1
Additional Applied Science
Rationale, Assessment and Resources
2
Some figuresBottom 40% of UK workplace earn less than
2/3 of the pay of German counterparts
Why? Lower percentage in education post-16
National Commission on Education Follow-up Group (Dec 2003)
3
Applied Science courses
Motivate potential school leavers
success at all levels
meaningful hands-on experiences
assessment – larger % coursework
real employment prospects
4
Work-related learningA statutory requirement at KS4 rationale
– The student: ‘a broad and balanced education … ‘part of fully preparing for an adult life’
– The economy: ‘the country’s economic well-being’
learning …– through work– about work– for work
audited
5
Applied Science courses
Major challenges authenticity, as employment patterns
change
perceptions of students, parents, teachers and employers
6
C21 Additional Applied ScienceAim: To meet the needs of students who wish to develop
their scientific understanding through authentic,
work-related contexts.
7
1993 study - CSTIOccupational group number (000s) CategoryNurses & midwives 467 criticalAgriculture/horticulture/forestry/fisheries 329 enhanced/significantEngineers (all types) 311 criticalChem/gas/petroleum process operatives 161 enhancedMedical doctors & dentists 156 criticalLab science technicians 130 mainMedically related occupations 128 main/criticalFood processing operatives 113 enhancedSecondary school science teachers 106 significantProduct, works and maintenance managers 86 significant Marketing sales managers 73 significantUniversity/HE/FE teaching professionals 64 mainEngineering technicians 60 criticalBiological scientists and biochemists 49 mainChemists 39 mainPhysicists, geologists, meteorologists etc 28 main
8
Additional Applied ScienceChoose any 3 modules from: Life care
Agriculture and food
Scientific detection
Harnessing chemicals
Communications
Materials and performance
9
Key features of the course
1 Cluster of related workplace contexts
2 Authentic procedures and techniques
3 Underpinning science knowledge
4 Employers, regulators, social values
5 Problem-solving - applying knowledge
10
Key features of the course1 Cluster of related contexts in which people
apply science in their work - but with freedom to adapt to local circumstances
– assessment: Work-related report
2 Authentic procedures and techniques ‘where the results matter’ - adapted as necessary for school labs
– assessment: Standard procedures
11
Key features of the course3 Underpinning knowledge - with a degree of
coherence and including some big ideas of potential value for progression
– assessment: Module Test
4 Framework within which people apply science (organisations, employers, regulators, social values)
– assessment: Work related report, Module Test
5 Applying knowledge and techniques to solve a practical problem
– assessment: Suitability test
12
Authentic and manageable Work-related Portfolio– Six standard procedures (2 per module) - 12%– One suitability test - 21%– One work-related report - 17%
Additional Applied modules have been developed to take 36 hours, leaving time for skills assessment
Teachers arrange coursework differently to suit their curriculum and students
Internally assessed skills
13
Module structure
Ap2.1
The agriculture and food industries
Ap2.2 Growing plants
for food
Ap2.3 Animal farming
for food
Ap2.4 Biotechnology and
food
Ap6.5 Quality, value and sustainability
Example: Ap2 Agriculture and food
14
Scheme of work (each module) 35 hours of guided classroom activities +10 hours for
skills assessment + FLEXIBILITY
through work: science-related work experience placements
about work: practitioner focus, visits from & to local workplaces
for work: work-related portfolio, underpinning knowledge
15
Video sequences for the courseLocationsA1: Human performance lab, Middlesex Uni
Diagnosis and treatment – from GP to hospital
A2: Longley farm - from cow to yoghurt
A3: National Gallery – examining paint Food standards officer, Haringey Environmental Agency – monitoring a streamCape Farewell – gathering data about life in the Arctic seas
A4: Manufacturing agrochemicals
A5: Ferraris Respiratory – testing baby monitors
A6: Rolls Royce – testing turbine blades National Physical Laboratory – measuring temperature
Funded by Gatsby SEP
16
Student books Referenced from the scheme of
work – Case studies
– People and organisations
– The science
– Procedures and techniques– Coursework overview– Glossary and index
17
Progression routes AS/A Applied Science
BTEC Nationals in Science
Other vocational courses and vocationally-
related qualifications
AS/A courses in Biology, Chemistry or
Physics (top students, with suitable choice of modules)
18
Challenges for technicians volume of practical work
ordering new apparatus and consumables
storage
providing for varied tasks in the classroom
e.g. Suitability tests
maintenance of frequently-used kit
19
Challenges for teachers Addressing perceptions of students & parents
Capitalising on the freedom, not letting it be a burden
Meeting the diverse demands for equipment, materials and ICT
Making connections with the working world of science
Managing the assessment
Offering progression to post-16 courses
20
What do teachers say?
“Pupils enjoy thepractical work
involved”
“It is a genuine pleasure to be working with pupils in these lessons”
“The grades that students achieve are typically one grade higher than we might expect from previous science courses”
“Attitudes, motivation and achievement in science improve during the applied course”
21
Websites
General information: www.21stcenturyscience.org
Publications from OUP: www.twentyfirstcenturyscience.org
Specifications, assessment and training: www.ocr.org.uk