1. GCSE Sciences for 2011 www.gcse-science.com

2. Objectives
Understand the ‘rules’ governing 2011 specifications and the changes anticipated
Consider OCR’s priorities and proposals
Understand the timelines for development and implementation
Consider the support to be offered
By the end of the session you will understand the parameters within which awarding bodies have to work and the amendments to specifications which changes to these rules necessitate. You will have considered the priorities which OCR has set and explore our development proposals. The overlap period in which old and new specifications will be operated together is quite complex and this presentation will help you to understand the issues and the support which will be available to you. 2

3. Development Timeline December 2009 – Subject Criteria published
April submission of specifications and SAMs to Ofqual
May 2010 – draft specifications published
November specifications accredited and published on the OCR website
Late specifications distributed to Centres
Late guidance materials published
The current GCSE sciences specifications started teaching in September The accreditation was for 5 years, so the last full examination series will be in summer 2012.
QCDA carried out extensive consultation with the ‘science community’ before publishing the Subject Criteria and this started the development phase for the awarding bodies.
There is an iterative process of submission and response from Ofqual until specifications are approved and published to centres but OCR published draft specifications and specimen assessment materials (SAMs) after they were first submitted to Ofqual.
Support and guidance materials will be available before teaching starts for most candidates in September 2011, but OCR recognises that many centres will wish to start teaching in the year , in Year 9 (on 3 year courses to be completed in summer 2013). 3

4. Achievements
Science for the citizen (scientific literacy) and science for the scientist
Interest, engagement and motivation
Increase in numbers taking GCE sciences
Additional controls on coursework
Coursework integrated into teaching
Transparent and accessible assessment
The GCSE science specifications for the start of teaching in September 2006 represented a step change from those used previously. Before 2006, the majority of students took a Double Award qualification. The specifications introduced from 2006 emphasised to various degrees the dual roles of GCSE sciences in preparing students to take sciences post-16 and ensuring that all students are prepared for life in the twenty first century, in which science is an integral part of everyone’s experience. The new courses offered much greater flexibility and gave opportunities for centres to meet the needs of all their students.
OCR’s experience has been that the ambitions for the new courses to increase interest in science and improve engagement and motivation and so encourage more students to continue with their studies of the sciences, have been realised. The evidence (some anecdotal, some more robust) is that students are more engaged and that recruitment to post-16 courses has increased, though other, perhaps economic, factors may also have contributed to this.
OCR is also very pleased that the schemes of assessment for coursework have enabled centres to integrate assessment into teaching programmes and that, while it is not ‘controlled assessment’, it has laid the foundations for the controlled assessment required in the new qualifications.
We have always prided ourselves that the examinations set for GCSE sciences are accessible for all students and have a clear relationship with the learning outcomes in the specifications. 4

5. Why was a review necessary?
Assessment issues – highlighted by Ofqual report on GCSE sciences
Issues of comparability - between different specifications and routes to grades
Opportunities for extended writing and need to provide ‘stretch and challenge’
Opportunities for practical work
Use of maths in science
Discontinuities: KS3-KS4, and KS4-KS5
The Ofqual Report of March 2009 highlighted some assessment issues in the GCSE sciences, many of which have already been addressed. However, some recommendations required a more fundamental review of the GCSE Criteria which underpin all specifications. QCDA/Ofqual completed this work in December 2009 and the opportunity has also been taken to bring GCSE sciences into line with all other GCSE qualifications, with respect to the rules concerning the ‘terminal requirement’, ‘controlled assessment’, the numbers of units permitted etc.
The introduction of the new Criteria will address issues of comparability of routes through and between specifications, which will make standards more transparent.
At the same time OCR can address issues raised by teachers, examiners and other stakeholders (such as the learned societies) about particular specifications, including the need to provide opportunities for candidates to write more extended answers in question papers and the desire to see more opportunities for practical work.
Others have in recent years raised concerns about the level and extent of mathematical skills required in GCSE sciences and the discontinuities which appear to exist from KS3-KS4 and from KS4 to A Level. We have taken the opportunity to address these issues. 5

6. General and Subject Criteria
QCDA carried out consultation with teachers, professional bodies, employers, awarding bodies …and the public
Review of subject content
Controlled Assessment
Terminal requirement
Limit on number of units
Re-sit rules
QCDA carried out an extensive consultation with the subject community, including teachers, professional bodies, employers, awarding bodies etc. in the development of the new Subject Criteria (for Science, Additional Science, Biology, Chemistry, Physics and Additional Applied Science).
As a result there are some changes to the subject content for all qualifications and the sciences are now covered by the current General Criteria so that they will need to come into line with other GCSEs, in terms of Controlled Assessment, terminal requirement, maximum number of units, re-sit rules etc. 6

7. Review of subject content
Content of GCSE sciences has been reviewed and some changes have been made
There are now Subject Criteria for each qualification (see Ofqual website)
100% of content for Science and Additional Applied Science is prescribed; less than 100% for other specifications
There are Subject Criteria for Science, Additional Science, Biology, Chemistry, Physics and Additional Applied Science, which prescribe the content, skills, assessment objectives, weightings etc.
For GCSE Science, the content is that of the Programme of Study for KS4 and 100% of the content is prescribed. For Additional Science, the amount of content prescribed is about 75%, so Awarding Bodies are free to add some additional topics or to deal with some of the prescribed topics in greater depth.
The prescribed content of, for example, GCSE Biology comprises the biology content of Science and Additional Science. Thus, for the separate sciences (GCSE Biology, Chemistry and Physics) between 60% and 65% is prescribed and there is more scope for Awarding Bodies to make these qualifications distinctive.
The prescription of 100% of the content for Additional Applied Science has led to greater changes being required for this qualification than for the others. 7

8. Controlled Assessment
Task setting
tasks selected from a number of comparable tasks provided by the Awarding Body, renewed each year; the unit must be entered in the year for which the task is identified
Task taking
Data collection / research can be carried out in groups or at home but analysis and evaluation must be carried out under supervision
Task marking
teachers mark tasks using mark schemes or criteria provided by Awarding Body; moderation carried out by Awarding Body
Where there is Internal Assessment, all other GCSE specifications now have Controlled Assessment rather than Coursework. The sciences will come into line with these requirements.
The controls impact on task setting, task taking and task marking, and in each case are set by regulation at High, Medium or Limited.
Thus for GCSE sciences (for all except Additional Applied Science and Environmental and Land-based Science ), Controlled Assessment is weighted at 25% and:
Task setting is set at High: tasks must be selected from a number of similar tasks set by the Awarding Body and replaced each year. The unit must be entered in the year for which the task is identified.
Task taking is set at Limited for research and/or data gathering and at High for analysis and evaluation: students may work in groups or outside the laboratory when collecting data, but the second phase must be carried out under supervision.
Task marking is set at Medium: teachers mark tasks using mark schemes or criteria provided by the Awarding Body; moderation is carried out by the Awarding Body.
For Additional Applied Science and Environmental and Land-based Science (Controlled Assessment weighted 60%) the controls are High, Medium and Medium, though new tasks are not required for each year. 8

9. Units and weightings Minimum weighting of 20% for each unit
Controlled Assessment weighted 25% (60% in Additional Applied Science & Environmental and Land-based Science)
So maximum of 4 units possible
With a minimum weighting of 20% for a unit, and Controlled Assessment weighted at 25%, there can be a maximum of 4 units in the specifications for Science, Additional Science, Biology, chemistry and Physics. For the applied subjects, with Controlled Assessment weighted at 60%, specifications have 3 units. 9

10. Re-sit rules for units Only one re-sit permitted of each unit, so:
one attempt at F and one at H…or
two attempts at F…or
two attempts at H
Only 1 re-sit is permitted for a unit, and where units are tiered (as in papers for GCSE sciences) 1 attempt at Foundation and 1 attempt at Higher would complete the permitted number.
The best mark for a unit ‘counts’, except where a re-sit is part of the 40% terminal requirement, when the mark obtained in the terminal series must count even if it is lower than the previous attempt.
Once a candidate has certificated, a further 2 re-sits are possible, and in such circumstances the better of the last two sittings will ‘count’ (unless the terminal rules require that the last result must count, even if it is lower). 10

11. Terminal Requirement
40% of assessment must be taken in final series, when certification is requested
Any combination of units: Controlled Assessment and Written Paper
Units which are part of the 40% must ‘count’
Requirement must be met again if candidate subsequently re-certificates
40% of the assessment must be taken in the final series, when certification is requested for the qualification as a whole.
Any combination of Internally and Externally assessed units may contribute to the Terminal Requirement.
The best mark for a unit counts, except where a re-sit is part of the 40% terminal requirement, when the mark obtained in the terminal series must count even if it is lower than the previous attempt.
If a candidate takes more than the minimum 40% in the final series, with one or more re-sits, the best possible combination of results from those units and any taken earlier will be taken, while meeting the terminal requirement.
If a candidate certificates for the qualification and then decides to re-sit one or more units to improve the overall grade, s/he must meet the Terminal Requirement again when re-certificating. 11

12. Key issues When will my students do the Controlled Assessment?
When will they cash in?
Will I offer re-sits – if so when?
How will my students meet the Terminal Requirement?
What if students want to re-sit units after cashing in?
The Controlled Assessment unit must be entered in the year specified by the task, and tasks for all qualifications (except for Additional Applied Science and Environmental and Land-based Science) will be changed each year. Tasks will be published in June for submission in May in 2 years’ time (with the exception of the tasks for GCSE Science in the first year of the course: )
Candidates in Y10 may take the tasks identified for Year 10 submission, in which case entries must be made for the unit concerned for the June series at the end of Year 10, marks will be submitted and moderation will take place. The results for this unit will then be available for certification in Year 11, or at any time after that.
Alternatively, candidates in Y10 may take the tasks identified for Year 11 submission, in which case entries for this unit will not be made until Year 11. Marks will be submitted and moderation will take place at the end of Year 11 and the results will be available for certification In Year 11 (and may be used to meet the terminal requirement).
At the point at which candidates certificate for the qualification overall, they will need to meet the Terminal Requirement and have completed and entered for the Controlled Assessment unit.
Each unit can only be re-taken once.
The most usual way of meeting the Terminal Requirement will be to take one written paper and the Controlled Assessment unit. However, candidates could take combinations of written papers, or one paper if weighted at 40% or more, or take all papers at the end of the course in a ‘linear’ fashion.
If candidates wish to improve their overall grade following certification, they may re-sit one or more units and when certification is next requested, the terminal requirement must again be met. 12

13. Consultation Discussions with 700 heads of science
8 focus groups on needs and requirements
Consultations with cluster coordinators
150 responses from A Level teachers on progression issues
8 focus groups on controlled assessment tasks
OCR has carried out an extensive consultation exercise with current customers and users of specifications from other Awarding Bodies. We have spoken to 700 Heads of Science on the telephone and talked with 8 groups of teachers face-to-face. We have also discussed development issues with Cluster Coordinators from around the country.
In addition we have sent questionnaires to teachers of A Level sciences to ask them about progression from GCSE to A Level.
Development teams include current teachers of the specifications and during development, schools have been trialling controlled assessment tasks.
These responses have determined our development strategy, and we thank you if you were one of those consulted. 13

14. OCR’s priorities
Thoughtful development to meet new requirements: “evolution not revolution”, “build on success”
Make Controlled Assessment, reliable, valid…… but engaging and manageable
Enhanced inclusion of relevant maths
Effective progression
from KS3 to GCSE; from GCSE to GCE
OCR needed to address the new requirements of the Subject Criteria.
A small number of issues that teachers and examiners have identified in the current specifications have also been addressed – to make improvements.
On the whole, however, our current specifications are not broken and we want to build on their success; so we have not made changes unless they were necessary or improve what we can offer.
In designing OCR’s Controlled Assessment, we have drawn on our experience of OCR-set coursework tasks used in GCSE and A/AS sciences and we are committed to making these assessments reliable and valid, but also engaging for students and manageable for teachers.
We have drawn on OCR’s extensive experience in setting engaging problem-solving questions in GCSE and Functional Maths to ensure that maths included on science papers is relevant and realistic for all students, but challenging for the most able.
We have worked hard to ensure that students will see clear continuity of ideas from KS3 to KS4 and that the content and skills in Additional Science and the separate sciences provide progression routes into A Level. 14

15. What revised GCSE specifications is OCR planning to offer?
Twenty First Century Science – Suite A
GCSE Science, GCSE Additional Science
GCSE Biology, GCSE Chemistry, GCSE Physics
Gateway Science – Suite B
GCSE Additional Applied Science
GCSE Environmental and Land-based Science
OCR will offer the full portfolio of specifications now available, with the exception of Double Award Applied Science, which will be discontinued, as no Criteria for this subject have been produced by Ofqual. (Thus, no Awarding Organisations can offer Double Award Applied Science, in England).
GCSE Additional Applied Science has been de-coupled from the Twenty First Century Science suite, to be free-standing, emphasising that it can be taken with any GCSE Science specification. 15

16. Twenty First Century Science Suite
GCSE Science
GCSE Additional Science
GCSE Biology
GCSE Chemistry
GCSE Physics
This suite of specifications was originally developed for start of teaching in September 2006, following an extensive pilot phase, in collaboration with a curriculum development project team from the University of York Science Education Group and the Nuffield Curriculum Centre.
We have continued to work with these groups in reviewing these specifications for start of teaching September 2011. 16

17. GCSE Additional Science
B1, B2, B3
B4, B5, B6 B7
Controlled assessment B
GCSE Biology
25% min
25%
C1, C2, C3
C4, C5, C6 C7
Controlled assessment C
GCSE Chemistry
P1, P2, P3
P4, P5, P6 P7
Controlled assessment P
GCSE Physics
Controlled assessment S
Controlled assessment A
GCSE Science
GCSE Additional Science
Nested Model for C21 Suite
Here there are 4 equally weighted units for each specification, covering 7 teaching modules. Important note – the ‘7’ module is as large as 3 of the earlier modules (so takes three times as long to teach) e.g. B7 is equivalent to B1,2,3 or B4,5,6.
The diagram shows the routes to the separate sciences.
The current specifications for the separate sciences also have 4 units, but the third unit comprises questions on the extension material together with questions on ‘Ideas in Context’. For the future, all three written papers will have the same structure and ‘Ideas in Context’ will be assessed throughout all three.
Each written paper will be of 1 hour’s duration and will comprise a mixture of objective, short answer and longer answer questions, offering candidates opportunities to show what they know, understand and can do.
The nested model allows units to be taken before a decision is made as to whether a student will take the separate sciences or Science plus Additional Science. Students on a course of study leading to the separate sciences can ‘drop back’ to Science and Additional Science. 17

18. GCSE Additional Science
B1, B2, B3
B4, B5, B6 B7
Controlled assessment B
GCSE Biology
25% min
25%
C1, C2, C3
C4, C5, C6 C7
Controlled assessment C
GCSE Chemistry
P1, P2, P3
P4, P5, P6 P7
Controlled assessment P
GCSE Physics
Controlled assessment S
Controlled assessment A
GCSE Science
GCSE Additional Science
Nested Model for C21 Suite
The diagram shows the routes to Science and Additional Science.
Here there are again 4 equally weighted units. The current specifications have 5 units: three written papers and coursework. The fourth unit currently comprises questions on ‘Ideas in Context’. The new Criteria permit only 4 units, so the ‘Ideas in Context’ paper has been removed. For the future, all three written papers will have the same structure and ‘Ideas in Context’ will be assessed throughout all three.
Each written paper will be of 1 hour’s duration and will comprise a mixture of objective, short answer and longer answer questions, offering candidates opportunities to show what they know, understand and can do. 18

19. GCSE Additional Science
Mixed Paper Model for C21 Suite
B1, C1, P1
B2, C2, P2
B3, C3, P3
Controlled assessment S
GCSE Science
25% min
25% min
25%
B4, C4, P4
B5, C5, P5
B6, C6, P6
Controlled assessment A
GCSE Additional Science
The current specifications also provide ‘mixed paper’ routes to Science and Additional Science, and OCR will continue to offer these options.
Here there are 4 equally weighted units, with 3 written papers, each of which has questions from biology, physics and chemistry.
It should be noted that candidates taking these options are not able to use credit from these units towards qualifications in the separate sciences; if this flexibility is required, then the ‘nested’ model must be used.
The main advantage of the mixed paper model is that the whole of the content of one of the subjects in GCSE Science (biology for example) does not have to be completed before it is possible to take a unit examination; thus, there is more flexibility in teaching but less flexibility in assessment, when compared with the ‘nested’ model.
The current specifications have 5 units and the Criteria limit us to 4, so the decision has been taken to remove the ‘Ideas in Context’ papers, but the skills tested in these papers will still be assessed.
Each written paper will be of 1 hour’s duration and will comprise a mixture of objective, short answer and longer answer questions, offering candidates opportunities to show what they know, understand and can do.
Each mixed paper includes questions from biology, chemistry and physics 19

20. Twenty First Century Approach
Motivates and inspires students
Balances Issues for Citizens with Big Questions in science to provide exciting and relevant contexts
Integrates How Science Works into the science content for all specifications
Offers great flexibility in the scheme of assessment
The Twenty First Century approach is based on research undertaken by the Project Group – the University of York Science Education Group and Nuffield. GCSE Science is designed to develop ‘scientific literacy’ while GCSE Additional Science develops the knowledge, understanding and skills needed for progression to Level 3 courses in the sciences. How Science Works (Ideas about Science in C21-speak) is fully integrated into all modules/units of the specifications and not just in the Science units as is currently the case. Ideas about Science are central to teaching and learning. The nested model scheme of assessment allows students to take units before deciding whether to certificate for the separate sciences or for Science / Additional Science. 20

21. Gateway Science Suite GCSE Science GCSE Additional Science
GCSE Biology
GCSE Chemistry
GCSE Physics
Specifications in the Gateway suite were developed for start of teaching September 2006 from the preceding very successful ‘staged’ assessment qualifications which in turn originated from the ground-breaking Suffolk Science. The approach adopted was piloted prior to 2006.
We have continued the evolution of this suite for the start of teaching September 2011. 21

22. Gateway Separate Sciences
Gateway Suite
Gateway Separate Sciences
B1, B2, B3
B4, B5, B6
Controlled assessment B
GCSE Biology
35% min
40% min
25%
C1, C2, C3
C4, C5, C6
Controlled assessment C
GCSE Chemistry
35% min
P1, P2, P3
P4, P5, P6
Controlled assessment P
GCSE Physics
Here there are 3 units: 2 written papers (each covering 3 teaching modules) and controlled assessment. This will allow a linear or a staged approach to assessment (one written paper taken half way through the course, e.g. at the end of Year 10).
It should be noted that the written papers are not equally weighted: the second (40%) unit will by itself meet the Terminal Requirement, so that the Controlled Assessment unit could be taken early, for example. Candidates who certificate and then wish to re-take one (or more) units to improve their grades can take this 40% unit by itself and satisfy the Terminal Requirement.
The amount of content (number of modules) for each written paper unit is the same. The additional weighting for the second unit is found by adding a 10 mark question designed to test AO3 (analyse and evaluate evidence, make reasoned judgements and draw conclusions based on evidence).
Each written paper will comprise a mixture of objective, short answer and longer answer questions, offering candidates opportunities to show what they know, understand and can do. 22

23. Gateway Science & Additional Science
Gateway Suite
Gateway Science & Additional Science
B1, C1, P1
B2, C2, P2
Controlled assessment S
GCSE Science
35% min
40% min
25%
B3, C3, P3
B4, C4, C4
Controlled assessment A
GCSE Additional Science
35% min
Here there are 3 units: 2 written papers (each covering 3 teaching modules) and controlled assessment. This will allow a linear or a staged approach to assessment (one written paper taken half way through the course, e.g. at the end of Year 10).
It should be noted that the written papers are not equally weighted: the second (40%) unit will by itself meet the Terminal Requirement, so that the Controlled Assessment unit could be taken early, for example. Candidates who certificate and then wish to re-take one (or more) units to improve their grades can take this 40% unit by itself and satisfy the Terminal Requirement
It should be noted that candidates taking these specifications are not able to use credit from the units towards qualifications in the separate sciences; if this flexibility is required, then the ‘nested’ model in Twenty First Century Science should be used.
The main advantage of the mixed paper model is that the whole of the content of one of the subjects in GCSE Science (biology for example) does not have to be completed before it is possible to take a unit examination; thus, there is more flexibility in teaching but less flexibility in assessment, when compared with the ‘nested’ model of C21.
Each written paper will comprise questions from biology, physics and chemistry with a mixture of objective, short answer and longer answer questions, offering candidates opportunities to show what they know, understand and can do.
Each mixed paper includes questions from biology, chemistry and physics 23

24. Gateway Suite Gateway Approach
Differentiated content: three columns for:
low demand (foundation tier only)
standard demand (both tiers)
high demand (higher tier only)
Additional column with focus on opportunities for practical and other activities
Assessment uses just 3 units (two written papers and controlled assessment) allowing fewer examination sittings
The Gateway approach is to take activities and experiences (including practical work) that will engage and interest students and to develop the science out of these. The specification shows clearly how the content is differentiated for assessment, so providing the skeleton of a scheme of work which teachers can use to ensure that learning matches assessment.
The scheme of assessment for each specification uses just 3 units so that teachers can use staged (end of Y10 and end of Y11) or linear (all papers taken at the end of the course) approaches. 24

25. Gateway Suite
Example of a Gateway double page spread with 4 columns: practical activities, low demand, standard demand, high demand.

26. Controlled Assessment
For GCSE Science
Plan practical ways to answer scientific questions and test hypotheses;
devise appropriate methods for the collection of numerical and other data;
assess and manage risks when carrying out practical work;
collect, process, analyse and interpret primary and secondary data including the use of appropriate technology;
draw evidence-based conclusions;
evaluate methods of data collection and the quality of the resulting data
The Criteria define what must be assessed within the Controlled Assessment for GCSE Science. For GCSE Additional Science and for the separate sciences, the requirements are different.
It should be noted that these two sets of requirements are similar, but not identical, meaning that the tasks set for Science and Additional Science will need to be subtly different. However, it is OCR’s view that students taking Science and Additional Science should not be asked to repeat the same sort of task, and we have therefore made the Controlled Assessment tasks significantly different, reflecting the ethos of each specification and suite.
For the Gateway suite, tasks will be tightly prescribed and students will be given task sheets to complete which will look rather like examination papers. For the Twenty First Century suite, tasks will be rather more open, giving teachers and students more choice in the way in which tasks are conducted and responses provided. 26

27. Gateway Science Controlled Assessment for GCSE Science
One task, common topic, in two parts
Part 1 - Practical and data analysis including evaluation of data and drawing conclusions
Part 2 - Research and planning activity based around
the original practical topic
Candidates answer in structured booklets (one for each part)
Tasks set by OCR, valid for submission in one year only, but published two years ahead
Choice of tasks each year
Each task, set by OCR, is split into two parts. The first part comprises a practical activity which candidates can carry out in groups and the analysis and evaluation of the data collected which is carried out individually and under supervision. In the second part (which follows the same topic) students carry out some research and then plan some practical work to address a hypothesis which they are given.
They answer in structured booklets (rather like examination papers) and their work is marked by teachers using a set of generic criteria (published in the specification) together with specific guidance written for each task.
Tasks are set by OCR, published in June for submission in May, 2 years ahead (with the exception of the first year of the specification when they will only be available 1 year ahead).
There will be a choice of tasks each year (1 biology, 1 chemistry and 1 physics).

28. Twenty First Century Science Controlled Assessment for GCSE Science
Case Study of a topical issue in science and Practical Data Analysis are retained (two independent tasks)
Case Study is based on stimulus material, but candidates still have flexibility to frame their own question
Tasks set by OCR, valid for submission in one year only, but published two years ahead
Choice of tasks each year
We have retained two independent tasks – the Case Study and Practical Data Analysis.
Stimulus material will be set by OCR for the Case Study, but students will still be able to frame their own question on which to base their research, gather secondary data and carry out their analysis.
The Practical Data Analysis tasks will be set by OCR; candidates will undertake practical work (including a planning element) to collect primary data and carry out analysis and evaluation.
Tasks are set by OCR, published in June for submission in May, 2 years ahead (with the exception of the first year of the specification when they will only be available 1 year ahead). Candidates’ work is marked by teachers using a set of generic criteria (published in the specification) together with specific guidance written for each task.
There will be a choice of tasks each year (1 biology, 1 chemistry and 1 physics).

29. Controlled Assessment
For GCSE Additional Science, Biology, Chemistry and Physics
Develop hypotheses and plan practical ways to test them including risk assessment;
manage risks when carrying out practical work;
collect, process, analyse and interpret primary and secondary data including the use of appropriate technology to draw evidence-based conclusions;
review methodology to assess fitness for purpose, and review hypotheses in light of outcomes.
The Criteria define what must be assessed within the Controlled Assessment for GCSE Additional Science and the requirements for the separate sciences are identical to those for Additional Science.
The key difference is in the first bullet point where candidates are required to develop their own hypotheses and plan practical ways to test them.
The Criteria for Additional Applied Science are different again, and Environmental and Land-based Science will follow these Criteria. 29

30. Gateway Suite Controlled Assessment for GCSE Additional Science and the separate sciences
One task, common topic, in two parts
Part 1 - Using information and planning using stimulus material
Part 2 - Practical and evaluation where candidates carry out a specified experiment
Candidates answer in structured booklets (one for each part)
Tasks set by OCR, valid for submission in one year only, but published two years ahead
Choice of tasks each year
Each task, set by OCR, is split into two parts. The first part comprises an activity in which candidates consider stimulus material presented to them (set by OCR), propose hypotheses to explain the data given to them and suggest experimental ways to test their hypotheses, but do not carry out these experiments. This work is carried out individually and under supervision.
In the second part (which follows the same topic) students carry are given a hypothesis and carry out an experiment to investigate this. They analyse their data and evaluate their findings.
They answer in structured booklets (rather like examination papers) and their work is marked by teachers using a set of generic criteria (published in the specification) together with specific guidance written for each task.
Tasks are set by OCR, published in June for submission in May, 2 years ahead.
There will be a choice of tasks each year: 3 for Additional Science (1 biology, 1 chemistry and 1 physics) and 2 each for the separate sciences.

31. Twenty First Century Science Controlled Assessment for GCSE Additional Science and the separate sciences
A single Practical Investigation that draws together the skills of predicting and planning, and collecting, interpreting, evaluating and reviewing primary and secondary data
Tasks set by OCR, valid for submission in one year only, but published two years ahead
Choice of tasks each year
We have retained the single Practical Investigation but the tasks will be set by OCR, and published in June for submission in May, 2 years ahead.
Candidates’ work is marked by teachers using a set of generic criteria (published in the specification) together with specific guidance written for each task.
There will be a choice of tasks each year: 3 for Additional Science (1 biology, 1 chemistry and 1 physics) and 2 each for the separate sciences.

32. Why two suites? To provide choice to teachers
To enable teachers to meet the needs of their students
To reflect different approaches to teaching & learning
To provide a choice of assessment models
Each suite has a different ethos and heritage. Gateway is the successor to Suffolk Science, and has strong focus on teaching science through practical activity. This is reflected in the layout and content of the specification, which includes suggested practical activities to enhance teaching of the content.
The Twenty First Century suite arose from the ‘Beyond 2000: Science education for the future’ report (1998, Robin Millar, Jonathon Osborne). It is based on the concept that science education is important for the citizen and for the scientist. There is a strong focus on How Science Works, and you will see HSW embedded in the content of the specifications. The suite was a new for 2006, and so has a very different ‘feel’ to Gateway (which probably has a more ‘traditional’ feel).
The content of the specifications is different. The Subject Criteria specifies 100% of the content for GCSE Science, less than 100% for Additional Science, and very little for the extension modules in the separate sciences (only Physics Subject Criteria include a content requirement that is not in Science or Additional Science). This means that there is a choice of content between the different suites. For example, Gateway Physics extends the coverage of electricity, waves and dynamics across a variety of contexts, whereas C21 Physics has a module devoted to astronomy / cosmology.
As is shown in earlier slides, Gateway & Twenty First Century Science have different assessment structures, lending themselves to different teaching patterns, offering Centres a genuine choice. 32

33. Additional Applied Science
Science in Society
Science of Materials and Production
Controlled assessment AA
GCSE Additional
Applied Science
20% min
20% min
60%
The specification becomes free-standing (i.e. not within C21 suite) - it can be taken after/alongside any GCSE Science specification
The Criteria for Additional Applied Science require Controlled Assessment to be weighted at 60%.
The Criteria have prescribed the content for this qualification so the choice of units available in the current course can no longer be offered: the rules permit two written papers (weighted at 20%) and each will comprise a mixture of objective, short answer and longer answer questions, offering candidates opportunities to show what they know, understand and can do.
The number of externally assessed units changes from a choice of 3 from 6 units to 2 mandatory units which have mixed science content. However much of this content will be familiar from the current specification.
GCSE Additional Applied Science is being de-coupled from the Twenty First Century Science suite, to be free-standing, emphasising that it can be taken with any GCSE Science specification. The qualification will still be supported by the Twenty First Century Project Team. 33

34. Additional Applied Science
Controlled Assessment retains the current mix of standard procedures, suitability tests and work related report.
There will be a choice of controlled assessment tasks set by OCR, some of which (work related report) can be adapted by the Centre.
Popular contexts from the current course such as forensics and life care retained and updated.
It has been possible to retain the current elements of coursework within the new Controlled Assessment structure; for the new specification, tasks will be set by OCR, but are not required to change each year. There will be sufficient flexibility for centres to adapt or contextualise these tasks to fit in with their local resources or environment (for example, the employers locally who are willing to participate).

35. GCSE Environmental and Land-based Science
Unit 1 20%
Unit 2 20%
Unit 3 60%
Agricultural science
Management of the natural environment + OR
Controlled Assessment
GCSE Environmental and Land-based Science
Care of plants and animals
Environmental and Land-based Science has the same structure as Additional Applied Science, but since there are no Criteria for this subject, the content can be specifically designed for this sector. There is, as now, 1 compulsory unit (Management of the natural environment) which is a little larger than currently and candidates must then take 1 further unit chosen from:
Agricultural science – to include aspects of animal husbandry and plant cultivation, and
Care of plants and animals – to include aspects of care of animals and amenity horticulture
The choice for Unit 2 is more restricted than for the current specification, but we have retained the flexibility for schools to deliver the course whether they are in the inner city and can make links with a garden centre and a local vet, or a rural school with their own farm (and all scenarios in between).
The specification can be taken after/alongside any GCSE Science specification

36. GCSE Environmental and Land-based Science
Choice of online and paper based examinations
Highly motivating course for candidates who enjoy a strong practical focus to their studies
Controlled Assessment retains three strands based upon Practical Tasks, an Investigative Project and a Work-related Report or mini-Enterprise
The current specification is ‘wholly e-assessed’ but for the new course, we will offer a choice of paper-based assessment or CBT (where candidates take the tests sitting at the computer).
The current elements of the coursework have been retained in the new specification for the new specification; tasks will be set by OCR, but are not required to change each year. There will be sufficient flexibility for centres to adapt or contextualise these tasks to fit in with their local resources or environment (for example, the employers locally who are willing to participate). One change is that candidates can participate in a ‘mini-enterprise’ as an alternative to the work-related report.

37. What other specifications will be available for KS4?
Entry Level Science
OCR Level 2 Nationals in Science
IGCSE available from CIE
Entry Level Science has been extended until summer 2012 in its current form to match the end date of the current GCSE suites. It is being redeveloped on the QCF so that it continues to provide progression into either Gateway or Twenty First Century Science, ready for first teaching in September 2011.
OCR Nationals were being re-developed to be put into the QCF, but we have now decided not to move them to the QCF. Nationals have had their accreditation extended in their current form on the NQF and we will review and update the content of the Nationals for start of teaching in September 2011.
IGCSEs in Biology, Chemistry and Physics from OCR’s partner, CIE, (Cambridge International Examinations) are available to both Independent and Maintained schools, following the recent funding announcement from the new Government (7 June 2010). 37

38. Entry Level Science (Science Plus)
Extended until 2012
Options continue to provide progression into GCSE Science - Twenty First Century Science Suite A and Gateway Suite B
Post 2012 development - may move Entry Level to QCF
Entry Level Science has had its accreditation extended until summer 2012 in its current form to match the end date of the current GCSE suites. It is being redeveloped on the QCF ready for first teaching in September Entry Level Science currently provides progression routes into both GCSE Gateway and Twenty first Century Science and OCR is committed to continuing to provide such opportunities.
End of topic tests enhance students’ motivation and engagement and the course can be used as a way of delivering the KS4 Programme of Study to students who may struggle to follow a full GCSE course. Where students make progress on an Entry Level course, dual entry with GCSE Science is a common approach.
Some centres use a combination of Entry Level with Additional Applied Science or Environmental and Land-based Science to provide progression routes. 38

39. OCR Nationals in Science (Level 2)
Fully internally assessed qualification
Visiting moderators also have an advisory role, supporting Centres
Can be used to meet KS4 Programme of Study
Learning styles and assessment meets the needs of individual students
Level 2 qualifications equivalent to 2 or 4 GCSEs at Grade C+)
OCR Nationals at Level 2 provide an alternative pathway to GCSE, particularly suited to students who prefer concrete rather than abstract learning styles. Nationals are fully internally assessed (by teachers) – there are no examinations. Candidates work is moderated by visiting moderators who are also able to provide advice and guidance on their two (free) visits to each centre each year.
Nationals have been written for teachers and by teachers specifically for the age group. By selecting particular units, the KS4 Programme of Study can be covered and Nationals contribute to league tables being judged equivalent to 2 or 4 GCSEs (Award and Certificate).
Ofqual accreditation for the Nationals has been extended to December 2011 which means that candidates can be certificated through to the summer of OCR will resubmit the specifications to Ofqual in summer 2010 to extend this accreditation further. 39

40. IGCSE in Biology, Chemistry and Physics
Offered by University of Cambridge International Examinations (CIE)
Separate sciences are fully accredited by Ofqual and funded for state schools
for more details
IGCSEs in Biology, Chemistry and Physics from OCR’s partner, CIE, (Cambridge International Examinations) are available to both Independent and Maintained schools, following the recent funding announcement from the new Government (7 June 2010).
IGCSEs will be titled as ‘Certificates’ in the UK.
Already accredited by Ofqual. Department for Education has announced its intention to include IGCSE results in school performance tables as soon as possible. 40

41. Users of Applied Science (Double Award)
Could consider using:
GCSE Science + GCSE Additional Applied Science
GCSE Science + GCSE Environmental & Land-based Science
OCR Nationals in Science
Entry Level Science + GCSE Additional Applied Science
Entry Level Science + GCSE Environmental & Land-based Science
Double Award Applied Science will be discontinued, as no Criteria for this subject have been produced by Ofqual.
OCR offers a number of possible alternatives to Double Award Applied Science.
Entry Level routes deliver the Key Stage 4 programme of study, but would not be eligible for School Science Indicator league table as ‘2 or more GCSEs at
A*-C (or equivalent) in science’ 41

42. Support and training Comprehensive programme of INSET
Published schemes of work and lesson plans
Teacher support handbooks
Cluster networks
Active Results
OCR will provide an extensive programme of support meetings around the country, including specific meetings for those that intend to start to teach the separate sciences in 2010 (on 3 year courses to be completed in 2013).
We will publish detailed schemes of work and lesson plans for the new specifications and teacher handbooks will be provided for Controlled Assessment.
We will also provide a further full set of specimen examination papers, on OCR’s secure ‘Interchange’ site to use for ‘mock’ examinations.
Cluster networks will be maintained so that support is available locally.
The active results service will continue to be available for GCSE sciences. 42

43. Support and training - for early adopters
Free half day INSET courses in late June 2010
For early modules in Gateway & Twenty First Century – - documents highlighting what’s changed - draft schemes of work with sample lesson plans - publisher partners releasing draft materials
All draft materials updated in Autumn Term (post accreditation)
Further free INSET courses on offer in Autumn and Spring 2011
OCR is fully aware that many centres are planning to start teaching the new specifications in Year 9 – for students on 3 year courses leading to certification in 2013.
We are committed to providing support for these teachers, including INSET, and early release of draft schemes of work. 43

44. Links with Publishers Oxford University Press Collins Hodder
Twenty First Century Science
Additional Applied Science
Entry Level
Collins
Gateway Science
Environmental and Land-based Science
Hodder
OCR Nationals in Science
OCR is working closely with publishers to ensure that resources are available for the new specifications.
Other publishers are also likely to produce new materials
Supplements to cover new content may also be available. 44

45. Implementation of new specifications
September start of teaching in Y9 (for a 3 year course ending in 2013)
September 2011 – start of teaching in Y10
January 2012 – first exams
Summer 2012 – GCSE Science first moderation of Controlled Assessment and first certification
Summer 2013 – first moderation of Controlled Assessment and first certification for all other qualifications
For the majority of students, teaching for the new specifications will start in September 2011, but for students on three year courses in the separate sciences, completing in summer 2013, teaching will start in September 2010.
The first unit examinations will be held in January 2012 but not all will be available at this point; they will be phased in over the following 18 months.
OCR will use the January and June examination series but Controlled Assessment will only be available in the summer series.
In summer 2012, the first moderation of Controlled Assessment for GCSE Science will take place and GCSE Science only will be certificated.
In summer 2013, all unit examinations, Controlled Assessment moderation and certification for all qualifications will be available.
Teachers should check the specifications for details of the phased introduction of written unit examinations. 45

46. Final sessions for old (legacy) specifications
Last full examination series is June 2012
There are likely to be re-sit opportunities in 2013
Details of re-sit opportunities for written examinations in 2013 for the old (legacy) specifications will be published as soon as they are agreed by Joint Council, but this will probably be in September Re-sits may be offered in January and June 2013 or in January only.
The last series for coursework moderation for the legacy specifications will be summer 2012. 46

47. Why choose OCR? Engaging and exciting courses
Pedagogy underpins content and assessment
Flexibility and manageability
Teachers involved in development and assessment of OCR courses
Extensive, targeted support
The content and schemes of assessment for all our suites of specifications are based on clear a understanding about the way in which students learn.
Our aim is to provide an engaging and exciting experience for students and to give them clear progression routes.
We are using tried and tested models which give flexibility in delivering the courses, but are manageable for teachers.
Our experience of controlled assessment methods in GCSE and A Level give us confidence that schemes of assessment are practicable, reliable and realistic.
The support provided for teachers will be extensive, detailed and targeted, so that you can have confidence in adopting OCR specifications. 47

48. Keeping in touch www.gcse-science.com Visit the website:
Sign up for e-alerts
Register for cluster support
Access: specifications, presentations, support documents, details of INSET meetings
For further information and to keep in touch with developments, please visit the dedicated GCSE sciences website. 48