GCSE Science is Changing

What Science specifications is OCR offering? Twenty First Century Science – Suite A developed from the pilot Science E Gateway Science – Suite B developed using the experience of the pilot Science D Applied Science Double Award Environmental and Land-based Science Entry level Science

Suite A

Reasons for developing the Pilot The current school science curriculum is trying to do two things at the same time: –develop the ‘scientific literacy’ of all students –provide the foundations for further study for the students who need it Both are important But point to different curriculum priorities and design

Suite A for 2006 Entry levelGCSE Science GCSE Additional Science GCSE Additional Applied Science GCSE Biology GCSE Chemistry GCSE Physics or Single Award Full range GCSE F and H tiers Single Awards Full range GCSEs F and H tiers Single Awards Full range GCSEs F and H tiers For all studentsFor most studentsFor some students OCR’s Entry Level Course feeds into GCSE Science

GCSE Science modules  You and your genes B  Air quality C  Earth in the Universe P  Keeping healthy B  Material choices C  Radiation and life P  Life on Earth B  Food matters C  Radioactive materials P  Incorporating the ‘Ideas about Science’ that are at the heart of the new Programme of Study  Each module 12 hours teaching time (pilot feedback)  Leaves plenty of time for skills development and assessment to be done as appropriate

Example specification statements Air quality  Recall that when fuels burn atoms of carbon and/or hydrogen from the fuel combine with atoms of oxygen from the air to produce carbon dioxide and/or water (hydrogen oxide)  Interpret representations of rearrangements of atoms during chemical reactions  Understand that during the course of a chemical reaction the numbers of atoms of each element must be the same in products as in the reactants When given data relating to the affect of air quality:  can give an example from everyday life of a correlation between a factor and an outcome  can explain why a correlation between a factor and an outcome does not necessarily mean that one causes the other (H tier)

Twenty First Century Science layout Module B2: KEEPING HEALTHY B2.3 What are antibiotics, and why can they become less effective? How are new drugs developed and tested? Contents Teachers notes 1.recall that we can kill bacteria and fungi, but not viruses, using chemicals called antibiotics 2.understand that random changes (mutations) in the genes of these microorganisms sometimes lead to varieties which are less affected by the antibiotic 3.understand that to reduce antibiotic resistance we should only use antibiotics when necessary and always complete the course 4.recall that new drugs are first tested for safety and effectiveness using human cells grown in the laboratory and animals 5.recall that human trials may then be carried out:  on healthy volunteers to test for safety  on people with the illness to test for safety and effectiveness

GCSE Additional Science modules  Homeostasis B  Chemical patterns C  Explaining motion P  Growth and development B  Chemicals of the natural environment C  Electric circuits P  Brain and mind B  Synthesis and analysis C  The wave model of radiation P  Introduces the scientific concepts needed for further study  Emphasises models and explanations  Each module 12 hours teaching time (pilot feedback)  Progression to AS courses in the sciences

C21 Science + Additional Science… either Unit 1 B1, C1, P1 16.7% Unit 2 B2, C2, P2 16.7% Unit 3 B3, C3, P3 16.7% Ideas in Context paper 16.7% Skills (Case study + Data analysis) 33.3% = Science Unit 1 B4, C4, P4 16.7% Unit 2 B5, C5, P5 16.7% Unit 3 B6, C6, P6 16.7% Ideas in Context paper 16.7% Skills (Investigation) 33.3% = Additional Science

C21 Science + Additional Science… or Unit 1 B1, B2, B3 16.7% Unit 2 C1, C2, C3 16.7% Unit 3 P1, P2, P3 16.7% Ideas in Context paper 16.7% Skills (Case study + Data analysis) 33.3% = Science Unit 1 B4, B5, B6 16.7% Unit 2 C4, C5, C6 16.7% Unit 3 P4, P5, P6 16.7% Ideas in Context paper 16.7% Skills (Investigation) 33.3% = Additional Science

C21 Science + Additional Science Units 1, 2 and 3: –externally set and marked –available in January and June, to allow for modular or staged approach –short, objective questions Ideas in Context paper –NOT synoptic –pre-released stimulus material available prior to examination –questions allowing students to show more holistic understanding of Ideas about Science –confidence: show what you have achieved

C21 Separate Sciences Unit 1 B1, B2, B3 16.7% Unit 2 B4, B5, B6 16.7% Ideas in context +B7 33.3% Skills 33.3% =Biology Unit 1 C1, C2, C3 16.7% Unit 2 C4, C5, C6 16.7% Ideas in context +C7 33.3% Skills 33.3% =Chemistry Unit 1 P1, P2, P3 16.7% Unit 2 P4, P5, P6 16.7% Ideas in context +P7 33.3% Skills 33.3% =Physics

Coursework for C21 specifications Based on the experience of the Pilot specification For Science, there will be a Case Study and a Data analysis task. For Additional Science, there will be a Practical Investigation. For the Separate Sciences, candidates will have a choice of the coursework from either of the above.

Additional Applied Science modules 3 modules chosen from 6 36 hour teaching blocks  Life care B  Agriculture and food B  Scientific detection C  Harnessing chemicals C  Materials and performance C/P  Communications P  Based on authentic procedures and techniques  Contemporary engaging applied contexts  Opportunities for extended practical solving  Progression to GCE Applied Science and some AS courses

Additional Applied Science Unit tests: externally set and marked written papers Available in January and June

GATEWAY SCIENCE Suite B

GATEWAY SCIENCE Continuity from Pilot Specification D and Specifications B and A Science Additional Science Biology Chemistry Physics

Using the experience of Pilot Science D Students of average ability often find current Single Award courses of little interest and become disaffected Such students respond well to OCR’s Entry Level specification (Science Plus)

Methodology for Pilot Science D Interest and engage students in science by: identifying activities and experiences that will excite their interest linking these to scientific ideas which are relevant to everyday life providing a scheme of assessment which gives regular feedback

GCSE Science modules Unit 1  B1 Understanding ourselves  C1 Carbon Chemistry  P1 Energy for the home Unit 2  B2 Understanding our environment  C2 Rocks and metals  P2 Living for the future Each unit has 3 teaching modules (B1, C1, P1 etc) Each teaching module has 8 items (small chunks) Each item occupies a double page spread – designed to take 2½ hours to deliver

GCSE Additional Science modules Unit 3  B3 Living and growing  C3 The Periodic Table  P3 Forces for transport Unit 4  B4 It’s a green world  C4 Chemical economics  P4 Radiation for life GCSE separate sciences modules Biology  B5 The living body  B6 Beyond the microscope Chemistry  C5 How much?  C6 Chemistry out there Physics  P5 Space for reflection  P6 Electricity for gadgets

MODULE C1 CARBON CHEMISTRY ITEM : C1c, SmellsLink(s) with Entry Level specification: Progression from Key Stage 3: 3.3.1b, 3.3.2b Links to GCSE Criteria for Science: 3.7 (ii)(b) and 3.7(ii)(d) Links to GCSE Science Suite B: C4e and C6g Rationale: Cosmetics play an important part in the life of teenagers. This item considers some cosmetic products, perfumes and nail varnish remover. The properties of these products and the need for testing new cosmetic products are considered. Suggested activities and experiences to select from Assessable Learning Outcomes Foundation Tier only Assessable Learning Outcomes Foundation and Higher Tier Assessable Learning Outcomes Higher Tier only Preparation an ester e.g. butyl ethanoate Microscale preparation of a range of esters and identifying the smells Look at the uses of esters State that some cosmetics are made from natural sources State two examples of perfumes obtained from natural sources Recall that some cosmetics are synthetic Describe simply how a synthetic perfume can be made in the laboratory from ethanol and ethanoic acid State that alcohols react with acids to make an ester and water Describe a simple experiment to make an ester Recall that esters are used as perfumes. Explain the purpose of each step in the preparation of an ester (to include reflux distillation, distillation and the importance of concentrated sulfuric acid). Can-Do Tasks I can test whether a substance dissolves in a solvent. 1 point

Science + Additional Science Unit 1 B1, C1, P1 33.3% Unit 2 B2, C2, P2 33.3% Unit 3 skills 33.3% =Science Unit 1 B3, C3, P3 33.3% Unit 2 B4, C4, P4 33.3% Unit 3 Skills 33.3% =Additional Science Units 1 and 2 are externally set and marked written papers - each with three sections - taken in January and June Unit 3 is an assessment of skills (coursework)

Separate Sciences Unit 1 B1, B2, B3 33.3% Unit 2 B4, B5, B6 33.3% Unit 3 Skills 33.3% =Biology Unit 1 C1, C2, C3 33.3% Unit 2 C4, C5, C6 33.3% Unit 3 Skills 33.3% =Chemistry Unit 1 P1, P2, P3 33.3% Unit 2 P4, P5, P6 33.3% Unit 3 Skills 33.3% =Physics

Skills Assessment for GCSE Science B1B2 C2C1 P1P2 Skills Science in the news Can-Do Tasks

Skills Assessment for GCSE Additional Science B3B4 C4C3 P3P4 Skills Data Task Research Study Practical Skills

Skills Assessment for GCSE Separate Sciences (e.g. Biology) Additional Science Skills Science Skills or B5 B2 B1 B6 B4 B3 Skills

Applied Science Double Award Proved to be successful with current users Minimal change from current specification A three unit award – two internally assessed units - 67% – one externally assessed unit - 33% Science in a vocational context Continuity from current popular Double Award Applied Science

GCSE Applied Science Double Award Units Unit 1 - Portfolio  Developing scientific skills Unit 2 – Written examination  Science for the needs of society Unit 3 - Portfolio  Science at Work Students report on health and safety and record of 6 practical activities Students learn about the materials and organisms that scientists work with Students explore the world of the scientist, finding out about the range of work covered by science

GCSE Environmental and Land-based Science Continuity from: GCSE Rural and Agricultural Science GNVQ Land and Environment Wholly e-assessed qualification Optional units enable Centres to design courses appropriate to their location….. agriculture, horticulture, animal husbandry, conservation, business enterprise etc.

Structure for specification Unit tests: externally set and marked papers taken on screen - available in January and June E-portfolio

Entry Level Science Continuity from OCR’s current Entry Level qualification (Science Plus) Review with the aim of making minimum change Options provided to provide progression into GCSE Science - Twenty First Century Science Suite A and the ‘In-house’ Suite B (particularly for skills assessment)

OCR will support you Cluster Groups and Coursework Consultancy End-of-module tests for internal school use Tasks for Internal Assessment Units (Gateway) Exemplars for Internal Assessment Units (C21) Teaching guidance and exemplars Clear layout of specifications – can be easily transformed into a scheme of work

TWENTY FIRST CENTURY SCIENCE Oxford University Press GATEWAY SCIENCE Heinemann and Collins APPLIED SCIENCE (Double Award) Heinemann ENTRY LEVEL Oxford University Press and Collins Links with Publishers

Why choose OCR? Pedagogy underpins content and assessment Coursework = assessment of work done ‘during the course’ Avoidance of unnecessary repetition Support ‘Tried and tested’

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