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Disclaimer - New National Curriculum
The current national curriculum programmes of study for science at key stages 3 have been disapplied with effect from 1 September 2013 and are no longer statutory in relation to those year groups. This means that schools are free to develop their own curriculums for science that best meet the needs of their pupils, in preparation for the introduction of the new national curriculum from September 2014.
Science remains a compulsory national curriculum subject at all 4 key stages, and the existing programmes of study and attainment targets remain statutory for pupils in years 1, 2, 5 and 6 in 2013 to 2014, because they will underpin the statutory key stage 1 and 2 tests in 2014 and 2015. New statutory programmes of study and attainment targets will be introduced from September 2014 for all year groups except years 2 and 6: for those year groups, the new curriculum will take effect from September 2015.
For more information visit the DfE website:
Please note: The information on this page was originally put together to support the old QCA schemes of work for Science. Teachers may find some of the links to resources still useful but the units of work no longer apply and you should independently verify the accuracy of the information yourself before placing any reliance upon it.
This area will focus on the three elements of assessment: day to day; periodic and transitional.
Resources that appear here will be those broadly categorised as 'formative' in that they are related to assessment that can be used by the teacher and/or student to inform what to do next. This might otherwise be described as 'Assessment for Learning' (AfL).
Key Features of National Curriculum levels
National Curriculum Levels in 'Pupil-Speak'
What is APP?
APP is a structured approach to pupil assessment in Key Stage 3 to support teachers with:
Based on the assessment focuses (AFs) that underpin National Curriculum assessment, APP improves the validity and reliability of teachers' assessment and provides a more holistic view of student progress than other summative assessments. In pilot studies it has proved to be robust, manageable and effective in improving current practice.
Resources that appear here will relate to 'Assessment of Learning'. These forms of assessment provide a 'snapshot' of the knowledge and understanding of a student at a particular time (often the end of a module/term/year/key stage) and make a judgement on this against, for instance, national standards.
Prompts for reviewing tests
Question by Question Analysis
2006 KS3 Tests Analysis Tool
This spreadsheet analyses the 2006 KS3 tests papers question by question allowing you to identify students strengths and weaknesses.