SCIENCE SECONDARY AGENDA PARAMETERS ACTION PLAN- 2017-18

Focus Modification of Curriculum/Action Success/Impact Indicators: When? Where? Who? Useful Links

YEAR 7:  Modification of Curriculum Most of the students will be able to: 6 weekly Outcome All http://timssandpirls.bc.edu/timss2019/f
TIMSS/PISA:  Modified SOWs to accommodate: based teachers/ rameworks/framework-
Explain phenomena scientifically: chapters/science-framework/science-
Addressing gaps in knowledge  Scientific enquiry skills Formative HODS/
- Students recognize and apply their assessments practices-in-timss-2019/
 Introduction to Earth Sciences understanding of basic scientific
HOKS
Scientific Literacy (PISA) In lessons: Termly
knowledge in various contexts.
- Explain phenomena scientifically http://www.iea.nl/fileadmin/user_uplo
 Provision in lesson plan through starter/mid- - Students apply knowledge and
- Evaluate and design scientific enquiry ad/General_Assembly/56th_GA/Study_
plenaries/plenaries to enhance students to : communicate an understanding and
- Interpret data and evidence scientifically Home presentations/eTIMSS_2019_Developm
Knowledge and system:  Explain phenomena scientifically analyze information provided
 Evaluate and design scientific enquiry - They apply knowledge to practical Ongoing learnings ent_GA.pdf
-Living Sciences
- Earth Sciences  Interpret data and evidence scientifically situations and communicate their
 Enhancing students’ mental ability to solve understanding through brief Practice questions:
problems descriptive responses. Summative https://www.nfer.ac.uk/TIMSS/sample-
CAT4:
 Effective questioning to enhance: Evaluate and design scientific enquiry assessments questions.cfm
- Enhance reasoning skills
- They can plan and conduct
 Critical thinking
experiments involving one or more
Progress Test Science  Reasoning skills of the students independent variables in a
As a Group:  Problem solving skills constrained context. http://www.edinformatics.com/timss/ti
- To improve the SAS score for students of the cohort  Scientific Enquiry: - They can explain an experimental mss_intro.htm
from 59% in 2016-17 to higher in 2017-18.  Students practiced enquiry-based design, drawing on elements of
Gender wise Target: questions in lessons. procedural and epistemic knowledge. https://nces.ed.gov/timss/pdf/timss201
- The girls (52%) of Year 7 2016-17 did not perform well  Weekly one lesson dedicated to scientific Interpret data and evidence scientifically 1_g8_science.pdf
in comparison to the boys (66%). investigations. - Students interpret information from
- They are currently in Year 8; different strategies need to tables, graphs, and pictorial diagrams http://www.oecd.org/pisa/pisaproducts
be used in classes to improve their learning skills. and draw conclusions. /pisa-test-questions.htm
 NAP focused Home Learning to further embed
Curriculum Content:
critical thinking, critical and problem solving Few students will be able to:
- Chemistry and Physics are two identified areas to work http://www.oecd.org/pisa/test/
reasoning skills. - Draw appropriate conclusions that go
on for the cohort of students’ in Year 8 in 2017-18. Also
 PTS/ PISA/TIMSS styled questions beyond the data and provide
to strengthen its consolidation in Year 7 as well in 2017-
 Comprehension based question justifications for their choices. http://www.oecd.org/pisa/38709385.pd
18 f
 Planning
SCIENTIFIC INVESTIGATIONS  Enquiry based questions
 Data based questions https://www.oecd.org/pisa/pisaproduct
Electricity s/Take%20the%20test%20e%20book.pd
Rocks  Further deepening critical thinking and
f
reasoning skills.
LIFE STAGES IN HUMAN CYCLE
 Mental ability based questions
Properties of states of matter https://www.gl-
 Embed Using CAT4 data to personalize the lesson
assessment.co.uk/media/1382/ptseries
plan improving learning skills of boys/
Work Scientifically: _assessment_overview.pdf
Emirati/SEND students
- To further, embed our effective strategies to raise
 Home learning focused more on Chemistry and
areas- Working scientifically and Application of K&U in
physics.
same and different contexts.
 Personalized Homework for SEND and low stanine
SCIENTIFIC INVESTIGATIONS
students.
FORMULATING QUESTIONS FROM INVESTIGATIONS
 Extra support lessons for Emirati students
MAKING RECORDINGS
 Evaluate learning and Assessment outcomes
CONCLUSIONS FROM RESULTS against international benchmark TIMSS/PISA.
Student Wise analysis:  Reading: Encourage and embed the habit of
- - Work on identified low stanine students, SEND and reading in students.
Emiratis in year 8 with personalized support during break
time
 SCIENCE-NATIONAL AGENDA PARAMETERS ACTION PLAN

Focus Modification of Curriculum/Action Success/Impact Indicators: When? Where? Who? Useful Links

YEAR 8:  Modification of Curriculum Most of the students will be able to 6 weekly Ongoing – 6 All http://timssandpirls.bc.edu/timss2019
TIMSS/PISA:  Modified SOWs to accommodate: explain: weekly review teachers/ /frameworks/framework-
Addressing gaps in knowledge  Scientific enquiry skills HODS/ chapters/science-framework/science-
Explain phenomena scientifically: Outcomes based HOKS practices-in-timss-2019/
 Reproduction in animals - Students can use more complex or
Scientific Literacy (PISA) In lessons: Termly Formative
more abstract content knowledge,
- Explain phenomena scientifically assessment http://www.iea.nl/fileadmin/user_upl
 Provision in lesson plan through starter/mid- which is either provided or recalled,
- Evaluate and design scientific enquiry oad/General_Assembly/56th_GA/Stud
plenaries/plenaries s to enhance students to: - To construct explanations of more
- Interpret data and evidence scientifically y_presentations/eTIMSS_2019_Devel
Knowledge and system:  Explain phenomena scientifically complex or less familiar events and
 Evaluate and design scientific enquiry processes. Ongoing opment_GA.pdf
-Living Sciences
- Earth Sciences  Interpret data and evidence scientifically Evaluate and design scientific enquiry
 Enhancing students’ mental ability to solve - They can conduct experiments Practice questions:
problems involving two or more independent https://www.nfer.ac.uk/TIMSS/sampl
 Effective questioning to enhance: variables in a constrained context. e-questions.cfm
CAT4:
- They can justify an experimental
- Enhance reasoning skills  Critical thinking
design, drawing on elements of
 Reasoning skills of the students procedural and epistemic knowledge.
Progress Test Science  Problem solving skills http://www.edinformatics.com/timss/
Interpret data and evidence scientifically
As a Group:  Scientific Enquiry: - students can interpret data drawn timss_intro.htm
- To improve the SAS score for students of the cohort
 Students practiced enquiry-based questions in from a moderately complex data set
from 56% in 2016-17 to higher in 2017-18. lessons. or less familiar context, https://nces.ed.gov/timss/pdf/timss2
Gender wise Target: - Draw appropriate conclusions that go 011_g8_science.pdf
 Weekly one lesson dedicated to scientific
- To have specific and personalized strategies in place beyond the data and provide
investigations.
to further increase performance of boys in 2017-18. justifications for their choices. http://www.oecd.org/pisa/pisaproduc
They are currently in Year 9; different strategies need ts/pisa-test-questions.htm
 NAP focused Home Learning to further embed critical
to be used in classes to improve their learning skills.
thinking and reasoning skills.
Curriculum Content: http://www.oecd.org/pisa/test/
 PISA/TIMSS/PTS styled questions
Chemistry and Biology are two identified areas to
further work on for the cohort of students’ in Year 9  Comprehension based question
 Planning http://www.oecd.org/pisa/38709385.
in 2017-18. Also to strengthen its consolidation in
pdf
Year 8 as well in 2017-18.  Enquiry based questions
To further, embed our effective strategies to raise  Data based questions
https://www.oecd.org/pisa/pisaprodu
areas- Working scientifically and Application of K&U  Mental ability based questions
cts/Take%20the%20test%20e%20boo
in same and different contexts.  Further deepening critical thinking and
k.pdf
- Rocks, Inheritance, Chemical changes, Energy an reasoning skills.
interactions in Ecosystem. Focus in physics- speed,  Embed Using CAT4 data to personalize the lesson plan
light, Universe, https://www.gl-
improving learning skills of boys/ Emirati/SEND
assessment.co.uk/media/1382/ptserie
Scientific Investigations: students
s_assessment_overview.pdf
- Variables and recording data  Hands on activities(investigations) for boys
Student Wise analysis:  Home learning focused more on Chemistry and
Work on identified low stanine students, SEND and physics.
Emiratis in year 9 with personalized support during  Personalized Homework for SEND and low stanine
break time students.
 Extra support lessons for Emirati students
 Evaluate learning and Assessment outcomes against
international benchmark TIMSS/PISA.
 Reading: Encourage and embed the habit of reading in
students.
Focus Modification of Curriculum/Action Success/Impact Indicators: When? Where? Who? Useful Links

YEAR 9/10:  Modification of Curriculum Most of the students will be able to: 6 weekly Ongoing – 6 All http://timssandpirls.bc.edu/timss2
TIMSS/PISA:  Modified SOWs to accommodate: weekly review teachers/ 019/frameworks/framework-
Explain phenomena scientifically: chapters/science-
Addressing gaps in knowledge  Scientific enquiry skills HODS/
- Students can use abstract scientific framework/science-practices-in-
Scientific Literacy (PISA)  understanding of concepts from the Earth and Outcomes based HOKS
- Explain phenomena scientifically ideas or concepts to explain timss-2019/
space systems Termly Formative
- Evaluate and design scientific enquiry unfamiliar and more complex
In lessons: assessment
- Interpret data and evidence scientifically phenomena, events and processes
 Provision in lesson plan through starter/mid- involving multiple causal links. http://www.iea.nl/fileadmin/user_
Knowledge and system: upload/General_Assembly/56th_G
plenaries/plenaries to enhance students to :
-Living Sciences
 Explain phenomena scientifically Evaluate and design scientific enquiry Ongoing A/Study_presentations/eTIMSS_20
- Earth Sciences
 Evaluate and design scientific enquiry - They can apply more sophisticated 19_Development_GA.pdf
 Interpret data and evidence scientifically epistemic knowledge to evaluate
CAT4:  Enhancing students’ mental ability to solve alternative experimental designs and Practice questions:
- Enhance reasoning skills problems justify their choices and use https://www.nfer.ac.uk/TIMSS/sa
 Effective questioning to enhance: theoretical knowledge to interpret mple-questions.cfm
 Critical thinking information or make predictions.
 Reasoning skills of the students
Interpret data and evidence scientifically
 Problem solving skills - Students can evaluate ways of http://www.edinformatics.com/tim
 Scientific Enquiry: exploring a given question ss/timss_intro.htm
 Students practiced enquiry-based questions in scientifically and identify limitations
lessons. in interpretations of data sets https://nces.ed.gov/timss/pdf/tims
Progress Test Science
As a Group:  Weekly one lesson dedicated to scientific including sources and the effects of s2011_g8_science.pdf
investigations. uncertainty in scientific data.
- To improve the SAS score for students of the cohort
from 77% in 2016-17 to higher in 2017-18. http://www.oecd.org/pisa/pisapro
Gender wise Target:  NAP focused Home Learning to further embed critical ducts/pisa-test-questions.htm
- To have specific and personalized strategies in place thinking and reasoning skills.
to further increase performance of girls in 2017-18.  PISA/TIMSS styled questions http://www.oecd.org/pisa/test/
- They are currently in Year 10; different strategies  Comprehension based question
need to be used in classes to improve their learning  Planning http://www.oecd.org/pisa/387093
skills.  Enquiry based questions 85.pdf
Curriculum Content:  Data based questions
- Chemistry and Physics are two identified areas to  Further deepening critical thinking and https://www.oecd.org/pisa/pisapro
further work on for the cohort of students’ in Year 10 reasoning skills. ducts/Take%20the%20test%20e%2
in 2017-18. Also to strengthen its consolidation in  Mental ability based questions 0book.pdf
Year 9 as well in 2017-18.
- To further, embed our effective strategies to raise https://www.gl-
 Embed Using CAT4 data to personalize the lesson plan
areas- Working scientifically and Application of K&U assessment.co.uk/media/1382/pts
improving learning skills of boys/ Emirati/SEND
in same and different contexts. eries_assessment_overview.pdf
students
Earth Science
 Home learning focused more on Chemistry and
Effects of smoking physics.
Light  Personalized Homework for SEND and low stanine
Inheritance students.
Sound  Extra support lessons for Emirati students
Accuracy and Making Conclusions
Photosynthesis
 Evaluate learning and Assessment outcomes against
Scientific Investigations
international benchmark TIMSS/PISA.
Variables  Reading: Encourage and embed the habit of reading in
Health and Safety
students.
Reliability