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Sessions explain standardisation of mark schemes and how analysis tools support identifying common strengths and weaknesses, planning interventions, and deciding tiers of entry. Further sections address student areas of challenge, revision and exam techniques, effective use of practical assessments, curriculum targets for autumn, and assessment structure for separate and combined sciences with demand comparisons.",{"@graph":69,"@context":114},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/summer-2017-hub-meeting-agenda-and-analysis-of-year-10-tests/623541/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/summer-2017-hub-meeting-agenda-and-analysis-of-year-10-tests/623541.png","ImageObject",300,407,{"name":92,"@type":93},"moss~","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/vnd.openxmlformats-officedocument.presentationml.presentation","2026-11-03","2026-10-20",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108],{"name":109,"@type":110,"acceptedAnswer":111},"How do separate sciences and combined sciences differ in assessment structure?","Question",{"text":112,"@type":113},"Separate sciences use two equal-weight papers per subject, while combined sciences include six papers for Trilogy (two per subject) or four papers for Synergy (two per section) with practical-focused questions appearing in specific papers.","Answer","https://schema.org",{"og:url":83,"og:type":116,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":118,"canonical":83},"index,follow",{"doc_id":120,"site_id":62},623541,1792524938,{"code":4,"msg":5,"data":123},{"doc_id":120,"user_id":124,"nickname":92,"user_avatar":125,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":126,"file_id":127,"file_url":128,"file_type":129,"file_size":130,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":131,"language":132,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":133,"faqs":134,"seo_title":135,"seo_description":67,"update_tm":136,"read_time":36,"preview_page_count":4},962090895452,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Summer 2017Hub meeting\nDate \u003Cdd/mm/yyyy>\nAgenda\nCopyright © AQA and its licensors. All rights reserved.\nFeedback from end of Year 10 tests\nSecond set of specimen assessment materials\nDiscussion groups (one or two of these topics)\nMaths assessment\nTeaching and learning of the required practical activities\nMeeting the challenge of Combined Science\nStretch and challenge\nFocus for Autumn Hub\nGetting the most out of the end of Year 10 tests\nCopyright © AQA and its licensors. All rights reserved.\nWhy do the standardisation of mark scheme activity?\nWhat your analysis means\nfor the pupil\nfor the teacher\nfor your Head of science\nThe analysis tool – how to use it\nCopyright © AQA and its licensors. All rights reserved.\nThe analysers can be used to:\nprovide information to identify common strengths and weaknesses across the class/school\nsupport the development of strategies to target support and development across the science curriculum in teaching and learning\ninform planning and interventions at class/pupil levels\nhelp guide decisions on tier of entry.\nIt is not designed to:\nprovide grade boundaries\nprovide more than a snapshot of student performance in Year 10\ndictate decisions on tier of entry.\nFeedback on end of Year 10 tests\nCopyright © AQA and its licensors. All rights reserved.\nAreas of challenge for students\nRevision of material\nMay have carried out the practical work but learning is not embedded\nBasic exam techniques:\nrepeating the information in the question, not adding to it\nconversion of units\nnot using equations given\nImportance of the apparatus and techniques is being missed\nQuality of written answers and precise use of language\nDescribing patterns\nApplication of knowledge to unfamiliar context\nLines of best fit can be a curve\nLinking information given in a question to what they know and then constructing an answer\nMaths skills:\nnot familiar with some of new applications of maths\nnot showing working out clearly\nData sample\nCopyright © AQA and its licensors. All rights reserved.\nIf you would like to be included in our data sample, please enter your students’ marks to the detailed analysers and send a copy to us at gcsescience@aqa.org.uk by Friday 23 June.\nWe will publish the updated analysers with the expanded data sample on Friday 30 June.\nNext steps: setting curriculum targets\nCopyright © AQA and its licensors. All rights reserved.\nAt this stage, departments are looking to address teaching and learning gaps for next year, as well as revisiting their approach with Years 9 and 10.\nIt is not about revisiting content knowledge, but as a department identifying teaching strategies to target the areas your pupils performed less well in.\nConsidering your school’s analysis, are there any obvious concerns? (Group analysis)\nAre there any areas to share good practice on? (Group analysis)\nAre there any overarching changes to make to teaching?\nuse of command words in planned questioning\nunfamiliar context\nrevision techniques revisited\nexam techniques – really read the question\nEffective use of the second set of specimen assessments\nCopyright © AQA and its licensors. All rights reserved.\nWill be on Secure Key Materials only.\nMirrors the papers of 2018 award – 32 papers.\nAllows multiple usage between specifications.\nSimple grid to show metadata – AOs, maths, required practicals, working scientifically, level of demand.\nSimple analysis tool for common questions only.\nEffective use of the second set of specimen assessments\nCopyright © AQA and its licensors. All rights reserved.\nThings to consider:\nthe length of the papers has increased\ncommon content and skills  assessed between specifications\neach award has their own unique questions – no common questions between different awards\nwhen to schedule mocks\nhow to analyse performance, plan intervention and consider entry level.\nAssessment structure: separate sciences\nCopyright © AQA and its licensors. All rights reserved.\nQualification\nPapers\nContent\nLength of each paper\nBiology\nTwo papers, equa","cbCaiqedNpoyrHMl","https://ap.wps.com/l/cbCaiqedNpoyrHMl","pptx",770941,16,"English","# Agenda\n## Feedback from end of Year 10 tests\n## Standardisation of mark scheme activity and analysis tool\n## Areas of challenge for students\n## Next steps: setting curriculum targets\n## Effective use of specimen assessments\n## Assessment structure: separate sciences\n## Assessment structure: combined sciences\n## Level of demand and discussion workshops\n## Useful resources and transition materials","[{\"question\":\"How do separate sciences and combined sciences differ in assessment structure?\",\"answer\":\"Separate sciences use two equal-weight papers per subject, while combined sciences include six papers for Trilogy (two per subject) or four papers for Synergy (two per section) with practical-focused questions appearing in specific papers.\"}]","Summer 2017 Hub meeting - Agenda and analysis of Year 10 tests | PPTX",1792468797]