1 of x A-level Chemistry Plan ahead with AQA Chris Hancock – Qualifications Developer for A-level...

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A-level Chemistry Plan ahead with AQAChris Hancock – Qualifications Developer for A-level Chemistry10 January 2014

Copyright © AQA and its licensors. All rights reserved.Version 3.0

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Outcomes

Copyright © AQA and its licensors. All rights reserved.

• To help teachers to prepare for the changes to A-level Chemistry in 2015.

Version 3.0

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Overview of session

• A-level reform timeline• What stays the same? What’s changed? • Practical assessment• Assessment Objectives• Maths skills

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The story so far

• January exams have already been removed.

• The timeline for A-level reform has shifted constantly since first announced in 2012.

• Initially announced new A-levels to start in 2014, but this has been pushed back a year.

• Boards have worked with universities to agree the new Subject Content for A-level Biology, Chemistry, Physics and Psychology

• Inter-board agreement on:– subject content– the future of practical work– strengthening the maths content of A-levels– changes to Assessment Objectives.

• DfE and Ofqual consultations are yet to report.

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Timeline

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Timeline: Focus on Science

June 2014

Sept 2014

June 2015

Sept 2015

June 2016

Sept 2016

June 2017

Sept 2017

June 2018

Legacy A-level Biology, Chemistry, Physics

Last 2 years teaching

ASexams

Last A2 exams

New A-level Biology, Chemistry, Physics

Draft specs in schools

First teaching

First AS exams

FirstA-level exams

Legacy GCSE Science

Last 2 years teaching

Last linear GCSE

New GCSE Science

Draft specs in schools

First teaching

First linear GCSE

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What’s the same?

• The vast majority of the subject content is the same.• 60% of an A-level in Biology, Chemistry or Physics is the same for all

boards. There is very little change to this subject criteria.• 40% can be different between boards.• The expected outcomes are the same: the same students would get the

same grades before and after the changes.

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What has changed?

• All A-levels are now linear.• AS is a separate qualification, but co-teachable with A-level• Minor changes to the split of content between AS and A-level• Changes to practical assessment• 20% of the marks on Chemistry papers will require the use of Level 2

mathematical skills• New Assessment Objectives

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Planning for linear exams

• “My students are used to modular” • Outcomes should be the same.• AS content will be examined at a full A-level standard where possible.

Examples:

Multi-step calculations:

• AS: scaffolded question with steps laid out

• A-level: multi-step calculation that the students have to work through.

Using the A-level maths skills (e.g. exponential equations )on AS content.

• Make links wherever possible.– Examples:– Revisit stochiometry when teaching acids and alkalis.– When looking at the combustion of methanol, link structural formulae to bond

energy calculations.– Apply calculations normally taught through organic chemistry to inorganic

molecules and vice versa.

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Activity: Move to linear

• Spend a couple of minutes discussing how the move to linear may affect your teaching.

• What can you do now to make sure you’re ready? • What materials or examples could you use with your current students to

stretch them, that will help you to prepare?

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Practical assessment

• Internal assessment of practical skills will no longer contribute to A-level grade

• Endorsement for practical skills• 15% of questions in written papers will be

about practical work• Very likely to be a list of specified

practicals that all students can be expected to have done during the course.

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Teaching practical skills

• Use dual lesson objectives– For the Chemistry content– For skills, such as practical skills– Focus on one specific area of practical

Lesson objective:1. To accurately carry out a crystallisation2. To be able to use filtration apparatus (e.g. a

Buchner funnel)3. To be able to calculate percentage yields

and evaluate the effectiveness of a method.

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What can’t be tested in exams?

• Exam papers cannot test students’ abilities to

– follow instructions– work safely– use equipment– make measurements

• These will be assessed via endorsement.

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What can be tested in exams? (1/2)

• Justify choice of a procedure for investigating a scientific question using scientific knowledge and understanding

• Select and justify an appropriate sequence of stages to support the gathering of valid evidence

• Select and justify data collection methods that minimise error and will produce valid and reliable data.

• Select and justify the choice of apparatus and methods of deployment to gather valid and reliable data.

• Identify hazards and risks• Adapt approaches to control risk

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What can be tested in exams? (2/2)

• Identify key variables and propose how each may be controlled in order to produce valid evidence

• Explain why some variables cannot be controlled easily and how planning reflects this

• Assess the strength of evidence to support conclusions• Process data to identify relationships between variables• Interpret and evaluate varying and conflicting evidence• Represent data using symbols, tables and a variety of graphs• Evaluate planning and implementation to account for errors and anomalies

and it’s impact on conclusions in complex contexts

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Activity: Planning ahead for practicals

• In pairs or small groups:– Take each statement and decide:

• Which practical experiences you would give your students to develop this skill?

• Should any of these be on our “specified practical” list?

• What questions you could ask to prompt thinking about these skills?

• What should AQA provide to support this statement?

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Assessment Objectives - old

AO1: Knowledge and understanding of science and of How Science Worksa) recognise, recall and show understanding of scientific knowledgeb) select, organise and communicate relevant information in a variety of forms.AO2: Application of knowledge and understanding of science and of How

Science Worksa) analyse and evaluate scientific knowledge and processesb) apply scientific knowledge and processes to unfamiliar situations including those

related to issuesc) assess the validity, reliability and credibility of scientific information.AO3: How Science Worksa) demonstrate and describe ethical, safe and skilful practical techniques and

processes, selecting appropriate qualitative and quantitative methodsb) make, record and communicate reliable and valid observations and

measurements with appropriate precision and accuracyc) analyse, interpret, explain and evaluate the methodology, results and impact of

their own and others' experimental and investigative activities in a variety of ways.

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Assessment Objectives: new (proposed)

AO1 Demonstrate knowledge and understanding of scientific ideas, processes, techniques and procedures.

AO2 Apply knowledge and understanding of scientific ideas, processes, techniques and procedures:

• in a range of theoretical and practical contexts; • when handling qualitative and quantitative data, to solve scientific

problems.

AO3 Analyse, interpret and evaluate a range of scientific information, ideas and evidence to:

• make judgements and reach conclusions (including in relation to issues); • refine practical design and procedures.

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Activity: AOs in action

• Can you work out which part questions are which AOs?

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Assessment Objectives in the classroom

AO1: Teach the specification content – including practical procedures and skills.

Test to ensure students know it.Take out the scaffolding in AS questions- this will be

required for the full A-level.

AO2: Give opportunities for students to apply their knowledge to unfamiliar situations.

Ask them to design experiments using the skills they’ve used.

Allow lots of opportunities to use mathematical skills in a range of contexts.

Give students data and ask them to carry out mathematical analysis on it.

AO3: Give students data and ask them to draw conclusions from the data.

Give students a conclusion and ask them to evaluate it.Ask students to suggest ways to improve experiments.

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Maths skills

• The list of maths skills required for A-level Chemistry has increased• 20% of marks in Chemistry papers will require the use of maths skills• These must be Level 2 (Higher tier GCSE) maths or above• Standard form is specifically excluded from being Level 2 maths.

pK a=-lo

g 10K a

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Not Level 2 - Chemistry

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How can you prepare for the new maths requirements?

• Consider if this will affect your entry requirements for A-level.• Dual lesson objectives

– One for the Chemistry content– One for skills, such as maths skills

Lesson objective:1. To understand the pH scale2. To be able to rearrange logarithmic

equations.

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Activity: maths requirements

• Look at the list of maths skills.

• Discuss where you would:– Introduce each skill– Practice each skill

• Remember that you potentially have two years to develop skills now.

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How can you prepare for the new maths requirements?• Include tagged questions from Exampro in your teaching

1. Click search

2. Choose the area of content

3. Choose the mathematical skills you want questions on

4. Questions that match your criteria will appear here

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Example

• How would you use this example with your students to teach the link between graphs and equations whilst teaching about energy changes?

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Contacts

Chris Hancock: [email protected]

A-level Science team: [email protected]

0161 958 3859

mailto:[email protected]

mailto:[email protected]

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1 of x A-level Chemistry Plan ahead with AQA Chris Hancock – Qualifications Developer for A-level...

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