Entry level

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C21 courses
GCSE Additional Science
GCSE Biology GCSE Chemistry GCSE Physics
Entry level
GCSE Science
or
GCSE Additional Applied Science
For all students
For most students
For some students
For some students
Single Award Full range GCSE F and H tiers
Single Awards Full range GCSEs F and H tiers
Single Awards Full range GCSEs F and H tiers
OCRs Entry Level Course feeds into GCSE Science
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• Student views of the old courses
• A lot of the stuff is irrelevant. Youre just
  going to go away from school and youre never
  going to think about it again.
• It doesnt mean anything to me. Im never going
  to use that. Its never going to come into
  anything, its just boring.
• Its all crammed in You catch bits of it, then
  it gets confusing, then you put the wrong bits
  together

From Osborne, J. and Collins, S. (2000).
Pupils and Parents Views of the School Science
Curriculum. London Kings College.
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Teaching and learning GCSE Science
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Student views of the old courses

• .. In science, theres one answer and youve
  got to learn it. .. You just have to accept the
  facts, dont you?.. Its just not as creative as
  English.
• In art and drama you can choose, like whether
  youre going to do it this way or that way, and
  how youre going to go about it, whereas in
  science theres just one way

From Osborne, J. and Collins, S. (2000).
Pupils and Parents Views of the School Science
Curriculum.
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GCSE Science A course for scientific literacy

• GCSE Science
• modules on topics of interest to students

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Putting it all together
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GCSE Science modules

• You and your genes B
• Air quality C
• The Earth in the Universe P
• Keeping healthy B
• Material choices C
• Radiation and life P
• Life on Earth B
• Food matters C
• Radioactive materials P

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Possible training task for teachers

• Locate SE/IaS appendix in the Science
  specification
• Locate SE/IaS statements in P1 and B3 modules
• Compare treatment of IaS in P1 and B3 textbook
  pages
• Identify lessons in SoW for P1 and/or B3 which
  focus on IaS
• What is the objective of the Wegener activity?
• Begin to think about how your department will
  communicate progress in IaS amongst the teaching
  team (e.g. if you are working in rotation)

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• Teaching ideas about science at Foundation Level

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Reports on GCSE Science from pilot centres

• Students liked discussing contentious ethical
  issues, and seeing how science impacts on
  everyday life.
• The greatest challenge has been allowing more
  discussion, and weaning students off the right
  answer.

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IaS3 Developing explanations

• Scientific explanations are tested by comparing
  them with data from observations or experiments.
• Recognise that an observation that agrees with
  an explanation increases confidence in the
  explanation, but does not prove it is correct.
• An observation that disagrees with a prediction
  (derived from an explanation) indicates that
  either the observation or the prediction is
  wrong, and that this may decrease our confidence
  in the explanation.

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Exemplar 1 Whales activity

• Based on powerpoint presentation IB3.2

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Teaching ideas about science

• Strategies
• 1 clear ideas about science objective
• 2 simplifying context/stimulus
• 3 using everyday science-related contexts

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Exemplar 2 Its an exact seance

• If it looks like a duck, quacks like a duck, and
  smells like a duck, at what point do you say
  its probably a duck?
• The biggest criticism anyone can level is that
  the research has not been independently
  replicated in other laboratories.
• I am constantly open. If some new experiment
  came along and questioned our findings, I would
  go back. Just because something happens most of
  the time in our experiments does not mean I am
  going to accept an explanation for it.
• Dr Gary Schwartz, Metro, April 24 2006

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Teaching ideas about science

• Strategies
• 1 clear idea about science objective
• 2 simplifying context/stimulus
• 3 using everyday science-related contexts
• 4 using everyday non-science contexts

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C21 Pilot experience

• pace
• Schemes of Work are a guide, not definitive
• literacy
• better differentiated texts and activities
• skills for interrogating text (National Strategy,
  Learning Skills for Science)

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Teaching ideas about science (from B3)
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Teaching ideas about science exemplar 4 (from B3
Life on Earth)

• Is Mr Briggs guilty of speeding?
• Sunday, March 7th, was a cold, sunny day. At
  11.36am Mr Briggs was observed driving along
  Water Street. A speed camera measured his speed
  at 36mph. This is 6mph above the speed limit. Mr
  Briggs denies that he was speeding.
• - Whats the issue?

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• Is Mr Briggs guilty of speeding?
• Sunday, March 7th, was a cold, sunny day. At
  11.36am Mr Briggs was observed driving along
  Water Street. A speed camera measured his speed
  at 36mph. This is 6mph above the speed limit. Mr
  Briggs denies that he was speeding.
• - A fact?

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• Is Mr Briggs guilty of speeding?
• Sunday, March 7th, was a cold, sunny day. At
  11.36am Mr Briggs was observed driving along
  Water Street. A speed camera measured his speed
  at 36mph. This is 6mph above the speed limit. Mr
  Briggs denies that he was speeding.
• - A piece of evidence?

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• Is Mr Briggs guilty of speeding?
• Sunday, March 7th, was a cold, sunny day. At
  11.36am Mr Briggs was observed driving along
  Water Street. A speed camera measured his speed
  at 36mph. This is 6mph above the speed limit. Mr
  Briggs denies that he was speeding.
• - Information not linked to the issue?

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C21 Science pilot experience

• pace
• Schemes of Work are a guide, not definitive
• literacy
• better differentiated texts and activities
• skills for interrogating text (National Strategy,
  Learning Skills for Science)
• critical thinking, argumentation, evaluation
• structure for process
• structure for expression of ideas
• small objectives

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C21 Science pilot experience

• Case Study
• identify for students when they are using
  relevant skills
• develop key language during the course
• clearly focused title
• student criteria/checklist
• provide some stimulus material (simple practical
  as well as magazine/newspaper/TV report)
• use range of presentation styles where
  motivational
• (need exemplars, e.g. poster)
• Data Analysis
• bring in skills developed during the course, e.g.
  best estimate, significance, reliability,
  validity
• for both Case Study Data Analysis skills look
  across KS34

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Possible training task for teachers

• What students are you thinking about?
• What are the needs of your learners?
• Use how science works activities from B1 You and
  your genes, B2 Keeping healthy, C2 Material
  choices, P2 Radiation and life
• How would you use these activities with
  Foundation students?
• Discuss revision an activity / guidance for use,
  and/or suggest a starter for an IaS objective in
  the module

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Checklist for schools

• Register with OCR (www.gcse-science.com) and
  book OCR training
• Register with York/Nuffield (email
  uyseg-c21_at_york.ac.uk)
• Meet with OUP rep (www.twentyfirstcenturyscience.o
  rg)
• Curriculum plan for Years 10 11
• series, parallel, or alternating model?
• teacher rotation timings
• when to do coursework
• departmental responsibilities
• Load GCSE Science iPack on school network
• Review the first modules B1, C1, P1
• Acquire technician advance planning sheets
• Join OUP discussion forum (September)

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Websites

• General information www.21stcenturyscience.org
• Publications from OUP www.twentyfirstcenturyscien
  ce.org
• Specifications, assessment and training
  www.gcse-science.com

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Contacts

• Contact at York C21 Project administrator
  Rachel Cullivan uyseg-c21_at_york.ac.uk
• Contact at Nuffield Sarah Codrington
  scodrington_at_nuffieldfoundation.org