introduction to Teacher s Handbook 1: Planning and teaching on the CD-ROM), the Marking guides feature model answers. Note that these model answers are not intended to be prescriptive. The Marking guide to the six-mark question provides some detailed support in assessing both scientific knowledge and the quality of written communication. Smart Learning Ltd 2014 Copying permitted for purchasing institution only. SMART SCIENCE 7

8 End-of-year test (and Marking guide) To conclude the learning for Year 1 of the two-year Scheme of Work as presented in Teacher s Handbook 1, you will find a synoptic End-of-year test whose purpose is to assess students knowledge and understanding across the three science disciplines. The End-of-year test comprises a student test paper and a Marking guide. The format of this test is modelled on a full GCSE examination paper, with three sections that each comprise shorter questions gradually increasing in difficulty followed by a six-mark question. The test contains a high degree of synopticity, thereby encouraging students to demonstrate their breadth and depth of knowledge and application across all science disciplines and topics. The Marking guide provides pointers on assessing and developing important GCSE skills such as explaining science in context and developing a higher quality of written communication. You will find the End-of-year test both in the printed handbook and on the CD-ROM; its Marking guide can be found on the CD-ROM. End-of-year test paper Like the End-of-term test papers, the End-of-year test paper starts with a short warm-up whose purpose is to get students ready and prepared for the test. As with the main section of the test, available marks are given as a guide to the nature of the response expected. The main test that follows comprises three sections. Each section contains a series of questions that have been carefully sequenced to increase in difficulty: the more questions a student answers, the higher the level at which they are working. This section of the End-of-year test uses the Progress escalator levels from the Assessment Model as a guiding principle, allowing students to track their own progress through the test. Each section concludes with a GCSE-style six-mark question designed to challenge students to explain a concept or context that may be unfamiliar, and to do so in a way that demonstrates their skills in written communication. Roughly speaking, each section of the text covers one of the three science disciplines; however, in this test every opportunity is taken to link ideas across disciplines, and to challenge students to synthesise their knowledge. Note that the test papers are designed so that a student may fill-in the answers on the paper. End-of-year test: Marking guide Like the test paper, the Marking guide uses the Progress escalator levels from the Assessment Model as a guiding principle, giving you a guide as to the level a student will attain if they consistently answer questions of that level correctly. As with the Structured Questions (see Introduction to Teacher s Handbook 1: Planning and teaching on the CD-ROM), the Marking guide features model answers; note that these model answers are not intended to be prescriptive. The Marking guides to the six-mark questions provide some detailed support in assessing both scientific knowledge and the quality of written communication. 8 TEACHER S HANDBOOK 1 Smart Learning Ltd 2014 Copying permitted for purchasing institution only.

Flexible. Costeffective. Engaging. The BEST value science resource available. NEW app-based ebook. Assessment you can rely on. NEW Technician's Notes

Flexible. Costeffective. Engaging. The BEST value science resource available. NEW app-based ebook. Assessment you can rely on. NEW Technician's Notes Flexible Total support for every teacher Engaging Costeffective Progress for every student 2-year & 3-year schemes of work for KS3 No year-onyear costs! NEW app-based ebook NEW Technician's Notes Assessment

More information

Assessment booklet Assessment without levels and new GCSE s

Assessment booklet Assessment without levels and new GCSE s Assessment booklet Assessment without levels and new GCSE s Dear Parent/Carer There is much change going on in education, including a new National Curriculum, and new, more challenging GCSE s. along with

More information

Analysis: Evaluation: Knowledge: Comprehension: Synthesis: Application:

Analysis: Evaluation: Knowledge: Comprehension: Synthesis: Application: In 1956, Benjamin Bloom headed a group of educational psychologists who developed a classification of levels of intellectual behavior important in learning. Bloom found that over 95 % of the test questions

More information

Centre for Evaluation & Monitoring SOSCA. Feedback Information

Centre for Evaluation & Monitoring SOSCA. Feedback Information Centre for Evaluation & Monitoring SOSCA Feedback Information Contents Contents About SOSCA... 3 SOSCA Feedback... 3 1. Assessment Feedback... 4 2. Predictions and Chances Graph Software... 7 3. Value

More information

Curriculum and Assessment Policy

Curriculum and Assessment Policy *Note: Much of policy heavily based on Assessment Policy of The International School Paris, an IB World School, with permission. Principles of assessment Why do we assess? How do we assess? Students not

More information

5. UPPER INTERMEDIATE

5. UPPER INTERMEDIATE Triolearn General Programmes adapt the standards and the Qualifications of Common European Framework of Reference (CEFR) and Cambridge ESOL. It is designed to be compatible to the local and the regional

More information

INTRODUCTION TO TEACHING GUIDE

INTRODUCTION TO TEACHING GUIDE GCSE REFORM INTRODUCTION TO TEACHING GUIDE February 2015 GCSE (9 1) History B: The Schools History Project Oxford Cambridge and RSA GCSE (9 1) HISTORY B Background GCSE History is being redeveloped for

More information

1 Use complex features of a word processing application to a given brief. 2 Create a complex document. 3 Collaborate on a complex document.

1 Use complex features of a word processing application to a given brief. 2 Create a complex document. 3 Collaborate on a complex document. National Unit specification General information Unit code: HA6M 46 Superclass: CD Publication date: May 2016 Source: Scottish Qualifications Authority Version: 02 Unit purpose This Unit is designed to

More information

Formative Assessment in Mathematics. Part 3: The Learner s Role

Formative Assessment in Mathematics. Part 3: The Learner s Role Formative Assessment in Mathematics Part 3: The Learner s Role Dylan Wiliam Equals: Mathematics and Special Educational Needs 6(1) 19-22; Spring 2000 Introduction This is the last of three articles reviewing

More information

Changes to GCSE and KS3 Grading Information Booklet for Parents

Changes to GCSE and KS3 Grading Information Booklet for Parents Changes to GCSE and KS3 Grading Information Booklet for Parents Changes to assessment in Years 10 & 11 As you are probably aware the government has made radical changes to the structure and assessment

More information

Programme Specification. MSc in International Real Estate

Programme Specification. MSc in International Real Estate Programme Specification MSc in International Real Estate IRE GUIDE OCTOBER 2014 ROYAL AGRICULTURAL UNIVERSITY, CIRENCESTER PROGRAMME SPECIFICATION MSc International Real Estate NB The information contained

More information

Lab 1 - The Scientific Method

Lab 1 - The Scientific Method Lab 1 - The Scientific Method As Biologists we are interested in learning more about life. Through observations of the living world we often develop questions about various phenomena occurring around us.

More information

LITERACY ACROSS THE CURRICULUM POLICY

LITERACY ACROSS THE CURRICULUM POLICY "Pupils should be taught in all subjects to express themselves correctly and appropriately and to read accurately and with understanding." QCA Use of Language across the Curriculum "Thomas Estley Community

More information

36TITE 140. Course Description:

36TITE 140. Course Description: 36TITE 140 36TSpreadsheet Software Course Description: 11TCovers use of spreadsheet software to create spreadsheets with formatted cells and cell ranges, control pages, multiple sheets, charts and macros.

More information

Notes on The Sciences of the Artificial Adapted from a shorter document written for course (Deciding What to Design) 1

Notes on The Sciences of the Artificial Adapted from a shorter document written for course (Deciding What to Design) 1 Notes on The Sciences of the Artificial Adapted from a shorter document written for course 17-652 (Deciding What to Design) 1 Ali Almossawi December 29, 2005 1 Introduction The Sciences of the Artificial

More information

Programme Specification

Programme Specification Programme Specification Title of Course: Foundation Year in Science, Computing & Mathematics Date Specification Produced: January 2013 Date Specification Last Revised: May 2013 This Programme Specification

More information

PEDAGOGICAL LEARNING WALKS: MAKING THE THEORY; PRACTICE

PEDAGOGICAL LEARNING WALKS: MAKING THE THEORY; PRACTICE PEDAGOGICAL LEARNING WALKS: MAKING THE THEORY; PRACTICE DR. BEV FREEDMAN B. Freedman OISE/Norway 2015 LEARNING LEADERS ARE Discuss and share.. THE PURPOSEFUL OF CLASSROOM/SCHOOL OBSERVATIONS IS TO OBSERVE

More information

CERTIFICATE OF HIGHER EDUCATION IN CONTINUING EDUCATION. Relevant QAA subject benchmarking group:

CERTIFICATE OF HIGHER EDUCATION IN CONTINUING EDUCATION. Relevant QAA subject benchmarking group: CERTIFICATE OF HIGHER EDUCATION IN CONTINUING EDUCATION Awarding Institution: The University of Reading Teaching Institution: The University of Reading Relevant QAA subject benchmarking group: Faculty

More information

Maximizing Learning Through Course Alignment and Experience with Different Types of Knowledge

Maximizing Learning Through Course Alignment and Experience with Different Types of Knowledge Innov High Educ (2009) 34:93 103 DOI 10.1007/s10755-009-9095-2 Maximizing Learning Through Course Alignment and Experience with Different Types of Knowledge Phyllis Blumberg Published online: 3 February

More information

Contents. Foreword... 5

Contents. Foreword... 5 Contents Foreword... 5 Chapter 1: Addition Within 0-10 Introduction... 6 Two Groups and a Total... 10 Learn Symbols + and =... 13 Addition Practice... 15 Which is More?... 17 Missing Items... 19 Sums with

More information

Curriculum Policy. November Independent Boarding and Day School for Boys and Girls. Royal Hospital School. ISI reference.

Curriculum Policy. November Independent Boarding and Day School for Boys and Girls. Royal Hospital School. ISI reference. Curriculum Policy Independent Boarding and Day School for Boys and Girls Royal Hospital School November 2017 ISI reference Key author Reviewing body Approval body Approval frequency 2a Director of Curriculum,

More information

Handbook for Teachers

Handbook for Teachers Handbook for Teachers First Certificate in English (FCE) for Schools CEFR Level B2 Preface This handbook is for anyone preparing candidates for Cambridge English: First for Schools. Cambridge English:

More information

Houghton Mifflin Online Assessment System Walkthrough Guide

Houghton Mifflin Online Assessment System Walkthrough Guide Houghton Mifflin Online Assessment System Walkthrough Guide Page 1 Copyright 2007 by Houghton Mifflin Company. All Rights Reserved. No part of this document may be reproduced or transmitted in any form

More information

1. Answer the questions below on the Lesson Planning Response Document.

1. Answer the questions below on the Lesson Planning Response Document. Module for Lateral Entry Teachers Lesson Planning Introductory Information about Understanding by Design (UbD) (Sources: Wiggins, G. & McTighte, J. (2005). Understanding by design. Alexandria, VA: ASCD.;

More information

EQuIP Review Feedback

EQuIP Review Feedback EQuIP Review Feedback Lesson/Unit Name: On the Rainy River and The Red Convertible (Module 4, Unit 1) Content Area: English language arts Grade Level: 11 Dimension I Alignment to the Depth of the CCSS

More information

Cheeky Monkey COURSES FOR CHILDREN. Kathryn Harper and Claire Medwell

Cheeky Monkey COURSES FOR CHILDREN. Kathryn Harper and Claire Medwell AUDIO CD FREE MULTI-ROM Cheeky Monkey Kathryn Harper and Claire Medwell Cheeky Monkey is a flexible new two-level course for pre-primary which adapts to different teaching situations and styles. Children

More information

Guidelines on how to use the Learning Agreement for Studies

Guidelines on how to use the Learning Agreement for Studies Guidelines on how to use the Learning The purpose of the Learning Agreement is to provide a transparent and efficient preparation of the study period abroad and to ensure that the student will receive

More information

Programme Specification. BSc (Hons) RURAL LAND MANAGEMENT

Programme Specification. BSc (Hons) RURAL LAND MANAGEMENT Programme Specification BSc (Hons) RURAL LAND MANAGEMENT D GUIDE SEPTEMBER 2016 ROYAL AGRICULTURAL UNIVERSITY, CIRENCESTER PROGRAMME SPECIFICATION BSc (Hons) RURAL LAND MANAGEMENT NB The information contained

More information

Classify: by elimination Road signs

Classify: by elimination Road signs WORK IT Road signs 9-11 Level 1 Exercise 1 Aims Practise observing a series to determine the points in common and the differences: the observation criteria are: - the shape; - what the message represents.

More information

Taxonomy of the cognitive domain: An example of architectural education program

Taxonomy of the cognitive domain: An example of architectural education program Available online at www.sciencedirect.com ScienceDirect Procedia - Social and Behavioral Sciences 174 ( 2015 ) 3272 3277 INTE 2014 Taxonomy of the cognitive domain: An example of architectural education

More information

Atlas Reports for NYC Quality Review & PPO 1.1 Ensure engaging, rigorous, and coherent curricula in all subjects a. Common Core Standards Analysis report for ELA & Math alignments in Grades 6-8 Atlas Reports

More information

Copyright Corwin 2015

Copyright Corwin 2015 2 Defining Essential Learnings How do I find clarity in a sea of standards? For students truly to be able to take responsibility for their learning, both teacher and students need to be very clear about

More information

Excel Intermediate

Excel Intermediate Instructor s Excel 2013 - Intermediate Multiple Worksheets Excel 2013 - Intermediate (103-124) Multiple Worksheets Quick Links Manipulating Sheets Pages EX5 Pages EX37 EX38 Grouping Worksheets Pages EX304

More information

Grade 2: Using a Number Line to Order and Compare Numbers Place Value Horizontal Content Strand

Grade 2: Using a Number Line to Order and Compare Numbers Place Value Horizontal Content Strand Grade 2: Using a Number Line to Order and Compare Numbers Place Value Horizontal Content Strand Texas Essential Knowledge and Skills (TEKS): (2.1) Number, operation, and quantitative reasoning. The student

More information

Connect Microbiology. Training Guide

Connect Microbiology. Training Guide 1 Training Checklist Section 1: Getting Started 3 Section 2: Course and Section Creation 4 Creating a New Course with Sections... 4 Editing Course Details... 9 Editing Section Details... 9 Copying a Section

More information

The Curriculum in Primary Schools

The Curriculum in Primary Schools The Curriculum in Primary Schools Seminar on findings from Curriculum Implementation Evaluation, DES Inspectorate Primary Curriculum Review, Phase 1, NCCA May 11 th 2005 Planning the curriculum whole school

More information

St. Martin s Marking and Feedback Policy

St. Martin s Marking and Feedback Policy St. Martin s Marking and Feedback Policy The School s Approach to Marking and Feedback At St. Martin s School we believe that feedback, in both written and verbal form, is an integral part of the learning

More information

Protocol for using the Classroom Walkthrough Observation Instrument

Protocol for using the Classroom Walkthrough Observation Instrument Protocol for using the Classroom Walkthrough Observation Instrument Purpose: The purpose of this instrument is to document technology integration in classrooms. Information is recorded about teaching style

More information

Promoting Active Learning in University Classes

Promoting Active Learning in University Classes Promoting Active Learning in University Classes Dr Tony Morrison EDC, January 11 Introduction This workshop follows on from the four earlier 'active learning' workshops conducted in EDC. Approximately

More information

Scientific Method Investigation of Plant Seed Germination

Scientific Method Investigation of Plant Seed Germination Scientific Method Investigation of Plant Seed Germination Learning Objectives Building on the learning objectives from your lab syllabus, you will be expected to: 1. Be able to explain the process of the

More information

Aligning learning, teaching and assessment using the web: an evaluation of pedagogic approaches

Aligning learning, teaching and assessment using the web: an evaluation of pedagogic approaches British Journal of Educational Technology Vol 33 No 2 2002 149 158 Aligning learning, teaching and assessment using the web: an evaluation of pedagogic approaches Richard Hall Dr Richard Hall is the project

More information

Indiana Collaborative for Project Based Learning. PBL Certification Process

Indiana Collaborative for Project Based Learning. PBL Certification Process Indiana Collaborative for Project Based Learning ICPBL Certification mission is to PBL Certification Process ICPBL Processing Center c/o CELL 1400 East Hanna Avenue Indianapolis, IN 46227 (317) 791-5702

More information

Dyslexia and Dyscalculia Screeners Digital. Guidance and Information for Teachers

Dyslexia and Dyscalculia Screeners Digital. Guidance and Information for Teachers Dyslexia and Dyscalculia Screeners Digital Guidance and Information for Teachers Digital Tests from GL Assessment For fully comprehensive information about using digital tests from GL Assessment, please

More information

The Political Engagement Activity Student Guide

The Political Engagement Activity Student Guide The Political Engagement Activity Student Guide Internal Assessment (SL & HL) IB Global Politics UWC Costa Rica CONTENTS INTRODUCTION TO THE POLITICAL ENGAGEMENT ACTIVITY 3 COMPONENT 1: ENGAGEMENT 4 COMPONENT

More information

ELEC3117 Electrical Engineering Design

ELEC3117 Electrical Engineering Design ELEC3117 Electrical Engineering Design Course Outline Semester 2, 2015 Course Staff Course Convener: Project Coordinator: Dr. Alex von Brasch, Room EE338, a.vonbrasch@unsw.edu.au Luke Dolan, lukedolan42@gmail.com

More information

School Action Plan: Template Overview

School Action Plan: Template Overview School Action Plan: Template Overview Directions: The School Action Plan template has several tabs. They include: Achievement Targets (Red Tab) Needs Assessment (Red Tab) Key Action 1-5 (Blue Tabs) Summary

More information

Mathematics process categories

Mathematics process categories Mathematics process categories All of the UK curricula define multiple categories of mathematical proficiency that require students to be able to use and apply mathematics, beyond simple recall of facts

More information

Sixth Form Admissions Procedure

Sixth Form Admissions Procedure University of Birmingham School Sixth Form Admissions Procedure September 2018 University of Birmingham School Sixth Form Admission Procedures Review Frequency Review date Governing Committee Approved

More information

Thameside Primary School Rationale for Assessment against the National Curriculum

Thameside Primary School Rationale for Assessment against the National Curriculum Thameside Primary School Rationale for Assessment against the National Curriculum We are a rights respecting school: Article 28: (Right to education): All children have the right to a primary education.

More information

Statistical Analysis of Climate Change, Renewable Energies, and Sustainability An Independent Investigation for Introduction to Statistics

Statistical Analysis of Climate Change, Renewable Energies, and Sustainability An Independent Investigation for Introduction to Statistics 5/22/2012 Statistical Analysis of Climate Change, Renewable Energies, and Sustainability An Independent Investigation for Introduction to Statistics College of Menominee Nation & University of Wisconsin

More information

GCSE. Mathematics A. Mark Scheme for January General Certificate of Secondary Education Unit A503/01: Mathematics C (Foundation Tier)

GCSE. Mathematics A. Mark Scheme for January General Certificate of Secondary Education Unit A503/01: Mathematics C (Foundation Tier) GCSE Mathematics A General Certificate of Secondary Education Unit A503/0: Mathematics C (Foundation Tier) Mark Scheme for January 203 Oxford Cambridge and RSA Examinations OCR (Oxford Cambridge and RSA)

More information

Multiple Intelligences 1

Multiple Intelligences 1 Multiple Intelligences 1 Reflections on an ASCD Multiple Intelligences Online Course Bo Green Plymouth State University ED 5500 Multiple Intelligences: Strengthening Your Teaching July 2010 Multiple Intelligences

More information

Bachelor of Engineering in Biotechnology

Bachelor of Engineering in Biotechnology Study Programme for the degree Bachelor of Engineering in Biotechnology Center for Engineering, University College Absalon September 2017 Content Content... 1 Preface... 4 Part 1 Facts about the programme...

More information

Business. Pearson BTEC Level 1 Introductory in. Specification

Business. Pearson BTEC Level 1 Introductory in. Specification Pearson BTEC Level 1 Introductory in Business Specification Pearson BTEC Level 1 Introductory Certificate in Business Pearson BTEC Level 1 Introductory Diploma in Business Pearson BTEC Level 1 Introductory

More information

Leader s Guide: Dream Big and Plan for Success

Leader s Guide: Dream Big and Plan for Success Leader s Guide: Dream Big and Plan for Success The goal of this lesson is to: Provide a process for Managers to reflect on their dream and put it in terms of business goals with a plan of action and weekly

More information

Document number: 2013/ Programs Committee 6/2014 (July) Agenda Item 42.0 Bachelor of Engineering with Honours in Software Engineering

Document number: 2013/ Programs Committee 6/2014 (July) Agenda Item 42.0 Bachelor of Engineering with Honours in Software Engineering Document number: 2013/0006139 Programs Committee 6/2014 (July) Agenda Item 42.0 Bachelor of Engineering with Honours in Software Engineering Program Learning Outcomes Threshold Learning Outcomes for Engineering

More information

The Common European Framework of Reference for Languages p. 58 to p. 82

The Common European Framework of Reference for Languages p. 58 to p. 82 The Common European Framework of Reference for Languages p. 58 to p. 82 -- Chapter 4 Language use and language user/learner in 4.1 «Communicative language activities and strategies» -- Oral Production

More information

Lecturing Module

Lecturing Module Lecturing: What, why and when www.facultydevelopment.ca Lecturing Module What is lecturing? Lecturing is the most common and established method of teaching at universities around the world. The traditional

More information

IB Diploma Subject Selection Brochure

IB Diploma Subject Selection Brochure IB Diploma Subject Selection Brochure Mrs Annie Thomson Head of Senior School IB Diploma Coordinator German International School Sydney 33 Myoora Road, Terrey Hills, NSW 2084 P: +61 (0)2 9485 1900 F: +61

More information

ACCESSING STUDENT ACCESS CENTER

ACCESSING STUDENT ACCESS CENTER ACCESSING STUDENT ACCESS CENTER Student Access Center is the Fulton County system to allow students to view their student information. All students are assigned a username and password. 1. Accessing the

More information

CEFR Overall Illustrative English Proficiency Scales

CEFR Overall Illustrative English Proficiency Scales CEFR Overall Illustrative English Proficiency s CEFR CEFR OVERALL ORAL PRODUCTION Has a good command of idiomatic expressions and colloquialisms with awareness of connotative levels of meaning. Can convey

More information

This Performance Standards include four major components. They are

This Performance Standards include four major components. They are Environmental Physics Standards The Georgia Performance Standards are designed to provide students with the knowledge and skills for proficiency in science. The Project 2061 s Benchmarks for Science Literacy

More information

Creative Media Department Assessment Policy

Creative Media Department Assessment Policy Creative Media Department Assessment Policy Policy Aims To develop the outstanding use of assessment to support learning so that: - Teachers plan and teach lessons that enable pupils to learn exceptionally

More information

Technical Skills for Journalism

Technical Skills for Journalism The Further Education and Training Awards Council (FETAC) was set up as a statutory body on 11 June 2001 by the Minister for Education and Science. Under the Qualifications (Education & Training) Act,

More information

Case study Norway case 1

Case study Norway case 1 Case study Norway case 1 School : B (primary school) Theme: Science microorganisms Dates of lessons: March 26-27 th 2015 Age of students: 10-11 (grade 5) Data sources: Pre- and post-interview with 1 teacher

More information

STANDARDS AND RUBRICS FOR SCHOOL IMPROVEMENT 2005 REVISED EDITION

STANDARDS AND RUBRICS FOR SCHOOL IMPROVEMENT 2005 REVISED EDITION Arizona Department of Education Tom Horne, Superintendent of Public Instruction STANDARDS AND RUBRICS FOR SCHOOL IMPROVEMENT 5 REVISED EDITION Arizona Department of Education School Effectiveness Division

More information

I set out below my response to the Report s individual recommendations.

I set out below my response to the Report s individual recommendations. Written Response to the Enterprise and Business Committee s Report on Science, Technology, Engineering and Maths (STEM) Skills by the Minister for Education and Skills November 2014 I would like to set

More information

CORE CURRICULUM FOR REIKI

CORE CURRICULUM FOR REIKI CORE CURRICULUM FOR REIKI Published July 2017 by The Complementary and Natural Healthcare Council (CNHC) copyright CNHC Contents Introduction... page 3 Overall aims of the course... page 3 Learning outcomes

More information

Learning Microsoft Office Excel

Learning Microsoft Office Excel A Correlation and Narrative Brief of Learning Microsoft Office Excel 2010 2012 To the Tennessee for Tennessee for TEXTBOOK NARRATIVE FOR THE STATE OF TENNESEE Student Edition with CD-ROM (ISBN: 9780135112106)

More information

PUPIL PREMIUM POLICY

PUPIL PREMIUM POLICY PUPIL PREMIUM POLICY 2017-2018 Reviewed September 2017 1 CONTENTS 1. OUR ACADEMY 2. THE PUPIL PREMIUM 3. PURPOSE OF THE PUPIL PREMIUM POLICY 4. HOW WE WILL MAKE DECISIONS REGARDING THE USE OF THE PUPIL

More information

Safe & Civil Schools Series Overview

Safe & Civil Schools Series Overview Safe & Civil Schools Series Overview The Safe & Civil School series is a collection of practical materials designed to help school staff improve safety and civility across all school settings. By so doing,

More information

GENERAL COMMENTS Some students performed well on the 2013 Tamil written examination. However, there were some who did not perform well.

GENERAL COMMENTS Some students performed well on the 2013 Tamil written examination. However, there were some who did not perform well. 2013 Languages: Tamil GA 3: Written component GENERAL COMMENTS Some students performed well on the 2013 Tamil written examination. However, there were some who did not perform well. The marks allocated

More information

Welcome to California Colleges, Platform Exploration (6.1) Goal: Students will familiarize themselves with the CaliforniaColleges.edu platform.

Welcome to California Colleges, Platform Exploration (6.1) Goal: Students will familiarize themselves with the CaliforniaColleges.edu platform. Welcome to California Colleges, Platform Exploration (6.1) Goal: Students will familiarize themselves with the CaliforniaColleges.edu platform. Lesson Time Options This lesson requires one 45-60 minute

More information

Conversation Task: The Environment Concerns Us All

Conversation Task: The Environment Concerns Us All At a glance Level: ISE II Conversation Task: The Environment Concerns Us All Focus: Conversation task Aims: To develop students active vocabulary when discussing the environment, to expand their knowledge

More information

Online ICT Training Courseware

Online ICT Training Courseware Computing Guide THE LIBRARY www.salford.ac.uk/library Online ICT Training Courseware What materials are covered? Office 2003 to 2007 Quick Conversion Course Microsoft 2010, 2007 and 2003 for Word, PowerPoint,

More information

INTERNATIONAL BACCALAUREATE AT IVANHOE GRAMMAR SCHOOL. An Introduction to the International Baccalaureate Diploma Programme For Students and Families

INTERNATIONAL BACCALAUREATE AT IVANHOE GRAMMAR SCHOOL. An Introduction to the International Baccalaureate Diploma Programme For Students and Families INTERNATIONAL BACCALAUREATE AT IVANHOE GRAMMAR SCHOOL An Introduction to the International Baccalaureate Diploma Programme For Students and Families 2018-2019 The International Baccalaureate Organization

More information

The Eaquals Self-help Guide for Curriculum and Syllabus Design Maria Matheidesz and Frank Heyworth

The Eaquals Self-help Guide for Curriculum and Syllabus Design Maria Matheidesz and Frank Heyworth The Eaquals Self-help Guide for Curriculum and Syllabus Design Maria Matheidesz and Frank Heyworth Eaquals Email: info@eaquals.org Postal address: PO Box 95 Budapest H-1301 Hungary Eaquals is a registered

More information

University of Massachusetts Lowell Graduate School of Education Program Evaluation Spring Online

University of Massachusetts Lowell Graduate School of Education Program Evaluation Spring Online University of Massachusetts Lowell Graduate School of Education Program Evaluation 07.642 Spring 2014 - Online Instructor: Ellen J. OʼBrien, Ed.D. Phone: 413.441.2455 (cell), 978.934.1943 (office) Email:

More information

West s Paralegal Today The Legal Team at Work Third Edition

West s Paralegal Today The Legal Team at Work Third Edition Study Guide to accompany West s Paralegal Today The Legal Team at Work Third Edition Roger LeRoy Miller Institute for University Studies Mary Meinzinger Urisko Madonna University Prepared by Bradene L.

More information

Think A F R I C A when assessing speaking. C.E.F.R. Oral Assessment Criteria. Think A F R I C A - 1 -

Think A F R I C A when assessing speaking. C.E.F.R. Oral Assessment Criteria. Think A F R I C A - 1 - C.E.F.R. Oral Assessment Criteria Think A F R I C A - 1 - 1. The extracts in the left hand column are taken from the official descriptors of the CEFR levels. How would you grade them on a scale of low,

More information

Introduction to the Common European Framework (CEF)

Introduction to the Common European Framework (CEF) Introduction to the Common European Framework (CEF) The Common European Framework is a common reference for describing language learning, teaching, and assessment. In order to facilitate both teaching

More information

CARPENTRY GRADES 9-12 LEARNING RESOURCES

CARPENTRY GRADES 9-12 LEARNING RESOURCES CARPENTRY GRADES 9-12 LEARNING RESOURCES A Reference for Selecting Learning Resources (March 2014) March 2014 Manitoba Education and Advanced Learning Manitoba Education and Advanced Learning Cataloguing

More information

Higher Education Review (Embedded Colleges) of Navitas UK Holdings Ltd. Hertfordshire International College

Higher Education Review (Embedded Colleges) of Navitas UK Holdings Ltd. Hertfordshire International College Higher Education Review (Embedded Colleges) of Navitas UK Holdings Ltd April 2016 Contents About this review... 1 Key findings... 2 QAA's judgements about... 2 Good practice... 2 Theme: Digital Literacies...

More information

(Care-o-theque) Pflegiothek is a care manual and the ideal companion for those working or training in the areas of nursing-, invalid- and geriatric

(Care-o-theque) Pflegiothek is a care manual and the ideal companion for those working or training in the areas of nursing-, invalid- and geriatric vocational education CARING PROFESSIONS In guten Händen (In Good Hands) Nurse training is undergoing worldwide change. Social and health policy changes (demographic changes, healthcare prevention and prophylaxis

More information

A pilot study on the impact of an online writing tool used by first year science students

A pilot study on the impact of an online writing tool used by first year science students A pilot study on the impact of an online writing tool used by first year science students Osu Lilje, Virginia Breen, Alison Lewis and Aida Yalcin, School of Biological Sciences, The University of Sydney,

More information

The ELA/ELD Framework Companion: a guide to assist in navigating the Framework

The ELA/ELD Framework Companion: a guide to assist in navigating the Framework The ELA/ELD Framework Companion: a guide to assist in navigating the Framework Chapter & Broad Topics Content (page) Notes Introduction Broadly Literate Capacities of a Literate Individual Guiding Principles

More information

Scott Foresman Addison Wesley. envisionmath

Scott Foresman Addison Wesley. envisionmath PA R E N T G U I D E Scott Foresman Addison Wesley envisionmath Homeschool bundle includes: Student Worktext or Hardcover MindPoint Quiz Show CD-ROM Teacher Edition CD-ROM Because You Know What Matters

More information

MOODLE 2.0 GLOSSARY TUTORIALS

MOODLE 2.0 GLOSSARY TUTORIALS BEGINNING TUTORIALS SECTION 1 TUTORIAL OVERVIEW MOODLE 2.0 GLOSSARY TUTORIALS The glossary activity module enables participants to create and maintain a list of definitions, like a dictionary, or to collect

More information

Tour. English Discoveries Online

Tour. English Discoveries Online Techno-Ware Tour Of English Discoveries Online Online www.englishdiscoveries.com http://ed242us.engdis.com/technotms Guided Tour of English Discoveries Online Background: English Discoveries Online is

More information

Case of the Department of Biomedical Engineering at the Lebanese. International University

Case of the Department of Biomedical Engineering at the Lebanese. International University Journal of Modern Education Review, ISSN 2155-7993, USA July 2014, Volume 4, No. 7, pp. 555 563 Doi: 10.15341/jmer(2155-7993)/07.04.2014/008 Academic Star Publishing Company, 2014 http://www.academicstar.us

More information

FOR TEACHERS ONLY. The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION PHYSICAL SETTING/PHYSICS

FOR TEACHERS ONLY. The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION PHYSICAL SETTING/PHYSICS PS P FOR TEACHERS ONLY The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION PHYSICAL SETTING/PHYSICS Thursday, June 21, 2007 9:15 a.m. to 12:15 p.m., only SCORING KEY AND RATING GUIDE

More information

A Pilot Study on Pearson s Interactive Science 2011 Program

A Pilot Study on Pearson s Interactive Science 2011 Program Final Report A Pilot Study on Pearson s Interactive Science 2011 Program Prepared by: Danielle DuBose, Research Associate Miriam Resendez, Senior Researcher Dr. Mariam Azin, President Submitted on August

More information

MFL SPECIFICATION FOR JUNIOR CYCLE SHORT COURSE

MFL SPECIFICATION FOR JUNIOR CYCLE SHORT COURSE MFL SPECIFICATION FOR JUNIOR CYCLE SHORT COURSE TABLE OF CONTENTS Contents 1. Introduction to Junior Cycle 1 2. Rationale 2 3. Aim 3 4. Overview: Links 4 Modern foreign languages and statements of learning

More information

Individual Interdisciplinary Doctoral Program Faculty/Student HANDBOOK

Individual Interdisciplinary Doctoral Program Faculty/Student HANDBOOK Individual Interdisciplinary Doctoral Program at Washington State University 2017-2018 Faculty/Student HANDBOOK Revised August 2017 For information on the Individual Interdisciplinary Doctoral Program

More information

HDR Presentation of Thesis Procedures pro-030 Version: 2.01

HDR Presentation of Thesis Procedures pro-030 Version: 2.01 HDR Presentation of Thesis Procedures pro-030 To be read in conjunction with: Research Practice Policy Version: 2.01 Last amendment: 02 April 2014 Next Review: Apr 2016 Approved By: Academic Board Date:

More information

The D2L eportfolio for Teacher Candidates

The D2L eportfolio for Teacher Candidates The D2L eportfolio for Teacher Candidates an introduction EDUC 200 / Rev. Jan 2015 1 The SOE Portfolio is a requirement for teacher certification in WI. It demonstrates a candidate s development to proficiency

More information

Appendix L: Online Testing Highlights and Script

Appendix L: Online Testing Highlights and Script Online Testing Highlights and Script for Fall 2017 Ohio s State Tests Administrations Test administrators must use this document when administering Ohio s State Tests online. It includes step-by-step directions,

More information

Guide for primary schools

Guide for primary schools Guide for primary schools An education charity raising attainment of disadvantaged Year 5 and Year 6 pupils in English and maths through volunteer tutoring. www.actiontutoring.org.uk Who we are Action

More information

Longman English Interactive

Longman English Interactive Longman English Interactive Level 3 Orientation Quick Start 2 Microphone for Speaking Activities 2 Course Navigation 3 Course Home Page 3 Course Overview 4 Course Outline 5 Navigating the Course Page 6

More information

Level 6. Higher Education Funding Council for England (HEFCE) Fee for 2017/18 is 9,250*

Level 6. Higher Education Funding Council for England (HEFCE) Fee for 2017/18 is 9,250* Programme Specification: Undergraduate For students starting in Academic Year 2017/2018 1. Course Summary Names of programme(s) and award title(s) Award type Mode of study Framework of Higher Education

More information