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APP for Primary Science - The Big Stink with Deborah Herridge

Summary
CPD trainer Deborah Herridge introduces an exercise for APP in primary science, using Victorian London as topic to combine science and history at Key Stage 1 and 2, in a training session for teachers. In 1858, the smell of untreated sewage from the polluted Thames in London, known as The Big Stink, led to the development of the drainage system. In her CPD workshop, Deborah shows the teachers how to recreate the stink by mixing pasta, chocolate and rice. Asking pupils to investigate the stink will help teachers use the APP criteria for 'gathering evidence' and also help KS1 and KS2 pupils learn about pollution. Deborah then asks the group to clean the water through filtration - issuing them with tools of sieves, filters, coffee filter papers and plastic bowls and jugs, showing how the practical science activity can be extended.

APP for Primary Science - Mummification with Deborah Herridge

Summary
CPD trainer Deborah Herridge introduces an exciting practical mummification exercise for use in Key Stage 1 and 2 science and history lessons, helping teachers use the primary science APP criteria. Talking to a group of primary science teachers, Deborah shows how a tomato can be mummified using similar techniques to the method employed by ancient Egyptians, relating science to a history topic.

The changes to the fruit can then be recorded over a few weeks, enabling teachers to cover the Assessing Pupil's Progress criteria for 'observing and measuring' over time.

APP for Primary Science - Counting Caterpillars with Deborah Herridge

Summary

This video demonstrates a fun, low-cost and practical science investigation which will help cover the APP criteria for pattern-seeking and data collection, for KS1 and KS2. Scientist and CPD trainer Deborah Herridge shows a group of primary science teachers a simple technique for recording woollen caterpillars which will transform a tally chart into a pictogram and cover some of the criteria for varying the representation of data. This exercise also introduces pupils to the importance of camouflage to animals.

APP for Primary Science - Introducing Deborah Herridge

Summary
CPD trainer Deborah Herridge reveals her passion for practical science to teachers for Key Stage 1 and Key Stage 2. Deborah shares her suggestions for simple investigations and resources to cover the APP criteria for Science within primary KS1 and KS2.

She challenges the teachers to find out which hands grab the most sweets, an exciting exercise which she claims could also improve mathematical skills, group work and communication.

Primary Assessment - APP


Last updated 05 January 2012, created 23 May 2010, viewed 944

Assessing Pupils' Progress (APP) asks teachers to collect cross-curricular evidence throughout each term to indicate pupils' abilities in core subjects, in Primary Assessment. We follow Year 5 teacher, Angie Sykes, at St. Monica Junior School in Southampton as she assesses her pupils. Geography provides Angie with examples of pupils' creative writing. Guided reading sessions allow her to assess pupils' reading and understanding. As APP is based on teachers' judgements, it is important that the grades each teacher gives are moderated.

Summary
Year 5 teacher Angie Sykes assesses her pupils using Assessing Pupils' Progress (APP). Following discussions with colleagues in school, Angie attends an external moderation session to compare her judgements with those of other teachers in the Authority. APP is a new approach to teacher assessment in the core subjects for primary schools. Developed by QCA, it builds on good, day-to-day teaching and learning and encourages teachers to review pupils' performance periodically in relation to nationally agreed criteria. Teachers can look at evidence from across the curriculum in order to get a profile of pupils' abilities in the core subjects. APP emphasises the importance of teachers' professional judgements, and the outcomes can be moderated. It feeds directly back into classroom teaching and learning, encouraging teachers to respond to individual needs which are highlighted through assessment.