<p>This is a clear and simple 6 mark scientific literacy task</p> <p>It is designed to allow students to use prior knowledge to construct their answer</p> <p>For it then to be peer or self assessed</p> <p>Finally for the answer to be redrafted based on feedback from the marker</p> <p>Would work with any exam board and would work equally as well as a deep mark</p>

<p>This is a short assessment designed to be done at the end of the national curriculum topic of atoms elements and compounds.</p> <p>Students should complete the mastery assessment independently. It can then be either self or peer assessed in a different colour. Students will need a periodic table to complete the assessment.</p> <p>When this has been done students can complete the growth task on the presentation to develop their learning where there may be any gaps in their knowledge.</p> <p>The topics covered are:</p> <ul> <li>atoms, elements and mixtures</li> <li>the atom</li> <li>the periodic table</li> <li>the particulate nature of matter</li> </ul>

<p>This is a short assessment designed to be done at the end of the national curriculum topic of Forces.</p> <p>Students should complete the mastery assessment independently. It can then be either self or peer assessed in a different colour.</p> <p>When this has been done students can complete the growth task on the presentation to develop their learning where there may be any gaps in their knowledge.</p> <p>The topics covered are:</p> <ul> <li>forces</li> <li>resultant forces</li> <li>contact and non-contact forces</li> <li>mass and weight</li> </ul>

<p>This is a clear and simple 6 mark scientific literacy task</p> <p>It is designed to allow students to use prior knowledge to construct their answer</p> <p>For it then to be peer or self assessed</p> <p>Finally for the answer to be redrafted based on feedback from the marker</p> <p>Would work with any exam board and would work equally as well as a deep mark</p>

<p>This is a clear and simple 6 mark scientific literacy task</p> <p>It is designed to allow students to use prior knowledge to construct their answer</p> <p>For it then to be peer or self assessed</p> <p>Finally for the answer to be redrafted based on feedback from the marker</p> <p>Would work with any exam board and would work equally as well as a deep mark</p>

<p><strong>MIB</strong> stands for Make It Better</p> <p>The exam question is designed to be printed either on A3 or on A4 double sided</p> <p>Give students the question and success criteria/banding first</p> <p>Students can then green pen (self or peer assess) their answer once they have completed it using the success criteria/banding and key words</p> <p>Teacher can then mark the question and suggest further improvements of a follow up question</p> <p>This is an ideal activity to complete as a deep mark which shows clear progress and response to feedback along with engagement with exam materials.</p>

<p>This is a task designed for students to use in the run up to mocks/exams. it’s a redrafting task with the ultimate aim of boosting students’ resilience, awareness f what the examiner is looking for and scientific literacy.</p>