CCEA Support Events GCSE Chemistry Revised Specification First teaching Sept. 2011

Agenda Introduction Specification and Specimen Assessment Materials (Reading Time) Changes (Structure and Assessment Materials) Controlled Assessment - Rationale Controlled Assessment (Reading Time) Overview of Controlled Assessment Plenary

Accreditation Process Revision every 5 years Criteria/Regulations –Subject (Content and Assessment Objectives) –Qualifications (Number of units allowed) –Controlled Assessment Regulations Materials submitted to Regulator (Ofqual) –Specifications –Specimen papers and mark schemes (SAMs) –Specimen Controlled Assessment Tasks (CATs) and mark schemes

Support Specification, SAMs, CATs – on-line and hard copy Schemes of Work (“Word” version on-line – May 2011) Student guides Controlled assessment guidance for teachers Working with publisher to revise all CCEA endorsed textbooks – June 2011 Controlled Assessment support events in October 2011 Topic Tracker

Builds examination papers Questions selected from menu of topics Front cover generated Mark scheme generated Free of charge to all centres with CCEA – Contact

Specification and SAMs Reading Time

Structure of the Course Unit% WeightingRaw Marks TimeAvailability Unit 1: Structures, Trends, Chemical Reactions and Analysis 35% 80 - F H 1h 15 min (F) 1h 30 min (H) Every Summer (From 2012) Unit 2: Further Chemical Reactions, Organic Chemistry and Materials 40% 90 - F H 1h 30 min (F) 1h 45 min (H) Every Summer (From 2013) Unit 3 Controlled Assessment 25% 45 (not tiered) - From Sept (2011)

Key Changes How Science Works - section 1.5 –data evidence, theories and explanations –practical and enquiry skills –communication skills –applications and implications of science –Assessed in Papers & CA tasks AO3 – “Analyse and evaluate evidence, make reasoned judgements and draw conclusions based on evidence” –P1 Foundation: Approx. 16 marks out of 80 –P1 Higher: Approx. 20 marks out of 100 –P2 Foundation: Approx. 18 marks out of 90 –P2 Higher: Approx. 23 marks out of 115 Mathematical content – section 3.5 Extended writing assessing QWC –section 4.4 of specification –will appear in all papers –banded mark scheme

C2F Q2(d) and C2H Q1(c) A03 – Analysis and evaluation Mathematical content: extract and interpret information from charts, graphs and tables How Science Works

(c) Magnesium metal reacts with copper oxide according to the balanced symbol equation CuO + Mg → Cu +MgO. Explain fully why this reaction is described as a redox reaction. In this question you will be assessed on your written communication skills including the use of specialist science terms. _______________________________________________________________ _______________________________________________________________ [6] C2H Q8(c)

(c) Indicative content magnesium loses electrons or magnesium gains oxygen loss of electrons is oxidation or gain of oxygen is oxidation copper ions gain electrons or copper oxide loses oxygen gain of electrons is reduction or loss of oxygen is reduction oxidation and reduction occurring simultaneously in the same reaction is redox Response Mark Candidates must use appropriate specialist terms throughout to explain fully why the reaction is a redox reaction (all 5 points required). They use good spelling, punctuation and grammar and the form and style are of a high standard. [5-6] Candidates use some appropriate specialist terms to partially explain why the reaction is a redox reaction (minimum 3 points required). They use satisfactory spelling, punctuation and grammar and the form and style are of a satisfactory standard. [3-4] Candidates explain why this reaction is a redox reaction in a limited way (1 or 2 points). They use limited spelling, punctuation and grammar and they have made little use of specialist terms. The form and style are of a limited standard. [1-2] Response not worthy of credit.[0] [6] C2H Q8(c) – mark scheme

Controlled Assessment (Rationale) Authenticity Variety Manageability

Skills that must be assessed “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”

Controlled Assessment Task Reading Time

Tasks - overview CCEA sets the tasks 2 new tasks each year for each cohort Only one task should be submitted Available in September –Teacher Guidance Notes –Candidate Response Booklet - A –Candidate Response Booklet - B Task has 3 parts –Part A (Planning and Risk Assessment) –Part B (Data Collection) –Part C (Processing, Analysis and Evaluation) Can be taken at any time

Teacher Guidance Notes Details of the task Independent variables Suggested method/s

Part A – Planning and Risk Assessment Assessed Informal (medium control) General guidance from teacher – group work – class discussion Trial experiment Final plan/risk assessment must be completed independently in Candidate Response Booklet A

Marking Part A (Planning and Risk Assessment) No redrafting allowed Use generic mark bands (section 6) Marked out of 18 No time limit 3 options to allow candidates to move on after planning –plan and risk assessment are appropriate –plan and risk assessment are appropriate with some minor amendments –plan and risk assessment are unsuitable and inappropriate Plan and risk assessment completed in Candidate Response Booklet A

Part B - Data Collection Not assessed No time limit Teacher can give very significant help and guidance to ensure suitable results are obtained and recorded Data/results recorded in Candidate response booklet A

Part C – Processing, Analysis and Evaluation Assessed Formal (High) control Completed in Candidate Response Booklet B No assistance – must be completed independently Need to refer to their plan and results taken Marked out of 27 using mark scheme supplied Contains questions relating to their own data and secondary data supplied

Moderation Internal standardisation Sample Submitted May (both candidate response booklets and CRS) Tolerance Marks adjusted if outside tolerance

Contact Details Nuala Braniff – Specification Support ext 2292 Patricia Quinn – Subject Officer