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Additional Applied Science

Rationale, Assessment and Resources

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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

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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

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Applied Science courses

Major challenges authenticity, as employment patterns

change

perceptions of students, parents, teachers and employers

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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