A new taxonomy?

Progress or a label?

The “break neck” factorReliability

?

“Discredited currency”

“The curse of sub-levels”

Mindset?

Deep learning?

Mastery?

Ethic of excellence?

Stick or twist?

Bolt-on or bottom-

up?

High performing systems?

Do we always teach…..

…..what we value?

What are your BIG ideas?e.g. Science

Organising concepts

Knowledge Skills

All materials in the world are made of very small particles

The total amount of energy in the Universe is the same

Organisms are organised from cells, are diverse, competitive and interdependent

Forces affect other objects…etc.

Data analysis & evaluation – best fit models

Experimental skills & techniques

Scientific attitudes – ethical, social, economic, political

….what about learning habits?

What does excellence look like?How can we go “beyond”

Can cognitive psychology help?

Autumn Spring SummerUnit/s Core

KnowledgeCoreSkills

Unit/s CoreKnowledge

CoreSkills

Unit/s CoreKnowledge

Core

Skills

9

8CELLS 4: GeneticsPARTICLES 4:ENERGY 4:

Cells to nucleus to chromosomes, genes and DNA

Scientific attitudes: Watson & Crick, DNA discovery

7

CELLS 1: Cells and organisation

PARTICLES 1: The particle model

ENERGY 1 etc.

Plant & animal cellsSimilarities/differencesStructure & functionStructural adaptations of cellsCells to organismsStates of matterChanges of state

Experimental skills: using a light microscope to observe & record cell structureScientific attitudes: how Robert Hooke discovered cells with cork / “Micrographia” bookDemokritus, Newton

CELLS 2: Cells, systems & organismsPARTICLES 2: Atoms, elements, compounds

Cells, tissues, organs, systems & organismsMuscular skeletal systemBlood cellsIntro to chemical symbols etc.

Dalton’s model

CELLS 3: Cells, tissues, organs, systemsDigestive systemBacteria cells

CELLS UNIT 1: Cells and organisation

Threshold Expected Knowledge Expected Skills

Beyond

Can “zoom in” to nucleus containing genetic material, extends knowledge to include mitochondria, ribosomes, etc.

Recognises limitations of light microscopy and demonstrates awareness of alternative techniques e.g. electron microscopy etc.

Excelling

Use of accurate and precise language when describing functions, e.g. “chlorophyll absorbs light energy” or explaining adaptations, e.g. “thin outer membrane lets oxygen diffuse through easily”

Can prepare own slides. Recognises effect of contaminants on image quality and measures that can be taken to preserve image quality.etc.

AdvancingCan identify function of each part and adaptation in case of specialised cells

Can identify and record observed features of cells accurately in terms of size and position.

SecuringCan identify parts of plant and animal cells correctly, similarities and differences

Can use a light microscope to identify and record key features of cells. Selects appropriate lens, with accurate focus.

Developing

Can identify plant and animal cells

Can mount a pre-prepared slide and adjust focus. Records some features.

Establishing

etc. etc.surface

deep

How often do we start here?

Learning episode

From core knowledge and skills Assessment opportunities

Learning objective

Learning outcomes Probing questions Production

1 why specialised cells may be necessary in multicellular organisms

recalls plant/animal cell organelles; explains what it means to be ‘multicellular’; gives examples of specialist cells in both plants and animals and applies knowledge to classify; relates adapted structure to function

-what would happen if we were uni-cellular?-are cells in multi-cellular organisms always the same?-what jobs wouldn’t we be able to do?-why is cell differentiation important to an organism’s development? etc.

2 zooms out to link cells to tissues to organs to organ systems & give examples...etc.

etc.

Unit Cells 2: Cells, systems and organisms

Links to prior learning / last interleaved sequence:

Cells 1: Plant & animal cells; similarities/differences; structure & function; structural adaptations of cells; cells to organisms

Tricky baselines• KS2 English + Maths

test scores• KS2 Teacher

Assessment and dialogue with feeder schools

• MidYIS / CAT3 ability testing

• FFT estimates• Internal tests on entry• Reading ages• etc.

KS2 testE/M

APS etc.

MiDYIS /

CAT3 score

etc.

Abilitythreshold

5a, 5a, 36

100 …. Beyond

5b, 5a, 34

Excelling

5c, 5b, 32

Advancing

5c, 4a, 29

Securing

etc.

Keep it simpleBaseline ability

threshold

Working threshold

Progress Tracking

Securing Securing Expected 0

Securing Developing Less than expected

-1

Securing Advancing Good +1

Securing Excelling Exceptional +2

GCSE flight pathsKS3 working

thresholdCurrent GCSE

thresholdNEW GCSE threshold

Tracking

Beyond AS-level AS-level 10Excelling A*/A 9/8 9

8Advancing A/B 8/7 8

7Securing B/C 7/6* 7

6Developing C/D 5*/4 5

4Establishing E/F/G 3/2/1 3

21

Where’s your head at?