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1
Additional Applied Science
Rationale, Assessment and Resources
2
Some figures
Bottom 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)
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Applied Science courses
Motivate potential school leavers
success at all levels
meaningful hands-on experiences
assessment – larger % coursework
real employment prospects
4
Work-related learning
A 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 Science
Aim:
To meet the needs of students who wish to develop
their scientific understanding through authentic,
work-related contexts.
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1993 study - CSTIOccupational group number (000s) CategoryNurses & midwives 467 critical
Agriculture/horticulture/forestry/fisheries 329 enhanced/significant
Engineers (all types) 311 critical
Chem/gas/petroleum process operatives 161 enhanced
Medical doctors & dentists 156 critical
Lab science technicians 130 main
Medically related occupations 128 main/critical
Food processing operatives 113 enhanced
Secondary school science teachers 106 significant
Product, works and maintenance managers 86 significant
Marketing sales managers 73 significant
University/HE/FE teaching professionals 64 main
Engineering technicians 60 critical
Biological scientists and biochemists 49 main
Chemists 39 main
Physicists, geologists, meteorologists etc 28 main
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Additional Applied Science
Choose any 3 modules from:
Life care
Agriculture and food
Scientific detection
Harnessing chemicals
Communications
Materials and performance
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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
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Key features of the course
1 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
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Key features of the course
3 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
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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
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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
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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
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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 stream
Cape 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
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Student books Referenced from the scheme of
work
– Case studies
– People and organisations
– The science
– Procedures and techniques
– Coursework overview– Glossary and index
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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)
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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
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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
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What do teachers say?
“Pupils enjoy the
practical 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”
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Websites
General information: www.21stcenturyscience.org
Publications from OUP: www.twentyfirstcenturyscience.org
Specifications, assessment and training: www.ocr.org.uk