The Future of
Triple Science
Helenswood School
Outline
What changes have happened already?
• Triple Science modular exams are being phased
out by July 2013
• Replaced by Triple Science linear subjects. All
assessment is carried out once all teaching hours
are complete (terminal examination).
• Students can count two of the three subjects
towards the English Baccalaureate, though
students must be entered for all three subjects
What are the implications of the changes?
• No formal examination until completion of the course
(360 GLH or 120 GLH per year) – large commitment in
terms of curriculum time to complete Triple Science
• Reduced opportunities for retakes
• Coursework must be submitted at the end of the year
together with all examinations
• Increased pressure on students to perform well in one
session and increased need for more knowledge recall
Is Edexcel the right exam board?
# entries
AQA A route
76396
1
AQA A route
34472
2
AQA B
2155
A*
A
B
C
D
E
F
G
1.10
8.20 26.30 56.00 79.80 91.90 97.20 99.10
1.90
9.90 27.80 54.30 78.50 91.40 97.00 99.00
0.00
1.40 10.60 37.10 61.90 80.50 92.30 97.40
OCR 21st
OCR
Gateway
WJEC A
26110
1.52
7.38 22.96 50.44 74.48 88.85 95.84 98.61
37842
1.79
8.44 24.21 51.59 75.57 89.02 95.56 98.38
8773
1.50
7.50 21.20 52.80 74.90 86.70 92.90 97.00
WJEC B
106
0.00
0.00
Edexcel
24043
1.70
9.50 28.10 58.10 77.80 89.80 96.00 98.70
2.80 33.00 58.50 72.60 85.80 95.30
The Science
Curriculum
at a glance
GCSE in Science
GCSE in
Additional
Science
GCSE in Further
Additional
Science
B1 (25%)
B2 (25%)
B3 (25%)
Biology Controlled
Assessment (25%)
GCSE in Biology
C1 (25%)
C2 (25%)
C3 (25%)
P1 (25%)
Science
Controlled
Assessment (25%)
P2 (25%)
Additional
Science
Controlled
Assessment (25%)
P3 (25%)
Further Additional
Science
Controlled
Assessment (25%)
Chemistry
Physics Controlled
Controlled
Assessment (25%)
Assessment (25%)
GCSE in
Chemistry
GCSE in Physics
The
“Traditional
Route”
GCSE in Science
GCSE in
Additional
Science
GCSE in Further
Additional
Science
B1 (25%)
B2 (25%)
B3 (25%)
Biology Controlled
Assessment (25%)
GCSE in Biology
C1 (25%)
C2 (25%)
C3 (25%)
P1 (25%)
Science
Controlled
Assessment (25%)
P2 (25%)
Additional
Science
Controlled
Assessment (25%)
P3 (25%)
Further Additional
Science
Controlled
Assessment (25%)
Chemistry
Physics Controlled
Controlled
Assessment (25%)
Assessment (25%)
GCSE in
Chemistry
GCSE in Physics
Traditional Triple Science under the new model
• Students would study Biology, Chemistry and
Physics as separate subjects
• Assessment for all subjects would be linear
meaning no examinations or coursework
submitted until the end of Year 11
Traditional curriculum models
Option A
• Year 10 – start studying all three sciences
• Year 11 – complete all three sciences
PRO’s
CON’s
•
Would allow flexible teaching and planning
•
All assessment would be completed in Year
11
•
Could set up in-house assessment where
appropriate rather than being dictated by
an external source
•
No opportunity for resits – one strike only
•
High risk for students
•
Students would have a qualification in
each subject
Traditional curriculum models
Option B
• Year 10 – complete one subject
• Year 11 – complete the other two subjects
PRO’s
CON’s
•
Students would be able to secure and
claim one subject at the end of the year
•
Studying one subject for an entire year
could disaffect students
•
Would allow students to retake the one
subject in Year 11
•
Early entry for an entire subject would
disadvantage students moving to further
and higher education
•
Students would have a qualification in
each subject
Traditional curriculum models
Option C
• Year 9 – start teaching each subject to high ability students
• Year 10 – continue
• Year 11 – complete teaching and end of year assessment
for each subject
PRO’s
•
•
Would allow staff to spread the curriculum
over a longer period of time so able to
spend more on “in-house” assessment
Students would have a qualification in
each subject
CON’s
•
Are students ready for teaching GCSE at
Year 9?
•
No formal assessment until end of Year 11
•
No opportunity for resits
The “Flexible
Route”
GCSE in Science
GCSE in
Additional
Science
GCSE in Further
Additional
Science
B1 (25%)
B2 (25%)
B3 (25%)
Biology Controlled
Assessment (25%)
GCSE in Biology
C1 (25%)
C2 (25%)
C3 (25%)
P1 (25%)
Science
Controlled
Assessment (25%)
P2 (25%)
Additional
Science
Controlled
Assessment (25%)
P3 (25%)
Further Additional
Science
Controlled
Assessment (25%)
Chemistry
Physics Controlled
Controlled
Assessment (25%)
Assessment (25%)
GCSE in
Chemistry
GCSE in Physics
Flexible curriculum models
Option A
• Year 10 – students study Core Science and Additional
Science – assessed at the end of Year 10
• Year 11 – students study the Further Additional Science
- assessed at the end of Year 11
PRO’s
CON’s
•
Allows for a “breather” between Year 10
and Year 11
•
Year 10 will require a large commitment of
curriculum time
•
Would also allow a retake opportunity in
Year 11 for Core/Additional Science
•
Squeezing “two years” into one could
over-stress students and result in lower
than expected results
•
Can assess the best options for student
outcomes at the end of Year 10
•
Would not give GCSE’s in each subject
Flexible curriculum models
Option B
• Year 10 – students study Core Science – assessed at the end
of Year 10
• Year 11 – students study the Additional Science and Further
Additional Science - assessed at the end of Year 11
PRO’s
CON’s
•
Allows for a “breather” between Year 10
and Year 11
•
Year 11 will require a large commitment of
curriculum time
•
Would also allow a retake opportunity in
Year 11 for Core Science
•
•
Can assess the best options for student
outcomes at the end of Year 10
Squeezing “two years” into one could
over-stress students and result in lower
than expected results, especially in Year 11
when students will also have other exams
•
Would not give GCSE’s in each subject
Flexible curriculum models
Option C
• Year 9 – selected students start studying Core Science at Term 1
• Year 10 – students continue to study Core Science and also
Additional Science – both assessed at the end of Year 10
• Year 11 – students study Further Additional Science - assessed at
the end of Year 11
PRO’s
CON’s
•
Allows for a “breather” between Year 10
and Year 11
•
Selecting students in Year 9 will require
accurate and rigorous information
•
Would also allow a retake opportunity in
Year 11 for Core Science
•
Gap between Year 9 and Year 10 could lead
to lower results for Core – would need
intervention
•
Can assess the best options for student
outcomes at the end of Year 10
•
Would not give GCSE’s in each subject
•
Would also spread the curriculum over
three years which would mean less strain
on students
Pathways for the future.
“Oxford has no preference for a
particular exam board or type of GCSE
- we look at the grades only. For
admissions to medicine, we look at the
proportion of GCSE’s graded A*.”