1. What we want in the new controlled assessments Opportunities for students to carry out a range of experiments with varying degrees of difficulty to allow discrimination between those who are practically apt. Opportunities for students to carry out a range of experiments with varying degrees of difficulty to allow discrimination between those who are practically apt. Opportunities for students to analyse and evaluate given results – thus these skills are completely separately analysed to the practical competencies Opportunities for students to analyse and evaluate given results – thus these skills are completely separately analysed to the practical competencies Opportunities for students to show they could sensibly plan an investigation with due consideration for safety, reliability etc Opportunities for students to show they could sensibly plan an investigation with due consideration for safety, reliability etc

2. Science at Key Stage 4 at Longsands Entry Level Entry Level Single Science Single Science Applied Science Applied Science Double Science – Sci + Additional Double Science – Sci + Additional Triple Triple

3. Activities which allow students to assess the significance of scientific reports (Sci in News) Activities which allow students to assess the significance of scientific reports (Sci in News) Relevant topics engage better Relevant topics engage better

4. Good points of the current assessment of practicals –Students exposed to range of practical techniques in all 3 disciplines –Broadens knowledge and made science seem more relevant –Students encouraged to think and analyse –Provision of sample data overcomes practical ineptitude –Protection of practical provision even when it is inconvenient.

5. Challenges to current system Conformity across teaching staff Conformity across teaching staff Tremendous amount of paper work Tremendous amount of paper work Odd moderating by board Odd moderating by board Generic mark schemes Generic mark schemes Varying degrees of difficulty to obtain highest marks e.g Can do Varying degrees of difficulty to obtain highest marks e.g Can do Time spent on CW compared to theory Time spent on CW compared to theory

6. Time spent on practical work which will be assessed Can – do tasks: 8 hrs (approx) Can – do tasks: 8 hrs (approx) Science in the News:4 – 6 hrs Science in the News:4 – 6 hrs Research Study:4 – 6 hrs Research Study:4 – 6 hrs Data Analysis:4 – 6 hrs Data Analysis:4 – 6 hrs

7. Impact on Non-Assessed Practical Work Limits choice of practical Limits choice of practical Impact more severe for non-exam classes and so their early preparation Impact more severe for non-exam classes and so their early preparation Difficulty to gain access to computers Difficulty to gain access to computers

8. Time difference between practicals in each discipline We have no significant issues with this. We have no significant issues with this. Timing of the activities needs careful organisation. Timing of the activities needs careful organisation.

9. Differences between Yr 10 & Yr 11 Very difficult timetable issues initially Very difficult timetable issues initially Yr 10 need ‘training’ – often staff do too!! Yr 10 need ‘training’ – often staff do too!! Yr 11 tend to be more focussed and demanding Yr 11 tend to be more focussed and demanding Applied Science Applied Science Extremely beneficial that most work done in school Extremely beneficial that most work done in school

10. Ideal Assessment Thoughts Similar to A level – with specific papers, reducing choice and so increasing equality of provision. Similar to A level – with specific papers, reducing choice and so increasing equality of provision. Specific mark schemes Specific mark schemes Papers to be taken in and not returned Papers to be taken in and not returned Ensuring that Can Do type tasks equally represent each discipline Ensuring that Can Do type tasks equally represent each discipline