Science Subject Leaders Network 2014-15
Monday 15th June 2015
George Spencer Academy
Jules Gordon – Curriculum Leader for Science, George Spencer Academy
Science Subject Leaders Network 2014-15
Sessions
Morning
Student Accountability
Engaging Learners
CASE – The updated programme
GCSE Combined Science discussion - What to do with year 9?
Opportunities for CPD
Afternoon
A Level Practicals
Programme
Time
Session
Lead
09.00 09.10
Arrival, coffee, register and introductions
09.10 09.15
Welcome
Jules Gordon, GSA Science Leader
09.15 09.45
Student Accountability
Rob Cruxon, Sutton Community Academy Science
Leader
09:45 10:15
10.15 10.30
Engaging Learners
Coffee and Networking
Sue Harman, Top Valley Academy Second in Science
10.30 11.00
CASE – The updated programme
11:00 12:00
GCSE Combined Science discussion
- What to do with year 9?
Mary Oliver, UoN Associate Professor in Science
Education
Jules Gordon, GSA Science Leader
12:00 12:30
Opportunities for CPD
Rachel Barrett – National VideoGame Arcade
Jules Gordon – RCUK cutting edge Science
Jules Gordon – Future Science Subject Leader meetings
12.30 13.20
Lunch
13.20 15.00
15.00
A Level Practicals
George Spencer Science Technicians
Plenary – completing learning logs, evaluation forms, revisiting STEM portal.
Close
Date for next Science Networks in 2015-16
–
Monday 23rd November, 2015 Venue – National STEM Centre, York
–
Tuesday 2nd February, 2016 Venue - George Spencer Academy
–
Wednesday 22nd June, 2016 Venue - George Spencer Academy
GCSE Combined Science discussion
- What to do with year 9?
Outcomes
Recall the changes to the courses on offer and assessment of these
courses for current Year 8 students.
Formulate a plan for Year 9 to enable staff and students to be ready for
these courses.
Determining progression
GCE
assessment
?
G4/5
Expected
standard
?
KS1
assessment
?
(L2b)
?
A*
GCSE
assessment
KS2
assessment
?
(L4b)
Baseline
assessment
Age 5
Age 7
Age 11
Age 16
Age 18
6
Quick Quiz
1. When can you begin teaching Year 10
students the new specifications?
A)September 2015
B)September 2016
C)September 2017
Quick Quiz
1. When can you begin teaching Year 10 students the
new specifications?
A)September 2015
B)September 2016
C)September 2017
You can begin teaching Year 10 students from September
2016. However, 60% of you have told us you’ll begin
teaching from the draft specification with Year 9 students
during the 2015/16 academic year.
Quick Quiz
2. When are the first exams for the new GCSE
science specifications?
A) Summer 2016
B) Summer 2017
C) Autumn 2018
D) Summer 2018
Quick Quiz
2. When are the first exams for the new GCSE
science specifications?
A) Summer 2016
B) Summer 2017
C) Autumn 2018
D) Summer 2018
The first exams for the new specifications will be in
summer 2018.
Quick Quiz
3. Will there still be a single award for
combined science?
A) Yes, Core and Additional Science will still be
available
B) Yes, but only Core Science
C) Yes, but only Additional Science
D) No
Quick Quiz
3. Will there still be a single award for combined
science?
A) Yes, Core and Additional Science will still be available
B) Yes, but only Core Science
C) Yes, but only Additional Science
D) No
No. Single award combined science will no longer be
offered.
Quick Quiz
4. Which of the following statements describes the
exam structure for the new science specifications?
A) All science specifications combine exams and
non-exam assessment throughout the two year
course
B) All science specifications are linear, which means
students take exams at the end of the course
C) All science specifications are modular, which
means students take exams at several points over
the first year and second year of the course
Quick Quiz
4. Which of the following statements describes the exam
structure for the new science specifications?
A) All science specifications combine exams and non-exam
assessment throughout the two year course
B) All science specifications are linear, which means students
take exams at the end of the course
C) All science specifications are modular, which means
students take exams at several points over the first year and
second year of the course
All new science specifications will be examined at the end of
the student’s course.
Quick Quiz
5. Will there be opportunities to resit exams for
the current specifications?
A) Yes
B) No
Quick Quiz
5. Will there be opportunities to resit exams for
the current specifications?
A) Yes
B) No
Yes, but only until 2017 when the last exams for
these specifications will be taken.
Quick Quiz
6. What is the grading structure for the new GCSE
specifications?
A) Same as current structure: alphabetical grades
(where A* is highest)
B) Same as current structure: alphabetical grades,
but with A* removed
C) Numerical grades 1-9 (where 1 is highest)
D) Numerical grades 9-1 (where 9 is highest)
Quick Quiz
6. What is the grading structure for the new GCSE specifications?
A) Same as current structure: alphabetical grades (where A* is highest)
B) Same as current structure: alphabetical grades, but with A*
removed
C) Numerical grades 1-9 (where 1 is highest)
D) Numerical grades 9-1 (where 9 is highest)
Numerical grades will replace alphabetical A* to E grades, with 9 being
the highest and 1 the lowest. Students who’ve completed GCSE
combined science double award qualifications will receive two grades,
eg 1-1, 1-2, 8-9.
Quick Quiz
7. Will students have access to a periodic table
in their exams?
A) Yes
B) Yes, but it will not have the reactivity series
C) No
Quick Quiz
7. Will students have access to a periodic table in
their exams?
A) Yes
B) Yes, but it will not have the reactivity series
C) No
Students will still have access to a periodic table but
it will not have the reactivity series.
Quick Quiz
8. How will practical skills be assessed for GCSE
science?
A) In written exams only
B) In written exams and through non-exam
assessment
C) Through non-exam assessment only
Quick Quiz
8. How will practical skills be assessed for GCSE
science?
A) In written exams only
B) In written exams and through non-exam
assessment
C) Through non-exam assessment only
Students will be assessed on their practical skills
through questions in their exam papers
Where to start with year 9…
AQA – Biomimicry
http://www.aqa.org.uk/resources/science/gcse/teach/six-weekteaching-pack-biomimicry
Edexcel - Biology, Chemistry and Physics materials
http://qualifications.pearson.com/en/qualifications/edexcelgcses/sciences2016.coursematerials.html#filterQuery=category:PearsonUK:Category%2FTeaching-and-learning-materials
OCR – routes A and B are swapping over so Gateway becomes route A
– mapping tool available and some resources
http://www.ocr.org.uk/qualifications/gcse-and-a-levelreform/teaching-and-learning-resources/
Discussion
Look at the resources using the ipad or the printed
sheets.
Key questions to discuss:
• When are you starting to teach GCSE courses?
• How will triple Science be offered?
• What will you do to cater for lower ability?
• Will you stay with the same exam board?
• How are you recording practicals?
• How are you assessing against the 1-9 grading?
GCSE Combined Science discussion
- What to do with year 9?
Outcomes
Recall the changes to the courses on offer and assessment of these
courses for current Year 8 students.
Formulate a plan for Year 9 to enable staff and students to be ready for
these courses.
Further opportunities for CPD...
Local
STEM – Phil Hughes – phil.hughes@pheduconsultants.co.uk
Teachmeets – Questioning is tomorrow (16th June @4:15)
SLP courses – flyers sent by Redhill / Tuxford
Date for Science Networks in 2015-16
– Monday 23rd November, 2015 Venue – National STEM Centre, York (TBC)
– Tuesday 2nd February, 2016 Venue - George Spencer Academy
– Wednesday 22nd June, 2016 Venue - George Spencer Academy
A Level Practicals
Outcomes
Recall how to do the practicals for A level Sciences and provide support
for those not done before.
Discuss which investigative science strands are going to be taught and
assessed with each practical and how this is to be achieved.
Assessment of practicals at A level
AQA - http://www.aqa.org.uk/subjects/science/cross-board-practical-trial-autumn-2014 (from
2014 but sets the scene)
EDEXCEL - http://qualifications.pearson.com/en/qualifications/edexcel-a-levels/biology-a2015.html#tab-Aboutthereforms (from 3min15sec)
More practicals in science 
 Students will do a minimum of 12 practicals across their A-level course
 Questions in exam papers will test students' knowledge and
understanding of their practical work
 Students will be awarded an A-level grade based on their exams, and a
'pass' or 'fail' for practical work in lessons
 Teachers will assess students’ practical skills as part of the Practical
Endorsement at A level. This is separate to the A level grade, and if
awarded, will be reported as a 'Pass' on students' A level certificates
 Students will better develop the vital skills they need for further study
Common Practical Assessment Criteria
(CPAC)
Score - http://www.scoreeducation.org/media/16504/awarding%20body%20response%20to%20offer%20of%20help%20r
e%20trial.pdf
5 areas – see next slide
Competency Practical mastery
In order to achieve a pass, students will need to have met the following expectations:
Students will be expected to develop these competencies through the acquisition of the technical skills specified for each science subject Biology, Chemistry and
Physics. Students can demonstrate these competencies in any practical activity undertaken throughout the course of study. The 12 practical activities prescribed
in the subject specification, which cover the requirements of appendix 5c of the DfE content for sciences, will provide opportunities for demonstrating
competence in all the skills identified together with the use of apparatus and practical techniques for each subject.
Students may work in groups but must be able to demonstrate and record independent evidence of their competency. This must include evidence of independent
application of investigative approaches and methods to practical work.
Teachers who award a pass to their students need to be confident that the student consistently and routinely exhibits the competencies listed below before
completion of the A-level course.
1. Follows written procedures
Correctly follows instructions to carry out the experimental techniques or procedures.
2. Applies investigative approaches and methods when using instruments and equipment
Correctly uses appropriate instrumentation, apparatus and materials (including ICT) to carry out investigative activities, experimental techniques and procedures
with minimal assistance or prompting.
Carries out techniques or procedures methodically, in sequence and in combination, identifying practical issues and making adjustments when necessary.
Identifies and controls significant quantitative variables where applicable, and plans approaches to take account of variables that cannot readily be controlled.
Selects appropriate equipment and measurement strategies in order to ensure suitably accurate results.
3. Safely uses a range of practical equipment and materials
Identifies hazards and assesses risks associated with these hazards when carrying out experimental techniques and procedures in the lab or field.
Uses appropriate safety equipment and approaches to minimise risks with minimal prompting.
Identifies safety issues and makes adjustments when necessary.
4. Makes and records observations
Makes accurate observations relevant to the experimental or investigative procedure.
Obtains accurate, precise and sufficient data for experimental and investigative procedures and records this methodically using appropriate units and
conventions.
5. Researches, references and reports
Uses appropriate software and/or tools to process data, carry out research and report findings.
Sources of information are cited demonstrating that research has taken place, supporting planning and conclusions.
Plenary
Please can you complete your
learning logs and evaluation forms.