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Within a topic that you are teaching this year, present a selection of short, medium and long-term plans. Demonstrate within this topic what progress is achieved by three different types of learners in your class. You should show what actions you took to facilitate this progress by including evidence.

Pupil A: High Achiever

Pupil A is studying Triple Science and is predicted to achieve a Grade 7. However, initial track-point data gathered from summative assessments (TS6) implied that he was working at a Grade 5. Upon conducting an end-of topic test, as outlined in my medium-term plan, it was found that the student had regressed in their learning. Using questioning as a form of formative assessment (TS6), I identified that Pupil A’s grade was not representative of his subject knowledge; rather, it resulted from not being able to identify what was required from an exam question. Within the next lesson, rather than starting a new topic, I set the class a research task and worked with small groups to build confidence and model exam technique. Following this lesson, Pupil A was provided with the opportunity to re-sit his test. According to a principle outlined by Willows, allowing a re-test emphasises that the teacher’s main goal is to help the student learn (Willows 2012). It also helps to build self-confidence and highlights the usefulness of feedback (ibid.). Upon marking the second test it was found that Pupil A had made good progress in comparison to both track-points and moved from a Grade 4 to a Grade 5+ (TS2). Throughout the next scheme of work, the student implemented some of the revision tips and highlighted his notes.

Pupil B: Middle Achiever

Pupil B is also studying Triple Science but is predicted to achieve a Grade 5. Initial track-point data gathered from summative assessments (TS6) implied that she was currently working at this grade. Within my lessons and the scheme of work, I provided ‘stretch-and-challenge’ tasks to furthering Pupil B’s understanding of the topic. As some of these tasks related to the course content that was only relevant for Triple Science students(AQA 2018), this shows that I have secure knowledge of the relevant curriculum areas (TS3). Moreover, as the assessment data showed that Pupil B progressed past her target, this shows that I can set goals which stretch-and-challenge pupils (TS1).

Pupil C: Low Achiever with ADHD

Pupil C is studying Combined Science but will be sitting the Foundation Tier GCSE. As this student had less content to learn in comparison to Pupil A, I had to adapt my long and medium-term plans to suit his needs (TS5). Furthermore, since Pupil C has ADHD, I liaised with the SEND department to become aware of the factors which could inhibit his learning (TS5). To help Pupil C learn effectively, I implemented a range of strategies within each lesson (TS5). For example, I used task management boards to break information down into small ‘chunks’ (Blotnicky-Gallant et al. 2014); this helped Pupil C to focus on his work. Additionally, this strategy helped the student to see the progress that he was making as he could remove a task once it had been completed. Overall, Pupil C progressed from a Grade G1+ to a Grade G2+; this shows that I am able to differentiate effectively (TS5). However, using differentiation consistently and efficaciously, is something which I need to develop further.

References:

AQA, 2018. GCSE Science Specifications. Available at: http://www.aqa.org.uk/subjects/science/gcseLink opens in a new window [Accessed May 18, 2018].

Blotnicky-Gallant, P. et al., 2014. 'Nova Scotia Teachers’ ADHD Knowledge, Beliefs, and Classroom Management Practices.' Canadian Journal of School Psychology, 30(1), pp.3–21. Available at: https://doi.org/10.1177/0829573514542225Link opens in a new window.

Willows, D., 2012. Effective Data Management for Schools, John Catt Educational Limited. Available at: https://books.google.co.uk/books?id=28qv9vgvhZMCLink opens in a new window.