‘Combined’ science in England?

1. ‘Combined’ sciencein England? Ken Gadd, 4science ken@4science.org.uk

2. ‘Combined’ science in England Combined science Integrated science Co-ordinated science

3. ‘Combined’ science in England The idea of ‘combined’ science weaves its way through three aspects of science education: Core curriculum • defined by the Department for Education Qualifications • defined by awarding organisations (there are three major ones in England) Teaching and learning • largely decided by schools’ science departments

4. ‘Combined’ science in England Core curriculum

5. ‘Combined’ science in England National curriculum Department of Education: Science programmes of study KS3 (11-14 year olds) Working scientifically Scientific attitudes; Experimental skills and investigations; Analysis and evaluation; Measurement Biology Chemistry Physics KS4 (14-16 year olds) Working scientifically The development of scientific thinking; Experimental skills and strategies; Analysis and evaluation; Vocabulary, units, symbols and nomenclature Biology Chemistry Physics https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/335174/SECONDARY_national_curriculum_-_Science_220714.pdf https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/318384/Science_KS4_PoS_draft_programmes_of_study.pdf

6. ‘Combined’ science in England The Department of Education (June 2015) also produced guidance for awarding organisations. Combined science. GCSE subject content “… provides the framework within which awarding organisations create the detail of the subject specifications” “… there should be a minimum of 30% of each of biology, chemistry and physics” The content is that given in the KS4 Programme of study.

7. ‘Combined’ science in England There is no National curriculum for 16+ students. However, the Department for Education publishes guidance for awarding organisations in: GCE AS and A level subject content for biology, chemistry, physics and psychology This sets out the skills, knowledge and understanding that must comprise approximately 60% of a GCE AS or A level specification. There is no guidance for other types of science qualifications at this level.

8. ‘Combined’ science in England Qualifications http://qualifications.pearson.com/en/home.html http://www.ocr.org.uk/ http://www.aqa.org.uk/

9. ‘Combined’ science in England Reform of GCSEs and A Levels was initiated in 2013 to • make the qualifications more ambitious • prepare young people better for employment and further study • give everyone greater confidence in the qualifications system Applied Science Over the past 20 years or so applied or vocational science qualifications have been available. They had a mix of internal and external assessment In 2016 such options for 14-16 year olds disappeared. From 2016 the vast majority of students will study: • GCSEs (for 14-16 year olds): Biology, Chemistry and Physics Combined science (≡ 2 GCSEs) • A level for (16-19 year olds): Biology, Chemistry and Physics

10. ‘Combined’ science in England • Each awarding organisation offers • GCSE Biology • GCSE Chemistry • GCSE Physics • In addition, between them, the awarding bodies provide a choice of GCSE Combined science specifications. • Hyperlinks to all specs by clicking on images

11. ‘Combined’ science in England AQA GCSE Combined sciences Why are two specifications: Triologyand Synergy? • Traditional versus non-traditional approach • One size does not fit all • Availability and preferences of teachers • Suits different styles of learning • Science as a whole rather than unrelated B, C, P • Both good preparation for A-level science • Different models of assessment

12. ‘Combined’ science in England AQA GCSE Combined sciences Synergy AQA GCSE Combined sciences Triology • Content is common to separate sciences and, therefore, co-teachable with them • Logical topic order but not prescribed teaching order • Required practical activities identical to separate sciences • Assessment split by content • About 70% of the content is identical to Trilogy. Two main units: Life and environmental sciences and Physical sciences • Topics designed to cover key aspects of Working Scientifically in depth • Gives a more rounded understanding of science as a whole • Same required practical activities as Trilogy • Assessments split by skills rather than content

13. ‘Combined’ science in England AQA GCSE Combined sciences: Triology

14. ‘Combined’ science in England AQA GCSE Combined sciences: Synergy

15. AQA GCSE Combined science: Synergy Teaching strand 1 1. Building blocks 2. Transport over larger distances 3. Interactions with the environment 4. Explaining change Teaching strand 2 5. Building blocks for understanding 6. Interactions over small and large distances 7. Movement and interactions 8. Guiding spaceship Earth to a sustainable future

16. ‘Combined’ science in England OCR GCSE Combined sciences • GCSE Gateway Combined Science • A more traditional grounding in science and a base level of understanding that will help students progress into future scientific thinking. • Practical activities embedded throughout the teaching topics to encourage practical activities in the classroom. • Freedom to choose and use contexts. • Straightforward and engaging to teach, with fair, challenging and relevant assessments that work well in centres and promote practical activity. • GCSE 21st Century Combined Science • Provides opportunities to link science to issues relevant to students as citizens, and to the cultural aspects of science that are of value and interest to all. • Develops understanding of concepts and models that scientists use to explain natural phenomena. • Plays to the strengths of students by recognising the diverse interests and future intentions of the students. • Enhancesstudents’ ability to plan and carry out practical investigations and their understanding of the role of experimental work.

17. ‘Combined’ science in England OCR GCSE Combined sciences GCSE Gateway Combined Science Biology A Cell level systems; Scaling up; Organism level systems; Community level systems; Genes, inheritance and selection; Global challenges Chemistry A Particles; Elements, compounds and mixtures; Chemical reactions; Predicting and identifying reactions and products; Monitoring and controlling chemical reactions; Global challenges Physics A Matter; Forces; Electricity; Magnetism and magnetic fields; Waves in matter; Radioactivity; Energy; Global challenges All three also have ‘Practical skills’ GCSE 21st Century Combined Science Biology B You and your genes; Keeping healthy; Living together; Using food and controlling growth; The human body – staying alive; Life on Earth – past, present and future Chemistry B Air and water; Chemical patterns; Chemicals of the natural environment; Material choices; Chemical analysis; Making useful chemicals Physics B Radiation and Waves; Sustainable Energy; Electric circuits; Explaining Motion; Radioactive Materials; Matter – models and explanations All three also have: ‘Ideas about Science’ (Collecting data; conclusions from data; developing scientific ideas; impact on society) and ‘Practical skills’

18. ‘Combined’ science in England Teaching and learning

19. ‘Combined’ science in England Who teaches it? “In my experience, 25 years of teaching in Kent in both non selective and grammar schools, plus LEA Advisor for 2 years before arriving at Edexcel in 2008 and visiting a great number of schools”, usually: KS3(11-14 year olds) is taught by one teacher rather than two or more KS4 (14-16 year olds) is taught by two teachers or more Physics teachers are in short supply. “Some schools tell me they cannot get more than one physics teacher.” ‘Sharing’ the physics teacher between the various groups doing combined science makes the most effective use of this resource. “I regret I have no stats for this but we hear it all the time.”

20. ‘Combined’ science in England In some ways teachers in England are fortunate Awarding organisations provide detailed specifications and considerable support. Support includes: • courses for teachers • schemes of work • lesson plans • practicals • formative assessment • revision guides Further, publishers provide similar support.

21. ‘Combined’ science in England • The • science • team • Perhaps a science department should encourage teachers across the disciplines to co-ordinate their teaching, including • the order in which topics are taught (especially those that cut across disciplines) • language and terminology used • recognise and appreciate the sciences they do not teach Closing thoughts Little or no choice Generally a teacher is ‘given’ a specification and asked to teach it. Choice How students are taught is for the school and its science department to decide. The aim must be to motivate and enable each student to reach and show her or his full potential.