Additional Applied Science Rationale, Assessment and Resources

1. Additional Applied ScienceRationale, Assessment and Resources

2. Some figures Bottom 40% of UK workplace earn less than 2/3 of the pay of German counterparts Why? Lower percentage in education post-16 National Commission on Education Follow-up Group (Dec 2003)

3. Applied Science courses Motivate potential school leavers • success at all levels • meaningful hands-on experiences • assessment – larger % coursework • real employment prospects

4. Work-related learning A statutory requirement at KS4 • rationale • The student: ‘a broad and balanced education … ‘part of fully preparing for an adult life’ • The economy: ‘the country’s economic well-being’ • learning … • through work • about work • for work • audited

5. Applied Science courses Major challenges • authenticity, as employment patterns change • perceptions of students, parents, teachers and employers

6. C21 Additional Applied Science Aim: To meet the needs of students who wish to develop their scientific understanding through authentic, work-related contexts.

7. 1993 study - CSTI Occupational group number (000s) Category Nurses & midwives 467 critical Agriculture/horticulture/forestry/fisheries 329 enhanced/significant Engineers (all types) 311 critical Chem/gas/petroleum process operatives 161 enhanced Medical doctors & dentists 156 critical Lab science technicians 130 main Medically related occupations 128 main/critical Food processing operatives 113 enhanced Secondary school science teachers 106 significant Product, works and maintenance managers 86 significant Marketing sales managers 73 significant University/HE/FE teaching professionals 64 main Engineering technicians 60 critical Biological scientists and biochemists 49 main Chemists 39 main Physicists, geologists, meteorologists etc 28 main

8. Additional Applied Science Choose any 3 modules from: • Life care • Agriculture and food • Scientific detection • Harnessing chemicals • Communications • Materials and performance

9. Key features of the course 1Cluster of related workplace contexts 2Authentic procedures and techniques 3Underpinning science knowledge 4Employers, regulators, social values 5Problem-solving - applying knowledge

10. Key features of the course 1 Cluster of related contexts in which people apply science in their work - but with freedom to adapt to local circumstances • assessment: Work-related report 2 Authentic procedures and techniques‘where the results matter’ - adapted as necessary for school labs • assessment: Standard procedures

11. Key features of the course 3 Underpinning knowledge - with a degree of coherence and including some big ideas of potential value for progression • assessment: Module Test 4Framework within which people apply science (organisations, employers, regulators, social values) • assessment: Work related report, Module Test 5Applying knowledge and techniques to solve a practical problem • assessment: Suitability test

12. Internally assessed skills • Authentic and manageable Work-related Portfolio • Six standard procedures (2 per module) - 12% • One suitability test - 21% • One work-related report - 17% • Additional Applied modules have been developed to take 36 hours, leaving time for skills assessment • Teachers arrange coursework differently to suit their curriculum and students

13. Module structure Example: Ap2Agriculture and food

14. Scheme of work (each module) • 35 hours of guided classroom activities +10 hours for skills assessment + FLEXIBILITY • throughwork: science-related work experienceplacements • about work: practitioner focus, visits from & to local workplaces • for work: work-related portfolio, underpinning knowledge

15. Video sequences for the course Locations A1: Human performance lab, Middlesex Uni Diagnosis and treatment – from GP to hospital A2: Longley farm - from cow to yoghurt A3: National Gallery – examining paint Food standards officer, Haringey Environmental Agency – monitoring a stream Cape Farewell – gathering data about life in the Arctic seas A4: Manufacturing agrochemicals A5: Ferraris Respiratory – testing baby monitors A6: Rolls Royce – testing turbine blades National Physical Laboratory – measuring temperature Funded by Gatsby SEP

16. Student books Referenced from the scheme of work • Case studies • People and organisations • The science • Procedures and techniques • Coursework overview • Glossary and index

17. Progression routes • AS/A Applied Science • BTEC Nationals in Science • Other vocational courses and vocationally-related qualifications • AS/A courses in Biology, Chemistry or Physics(top students, with suitable choice of modules)

18. Challengesfor technicians • volume of practical work • ordering new apparatus and consumables • storage • providing for varied tasks in the classroom e.g. Suitability tests • maintenance of frequently-used kit

19. Challenges for teachers • Addressing perceptions of students & parents • Capitalising on the freedom, not letting it be a burden • Meeting the diverse demands for equipment, materials and ICT • Making connections with the working world of science • Managing the assessment • Offering progressionto post-16 courses

20. What do teachers say? “Pupils enjoy the practical work involved” “It is a genuine pleasure to be working with pupils in these lessons” “The grades that students achieve are typically one grade higher than we might expect from previous science courses” “Attitudes, motivation and achievement in science improve during the applied course”

21. Websites • General information: www.21stcenturyscience.org • Publications from OUP: www.twentyfirstcenturyscience.org • Specifications, assessment and training: www.ocr.org.uk