Qualifications Update: Sciences Qualifications Update: Sciences

Developing qualifications - drivers Progression – provide progression from Es & Os and maximise continuity between levels More open and flexible requirements – fewer, broader outcomes, more focus on skills Assessment which supports learning - open evidence requirements – choice of assessment approaches – opportunities for combined assessment Refreshed and relevant contexts for learning, providing challenge and enjoyment Personalisation and Choice – in content/contexts for Units - Added Value Unit at National 4 – coursework assessment at National 5 Robust and credible – current high standards in qualifications will be maintained

CfE Levels early years SCQF Levels Continues to 12 Relationship between CfE and SCQF Levels

Key points Common approach taken across all Sciences All Science Courses have been designed to progress from the Sciences Experiences and Outcomes and are based on their subject Progression Framework has a hierarchical Unit structure that provides a smooth progression from National 3 to National 4 (Science) and from National 3 to Higher (Biology, Chemistry, Env. Science & Physics) builds on and develops skills, knowledge and understanding progressively up through levels combines the best aspects of current Standard Grade and Intermediate Courses Added value is assessed through an Assignment at National 4 and a Question Paper and Assignment at National 5 and Higher and a Question Paper and Project at Advanced Higher

Key points There are two Unit Outcomes at all levels and are common across the levels If a Unit is being done as part of a Course, there are opportunities for transfer of evidence across the Units. Differentiation between levels can be found in the Assessment Standards and the Evidence Requirements.

Unit Structure National 3National 4National 5 Chemical Changes and Structure Natures Chemistry Chemistry in Society

Assessment Support Schedule 2012/13 Oct 12 N3 to N5 Unit Assessment Support (Package 1) Feb 13 N3 to N5 Unit Assessment Support (Package 2) Feb 13 N5 Specimen Question Paper Apr 13 N3 to N5 Unit Assessment Support (Package 3) Apr 13 N5 Specimen Coursework Apr 13 N4 Added Value Assessment Support

Documentation Arrangements Document Current Qualification Includes: Course Structure Rationale and Aims Course Content Course and Unit Assessment Grade Descriptions Estimates and Appeals Approaches to Learning and Teaching Additional Support Needs Unit Specifications Course Specification Unit Specification Course Assessment Specification Course and Unit Support Notes New CfE Qualification Unit Assessment Support Packages 1, 2 & 3 Specimen Question Paper & Specimen Coursework MANDATORY ADVICE, GUIDANCE & SUPPORT

Chemistry Unit Assessment National 3 to National 5 Chemistry Unit Assessment National 3 to National 5

Unit assessment Unit Specifications state the Outcomes, Assessment Standards & Evidence Requirements (ALL Mandatory) Greater range of techniques and methodologies for assessment – encouraged through Unit Assessment Support packages Assessments can be designed to provide evidence across more than one Outcome or Unit – combined assessments More opportunities to gather naturally occurring evidence – assessment as part of learning and teaching

Unit Assessment Support packages – purpose Assessment Support packages will be provided which you can use to: Assess your candidates Adapt for your own assessment programmes Help you develop your own assessments

Unit Assessment Support packages – key features Valid from August 2013 Designed to encourage professional judgement Provide broad-based tasks – allow assessors to choose appropriate context and forms of evidence Show range of approaches to generate assessment evidence Give information on the type of evidence which could be gathered and how this is to be judged against Assessment Standards

Unit assessment support packages - approaches Package 1 Unit by Unit approach – discrete assessment activities for each Unit Package 2 Combined approach- assessment of all Units, Outcomes & Assessment Standards Package 3 Portfolio approach – naturally occurring evidence

Assessment Package 1 This pack consists of three assessment activities for each Unit: Activity 1:a scientific report of an experiment to generate evidence for Outcome 1 Activity 2:a short report of a research investigation to generate evidence for Assessment Standards 2.2 and 2.3 Activity 3:a set of questions to generate evidence for Assessment Standards 2.1 and 2.4

Assessment Package 2 This pack consists of two assessment activities: Activity 1: an investigation of a key area of any Unit through research, a practical activity and problem solving, covering Outcome 1 and Assessment Standards 2.2, 2.3 and 2.4 Activity 2: a set of questions covering Assessment Standard 2.1. This generates evidence that the candidate is able to make accurate statements demonstrating knowledge and understanding gained throughout the Course

General Update

New Quality Assurance arrangements Will cover new National 1 to National 5 from 2013/14 New arrangements will promote shared understanding of national standards through a collaborative and partnership approach New Nominee role - provides a pool of nationally trained experts Intense verification in the first 3 years, then an intelligence led approach will be adopted

New Quality Assurance arrangements Will cover new National 1 to National 5 from 2013/14 New arrangements will promote shared understanding of national standards through a collaborative and partnership approach New Nominee role - provides a pool of nationally trained experts Intense verification in the first 3 years, then an intelligence led approach will be adopted

Prior-Verification Can amend SQA Unit Assessment Support Packs, maintaining the standard. If developing assessments, advised to use SQA Prior Verification Service. First prior verification window opens 3 rd June 2013, response in August. Thereafter, 6 week turnaround on submissions

Recognising Positive Achievement Opportunities for candidates who have achieved Units at National 5, but failed the Course Assessment, to achieve the Course at National 4 Fallback based on hierarchical structures No Compensatory Awards Must have an entry and a Pass result for the N4 Added Value Unit (English, Gaidhlig and Maths also require Literacy and Numeracy Units) Pre and post certification models A guide on these arrangements is now available

Chemistry Added Value Assessments: - National 5 Course Assessment - National 4 Added Value Unit

Adding Value – National 4, National 5 Each Course at National 4 and National 5 includes assessment of Added Value For National 4, the added value is in an Added Value Unit - not graded For National 5, the added value is in the Course Assessment - graded A-D (as at present)

Added Value Makes the Course more than the sum of its parts Builds on current Course assessment and Group Award approaches Defined as breadth, challenge and/or application as outlined in Building the Curriculum 5 Learners will draw on and extend the skills they have learned from across the Course Learners will demonstrate the breadth of knowledge and skills acquired, in unfamiliar contexts and/or integrated ways May involve accumulation, assimilation, integration and/or application of skills, knowledge and understanding

National 4 – Added Value Unit Chemistry Assignment In the National 4 Chemistry Course, the Added Value Unit will focus on challenge and application. Learners will draw on and apply the skills and knowledge they have learned during the Course. They will carry out an in-depth investigation on an unfamiliar and/or integrated context. Marked by Centre staff, SQA marking instructions

National 5 – Chemistry Question Paper Assesses ability to retain and integrate knowledge and understanding from across the Course content Equal weighting to all three Units Structure similar to existing Intermediate Courses 80 Marks (80% of Total Marks)

National 5 – Chemistry Assignment The purpose of the Assignment is to allow the learner to carry out an in-depth study of a Chemistry topic. The Assignment requires the learner to select a topic/issue and apply skills of research, evaluation and analysis. The learner will communicate information related to their findings, which will develop skills of scientific literacy. The Assignment will be sufficiently open and flexible to allow for personalisation and choice. 20 marks (20% of Total Mark) Marked by SQA

Controlled Assessment For the Assignment, SQA has introduced the concept of controlled assessment to ensure fairness and reliability 3 stages of assessment: Setting, Conducting, Marking the assessment Each will have a defined level of control: SQA-led activity/ Shared responsibility between SQA and centres/ Centre- led