key stage 3 national strategy © crown copyright 2002 stg12: starters, plenaries and darts

Key Stage 3 National Strategy

© Crown Copyright 2002

STG12: Starters, Plenaries and DARTS



Objectives

By the end of the session, trainees should be able to:

List a range of DARTS activitiesDescribe key aspects of the Secondary National

Strategy including the ‘Three-part lesson’Describe how they might use a range of starters and

plenaries



DARTS

Directed Activities Related to TextReconstruction - modified textAnalysis - extended text, potentially more

usefulCloze procedures



Shared Reading

Cells

Almost all cells have a nucleus which is suspended in a jelly-like fluid calledcytoplasm. This cytoplasm is contained within a membrane that lets somesubstances in and out.Cells can be different in shape, size and colour. This is because they do differentjobs. Sperm cells have a small head and a long, lashing tail. Their job is to fertilisean egg cell. They have to swim to the egg; the head carries the genetic material. Apalisade cell is found in the upper parts of a leaf and is green. The green colour isdue to chlorophyll, a chemical that helps plants to photosynthesise. The job of aleaf cell is to produce glucose from carbon dioxide and water using energy from theSun. A root hair cell is long and thin and so has a large surface area. Its job is toabsorb water and minerals from the soil. Nerve cells have a small region whichcontains the nucleus and most of the cytoplasm. Other parts of the nerve cell canbe very long and thin and even be shaped like the branches and twigs of trees.Their job is to pass on messages, in the form of electrical signals, to different partsof the body. For example, if your hand is burned in a flame, nerve cells wouldtransmit messages from your hand to the central nervous system in your spine andthen back to your arm muscles to pull your hand away from the flame.So while all cells have the same features, such as cell membrane, nucleus andcytoplasm, what they look like can be very different. Their form and what extra theycontain, such as chlorophyll or haemoglobin, helps them to perform differentfunctions.



DART Activity 1-4

Read handout 2.3; How fresh is fresh?

1.Highlight in red those things that happen as the apple ripens;

Highlight in blue ways of preventing ripening;Use the highlighting to complete the table on

handout 2.7

2. Complete handout 2.8





Compare and Contrast

Taking feedback from each one of the 4 groups; what are the relative merits of each activity?

SSR article (2002) – follow-up readingHeselden, R. and Staples, R. (2002).

‘Science teaching and literacy, part 2: Reading’, School Science Review, 83(304), 51-62.



The Secondary National Strategy

The Secondary National Strategy, Key Stage 3, aims to strengthen teaching and learning across the curriculum for all pupils aged 11 to 14.

It is based on four important principles:

ExpectationsProgressionEngagementTransformation



[It started life as]The Key Stage 3 National Strategy

There are five strands:English 2001-02Mathematics 2001-02Science 2002-03TLF 2002-03ICT 2002-03



Goals of the Key Stage 3 Strategy

To ensure that by the age of 14 the majority ofpupils have:reached level 5 or above in English,

mathematics and science;benefited from a broad curriculum, including

learning each National Curriculum subject;learned how to reason, to think logically and

creatively, and to use ICT productively;begun to work independently.



National Curriculum test results: 2001

% achieving level 4+ at Key Stage 2

% achieving level 5+ at Key Stage 3

English 75% 64%

Maths 71% 66%

Science 87% 66%



Some research indicators about KS3 pupils

45% of Year 7 pupils fail to achieve better results on tests than in Year 5.

By Year 9, over 50% of boys and 48% of girls sometimes or never enjoy school (survey of 6000 pupils).

Exclusions double between Years 7 and 8, with exclusions of black pupils significantly higher than other groups.

The gender gap is widest in Key Stage 3 English but not so significant in science.

African-Caribbean, Bengali and Pakistani groups generally underachieve.

Attainment in inner-city areas is generally lower than in other areas.



Attainment at Key Stage 3 and GCSEs

Attainment at age 14 is a key determinant

of GCSE performance.

Source: national data for 2000

Average attainment at Key Stage 3

% achieving five or more A*-C GCSEs

Above level 5 94%

Level 5 51%

Below level 5 6%



Key Stage 3 National Pilot for the science strand

This involved: 17 pilot LEAs; more than 200 science departments; more than 1500 science teachers; 25 different CPD units (75 hours) provided in each LEA; more than 150 hours school-based support in each LEA; support materials based on best practice; departmental audit/review of Key Stage 3 science; the support of a local Key Stage 3 science consultant.



Framework for teaching science: Years 7, 8 and 9

The Framework: identifies progression in scientific enquiry and five

key scientific ideas that underpin understanding at Key Stage 3;

sets out yearly objectives for pupils in Years 7, 8 and 9;

shows how you can use the QCA scheme of work for science to improve your own;

provides guidance on teaching strategies including effective science lessons;

provides guidance on progression, assessment and inclusion



What will success look like?

The Strategy will be working when you see teachers who:spend a high proportion of time on focused interactive teaching,

and start lessons in ways that engage pupils; involve pupils in scientific enquiry frequently and encourage

them to be critical about evidence;pay regular attention to the key ideas in science across the key

stage and challenge pupils to use them to explain phenomena;employ a wide range of teaching techniques to engage pupils,

and probe for misconceptions and deal with these effectively;are confident about planning, teaching and assessing all aspects

of science at Key Stage 3; regularly discuss the teaching of Key Stage 3 science with

colleagues.



What will success look like by the end of the third year?

The Strategy will be working when you see pupils who: are motivated to learn science and leave lessons being

clear about what they have learned and what they will do next to improve;

demonstrate a high level of understanding of the key ideas and use them to explain phenomena;

draw upon a wide range of models and analogies to explain their thinking and understand the limitations of some of these;

describe, explain and justify their understanding of scientific ideas using precise scientific vocabulary;

use investigative skills well when exploring ideas and evidence.



Target settingThe Government has set ambitious national targets forscience at Key Stage 3.By 2007, 80% of pupils are expected to reach level 5

and aboveBY 2004 (a milestone target), 70% of pupils are

expected to reach level 5 and aboveSchools set targets for Key Stage 3 science inagreement with the LEA.Departments can set measurable targets for Years 7and 8 to check progress towards end of key stagetargets.



Did it work?

Key Stage 3 National Strategy 2004-5“There has been steady improvement in

KS3 results since the inception of the strategy in 2001”

English 4% more achieving level 5Maths 5% Science 2%ICT 1%



Four main Priorities

Improving teaching and learningPromoting inclusion and tackling

underperformanceStrengthening the whole curriculumSupporting school leadership



Science Specific

Target for 2004 was 70% achieving level 5

In 2003 68% achieved level 5Number of pupils achieving level 6 or

above has increased in same time by 7%



And then?

Easter 2005, the strategy was renamed the “Secondary Strategy” and moved to additionally cover Key Stage 4

It came to an end abruptly.See http://tiny.cc/ghquleq9n12011 was the final year of the Strategy



SMART Target

Priority area: Quality of science teaching

80% of science lessons to include a starter and plenary by the end of the summer term 2003 so that pupils are motivated at the start and are clear about what they have learned by the end.



Lesson

Engagement

Whole Class

Main ActivitySmall Group Work

Plenary

Whole Class

Slide 1.10

Lesson model 1



Lesson

Starter Activity

1st Main ActivityGroup Work

ShortPlenary

2nd Main ActivityGroup Work

Longer Plenary

Lesson model 2

Slide 1.11



Lesson

Engagement Whole Class

Whole ClassSame Task

Group Work

Plenary 1Whole Class

Group Work

Whole ClassSame Task


Group Work

Whole ClassDifferent Task


Lesson model 3



Lesson

EngagementWhole ClassNew Topic

Group Work to establish what isknown and what will be learned

PlenaryWhole Class

Lesson model 4



Lesson

EngagementWhole Class

Main ActivityGroups Working on different tasks

PlenaryWhole Class

Lesson model 5



Lesson


Main ActivityIndividual Work

PlenaryWhole Class

Lesson model 6



Lesson

7


Main ActivityGroups Working on different tasks

Individual Plenary

PlenaryWhole Class

Lesson model 7



STG12: Starters, Plenaries and DARTS

key stage 3 national strategy © crown copyright 2002 stg12: starters, plenaries and darts

Documents

key stage

secondary national strategy

key aspects

nerve cells

complete handout

sperm cells

leaf cell

cell membrane