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All rights reserved. | |\n\n\n| Today’s agenda |  |  |\n| --- | --- | --- |\n| • How did the 2020 exams go?\u003Cbr>• What do we know about 2021?\u003Cbr>• Supporting the learning gap\u003Cbr>• Understanding key command words in GCSE science assessments |  |  |\n| 3 | Copyright © 2021 AQA and its licensors. All rights reserved. | |\n\n\n| How did the 2020 exams go? |  |  |\n| --- | --- | --- |\n| How did Summer 2020 compare to 2019?\u003Cbr>• Slight increase in total entries for all sciences\u003Cbr>• Slight shift towards Higher tier for all specifications\u003Cbr>• Outcomes significantly higher, across all grades Autumn 2020 exceptional series\u003Cbr>• Only for students who could not receive a grade in summer 2020, or students who wanted to improve their grade\u003Cbr>• Entries very low compared with summer\u003Cbr>• Most entries were resits\u003Cbr>• Grade boundaries set to align with the outcomes of the summer series\u003Cbr>• Check the grade boundaries and results statistics on our website (seepage 5 of the Support booklet) |  |  |\n| 4 | Copyright © 2021 AQA and its licensors. All rights reserved. | |\n\n\n| What do we know about summer 2021?\u003Cbr>• Student grades will be determined by teacher assessment. We’ll share the • details as soon as we know more.\u003Cbr>Outcomes from Ofqual’s consultation in January 2021 were published in February. • To get the latest news from AQA, sign up for updates on our website (link on page 30 of the Support booklet) |  |  |\n| --- | --- | --- |\n| 5 | Copyright © 2021 AQA and its licensors. All rights reserved. | |\n\n\n| What do we know about the learning gap? |  |  |  |\n| --- | --- | --- | --- |\n| The National Foundation for Educational Research (NFER) has conducted a report on schools’ responses to Covid-19:\u003Cbr>The challenges facing schools and pupils in September 2020 (NFER, September 2020)\u003Cbr>© NFER |  | |  |\n| 6 | Copyright © 2021 AQA and its licensors. All rights reserved. |  | |\n\n\n| What do we know about the learning gap? |  |  |\n| --- | --- | --- |\n| Key messages from the NFER study\u003Cbr>• Engagement with remote learning during the first national lockdown was low, particularly in deprived areas. This led to learning gaps.\u003Cbr>• On return to school, many senior leaders prioritised emotional and mental health of students − focusing on resettling and engaging them with learning again.\u003Cbr>• All year groups are affected, not just years 11 and 13.\u003Cbr>• The learning gap is thought to be bigger for disadvantaged pupils and lower attainers. Some schools estimate the gap to be greater for boys than girls. |  |  |\n| 7 | Copyright © 2021 AQA and its licensors. All rights reserved. | |\n\n\n| Supporting planning to overcome the learning gap |  |  |  |\n| --- | --- | --- | --- |\n| In August 2020, the Educational Endowment Foundation produced a guide to supporting school planning.\u003Cbr>This was based on research about the impact of Covid-19 in 2020.\u003Cbr>© Education Endowment Foundation |  | |  |\n| 8 | Copyright © 2021 AQA and its licensors. All rights reserved. |  | |\n\n\n| Supporting planning to overcome the learning gap |  |  |\n| --- | --- | --- |\n| The EEF guide suggests focusing efforts in three areas.\u003Cbr>1. High-quality teaching for all, for example:\u003Cbr>• professional development programme\u003Cbr>• in-depth subject knowledge of teachers\u003Cbr>• effective diagnostic assessment\u003Cbr>• effective remote teaching\u003Cbr>• support for newly qualified teachers\u003Cbr>2. Targeted academic support, for example:\u003Cbr>• small group/one-to-one tuition\u003Cbr>• structured interventions\u003Cbr>3. Wider strategies to support pupils, such as social and emotional learning. The EEF's full Guide to supporting school planning can be found here. |  |  |\n| 9 | Copyright © 2021 AQA and its licensors. All rights reserved. | |\n\n\n| CPD support with the learning gap |  |  |\n| --- | --- | --- |\n| Throughout the Covid-19 pandemic, STEM Learning, ASE, ","cbCairiaoFKEsBzZ","https://ap.wps.com/l/cbCairiaoFKEsBzZ","pdf",1717923,12,"English","# Today’s agenda\n## How did the 2020 exams go?\n## What do we know about summer 2021?\n## What do we know about the learning gap?\n## Supporting planning to overcome the learning gap\n## CPD support with the learning gap\n## STEM Learning – an overview\n## ‘Catch up’ CPD from STEM learning","[{\"question\":\"How were the 2020 exam outcomes different from 2019, and what does the presentation note about entries and grade boundaries?\",\"answer\":\"It highlights a slight increase in total entries for all sciences, a shift towards Higher tier, and significantly higher outcomes across all grades in Autumn 2020 exceptional series. It also notes that entries were very low compared with summer, most were resits, and grade boundaries were set to align with the summer series outcomes.\"},{\"question\":\"How will 2021 GCSE science grades be determined according to the agenda?\",\"answer\":\"Student grades for summer 2021 will be determined by teacher assessment, with further details to be shared when more information is available. It also states that outcomes from Ofqual’s January 2021 consultation were published in February.\"},{\"question\":\"What key messages does the NFER study provide about the learning gap after Covid-19 disruption?\",\"answer\":\"It reports low engagement with remote learning during the first national lockdown, especially in deprived areas, leading to learning gaps. It also notes that on return to school, senior leaders often prioritized emotional and mental health, that all year groups are affected, and that the gap may be larger for disadvantaged pupils and lower attainers.\"}]","GCSE science - Virtual communities - Spring 2021 | PDF",1792468542]