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The agenda covers question types assessing AO3, levels of demand, use of legacy ISAs, and updates including ERA and results day, with regulatory references and classroom-oriented 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\nCopyright © AQA and its licensors . All rights reserved.  \nExam boards have an Ofqual requirement to record event audio.  \nRecordings are kept for the lifetime of the specification and not shared as an accompaniment to session resources.  \nThe recording will begin now.  \n3 Copyright © AQA and its licensors . All rights reserved.  \nSummer series  \nWe won’t be able to discuss individual issues with questions in this meeting.  \nPlease refer any queries to the science team via Teacher  \nServices: [gcsescience@aqa.org.uk](gcsescience@aqa.org.uk)  \n4  \nCopyright © AQA and its licensors . All rights reserved.  \nYou asked for more on:  \n• questions addressing required practicals  \n• maths in science – particularly longer answer questions  \n• assessing AO1, AO2, AO3  \n• dealing with common student mistakes  \n• tiering decisions guidance  \n• stretch at top end and supporting lower ability  \n• how to plan curriculum, improving recall, teaching required practicals , guiding and engaging students, making practicals ‘less pedestrian’.  \n5  \nCopyright © AQA and its licensors . All rights reserved.  \nAgenda  \n• AO3  \n• What is AO3?  \n• Question types that assess AO3  \n• Assessing AO3 at different levels of demand  \n• Using the legacy ISAs to support teaching and learning opportunities  \n• Updates  \n• Making the best use of ERA  \n• Results day  \n• Resources  \n6  \nCopyright © AQA and its licensors . All rights reserved.  \nWhat is AO3?  \n\n| • AO3 covers the skill of looking critically at information given in tables, graphs, diagrams or written prose.\u003Cbr>• It involves analysing and interpreting information and ideas to:\u003Cbr>• identify and explain patterns and trends\u003Cbr>• make judgements based on the data\u003Cbr>• draw conclusions based on the data\u003Cbr>• identify experimental errors, adapt and improve practical procedures.\u003Cbr>• 20% of the marks are AO3 . |  |\n| --- | --- |\n| 7 Copyright © AQA and its licensors . All rights reserved. | |\n| Regulatory requirements for AO3 |  |\n| \u003Cbr>Of qual GCSE Subject Level Guidance for Single Science (Biology, Chemistry, Physics) July 2015 [https://www.gov.uk/gov ernment/publications/gcse-9-to-1-subject-lev el-guidance-for-single-scienc](https://www.gov.uk/gov ernment/publications/gcse-9-to-1-subject-lev el-guidance-for-single-science)[e](https://www.gov.uk/gov ernment/publications/gcse-9-to-1-subject-lev el-guidance-for-single-science) |  |\n\n8  \nCopyright © AQA and its licensors . All rights reserved.  \n• Three broad categories of task:  \n• interpret and evaluate  \n• make judgements and draw conclusions  \n• develop and improve experimental procedures.  \n• Wide range of command words  \n• Full range of marks  \n• Closed, short answer and extended response  \n• All levels of demand  \n• Coverage of Working scientifically and maths skills  \n9  \nCopyright © AQA and its licensors . All rights reserved.  \nWorking scientifically  \n• Section 3 of all GCSE science specifications  \n• Four key areas:  \n• WS 1: Development of scientific thinking  \n• WS 2: Experimental skills and strategies  \n• WS 3: Analysis and evaluation  \n• WS 4: Scientific vocabulary, quantities, units, symbols and nomenclature  \n10  \nCopyright © AQA and its licensors . All rights reserved.  \n• Look at example 1.  \n• What is it asking the student to do?  \n• What aspect of AO3 do you think it assesses?  \n• What level of demand do you think it targets?  \n• How could you adapt the material to change the level of demand?  \n11 Copyright © AQA and its licensors . All rights reserved.  \nInterpret and evaluate  \nTasks include  \n• Identify/describe patterns and trends in information  \n• Compare patterns and trends  \n• Draw inferences from patterns and trends  \n• Use information given to support or disprove a conclusion, judgement or hypothesis  \n• Interpret information to give advantages and disadvantages  \n• Calculate uncertainties  \n• Identify anomalous results  \n12  \nCopyright © AQA and its lice","cbCaiiEiacXlK9GK","https://ap.wps.com/l/cbCaiiEiacXlK9GK","pdf",629258,14,"English","# Agenda\n## AO3 and its purpose\n## Regulatory requirements for AO3\n## Three broad categories of task\n## Working scientifically\n## Tasks that assess AO3\n### Interpret and evaluate\n### Make judgements and draw conclusions\n### Develop and improve experimental procedures","[{\"question\":\"What does AO3 assess in GCSE science?\",\"answer\":\"AO3 assesses the skill of critically looking at information in tables, graphs, diagrams or written prose, analysing it to identify patterns and trends, make judgements and draw conclusions, and recognise experimental errors to improve procedures.\"},{\"question\":\"What are the regulatory requirements and task categories for AO3?\",\"answer\":\"AO3 tasks fall into three broad categories: interpret and evaluate, make judgements and draw conclusions, and develop and improve experimental procedures, covering a wide range of command words and marks across different levels of demand.\"},{\"question\":\"How can teachers vary the level of demand when using AO3 questions?\",\"answer\":\"Teachers can adapt question materials by changing how the task targets specific AO3 aspects and the level of demand, then use the questions to build students’ understanding of what AO3 requires.\"}]","Science hub schools network - Summer 2019 - AO3 teaching and assessment | PDF",1792468662,35]