Science 2008

1. Science 2008

2. Background • Changes in Key Stage 4 Science Programme of Study • Wider base of Levels 1 and 2 science qualifications • To increase the participation in science Post 16

3. Science Qualifications • GCE Biology • GCE Chemistry • GCE Physics • GCE Psychology • Extended project- Perspectives on Science • BTEC National in Applied Science

4. GCE Biology, GCE Chemistry and GCE Physics

5. GCE Biology, GCE Chemistry and GCE Physics Key aims: • To attract and retain more students to science with exciting contemporary courses which highlight essential practical work. • To enable enjoyable teaching and learning by providing a supportive structure with manageable levels of content and assessment.

6. GCE subject criteria for Science • 60% of specification content is prescribed by QCA and whether it should appear in AS or A2. • Contemporary contexts to be included in specifications. • How Science Works: • practical skills • theories and models • presenting scientific arguments and ideas • applications and implications of science • communication of information and ideas.

7. QCA assessment requirements • Assessment types and weightings: • one unit at AS and one unit at A2 must be internally assessed • these must include the assessment of practical skills • The weighting of each internally assessed unit must be between 20% and 30% at each of AS and A2. • There are three assessment objectives: • AO1: Knowledge and understanding of science and of How Science Works • AO2: Application of knowledge and understanding of science and of How Science Works • AO3: How Science Works.

8. Assessment objectives from QCA The weightings of the QCA assessment objectives reflect the emphasis in the criteria on contextualisation and How Science Works:

9. GCE Biology, GCE Physics specification Each specification supports – two teaching approaches The specifications have been designed to inspire students and develop their enthusiasm for the subject by providing a specification for each subject which has: • two teaching approaches • concept led • context led – developed with the support of the SNAB and SHAP project teams • one common set of assessments for both approaches

10. GCE Biology, GCE Physics specifications Each specification supports – two teaching approaches This means that: • teachers may select an approach to meet their students’ needs and learning styles that is based on a common assessment model • specific contexts will not examined. This allows contexts to be: • kept up to date with new developments in the subject • chosen for local interest or the specific interests of different groups of students

11. GCE 2008 PhysicsThe two teaching approaches - AS

12. GCE Biology • Unit 1: Topic 1 • Topic 1: Lifestyle, health and risk - includes structure and function of carbohydrates, lipids and proteins; enzyme action; structure and properties of cell membranes, passive and active transport; structure and function of the cardio-vascular system; obesity, CVD and risk. • Topic 1: Lifestyle, health and risk - discusses the importance of lifestyle choices for good health and considers ideas about correlation, causation and risk in relation to cardio-vascular disease.

13. GCE Chemistry • The contemporary contexts required by the QCA criteria will be embedded within the specification. • They will appear as examples of how chemical ideas can be applied to the real world. • This will ensure that students do not have to learn the contexts, but should be aware of how the chemical ideas can be applied to any real world contexts, for example: • discuss the uses of halogenoalkanes, eg as fire retardants and modern refrigerants.

14. GCE Chemistry – Unit 2

15. Content review GCE Biology, GCE Chemistry and GCE Physics • We have consulted extensively with practising teachers and professional bodies • We have streamlined content to ensure both that it is attractive to students and that it can be studied in satisfying depth in the time available.

16. Assessment scheme

17. GCE Biology, GCE Chemistry and GCE Physics • Synoptic Assessment • Synoptic questions may be included in questions for units 4 and 5. • The assessment for unit 6 may draw on material from any area of the specification. • Stretch and challenge • Students can be stretched and challenged in units 4 and 5 through a requirement for extended writing and the use of a wider range of types of questions to address different skills eg open-ended questions and case studies.

18. GCE BiologyUnit 3 • Part 1 – Practical Biology Skills • Ongoing practical assessment • Non-moderated, teacher assessed • Part 2 – The report of the visit or issue • Provides students with the opportunity to explore applications and implications of Biology in a real life context.

19. GCE BiologyUnit 6 • Individual experimental investigation • Written report - maximum 3000 words - on an extended practical project of the student’s own choice

20. GCE Chemistry • Practical skills will be assessed through general practical competence and assessed practical activities which can be chosen from a list supplied by Edexcel. • Structure: • one unit in each of AS and A2 is an internally assessed practical unit but this assessment is carried out throughout the teaching of the course • general practical competence will be assessed over the whole year • the assessed activities (approx. 1 hour) are carried out under controlled conditions in centres, • Edexcel will supply extensive support in the form of tutor support guides and full guidance on implementing the assessment.

21. GCE Chemistry Unit 3

22. GCE Chemistry - Unit 6

23. GCE Physics Internal assessment • Units 3 and 6 are in accordance with QCA requirements for one unit in each of AS and A2 to assess practical skills internally • We have designed units 3 and 6 to: • retain the strengths of the practical assessment in current specifications • be integral to teaching and learning • be straightforward to mark • Edexcel will supply tutor support packs to assist with internal assessment

24. GCE Physics Internal assessment - Unit 3 • The AS internal assessment is based on a physics-based visit or a case study of an application of physics • EXAMPLE • Students may visit a local hospital to see medical applications of physics including radiography and the safety implications of the inverse square law. • In the laboratory students could use a lamp to represent an X-ray source to investigate how the intensity of an X-ray beam varies with distance. • This example could be presented as a case study instead of a physics-based visit.

25. GCE Physics Internal assessment - Unit 3 • Edexcel will provide a list of popular ‘tried and tested’ visits • Case studies may be centre-devised or Edexcel-devised • The practical work should be completed in a normal lesson • Straightforward mark scheme – no bands • Edexcel will provide exemplars of marked work, together with examiners’ comments on how it may be improved

26. GCE Physics Internal assessment - Unit 6 • Edexcel will provide suggestions for plans that students could produce • Edexcel will provide plans for 5 different experiments that centres may use if desired. • The practical work should be completed in a normal lesson • Straightforward mark scheme – no bands • Edexcel will provide exemplars of marked work, together with examiners’ comments on how it may be improved

27. Support • Guides for internal assessment • On line teacher support • Diagnostic and formative assessment • Student and teacher publications, building on existing provision developed by preferred publishers

28. Support • Edexcel Online • Ask Edexcel • Ask the Expert • Results Analysis Service • Examzone • Results Plus

29. Extended Project - Outline • Level 3 qualification • Same size as an AS level and UCAS points • 100% internal assessment

30. Extended Project • Currently being trialled with GCE Salters-Nuffield Biology and GCE Perspectives on Science (AS) (Pilot) • Dissertation model • Research investigative model • Trial to last until June 2008

31. BTEC Ladder of Qualifications in Applied Sciences Post-16 • BTEC NQF Level 1 Introductory • BTEC NQF level 2 First Certificate and Diploma • BTEC NQF Level 3 National Award, Certificate & Diplomas • BTEC Level 5 Higher National Certificates and Diplomas

32. BTEC Nationals in Applied Sciences • BTEC Nationals in Applied Science – (Medical, Forensic, Laboratory & Industrial); • Beauty Therapy Sciences • Sports & Exercise Science • Pharmacy Services and Dental Technology • BTEC Nationals Awards – equivalent to one GCE • BTEC National Certificates two GCE equivalent • BTEC National Diplomas - three GCE equivalent

33. Achievement & Attainment Tables- UCAS Tariff • BTEC Introductory and Firsts are on the attainment and achievement tables • BTEC Nationals are on the UCAS tariff

34. Key Features of BTEC • Work-related qualifications – requires Sector Skills Council (SSC) endorsement for accreditation e.g. • SEMTA – Science, Engineering, Manufacturing and Technologies Alliance; • Science COGENT based (oil & products); • Skills for Health (Medical Sciences) – • Represent employers and are set an agenda to meet national skills needs

35. Key Features of BTEC • Provide underlying knowledge for National Occupational Skills – for example … • Laboratory and Associated Technical Activities – competence based – school/ industry science technicians

36. Key Features – BTEC vocational approach • Encourages development of science vocational skills, where learners simulate or work towards the role of being employed as an assistant practitioner/technician etc during their coursework • Simulates being at work through delivery and assessment – project management approach – where learners gradually develop their technical, organisation and knowledge management skills – becoming better independent learners

37. Key Features – BTEC vocational approach • Work related/based learning that mirrors working in the science industry (or organisation); • Technician, technologist, scientist, assistant practitioner, science editor, science attendant • Student assignments written with a work based scenario – • Careers/jobs- see tutor support materials

38. Key Features – BTEC vocational approach • Involvement of local industry/organisations using science - e.g. fine chemicals, nurseries, horticulture, polymers, food manufacturing, medical science in hospitals • Support - SETNET (Science, Engineering, Technology and Mathematics Network); LSN – vocational learning

39. Quality Assurance • Phase 1 – Approval – new on line approvals process – • to provide more support for centres wishing to use BTEC programmes • Phase 2 – Centre Risk Assessment – • monitors centre quality management performance against prescribed risk criteria – risk assessors • Phase 3 – National Standards Sampling – • the external verification of samples of assessed learner work to assure the maintenance of national standards

40. Information Sources on website • Edexcel Website – Services for Centres: • FE Colleges & Schools – Centre and Qualification approval; • Quality Assurance (Guidance documents for 2006/7); • Regional Support; • External Verification documents – www.edexcel.org.uk/sfc/ • BTEC First website - specs, tsm, case studies, tracking • www.edexcel.org.uk/quals/first/science/ • BTEC Introductory Level 1 website - specs, tsm, case studies, set-ass.. • BTEC Nationals website – spec, tsm, case studies etc • www.edexcel.org.uk/quals/nat/science//