GCSE Science is Getting a Face Lift
By Mr T Lawton
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Introduction People often ask me
why teachers need ‘training days’ and what happens on such days. One friend
cynically commented: ‘I thought you teachers had degrees and professional
qualifications; why do you need to be trained?’ Others believe the days exist to
give us a break from the students! So what is the truth about ‘training days’
and what happens during them?
The 1988 Education Act saw the introduction of the controversial ‘National
Curriculum’ with its written guidelines as to what should be taught in state
schools. The then Secretary of State for Education, Kenneth Baker, also
introduced in-service training days for teachers, which became popularly (or
unpopularly) known as ‘Baker days’. The compulsory five days per academic year
were taken from teachers’ holiday time; they were not additional days for
students whose holiday time remained the same.
In the early days of the ‘National Curriculum’ teachers in all Key Stages
struggled to implement the statutory requirements which were very cumbersome and
impracticable ,especially in terms of assessment, and many of the Baker days
were spent trying to establish a workable, coherent system. As time passed, the
‘days’ lost the Baker tag, and became useful for both whole school curriculum
development and subject department development looking at such issues as
coursework moderation or developing schemes of work to meet the requirements of
the National Curriculum and latterly such initiatives as the Key Stage 3
Strategy, now ‘The Strategy’. I am sure you are aware that schools are
constantly bombarded with such initiatives and we have to assimilate good
practice and ditch poor practice. No other profession, I am convinced, is
subject to such change at such a pace and so many acronyms, with teaching,
learning, accountability, examination specifications always in a state of flux!
So now the days are termed CPD days (continued professional development). At
Polesworth we have had many successful days which usually follow one of two
formats:
Firstly, we often share good practice and make use of the teaching expertise
we have in the school with staff giving presentations or leading workshops at
whole school or department level; secondly, we buy in nationally recognised
experts such as Alisdair Smith to help us with topics like accelerated learning.
These ‘gurus’ are often inspirational but also expensive! CPD falls within the
remit of Assistant Head teacher, Miss Jo Howell, who is currently, along with a
small group of colleagues, developing coaching techniques within the school in
yet another attempt to improve the excellent teaching which exists at
Polesworth. The CPD days are important to us; they enable us to develop and not
to stagnate; and they enable us to filter outside initiatives for the benefit of
our students. They are not an excuse to have a break from the kids!
This edition’s TLC features an article on the Science department by Head of
Science, Mr. Tony Lawton.
Mr P Fowler
(Deputy Headteacher) GCSE
Science is Getting a Face Lift
As from September, GCSE Science is undergoing surgery! This isn’t just one of
those “nip and tuck” alterations to the syllabus as it’s the biggest change in
Science since the introduction of the national curriculum back in 1988. Double
Science will succumb to the surgeon’s knife to be replaced by “Core” Science and
“Additional” Science.
The vast majority* of year 10 students will be automatically enrolled onto
the Core science course after the summer holidays. At the end of year 10 they
will be awarded a GCSE grade. After completion of the Additional Science course
in year 11, students will be awarded another grade in Science. (This grade will
be independent of the work carried out in year 10.) .
*A minority of students have already elected to
take a two year course leading to three separate GCSE awards in each of the
three science subjects; Biology, Chemistry and Physics.
Over the last few weeks our team of 12 science teachers have been pondering over
the array of options regarding choice of examination board and choice of course.
Their brief was simple: The final choice must meet the following criteria:-
|
Present Course |
New Course |
| Internal
assessment (20% of total marks) Coursework based on
completing scientific investigations throughout years 10 and 11.
This could be completed at home.
External assignment (80% of total marks)
6 x multiple choice papers in year 10 only. Each worth 5%
2 x terminal exam papers in year 11. Each worth 25% |
Internal assessment (40% of total marks for year 10 and year11)
Year 10
3 x assignments. Each worth 10%. Practical skills worth 10%. Nothing
to be completed at home.
Year11
(same as above)
External assignment (60% of total marks in years 10 and 11)
Year 10
6 x multiple choice papers. Each worth 10%.
Year 11
3 x multiple choice papers. Each worth 10%. 3 x structured papers.
Each worth 10% |
One of the biggest changes next year will be in how your child will be assessed.
The assessment methods associated with the EDEXCEL course will be quite
different to that of the current GCSE double science course. I have summarised
these in the box below. It looks like I’m going to be very busy
over the second half of this summer term and the summer holiday. The spades are
out, the scalpel’s been put away and I’m praying for some inspiration! Now that
could be an opening line for a new musical! Bye for now
Mr T Lawton - Head of Science Back to Top
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