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ATSE/NAIGS Joint Summer Conference 2014 ‘Supporting Professional Learning’: the Conference for Expert Science Educators Thursday 3rd and Friday 4th July.

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Presentation on theme: "ATSE/NAIGS Joint Summer Conference 2014 ‘Supporting Professional Learning’: the Conference for Expert Science Educators Thursday 3rd and Friday 4th July."— Presentation transcript:

1 ATSE/NAIGS Joint Summer Conference 2014 ‘Supporting Professional Learning’: the Conference for Expert Science Educators Thursday 3rd and Friday 4th July 2014 at the Fielder Centre, University of Hertfordshire, Hatfield, Herts. Sessions will include a varied programme of presentations, seminars, and workshops, and will bring together leading researchers, tutors, education advisers and strategists from key institutions and organisations to offer ATSE and NAIGS members a stimulating update on the main developments, issues and research in science education. 1

2 Physics Tutor Update: Practical work and the new curriculum Tuesday 22 nd April 2014

3 Ofsted, 21 Nov 2013: Maintaining curiosity: a survey into science education in schools Recommendations The Department for Education (DfE) and The Office of Qualifications and Examinations Regulation (Ofqual) should: –ensure that qualifications include assessment of the skills needed for scientific enquiry. 3

4 Ofsted recommendations (cont.) …….opportunities for illustrative and investigative scientific enquiry were limited, and so was the achievement of students. [Students] achieved their GCSE grades but not the science practical skills they needed at the next stage. Sixth-form teachers told inspectors that this lack of practical skill is revealed starkly for many students at A level, as they try to catch up with the demands of accurate, individual practical and experimental work. A small but important minority of secondary schools had limited laboratory space, forcing science lessons into ordinary classrooms. This was the case in two brand-new schools that had been built without regard for the needs of investigative science. This limited the amount of practical work that could be planned and also eliminated opportunities for teachers and students to illustrate new ideas that emerged spontaneously through class discussion 4

5 students-practical-skills-ofsted-says.aspx The Department for Education said it welcomed the report, adding that it was already embarking on introducing a curriculum that focused on practical skills. “There will be a renewed focus on science in primary and secondary schools thanks to our rigorous new curriculum, which has a far stronger emphasis on practical work... We are also strengthening practical elements in new science GCSEs,” a DfE spokesperson said. “Our EBacc is encouraging more pupils to take physics, chemistry and biology GCSEs, and that is feeding through to A level – where the number of girls taking the three sciences is at its highest level for at least 14 years." 5

6 GCSE and A level science reform timeline New science GCSEs to be introduced (for 1 st teaching) in 2016, and 1 st examined in 2018 New AS and A levels to be introduced (for 1 st teaching) in 2015, and 1 st examined in 2017 –Maths and Further maths not until

7 Who has been doing what regarding A level? Prof Smith report to Ofqual July 2013 Physics, category 2 (minor changes) –Resolve issues about assessment of practical skills –Exemplify mathematical skills and agree on assessment weighting –Work with other sciences to agree assessment objective weightings –Resolve tensions with emerging physics GCSE The A Level Content Advisory Board (ALCAB)The A Level Content Advisory Board Subject panels in Maths, MFL, Geography 7

8 A level consultation results (from Prof M. Smith, March 2014) There was a strong consensus that the balance of the qualification with 60% core and 40% unspecified content was the correct balance to allow awarding organisations to develop interesting and appealing specifications which are sufficiently diverse so as to offer a choice to schools and colleges. The review panel carefully considered the concern expressed by some respondents that the introduction of new content, through the 40% of unspecified content, would make the qualification too large. The 40% will be used not only to introduce some new content, but also to exemplify existing content including applying it in a relevant scientific context. Awarding organisations will take into account this concern as they develop their specifications, but a decision was taken not to specify more precisely in the content how the 40% will be derived. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/301060/Post-consultation_report_on_A_levels.pdf 8

9 What we’ve [Ofqual] decided about assessing sciences at A level Students will carry out practical work (it will be a content requirement for the qualification). They will get a ‘pass’ or ‘fail’ grade for this practical work, which will be separate from their grade for the written exam. –Exam boards will set out requirements for practical skills. Each student will need to carry out a minimum of 12 practical activities. The written exams will include questions in the context of these, and other, practical activities. To get good marks, students will need to show knowledge and understanding of the experiments that they have gained through doing them. –http://ofqual.gov.uk/news/gcse-a-level-as-qualification-updates-ofqual/http://ofqual.gov.uk/news/gcse-a-level-as-qualification-updates-ofqual/ 9

10 TES 9 April 2014 Ofqual says it has worked with higher education to identify 12 practical activities for each of the three separate sciences that pupils will be required to carry out during their two year A-level courses. But of the six universities that responded to the regulator’s consultation, only one agreed with the plan. Ms Stacey said that schools would have to keep a log of all practical activities completed and that exam boards would carry out “live checks” on schools to moderate the work. But Steve Evans, head of science development for the OCR exam board said: “We don’t think it is feasible that you could visit all centres [schools].” He said the details had not yet been “set in stone” by Ofqual and OCR was proposing targeted visits, with schools having to submit logbooks. But OCR’s head of GCSE and A-level reform, Paul Dodd, said that an exam board visit to each school, every year, was a proposal being considered by Ofqual 10

11 Leading scientists attack end of link between A-level grades and practical skills Ofqual says it has worked with higher education to identify 12 practical activities for each of the three separate sciences that pupils will be required to carry out during their two year A-level courses. But of the six universities that responded to the regulator’s consultation, only one agreed with the plan. Ms Stacey said that schools would have to keep a log of all practical activities completed and that exam boards would carry out “live checks” on schools to moderate the work. 11

12 Responses: level%20announcement%20final.pdf ASE, IoP, RS, RSC, SoBhttp://www.score-education.org/media/14546/score%20response%20to%20a- level%20announcement%20final.pdf association/news/keep-science-science-levelshttp://www.britishscienceassociation.org/british-science- association/news/keep-science-science-levels CaSEhttp://sciencecampaign.org.uk/?p= are-heart-levels CEO Diana Garman – driving test analogyhttp://www.sciencecouncil.org/content/essential-uk-economy-practical-skills- are-heart-levels science-a-level-changes.aspxhttp://www.icheme.org/media_centre/news/2014/skills-undermined-by- science-a-level-changes.aspx Policy%20Note%20Addendum.ashx Suggestions for practical assessmenthttp://www.gatsby.org.uk/~/media/Files/Education/Practical%20Science%20 Policy%20Note%20Addendum.ashx 12

13 10 April 2014 Letter to Prof. Lord Robert Winston The content for the new A levels, published yesterday by the Department for Education, require students for the new syllabuses to carry out experimental and investigative activities in a range of contexts, analyse and interpret data to provide evidence, and to evaluate methodology, evidence and data and resolve conflicting evidence. Some of the practical skills, such as commenting on experimental design and evaluating scientific methods, will then be assessed indirectly in written examinations. To get good marks in their A level examination, students will have to show knowledge and understanding of the experiments that they have gained through doing them. Skills that require direct assessment, such as making and recording observations, and safely using instruments to dissect an animal organ, will be assessed directly by teachers. These assessments will be made during the minimum of 12 practical activities that each student will have to carry out during their A level course. Exam boards are presently developing the assessment criteria for these skills. Those students who show that they have developed these practical skills to a suitable level will receive a separate grade for them on their certificate. 13

14 10 April 2014: Ofqual letter to Prof. Lord Robert Winston The content for the new A levels…….require students for the new syllabuses to carry out experimental and investigative activities…... Some of the practical skills ………will then be assessed indirectly in written examinations. To get good marks in their A level examination, students will have to show knowledge and understanding of the experiments that they have gained through doing them. Skills that require direct assessment, such as making and recording observations, and safely using instruments to dissect an animal organ, will be assessed directly by teachers. These assessments will be made during the minimum of 12 practical activities that each student will have to carry out during their A level course. Exam boards are presently developing the assessment criteria for these skills. Those students who show that they have developed these practical skills to a suitable level will receive a separate grade for them on their certificate. 14

15 Ofqual, 9 April 2014 In a package of announcements today, Ofqual: Confirms assessment arrangements for new A levels in: the sciences (biology, chemistry, physics)………– to be introduced for first teaching in 2015 Confirms the regulatory arrangements for new AS levels Confirms assessment arrangements and structure of GCSEs in geography, and history and confirms intention to re- consult on assessment arrangements for GCSEs in the science subjects 15

16 [GCSE] Sciences (biology, chemistry, physics and double award science) – to be taught from 2016 In response to the consultation, a number of people said that if only 10 per cent of the marks were allocated to practical assessments the importance of practical skills would be devalued…… In light of the concerns about our initial proposal for GCSE science skills and the developments in A level science, we have decided to do further work and consult again before deciding how practical science skills should be assessed in GCSEs. As new science GCSEs will not be taught until September 2016 there is time for this. Once we have decided on the approach to assessing practical skills DfE will finalise the content on which the qualifications will be based. 16

17 ATSE/NAIGS Joint Summer Conference 2014 ‘Supporting Professional Learning’: the Conference for Expert Science Educators Thursday 3rd and Friday 4th July 2014 at the Fielder Centre, University of Hertfordshire, Hatfield, Herts. Sessions will include a varied programme of presentations, seminars, and workshops, and will bring together leading researchers, tutors, education advisers and strategists from key institutions and organisations to offer ATSE and NAIGS members a stimulating update on the main developments, issues and research in science education. 17

18 Use of apparatus and techniques - physics Specifications for physics must give students opportunities to use relevant apparatus to develop and demonstrate these techniques. All of the techniques listed below will be assessed through a minimum of 12 identified practical activities within each specification. These ‘core’ practicals must allow students to demonstrate all of the practical skills given in appendix 5b. Practical techniques to be gained by candidate 1.use appropriate analogue apparatus to record a range of measurements (to include length/distance, temperature, pressure, force, angles, volume) and to interpolate between scale markings 2.use appropriate digital instruments, including electrical multimeters, to obtain a range of measurements (to include time, current, voltage, resistance, mass) 3.use methods to increase accuracy of measurements, such as timing over multiple oscillations, or use of fiduciary marker, set square or plumb line 4.use stopwatch or light gates for timing 5.use calipers and micrometers for small distances, using digital or vernier scales 6.correctly construct circuits from circuit diagrams using DC power supplies, cells, and a range of circuit components, including those where polarity is important 7.design, construct and check circuits using DC power supplies, cells, and a range of circuit components 8.use signal generator and oscilloscope, including volts/division and time-base 9.generate and measure waves, using microphone and loudspeaker, or ripple tank, or vibration transducer, or microwave / radio wave source 10.use laser or light source to investigate characteristics of light, including interference and diffraction 11.use ICT such as computer modelling, or data logger with a variety of sensors to collect data, or use of software to process data 12.use ionising radiation, including detectors 18

19 Working scientifically Examples from physics 1. Development of scientific thinking  structure of the atom, the Periodic Table  expanding universe and the Big Bang  uses of fission and fusion  risks with the uses of radioactive material. 2. Experimental skills and strategies  test whether resistance is independent of current, or whether spring constant is independent of extension  design a domestic mains circuit based on a single fuse plug to maximise lighting intensity  measure the range and distribution of the walking and running speeds of students in a school class 3. Analysis and evaluation  estimate rates of deceleration of a range of vehicles on urban roads and use these to calculate the forces needed to produce these changes  explore how the current in a d.c. circuit varies with the potential difference across the battery terminals  write a report on an investigation for their parents or for students in another class 4. Units, symbols and nomenclature  convert kilowatt hours to energy in joules  compare the power used to heat a room with that used to carry a heavy box upstairs. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/211219/GCSE_Sciences_final_updated.pdf 19

20 Question 4 − To what extent do you agree that practical skills in biology, chemistry and physics should continue to be assessed? requirements-october- 2013/http://comment.ofqual.gov.uk/a-level-regulatory- requirements-october- 2013/ 20

21 Question 5 − To what extent do you agree that the results of practical skills assessments in biology, chemistry and physics should be reported separately on the certificate and not count towards the final grade? 21


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