What to do with Y11? Like most schools we provide Y11 with a range of support, outside of lessons, in the run up to the final exams – assemblies, revision sessions, parental workshops etc. However, we all know that the people who will make the real difference between now and the exams are the teachers that see Y11, day in and day out. So, what can us teachers of Y11 be doing in our lessons, over the next 47 school days to maximise their performance? A few thoughts: Refocus with a new seating plan After the mock exams in December, the science department came up with a new seating plan for every Y11 class.
Don’t allow them to sit with their friends – friends like to talk! Plan your revision Plan the number of weeks left until your exam and draw up a plan: When will you finish teaching the content? Use this to come up with a lesson by lesson plan, and share this with your students. Model answers When sharing exemplar answers, don’t just show them a great example – show them a poor one too. Live Marking Exam Practice. Triple science resource packages | STEM. OCR STEM: Your STEM challenge starts here! Video: Sampling buttercups | Big Picture. Ceri Evans' Masterclass: Evolution. Science revision toolkit - About. Triple Science for GCSE - With it, Anything is Possible. Home page | Science in the Classroom.
Making best use of exam questions. I have written before about Diagnostic Questions. A good diagnostic question can reveal a lot about a student’s thinking. Many of the questions we have written for the York Science Project have drawn on research evidence to provide the alternative answers that students might select. When preparing diagnostic questions for GCSE classes there are two other rich sources of alternative answers that have been given by students – the Mark Scheme and the Report to Centres. Recently I spent some time with OCR GCSE Science teachers developing diagnostic questions in this way. Here is an example. This question part of question 2 on the OCR GCSE Science Gateway B711/02 (higher tier paper) in June 2012. In the Report to Centres the Principal Examiner for the paper wrote : “Just less than half the candidates gained the mark…… The most common correct answer was dehydration.
The mark scheme for the question was this: Or you could put the answers into a confidence grid: Notice the headings for the columns. Science Photo Library.
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