This document outlines strategies that teachers can use to help students achieve the highest grades (A*s). It discusses what top-grade students look like in terms of being exam-ready, independent learners, self-motivated and enthusiastic. Some key strategies proposed are ensuring students have a thorough grounding in fundamentals, precise learning objectives, regular cumulative testing and feedback, using varied models to explain key ideas, and providing a planned home learning schedule with weekly recall tests to promote independence and self-motivation. The goal is for top grades to result from a stimulating education through practical learning and extra-curricular opportunities.

1. Strategies teachers can implement
in lessons/schemes to drive learning
towards A*s.

2. What does an A* student look like?

3. Key attributes of an A* student
 Exam ready
 Independent learner
 Self-motivated
 Enthusiastic

4. Strategies to ensure pupils are exam ready.
1. Thorough grounding in the basics – fundamentals
National Curriculum
Suggested Learning
objective (Precise
Learning)
Starter
(prior
Learning)
Activity (Understanding)
Acitivty 2
(Embedding)
Technician guide
At the end of these lesson pupils will experience a set of exam questions and assess any gaps in understanding - This is not a formal test,
feedback and reflection is for use by the teacher and pupils.
a) Energy can be transferred
usefully, stored, or
dissipated, but cannot be created
or destroyed.
b) When energy is transferred
only part of it may
be usefully transferred, the rest
is ‘wasted’.
c) Wasted energy is eventually
transferred to the
surroundings, which become
warmer. The wasted
energy becomes increasingly
spread out and so
becomes less useful. a) Examples
of energy transfers that everyday
electrical appliances are
designed to bring about.
Demonstrate and
explain how energy
can be transferred
stored or dissipated
as 'wasted energy'
9 Types of
energy -
memory
test /
spleiing
test.
Review the idea that Energy
cannot be created or destroyed
using an object eg kettle to get
pupils to build up the picture of
energy transfers and wasterd
energy. Start to build this into a
sankey diagram, Use this as a
model and pupils can review a
range of objects and build a
simple sankey diagram for each
one. Ask a range of pupils to draw
their diagrams on the board so as
you can discuss them as a class.
Reading sankey
diagrams
Energy circus tray
- objects to
observe energy
tranfers, graph
paper

5. Strategies to ensure pupils are exam ready.
2. Precise learning
Strategies to ensure pupils are exam ready.
• Model of planning which identifies precisely the important (and often
more challenging) learning that pupils must achieve to make good
progress
• Highlights key moments in a lesson where the building blocks are
apparent
• Ensures teacher assesses if pupils have acquired this knowledge before
moving on-
– ‘keep up not catch up’.
What are the
important learning
points?
Where will these be
addressed in the
lesson?

6. Strategies to ensure pupils are exam ready.
3. Excellent recall – cumulative testing
built into schemes of work.
Recap of C1.1, C1.2 and fundamental learning.
Question Command and content Mark
Reflection
difficulty
(1-less, 5-
more)
Notes
C1.1
Describe the structure of the atom and
analyse information provided to draw
conclusions. 10
C1.2
Use data provided to describe
fractional distillation. 6
B
Recall and describe the functions of
different parts of the plant cell. 5
C
Explain how an ion is formed from an
atom. 6
P
Explain how heat is transferred
through water by convection. 4
Mark 31
Are you on target?
How many more marks do you need?
What are your actions?

7. Strategies to ensure pupils are exam ready.
4. Purposeful feedback
 QLA
 Reteach
 Purple/Green
 Immediate

8. 1 2 3 4 5 6 8 H total H % H Grade H
4 6 9 6 6 7 10 48
89% 70% 77% 83% 72% 78% 55% 73% 73%
Describepropertiesofdifferent
elements
Describethestructureandpropertiesof
hydrocarbons
Explaintheprocessofcrackingand
thermaldecomposition
Identifyatoms,elements,compounds&
chemicalformula
Describeionicbonding
Completethelimestonecycle,identify
someuses
Explainthehowtopurifycopperby
electrolysis
4 6 7 2 5 6 2 32 67% C
1 4 9 6 5 6 6 37 77% B
4 5 4 5 4 6 4 32 67% C
4 4 6 6 6 5 6 37 77% B
4 2 7 5 4 6 7 35 73% B
4 4 7 6 2 5 6 34 71% B
4 5 8 6 4 4 5 36 75% B
4 4 7 4 1 4 8 32 67% C
2 4 9 6 5 6 6 38 79% B
4 6 6 4 5 4 8 37 77% B
4 5 7 6 3 5 7 37 77% B
3 4 7 5 3 4 4 30 63% C
4 6 7 6 5 7 8 43 90% A*
4 3 6 4 3 6 4 30 63% C
2 3 5 5 4 6 4 29 60% C
4 6 7 6 6 4 3 36 75% B

9. C1.1 and C1.2
Question Command and content Mark
Reflection
difficulty
(1-less,
5-more)
Notes
1
Describe properties of different
elements 4
2
Describe the structure and
properties of hydrocarbons 6
3
Explain the process of cracking and
thermal decomposition 9
4
Identify atoms, elements,
compounds & chemical formula 6
5 Describe ionic bonding
6
6
Complete the limestone cycle,
identify some uses 7
7 F
Describe the process of
polymerisation 10
8 H
Explain the how to purify copper by
electrolysis 10
Mark F
48
Mark H 48
How many more marks do you need?
What are your actions?
Are you on target?
Pupil
reflection

10. Strategies to ensure pupils are exam ready.
4. Purposeful feedback
 QLA
 Reteach
 Purple/Green
 Immediate

11. Strategies to ensure pupils are exam ready.
5. Use a variety of models for key ideas.
6. Sit test papers alongside the pupils. Highlight any
errors you make (!) Discuss your thought
processes.

12. Strategies to encourage independent learners/self-motivation
7. Home learning schedule. Planned out and provided
in advance. Complements class teaching.
8. Weekly recall tests
11V1 Calendar 2013/14
Week beginning Studying at home (Hand in prior to ‘Start in
Class’)
Start in Class
Over Summer P2.3 Current in electrical circuits
2/9/13 C2.3 Electrolysis Chemistry ISA – Electrolysis
9/9/13 C2.3 Exothermic and endothermic reactions Continue Chemistry ISA
16/9/13 C2.3 Acids and bases and salts C2.3 Exothermic and endothermic reactions
23/9/13 P2.2 Mains electricity and power of electrical
appliances
C2.3 Acids and bases and salts + Chemistry test

13. Aim to Enthuse
9. Practical learning is important.
10. If there is a more exciting teaching option – go for it.
11. Extra – curricular opportunities.

14. The top grades should be a natural
consequence of an excellent
education.