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In-Service Teacher Training

Session 1 provides an overview of IGCSE Chemistry Syllabus, Assessment Objectives & Practical Skills. Explore syllabus aims, structure, and assessment methods.

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In-Service Teacher Training

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  1. In-Service Teacher Training Assessment in IGCSE Chemistry 0620 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 chemistry to everyday life • The social and economic aspects of chemistry • The application of chemistry in solving problems • Ethical and cultural influences

  5. Aims of the syllabus (2):Practical skills • Carrying out experiments • Inventiveness • Following instructions • Accuracy and precision

  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 • There are 14 sections covering physical, inorganic and organic chemistry • Some sections are divided into subsections

  8. Structure of the syllabus (2):Overall structure • 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

  9. Structure of the syllabus (3):Overview of curriculum content • 1 Particles (C + S)) • 2 Experimental techniques (C + S)) • 3 Atomic structure and bonding (C + S) • 4 Stoichiometry (formulae and equations) (C+ S) • 5 Electricity and chemistry (C + S) • 6 Chemical changes (energetics) (C + S) • 7 Chemical reactions (rates and equilibrium) (C + S)

  10. Structure of the syllabus (4):Overview of curriculum content (2) • 8 Acids, bases and salts (C + S) • 9 The periodic table (C + S) • 10 Metals (reactivity, metal extraction) (C+S) • 11 Air and water (including gaseous pollutants) (C + S) • 12 Sulphur (S) • 13 Carbonates (C) • 14 Organic chemistry (alkanes, alkenes, alcohols, acids & macromolecules) (C + S)

  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? • Are there any parts of the Supplement and Core which overlap? • Do certain topics appear in more than one of the sections 1-14?

  12. Assessment objectives (1):General assessment objectives Assessment objective Weighting • Knowledge with understanding 50% • Handling information and 30% problem solving • Experimental skills 20%

  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-D C + E (theory) • Papers 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 • Record readings and construct tables of data

  17. Assessment objectives (6):The importance of practical work Candidates need to be able to: • Undertake tests for gases and ions • Identify sources of error • Suggest suitable techniques and apparatus for an investigation

  18. Assessment objectives (7):Coursework (Paper 4) • There are 4 strands: • C1 Using and organizing techniques, apparatus and materials • C2 Observing, measuring and recording • C3 Handling experimental observations and data • C4 Planning investigations

  19. Assessment objectives (8):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 • Advise students in the practicality of schemes they have chosen • Suggest length of time and general treatment of the problem • Exercise continuing supervision of the assessment

  20. 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 are used by the students to improve their performance

  21. 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 etc. • True formative assessment encourages improvement in performance

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

  23. Closing comments

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