In-Service Teacher Training

1. In-Service Teacher Training Assessment in IGCSE Biology 0610 Session 1: Introduction to the Syllabus

2. Welcome • Introductions • Background • Aim of training

3. Session 1 looks at: • Syllabus aims • The structure of the syllabus • Assessment Objectives • The development of different skills • The difference between formative and summative assessment

4. Aims of the syllabus (1):Relevance and application • Relevance of Biology to everyday life • Biology and medicine • The social and ecological aspects of Biology • Developments in gene technology

5. Aims of the syllabus (2):Practical skills • Efficient and safe practice • Enquiry, initiative and inventiveness

6. Aims of the syllabus (3):Communication and objectivity • Communication skills are important in everyday life • Objectivity is an important part of science • Science has some limitations and does not always provide answers

7. Structure of the syllabus (1):Overall structure of curriculum content • There are four sections covering classification, physiology, reproduction and ecology • Each section is divided into subsections • The Core curriculum is applicable to all students • The Extended curriculum builds on the core material and the relevant sections are placed next to each other

8. Structure of the syllabus (2):Overview of curriculum content (1) • Characteristics and classification of living organisms • Cell structure and organisation • Movement in and out of cells • Enzymes • Carbohydrates, fats and proteins as nutrients and how to test for them • Photosynthesis and leaf structure

9. Structure of the syllabus (3):Overview of curriculum content (2) • Human diet and digestion • Transport in animals and plants • Respiration and gaseous exchange • Excretion • Coordination in plants and animals • Homeostasis • Drugs and health

10. Structure of the syllabus (4):Overview of curriculum content (3) • Asexual and sexual reproduction • Reproduction in flowering plants and in humans • Inheritance • Variation and selection • Genetic engineering • Food chains and nutrient cycles • Populations • Human influences on ecosytems

11. Structure of the syllabus (5):Core and Supplement • What extra knowledge is required for the Supplement? • What extra skills are required for the Supplement? • Do certain topics appear in more than one of the syllabus sections?

12. Assessment Objectives (1):General Assessment Objectives Assessment Objective Weighting • Knowledge with understanding 50% • Handling information and 30% solving problems • Experimental skills and 20% investigations

13. Assessment Objectives (2):The scheme of assessment Paper Weighting Discriminating Core or grades Extension • Paper 1 30% C-G C (multiple choice) • Paper 2 (theory) 50% C-G C OR • Paper 3 50% A-C C + E (theory) • Paper 4 or 5 or 6 20% * C (practical)

14. Assessment Objectives (3):Paper 2 or Paper 3? • Paper 2 is based on the Core curriculum (80 marks) • Paper 2 targets C-G candidates • Paper 3 is based on the Extended curriculum (60 marks) plus 20 marks targeted at the Core curriculum • Paper 3 targets A-C candidates • Which paper should be chosen?

15. Assessment Objectives (4):Practical assessment • Paper 4 Coursework • Paper 5 Practical Test • Paper 6 Alternative to Practical

16. Assessment Objectives (5):The importance of practical work Candidates need to be able to: • Understand how to carry out practical procedures • Observe specimens carefully and record observations as drawings • Record numerical readings and construct tables of data

17. Assessment Objectives (6):The importance of practical work Candidates need to be able to: • Display data in a suitable form • Draw appropriate conclusions from results • Identify sources of error • Suggest suitable techniques and apparatus for an investigation

18. Assessment Objectives (6):Coursework (Paper 4) There are four strands: • C1 Using and organising techniques, apparatus and materials • C2 Observing, measuring and recording • C3 Handling experimental observations and data • C4 Planning investigations

19. Assessment Objectives (7):The role of teachers in practical work • Provide students with opportunities to develop their practical skills • Produce and assist with subjects for investigations • Sources of information

20. Assessment Objectives (8):The role of teachers in practical work • Advise students in the practicality of techniques they have chosen • Suggest length of time and general treatment of the problem • Exercise continuing supervision of the assessment

21. Formative assessment (1):Formative and summative assessment • Summative assessment involves terminal testing and interim testing • There is no individual feedback on summative assessments that involve public examinations • Formative assessment involves assessing student progress on a regular basis • There is always feedback to the student in formative assessment • The feedback from formative assessments helps students improve their performance

22. Formative assessment (2):The nature of formative assessment • Formative assessment involves an interaction between the student and teacher • The teacher is able to assess progress, for example by feedback on tests

23. Formative assessment (3):The nature of formative assessment • The student is helped to assess their own progress • True formative assessment encourages improvement in performance

24. Formative assessment (3):Ways of assessing progress • Marking • Feedback on tests • Answers given to verbal questions • Target setting • Student self evaluation

25. Closing comments