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No more tiers - Part 1

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Workshop at GA Conference 2017, developed by Rachel Kay, Tanith Ludlam, Kathryn Stephenson and Alan Parkinson

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No more tiers - Part 1

  1. 1. Workshop 21- KS4 Tackling exam questions in new specifications No more tiers! Can you write out the 4 Assessment Objectives for the new GCSEs?
  2. 2. Presented by the GA Secondary Phase Committee Ryan Bate, Gary Dawson, Judy Gleen, Paul Hunt, Emma Johns, Rebecca Kitchen, Beth Laing and Stephen Schwab For this workshop, Rachel Kay, Tanith Ludlam, Alan Parkinson and Kathryn Stephenson
  3. 3. During this workshop, we’ll look at Why have tiers been removed? What do the assessment objectives actually mean? How can we tackle the hardest questions and make them accessible for all learners? How are questions developed (using resources)?
  4. 4. What problem does this create? What was the original purpose of tiers? To offer an exam tailored to the ability of the candidates. This would mean that students wouldn’t sit a paper with questions that were too easy for them or find that there were questions that they simply couldn’t answer. It often limits aspiration (by teachers and students) with students being directed to, and prepared for, the lower tier papers when, with good teaching and support, they could aim for the higher tier!
  5. 5. What’s the position with the new GCSEs? There will be new, more demanding content, which has been developed by government and the exam boards. Ofqual Exams can only be split into ‘foundation tier’ and ‘higher tier’ if one exam paper does not give all students the opportunity to show their knowledge and abilities. (This does not include Geography!) Ofqual Our mission To ensure that no tiers creates no tears i.e. to ensure that all student can access the questions.
  6. 6. What do the Assessment Objectives actually mean? Have you got these...........?
  7. 7. How are the AOs used? Quiz......which ones? How many marks? 1.
  8. 8. How are the AOs used? Quiz......which ones? How many marks? 2.
  9. 9. How are the AOs used? Quiz.....which ones? How many? 3.
  10. 10. How are the AOs used? Quiz......which ones? How many marks? 4.
  11. 11. How are the AOs used? Quiz......which ones? How many marks? 5.
  12. 12. How are the AOs used? Quiz........which ones? How many marks? 6.
  13. 13. How are the AOs used? Quiz......which ones? How many marks? 7.
  14. 14. How are the AOs used? Quiz......which ones? How many marks? 8.
  15. 15. How are the AOs used? Quiz......which ones? How many marks? 9.
  16. 16. How are the AOs used? Quiz......which ones? How many marks? 10.
  17. 17. How are the AOs used? Quiz......which ones? How many marks? 1. No Assessment Objectives
  18. 18. How are the AOs used? Quiz......which ones? How many marks? 2.
  19. 19. How are the AOs used? Quiz.....which ones? How many? 3.
  20. 20. How are the AOs used? Quiz......which ones? How many marks? 4.
  21. 21. How are the AOs used? Quiz......which ones? How many marks? 5.
  22. 22. How are the AOs used? Quiz........which ones? How many marks? 6.
  23. 23. How are the AOs used? Quiz......which ones? How many marks? 7.
  24. 24. How are the AOs used? Quiz......which ones? How many marks? 8.
  25. 25. How are the AOs used? Quiz......which ones? How many marks? 9.
  26. 26. How are the AOs used? Quiz......which ones? How many marks? 10.
  27. 27. How can we tackle the hardest questions and make them accessible for all learners?
  28. 28. The most difficult questions ‘Many pupils lose confidence in exams when faced with questions which appear complex or are set in unfamiliar contexts. They fail to do themselves justice even though their knowledge and understanding is sufficient to answer questions correctly.’ AQA
  29. 29. Examples
  30. 30. The difficulties? How to make these questions accessible for all pupils • A template • Mnemonics • Literacy support: - Starter sentences – Keywords – Connectives • Analysis of pupil answers
  31. 31. Choose either an earthquake or a volcanic eruption. Assess the extent to which primary effects are more significant than secondary effects. Use Figure 5a or 5b and an example you have studied. [9 marks] The command phrase is ‘to what extent’, so the focus of the question is an evaluation of the importance of primary and secondary effects. There should be a discursive element which addresses whether, and to what extent, primary effects are more significant than secondary effects.
  32. 32. BUGS • Box the command word • Underline keywords • Go back to the start and re-read the question • Start a plan if it’s a bigger question
  33. 33. BUG for Lower Ability to gain access to level 1 on the 9 mark questions • Block out the command word • Underline the keywords • Go back and re-read the question again • Write as much as they can about the keywords in the question. • This may help pupils access level 1 and in doing so could access SPaG marks. Assess the extent to which primary effects are more significant than secondary effects.
  34. 34. Assess/evaluate starter sentences • This clearly shows that.. • Primary effects could be greater/less severe because.. • Secondary effects could be greater/less severe because.. • This would be worse because/ this would be better because..
  35. 35. • Colour code the sample answer
  36. 36. Student response A
  37. 37. How are questions developed (using resources)?
  38. 38. Evaluation Take a Post-it note and write a score for this workshop....from 1 to 9. Then, give us some feedback. What was useful? What could have been better?

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