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qualifications development support Issue 15 Summer – Autumn 2011 GCSE Biology, Chemistry, Physics, Single Award & Double Award Science now accredited
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Page 1: GCSE Biology, Chemistry, Physics, Single Award & Double ... · GCSE Revised Science Specifications: Biology, Chemistry, Physics, Single Award Science and Double Award Science Our

qualifications development support

Issue 15 Summer – Autumn 2011

GCSE Biology, Chemistry, Physics,Single Award & Double AwardScience now accredited

Page 2: GCSE Biology, Chemistry, Physics, Single Award & Double ... · GCSE Revised Science Specifications: Biology, Chemistry, Physics, Single Award Science and Double Award Science Our

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qdsnewsletter | Issue 15 Summer – Autumn 2011 qdsnewsletter | Issue 15 Sum

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Unique CCEA

CCEA is a unique educational body in the UK, bringing together the three areas of curriculum, examinations and assessment. CCEA is responsible for:

Awarding Qualifications – as Northern Ireland’s leading awarding body, we offer a diverse range of qualifications at: Entry Level, Levels 1–4, GCSE, GCE, QCF, and BTEC Firsts and Nationals;

Monitoring Standards – ensuring that the qualifications and examinations offered by awarding bodies in Northern Ireland are of an appropriate quality and standard; and

Advising Government on what should be taught in Northern Ireland’s schools and colleges.

GCE Technology and Design

QDS Newsletter

qds newsletter is published by CCEA twice yearly. It provides teachers, lecturers and tutors in post-primary schools, colleges and other educational settings with up-to-date information on development and support matters relating to our full range of qualifications.

qds newsletter is published by CCEA, 29 Clarendon Road,Clarendon Dock, Belfast BT1 3BG. Tel. (028) 9026 1200, Fax (028) 9026 1234, Web: www.ccea.org.uk

For further information on the content in the qds newsletter, please contact the individual(s) named at the foot of each article. For editorial matters, please contact Doon Storey, Programme Manager, Operations Support, at [email protected] or on (028) 9026 1221.

Vocational Qualifications

1 Welcome

1 GCSE Government & Politics

2 GCSE Revised Science Specifications

4 Exams Marking Online

5 Controlled Assessment

5 Getting Exam Papers Re-marked

6 Entry Level, GCSE and GCE Geography

8 GCE Technology and Design

10 Why Study Music?

11 Art and Design – True Colours

12 Key Skills Level 3 – Maximising Qualifications Value in Years 13 and 14

14 Celebrating Excellence – Top Candidates

15 QCF Qualifications – New Vocational Qualifications on the Way

16 Vocational Qualifications – Personalised Support for You and Your Learners

18 Essential Skills – New Information Leaflets

19 Certificate of Personal Effectiveness (CoPE)

20 Welcoming You to CCEA

20 Awards and Certificates in Education, Training and Skills

21 Examining/Moderating with CCEA – Boost Your Professional Development and Your Income

Summer – Autumn 2011

This September sees the first teaching of our new accredited GCSE science specifications for Biology, Chemistry, Physics, Double Award and Single Award. Since accreditation in the spring term, science teachers across Northern Ireland have been attending support events, and planning and preparing for teaching using our wide range of support materials. More events and materials are scheduled for the autumn term, so why not go online now and book your place or put an entry in your diary? Find out more on pages 2–3.

We’re continuing to make more use of online media, including video, to support the delivery of our qualifications. For example, have a look on pages 8–9 at the online support available to GCE Technology and Design teachers and students.

Keeping our examinations relevant is one of our key priorities. Go to pages 6–7 to see how we’ve achieved this in our recent geography test papers, including examples of the match between real-life geographical events, news stories and examination questions.

We welcome your feedback on any aspect of our qualifications services. If you have any comments on issues raised in qds newsletter, please contact the individual(s) named at the end of each article or contact me via email at [email protected] or on(028) 9026 1403.

Lorna DohertyManagerOperations Support

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16Entry Level, GCSE and GCE Geography6

Development Work Set to Begin

GCSE Government & Politics – a First in the UKSignificant political change is taking place on a local, national and global scale. Countries across the world are wrestling with difficult economic, social, environmental and security issues. What better time to help prepare our young people to engage with politics and get involved in shaping the future? We are about to start development work on a new GCSE in Government and Politics. When accredited, this will be the first offered by a UK awarding body at this level.

As well as a broad introduction to the subject, our new qualification will provide a sound base for progression to our existing GCE AS and A Level Government and Politics.

It will explore how the political decisions that affect our lives are made and who has the power and authority to make them. It will give students a real insight into the world they live in while helping them develop a range of skills.

We intend to have the new specification and specimen assessment materials in schools by autumn 2012 for first teaching from September 2013. If you would like to contribute ideas for content and assessment or to find out how our development work is progressing, we’d be delighted to hear from you.

How to get involvedTo find out more, please contact Nick Heard:• [email protected]• (028) 9026 1200 ext 2291.

1

CCEA Chairman

A Tribute to the Late David McKeeIn January this year, CCEA staff were deeply saddened to learn of the death of our Chairman, David McKee.

David’s career was devoted to education and to improving his local community.

A teacher of Geography and History, he wasVice-Principal of Omagh High School before becoming Principal of the Duke of Westminster High School in Fermanagh, where he remained for 14 years.

David became a member of CCEA’s Council in April 2003, and in March 2007 he was appointed Chairman by the then Education Minister, Maria Eagle.

We are grateful for David’s contribution to the work of CCEA, to education in Northern Ireland and to the wider community.

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qdsnewsletter | Issue 15 Summer – Autumn 2011 qdsnewsletter | Issue 15 Sum

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GCSE Revised Science Specifications: Biology, Chemistry,Physics, Single Award Science and Double Award Science

Our GCSE specifications in Biology, Chemistry, Physics, Single Award and Double Award Science are now accredited for first teaching in September 2011 and available on our website and in print.

By providing new resources and holding a series of events, we’re supporting you and your learners every step of the way in this important development. Opposite is a snapshot of what’s available and when.

Do you have ideas for support?We work in partnership with practising science teachers, lecturers and tutors to create the support we provide. We are very interested in hearing your ideas about how we can better meet your needs. You can contact our science subject officers by telephone or email, or speak to them in person next time they are in your centre or at a support event.

All Sciences NowAccredited and Supportfor Teachers in Place

Schemes of WorkThese set out the delivery of the course on a topic-by-topic basis and you can annotate and update them as necessary. They also suggest resources that you may find helpful.

Availableon our

microsite now

Controlled AssessmentTeacher GuidanceThese set out the requirements for the controlled assessment tasks and provide guidance and advice on the controls and approaches to teaching.

Availableon our microsite

in September

Student Guides and ControlledAssessment Student GuidesThese give a brief overview of the specification content and assessment, as well as reasons to study science. They are a helpful reference for teachers, parents and students,especially when making important subject choices.

Available on ourmicrosite now

Topic TrackerThis new, exciting resource allows you to create your own test papers and worksheets based on our past papers. With user-friendly screens, you can, in just a few clicks, produce professionally presented resources that cater specifically for your students. Topic Tracker also generates mark schemes for the test papers you have created.

Available on our microsite, free

of charge, from September

Support EventsAt our autumn support events, we will be taking you through the controlled assessment requirements for your specification.

These events are an excellent opportunity for you to network with colleagues and to exchange ideas on resources and teaching approaches. They also allow you to meet our subject officers and senior moderators and ask them questions.

Please see our microsite for dates

and venues. You can book your place

online now.

Centre Support VisitsOur science subject officers can meet with you in your centre to discuss your support needs.

To request a visit, please contact our subject officers orour specification support officer.

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InformationTo find out more about our revised GCSE science specifications, please visit www.ccea.org.uk and select your qualification from the Qualifications Quickfind or the Microsite Quickfind menu.

If you have ideas for support, please contact one of our science subject officers:• For Biology and Chemistry –

Patricia Quinn at [email protected]• For Physics and Double Award Science –

Kevin Henderson at [email protected]• For Single Award Science –

Frances Donnelly at [email protected]

Alternatively, you can contact our science specification support officer, Nuala Braniff:[email protected](028) 9026 1200 ext 2292.

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qdsnewsletter | Issue 15 Summer – Autumn 2011

In response to requests from schools, we’re developing a new controlled assessment guide for senior managers. This will focus on key issues involved in planning for the delivery of controlled assessment.

Information is currently available on our controlled assessment microsite, at subject-specific events and through our GCSE Qualifications Controlled Assessment Guide publication. However, this new, specific guidance will highlight approaches to planning and delivery directly relevant to senior managers at a whole-school level.

Development of our new controlled assessment guide for senior managers is currently under way, with publication planned for early in the autumn term.

Share your ideasIf you would like to share your ideas for the content of our controlled assessment guide, please contact Doon Storey:• [email protected]• (028) 9026 1221

qdsnewsletter | Issue 15 Sum

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InformationTo find out more about controlled assessment, please:

• visit www.ccea.org.uk/controlled_assessment

• refer to your subject specification

• contact the officer for your subject at(028) 9026 1200.

You can also access our GCSE Qualifications

Controlled Assessment Guide, available:

• online at www.ccea.org.uk

• in print from CCEA Distribution (on request) contact Stephen Cassells:[email protected] (028) 9026 1242.

Exams Marking Online Controlled Assessment

Testing a New Approach Support forSenior Managers

Advice for Candidates

In a typical summer examinations series, we employ over 2,500 examiners to mark almost 500,000 scripts. The movement of all this paper is a complex logistical exercise with the need for confidentiality, manual handling, physical storage and transport.

To help save time, reduce costs and even improve the quality of our examination questions, we have been exploring how we could make this process better. In summer 2010 we carried out a pilot project to test the viability of marking large numbers of scripts online. We set ourselves a number of objectives, including:

• keeping examiners at the heart of the new system;

• maintaining our high standard of marking;

• continuing to allow candidates to request copies of their scripts; and

• making security, confidentiality and quality checking of online marking a top priority.

The pilot involved all of our GCSE ICT scripts and almost half of our GCSE Mathematics scripts. For these subjects, centres posted completed scripts to a secure scanning bureau. All of the scripts were scanned, and digital images of each answer were created. Our examiners were then able to access these images over the internet on a secure site. Over 180 examiners marked almost 50,000 scripts in this way.

Candidates whose scripts were part of the pilot were still able to request a copy of their paper through our online service; instead of providing a paper copy, we emailed a digital image to their centre. Centres could also use our existing online service to request re-marks.

What next?We’ve learned a lot from this experience. Running the pilot has helped us to:

• gather information about candidate performance that can help us improve the questions we set in our examination papers;

• reduce our carbon footprint;

• save on storage space; and

• reduce the opportunity for clerical errors.

Over the next few years, we hope to introduce online marking for more of our qualifications. We will keep you posted about our plans.

InformationTo find out more about our examinations online marking pilot, please contact Andrew Bruce:[email protected](028) 9026 1200 ext 2288.

Getting Exam Papers Re-marked

InformationTo print out a copy of our poster for candidates, please visit www.ccea.org.ukand click on the Qualifications tab.

To find out more about our examinations re-mark services, please:

• visit www.ccea.org.uk > Qualifications tab > Admin tab > Post Results FAQ link, then click on the section you require

• contact Paula Hanna:[email protected](028) 9026 1281.

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If candidates want to query a subject or unit grade they receive from CCEA in summer 2011, their school or college can ask for a re-mark of a paper or papers.

It’s important that your candidates know what this involves. The poster reminds them that they need to:• speak to their teacher or tutor;• consider the grade boundaries and possible

implications of the re-mark;• choose the appropriate re-mark service (priority or

standard); and• be aware of the costs involved.

CCEA has produced a poster that you can print and display for your candidates this summer.

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The study of geography has never been more relevant. Geography’s reach into our world is unique. A dynamic subject, it spans both social sciences – human geography – and natural sciences – physical geography. It is not surprising that trained geographers often help manage resources and environments in response to the challenges facing us all today. Our Geography specifications can help provide young people with the skills to respond appropriately to real-life events and effectively manage the world we live in.

Entry Level At Entry Level, learners gain an insight into the opportunities, challenges and constraints that face people in different places. For example, in Unit 5: Challenges for Society and Environment, they can choose one of the following areas:

• global warming;

• sustainable approaches to energy use;

• providing adequate food supplies and clean drinking water for an increasing world population;

• conservation versus development; or

• the challenges posed by Ecotourism for society and environment.

Within these areas, you have freedom to choose real-life contexts for your learners. You can design tasks that match the needs of your learners and draw on current events.

Our Entry Level specification allows you to use or adapt resources aimed at GCSE level.

GCSE At GCSE, students learn to appreciate similarities and differences between people’s views of the world, its environments, societies and cultures. A key learning outcome is to develop their responsibilities as global citizens and to recognise how they can contribute to an inclusive, sustainable future. They also identify and analyse challenges associated with securing internationalco-operation to deal with climate change.

In Unit 2: Living in Our World, students explore sustainable solutions for the problems of unequal development, including Fair Trade and the advantages it brings to less economically developed countries. They also investigate the problem of waste, examining the waste hierarchy (reduce, reuse and recycle) and waste management at local government level, including strategies such as Rethink Waste NI.

GCE A Level Learners at GCE Level become more aware of complex interactions within and between societies, economies, cultures and environments at local and global scales.

For example, at GCE AS Level they study extreme weather events. They evaluate measures used to reduce loss of life and damage to property caused by hurricanes. Hurricane Katrina (2005) continues to be a popular choice for the national/regional scale case study.

At A2 Level, students who follow our Dynamic Landscape option evaluate social, economic and environmental consequences of volcanic activity. For this study, the impact of the ash cloud from the Eyjafjallajokull volcano is a popular choice. Students also complete a decision-making exercise based on a real-life case study. Recent examples include proposals for:

• a road improvement scheme for Aberdeen;

• upgrading the power line across the Cairngorm Mountains; and

• extending the capacity of the Panama Canal.

Interested?Why not bring the real world into your classroom with CCEA Geography? Just contact us now to discuss how we can help.

InformationTo find out more about our Entry Level, GCSE and GCE A Level Geography qualifications:

• visit www.ccea.org.uk/geography

• contact Margaret McMullan: [email protected](028) 9026 1200 ext 2285.

qdsnewsletter | Issue 15 Summer – Autumn 2011

Entry Level, GCSE and GCE Geography

qdsnewsletter | Issue 15 Sum

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What On Earth IsGoing On?Almost every day there are stories in the media about floods, earthquakes, volcanic eruptions, severe weather events, famine, crop failures and climate change: in short, real-life geography. Our Geography specifications allow you and your students to focus on learning opportunities based on real-life events as they unfold.

Ash cloud from the

Eyjafjallajokull volcano

brings travel chaos

With reference to one small

scale case study of volcanic

activity:

• describe the efforts made

to predict the volcanic

activity; and

• evaluate the success of

prediction in this case.

CCEA A2/2 Physical Geography and

Decision Making Examination

(Summer 2010)

Wheat prices soar as

drought grips the main

wheat producing regions

in China

The use of GM crops is the

only way forward if we want

to avoid serious food

shortages and increased food

prices. Discuss the extent to

which you agree with this

statement.

CCEA A2/1 Human Interactions and

Global Issues Examination

(January 2010)

Cyclone Yasi – the most

powerful cyclone ever to

hit Queensland

With reference to a hurricane

or tropical cyclone you have

studied at a national or

regional scale, evaluate the

protective measures used to

reduce the loss of life and

damage to property.

CCEA AS/1 Physical Geography

Examination (January 2011)

Altnaharra (Sutherland) –

temperatures plummet to

-21.1°C as UK experiences

the coldest winter for

120 years

Political and economic

controversy surrounds the

search for solutions to Global

Warming. Discuss the extent

to which you agree with this

statement.

CCEA A2/1 Human Interactions and

Global Issues Examination

(January 2011)

Australia – epic floods hit 3.1

million people leaving towns

cut off

The causes of flooding, although

complex, are related predominantly

to climatic factors. To what extent do

you agree that this statement is valid

for the large scale drainage basin or

delta you have studied?

CCEA AS/1 Physical Geography Examination

(January 2011)

Ash cloud from the Eyjafjallajokull volcano brings travel chaos

With reference to one small scale case study of volcanic activity:• describe the efforts made

to predict the volcanic activity; and • evaluate the success of prediction in this case.CCEA A2/2 Physical Geography and

Decision Making Examination (Summer 2010)

Wheat prices soar as drought grips the main wheat producing regionsin China

The use of GM crops is the only way forward if we want to avoid serious food shortages and increased food

prices. Discuss the extent to which you agree with this statement.

CCEA A2/1 Human Interactions and

Global Issues Examination(January 2010)

Cyclone Yasi – the most powerful cyclone ever tohit Queensland

With reference to a hurricane or tropical cyclone you have studied at a national or regional scale, evaluate the protective measures used to reduce the loss of life and damage to property.

CCEA AS/1 Physical Geography Examination (January 2011)

Altnaharra (Sutherland) – temperatures plummet to -21.1°C as UK experiences the coldest winter for120 years

Political and economic controversy surrounds the search for solutions to Global Warming. Discuss the extent to which you agree with this statement.

CCEA A2/1 Human Interactions and

Global Issues Examination(January 2011)

Australia – epic floods hit 3.1 million people leaving townscut off

The causes of flooding, although complex, are related predominantly

to climatic factors. To what extent do

you agree that this statement is valid

for the large scale drainage basin or

delta you have studied?CCEA AS/1 Physical Geography Examination

(January 2011)

Ash cloud from the

Eyjafjallajokull volcano

brings travel chaos

With reference to one small

scale case study of volcanic

activity:

• describe the efforts made

to predict the volcanic

activity; and

• evaluate the success of

prediction in this case.

CCEA A2/2 Physical Geography and

Decision Making Examination

(Summer 2010)

Wheat prices soar as

drought grips the main

wheat producing regions

in China

The use of GM crops is the

only way forward if we want

to avoid serious food

shortages and increased food

prices. Discuss the extent to

which you agree with this

statement.

CCEA A2/1 Human Interactions and

Global Issues Examination

(January 2010)

Cyclone Yasi – the most

powerful cyclone ever to

hit Queensland

With reference to a hurricane

or tropical cyclone you have

studied at a national or

regional scale, evaluate the

protective measures used to

reduce the loss of life and

damage to property.

CCEA AS/1 Physical Geography

Examination (January 2011)

Altnaharra (Sutherland) –

temperatures plummet to

-21.1°C as UK experiences

the coldest winter for

120 years

Political and economic

controversy surrounds the

search for solutions to Global

Warming. Discuss the extent

to which you agree with this

statement.

CCEA A2/1 Human Interactions and

Global Issues Examination

(January 2011)

Australia – epic floods hit 3.1

million people leaving towns

cut off

The causes of flooding, although

complex, are related predominantly

to climatic factors. To what extent do

you agree that this statement is valid

for the large scale drainage basin or

delta you have studied?

CCEA AS/1 Physical Geography Examination

(January 2011)

Ash cloud from the Eyjafjallajokull volcano brings travel chaos

With reference to one small scale case study of volcanic activity:• describe the efforts made

to predict the volcanic activity; and • evaluate the success of prediction in this case.CCEA A2/2 Physical Geography and

Decision Making Examination (Summer 2010)

Wheat prices soar as drought grips the main wheat producing regionsin China

The use of GM crops is the only way forward if we want to avoid serious food shortages and increased food

prices. Discuss the extent to which you agree with this statement.

CCEA A2/1 Human Interactions and

Global Issues Examination(January 2010)

Cyclone Yasi – the most powerful cyclone ever tohit Queensland

With reference to a hurricane or tropical cyclone you have studied at a national or regional scale, evaluate the protective measures used to reduce the loss of life and damage to property.

CCEA AS/1 Physical Geography Examination (January 2011)

Altnaharra (Sutherland) – temperatures plummet to -21.1°C as UK experiences the coldest winter for120 years

Political and economic controversy surrounds the search for solutions to Global Warming. Discuss the extent to which you agree with this statement.

CCEA A2/1 Human Interactions and

Global Issues Examination(January 2011)

Australia – epic floods hit 3.1 million people leaving townscut off

The causes of flooding, although complex, are related predominantly

to climatic factors. To what extent do

you agree that this statement is valid

for the large scale drainage basin or

delta you have studied?CCEA AS/1 Physical Geography Examination

(January 2011)

Ash cloud from the Eyjafjallajokull volcano brings travel chaos

With reference to one small scale case study of volcanic activity:• describe the efforts made

to predict the volcanic activity; and

• evaluate the success of prediction in this case.

CCEA A2/2 Physical Geography and Decision Making Examination (Summer 2010)

Wheat prices soar as drought grips the main wheat producing regionsin China

The use of GM crops is the only way forward if we want to avoid serious food shortages and increased food prices. Discuss the extent to which you agree with this statement.

CCEA A2/1 Human Interactions and Global Issues Examination(January 2010)

Cyclone Yasi – the most powerful cyclone ever tohit Queensland

With reference to a hurricane or tropical cyclone you have studied at a national or regional scale, evaluate the protective measures used to reduce the loss of life and damage to property.

CCEA AS/1 Physical Geography Examination (January 2011)

Altnaharra (Sutherland) – temperatures plummet to -21.1°C as UK experiences the coldest winter for120 years

Political and economic controversy surrounds the search for solutions to Global Warming. Discuss the extent to which you agree with this statement.

CCEA A2/1 Human Interactions and Global Issues Examination(January 2011)

Australia – epic floods hit 3.1 million people leaving townscut off

The causes of flooding, although complex, are related predominantly to climatic factors. To what extent do you agree that this statement is valid for the large scale drainage basin or delta you have studied?

CCEA AS/1 Physical Geography Examination (January 2011)

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GCE Technology and Design

Multimedia Supportfor You and Your Learners

Design process explainedOne of the best ways to explain the product design process is to show a real-life example in action. We have used video to do this, allowing you and your learners to step into the world of Hugx – a Northern Ireland manufacturer of innovative pet products.

The first in our series of videos (vodcasts) about Hugx provides an overview of the product design process and is online now on our Technology and Design microsite. Others will be available leading up to September 2011.

From September 2011, our GCE Technology and Design specification includes a Product Design option at both AS and A2. To benefit fully from the support we are providing to help you teach this revised specification, please visit our Technology and Design microsite. Here’s a taster of what you will find, both now and in the near future.

InformationTo find out more about Hugx, visitwww.hugxpetdesign.com

To view our latest support for GCE Technology and Design, please visit www.ccea.org.uk/technology

To share your ideas, or for more information on our GCE Technology and Design Product Design option or Entry Level and GCSE Technology and Design, please contact Judith Ryan:[email protected] (028) 9026 1200 ext 2133.

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Careers adviceKnowing what career directions are available to those who take our Technology and Design qualifications might be the key that allows them to unlock a great future. To complement careers advice in schools, we are putting together a series of videos. These will provide learners and parents with valuable information on a range of career opportunities.

The first of our careers videos is available now on our Technology and Design microsite. Others will be online before September 2011.

Specification unwrappedIn response to teachers’ requests for targeted support, we have produced a series of support packs focusing on:

• Product Design and Practice (AS – Section A);

• Product Design (AS – Section D); and

• Product Design (A2 – Section C).

These support packs explain the content of the GCE specification in detail, defining and summarising key content. They also provide practice revision questions to help you assess your learners’ progress. They will be available to download from the GCE section of our microsite before September 2011.

We also intend to produce support packs for the following areas and will keep you posted on their availability in 2012:

• Electronic and Microelectronic Control Systems(AS – Section B);

• Mechanical and Pneumatic Control Systems(AS – Section C);

• Electronic and Microelectronic Control Systems(A2 – Section A); and

• Mechanical and Pneumatic Control Systems(A2 – Section B).

Microsite overviewAs well as the new support identified above, our microsite includes:

• the latest versions of our specifications;

• specimen assessment materials (AS and A2 exam papers and mark schemes);

• AS and A2 coursework exemplar material;

• schemes of work; and

• useful contact information.

Ideas for further supportIf you have ideas or suggestions to help us improve support for our Technology and Design specifications, please get in touch.

9

Hugx pet bowlDesign sketches for Hugx pet products

Hugx pet bowl

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If a pupil asks the above question, how might a music teacher respond?

‘To get a career’ is one possibility, as opportunities continue to be available in performing and technical support across the music industry at home and abroad. Or they might highlight the challenge and fulfilment that composing, performing and listening to music can bring.

They could also point out that learning a musical instrument is great for developing self-discipline, as well as group discipline for those who join an orchestra or other group. Taking part in music inside or outside school can result in a strong sense of achievement. And, of course, studying music adds to the long-standing, rich cultural tradition of music-making in Ireland. Plus, making music is fun!

What about a question that music teachers themselves might ask: ‘Why should we offer CCEA music in our centre?’ We’d like to highlight a few reasons:

• Our Music specifications, available on our microsite, allow students to explore all of the above approaches to music, whether to shape a career or simply to enhance their personal and social development. CCEA Music also emphasises the importance of musical traditions in Northern Ireland.

• Our expanding support package includes the following, all of which you can access from our microsite:

− exemplar materials;

− chief examiner reports;

− set works analyses;

− schemes of work;

− a student guide;

− set works audio (you can find GCSE set works quickly and economically on the iTunes iMix);

− an examiner podcast; and

− resource lists.

• Our support events, including agreement trials, and other training and information programmes respond to teachers’ needs.

• We employ local examiners to visit centres and assess candidates’ live performances in person at both GCSE and GCE.

Unfortunately, due to challenging economic times, we have had to suspend our Score concert this year. However, we are keen to find ways to maintain the benefits of Score, and we’ll be in touch with you soon about our ideas.

InformationTo find out more about our GCSE and GCE Music qualifications and the support we offer, please:

• visitwww.ccea.org.uk/music

• contact Roger [email protected](028) 9026 1200 ext 2296.

InformationTo find out more about True Colours and support for our GCE and GCSE Art and Design qualifications, please:

• visit www.ccea.org.uk/artanddesign

• contact Louise O’Boyle [email protected](028) 9026 1200 ext 2263.

To find out more about our BTEC Art and Design qualifications, please:

• contact Elaine [email protected](028) 9026 1417.

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MusicTrue Colours is

an opportunity for teachers and students to

check out hundreds of GCSE and GCE works of art, craft and

design and think about how they were created in response to stimuli. It’s

a launch pad for inspiring new ideas and approaches in the classroom. By showing

what others have achieved, it acts as a real source of motivation for students developing their

own work. And, of course, there’s a unique aspect to True Colours: it’s where students can explore the interplay between creativity, grades and standards. It allows young creatives to benchmark their own progress and achievements against work that has met the assessment criteria at the highest standard.

True Colours normally takes place in autumn/winter each year. It’s advertised online and

through posters. Keep an eye out for these so that you can plan a visit to the

next exhibition with your students. It’s a brilliant place to ask questions and

launch discussions.

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Art and design departments across Northern Ireland are a hive of creativity and innovation.

Our True Colours exhibition offers a unique opportunity to glimpse the work of a new generation of creative individuals. But it means much more than that to art and design teachers and their students. Visiting True Colours prompts questions, such as:

• Where did the artist get the inspiration for that idea?

• Why did they choose those particular media?

• How did they use the media to create that effect?

• What makes this work exceptional, and what can I learn from it?

Go to any exhibition space – perhaps the Ormeau Baths Gallery, the National Gallery, the Design Museum or the Tate Modern – and you might hear the same questions. They’re a central part of the process of enjoying, engaging with and understanding art and design practices.

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Key Skills Level 3There are six Key Skills. Learners can study one or moreof the following:

Communication

Assessed byportfolio and test

Application of Number

ICT

Improve Own Learning and Performance

Assessed byportfolio only

Problem Solving

Working with Others

Key Skills Level 3 is particularly suitable for learners in Years 13 and 14. For example:

In Application of Number, learners plan and carry out their use of number in the context of one or more activities

... for example, by calculating the number of shoppers passing through the checkouts at a local supermarket to predict the number of checkout operators required throughout the day.

In Communication, learners complete tasks using complex materials that can involve specialist vocabulary and abstract documents

... for example, by extracting information from documents and making arguments for and against how a charity is funded and prioritises its work.

In ICT, learners focus on being critical and acquiring an awareness of the wider implications of using ICT

... for example, by creating and maintaining a database for an online music store that can be queried and used to provide management reports.

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Maximising Qualifications Value

in Years 13 and 14

The world of work is changing. Businesses are reacting to new markets, technology, recession and global competition, becoming more customer-focused, contracting out and making increasing use of IT. Employers, meanwhile, need people who can adapt and apply their existing skills to new situations.

Universities also need students to have high level skills. There, as at school, these skills help them to succeed in assignments, essays, exams and coursework, as well as writing reports and evaluating strategies.

Our Key Skills Level 3 qualifications can help learners in Years 13 and 14 to develop the skills they need to be effective, flexible and self-reliant.

InformationFind out more about Key Skills Level 3 by visiting www.ccea.org.uk and clicking on the Qualifications tab, then Key Skills.

To find out more about offering Key Skills Level 3 in your centre, please contactCrea McCormick:[email protected] (028) 9026 1277.

Key Skills Level 3

Did you know?We offer Key Skills qualifications atLevels 1–3.

Did you know?Each Level 3 Key Skills award counts for 20 UCAS points.

Learners can take Key Skills as stand-alone qualifications or integrate them into a learning programme. For example, they can achievea Level 3 Key Skills award while studying separate GCE A Level subjects.

If you are one of our approved centres, you can offer Level 3 Key Skills to your learners in Years 13 and 14.If you’d like to introduce Level 3 Key Skills, we willsupport you all the way. For example, we arrange:

• annual agreement trials; and

• portfolio clinic services.

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Celebrating Excellence

Top Candidates –Where Are They Now?We caught up with John Finnegan, a former top candidate inGCSE Double Award Science and pupil of St. Patrick’s Academy, Co. Tyrone, to find out what he’s been up to since his GCSE success in 2007.

QCF Qualifications

New Vocational Qualifications on the Way

These three new Qualifications and Credit Framework (QCF) Level 1 and Level 2 Certificates will be attractive to learners who want to develop practical skills in work-related areas. They will be available for first teaching from September 2012, with first assessment in summer 2013.

Following this, we will be launching a new Level 2 Certificate for first teaching in September 2013, with first assessment in summer 2014, in Space Science Technology.

Because these qualifications are made up of units from different areas, they offer superb flexibility. They are a great way to help you meet the requirements of the Entitlement Framework at Key Stage 4. Assessment will be through portfolios of evidence, with an online e-portfolio for Space Science Technology.

These qualifications are at the development stage, but we will shortly be sharing details and support arrangements with you through events and in writing. While we do have plans for support, we would love to hear your ideas about arrangements that you would like to see in place.

InformationTo keep an eye on progress during the development of our new QCF qualifications, visit www.ccea.org.uk and click on the Qualifications tab, then the QCF link.

To find out more about our new QCF qualifications or to register your interest, please contact one of our Education Managers:

• Crea McCormick (Understanding Business Enterprise, Languages and Tourism): [email protected] (028) 9026 1200 ext 2239

• David Flynn (Creative Craft, Understanding Business Enterprise and Employability):[email protected] (028) 9026 1200 ext 2446

• Eleanore Thomas (Personal and Citizenship Effectiveness and Space Science Technology): [email protected] (028) 9026 1200 ext 2209.

We are currently developing a number of innovative qualifications that bring together units from different vocational areas. The first of these are:

•Understanding Business Enterprise, Languages and Tourism;•Creative Craft, Understanding Business Enterprise and

Employability; and•Personal and Citizenship Effectiveness.

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John’s Top Candidate award for Double Award Science cemented his belief that his future lay in science.‘The recognition that came with winning the award helped make me more confident in my ability in science. It stimulated my interest in the subject and confirmed my desire to pursue a career in the field of science.’

Since beginning university in 2009, John has kept busy.‘I’m studying medicine at University College Dublin and enjoying university life to the full. I continue to enjoy many sports and interests, such as swimming, football, tennisand surfing.’

John combines his active lifestyle with a passion for travel, taking full advantage of his time off.‘Over the past three winters I have gone in search of snow, skiing in France and Austria. I spent last summer backpacking through Europe. This year I hope to travel to Indonesia or Australia in search of the perfect wave!’

Without planning ahead too much, John does have high hopes for the future.‘Five years from now I hope to be a qualified doctor working as a hospital intern. I’d like to specialise after I qualify, but I have yet to decide in which field of medicine. I’d also like to spend some time in the future using skills I’ve acquired to carry out aid work.’

Having successfully made the leap from school to university, what advice does John have for this year’s Top Candidates?‘I’d like to wish all the 2011 candidates well in whatever they do next. Work hard to achieve your maximum potential, but make sure you take time to follow other interests. Choose a career you are really interested in, enjoy it, and get involved in as many activities and opportunities as you can.’

John Finnegan, St Patrick’s Academy and Martin Quinn, Director Corporate Services CCEA

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Vocational Qualifications

Personalised Support for You and Your Learners

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If you are new to delivering CCEA qualifications, one of our education managers can visit your centre to discuss what’s involved in teaching and assessing them, as well

as any necessary administrative tasks. Of course, those of you already teaching our specifications can also expect our continued support:

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Support Typical Format

Introduction of new and updated specifications

Information meetings and online materials to let you know what has changed and the implications for you and your learners

Agreement trials Meetings to review standards and portfolio evidence from exemplar work

Portfolio tracking documents Online documents that allow your learners to record the learning outcomes they have achieved and how they have met the assessment criteria

Teacher and learner guides Materials that highlight key aspects of each qualification, including case studies and examples of how assessment criteria are met

Portfolio consultancy Meetings at which you can get feedback on your work from our moderators

Centre support visits Visits to provide you with advice and guidance on aspects of teaching and assessment

We know that you are committed to the best possible provision for your learners, and we want to ensure that you have all the support you need to deliver our vocational qualifications effectively. Our support package is designed both to meet your learners’ needs and to give you clear information about what’s expected for them to achieve our qualifications.

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s.comAt our events, the CCEA education manager, principal

moderator, moderator and/or examiner will provide you with expert advice and support that relates to your qualification. As far as possible, we mirror this support through the materials on our website where you will find news, information on events, contact details and downloadable materials. Why not visit the support section of your subject microsite now to seewhat’s available?

Have you a specific need for support?If so, you can contact our education managers by email or telephone. They might be able to respond directly or point you to information on our website, or a visit to your centre might be more appropriate.

Have you ideas for support?The support we provide is created in partnership with practising teachers, lecturers and tutors. If you have any ideas, we would be delighted to hearfrom you.

InformationTo find out more about support for our vocational qualifications, please visitwww.ccea.org.uk and click on the Qualifications tab or use the Microsite Quickfind menu.

To request personalised qualifications support, please contact the education manager for your qualification. (Details are in the Contact Us section of each microsite.)

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Have you received your copies of our new Essential Skills information leaflets? We recently sent four leaflets to centres:• a Tutor Guide for Entry Level Numeracy and Literacy; • a Learner Guide for Entry Level Numeracy and Literacy; • a Tutor Guide for Application of Number and

Communication at Levels 1 and 2; and• a Learner Guide for Application of Number and

Communication at Levels 1 and 2.

Essential Skills qualifications are available to learners in a range of educational settings. There are no prerequisites to taking an Essential Skills course.

The qualifications focus on skills for life and the world of work. They are ideal if you would like to help your learners improve their literacy and numeracy skills while also achieving other qualifications. The Entry Level qualifications in Numeracy and Literacy provide a good foundation for progression to Essential Skills Application of Number and Communication at Level 1,or to Mathematics and English at GCSE.

To support teaching and learning in Essential Skills, we provide:

• a microsite, where you will find the latest versions of the specifications, a tutor guide for each subject area, exemplar tasks and assessment schemes;

• personalised support to help you gain an understanding of the Essential Skills standards and evidence that exemplifies them;

• a free portfolio clinic service through which you can get feedback from our moderation team on a sample of your learners’ portfolios; and

• free training events where you receive training appropriate to your needs and have opportunities to share ideas with other centres.

Essential Skills

New Information Leaflets Published

InformationTo find out more about Essential Skills qualifications, please:

• visit www.ccea.org.uk/essential_skills

• contact Eleanore [email protected](028) 9026 1200 ext 2209.

To order additional copies of the Essential Skills information leaflets, please contact:

• Bernard [email protected](028) 9026 1228.

Certificate of Personal Effectiveness (CoPE)

Support Is Just aClick AwayWe have just launched our CoPE microsite. In one place, you now have access to up-to-date resources and information to help you deliver our Level 3 Certificate of Personal Effectiveness qualification, including the following:

SpecificationYou will always find the latest version of our CoPE specification, as well as related circulars, online.

SupportGeneral: Documents that you’ll find here include assessment checklists, quality assurance guidelines, moderator reports and activity logs.

Presentations: This section includes a PowerPoint presentation by Tony Barnhill (University of Ulster) endorsing the qualification and outlining benefitsof CoPE to learners. There is also an overview ofCoPE – invaluable for teachers new to deliveringthe qualification.

FAQsHere, you’ll find answers to important questions that others have asked, such as ‘How should skills be mapped to the challenges?’ ‘Is portfolio evidence required forall units?’

News and EventsFind out what’s on so that you can plan to attend support events, such as the next agreement trial (for new centres and centres with action points) or consortium moderation day.

Useful LinksLinks to other relevant organisations include The Duke of Edinburgh’s Award and The Pope John Paul II Award.

Contact UsYou can use our online form to contact us with your questions or comments.

InformationTo see the new CoPE microsite for yourself, please go to www.ccea.org.uk/cope

To speak to our CoPE Education Manager, please contact Crea McCormick: [email protected](028) 9026 1277.

We’ve just launched an information leaflet outlining the benefits of CoPE, ideal for anyone interested in taking our CoPE qualification.

Once learners have successfully achieved both the action-based activity and the desktop task, you can claim the appropriate qualification certificate from us.

Tutors assess learners’ desktop tasks using free, confidential tests and mark schemes that we provide.

Learners complete their portfolios with the help and support of their tutors, who then assess their work.

At Levels 1 and 2, assessment of learners’ work is through anaction-based activity (a portfolio project) and a desktop task.

At Entry Level, assessment is flexible and can take place when the learner is ready. Teachers and tutors carry out the assessment using free, confidential materials available from us. As long as they don’t repeat the same assessment task, learners can make multiple attempts to achieve a level.

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Entry Level

Levels 1 & 2

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Examining/Moderating with CCEA I do Scrúdaitheoir/Mhodhnóir le CCEA

Welcoming You to CCEA

Boost Your Professional Development andYour Income

Cuir le d’Fhorbairt Phroifisiúnta agusle d’Ioncam

Almost 25,000 people visit our main building in Clarendon Dock, Belfast each year. Visitors come to us for many reasons, including examination meetings, training seminars and subject support events.

We want to make sure that your time with us is as safe, productive and enjoyable as possible.

Parking at CCEAAlthough we don’t have visitor parking at our buildings, there are peak times when parking facilities are available. Please discuss this with the person you are visiting or refer to the information you receive in advance of your event.

Disability accessOur building is fully accessible. If you require disabled parking, please inform the member of our staff who has arranged your visit and they will organise this for you.

SecurityBecause so much of our work is confidential, access to our building is restricted. On arrival at reception, every visitor receives a security pass. It is important that you wear your pass at all times when you are in our building.

Feedback is welcome We hope that your experience of visiting us is a positive one, and we welcome your feedback or suggestions for improvement. Please get in touch by contactingStephen Murray:[email protected] (028) 9026 1200 ext 2386.

ACETS Coursework Instructions: Compulsory from SeptemberUntil now, we’ve provided guidelines on coursework in our publication ACETS Qualifications: Guidelines for Conducting Coursework. These guidelines will become compulsory from 1 September 2011.

The change from guidelines to compulsory instructions is another step to ensure that coursework standards are accurate and consistent across all centres. They will cover the arrangements for setting, supervising, authenticating, marking, internal moderation and standardisation of coursework. The instructions will apply alongside any other, subject-specific information we provide.

In light of this change, it’s important that centres review their procedures to make sure that they are following the compulsory arrangements.

InformationACETS Qualifications: Instructions for Conducting Coursework will be available to download from our website from the end of August 2011. Please visit www.ccea.org.uk and follow the links from the Qualifications tab.

To find out more about the change from guidelines to instructions, please:• see Circular S-IF-36-11; or• contact Elaine Horner:

[email protected](028) 9026 1417.

To find out more about our range of ACETS qualifications at Levels 1–4, including BTECs, visit www.ccea.org.uk and use the Qualifications Quickfind menu.

Awards and Certificates in Education, Training and Skills

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InformationTo see a full list of our qualifications, visitwww.ccea.org.uk

FaisnéisLe liosta iomlán de na cáilíochtaí againn a bhreathnú, téigh ar www.ccea.org.uk

There are many benefits to becoming a CCEA examiner/moderator. You can enhance your professional development, make a valuable contribution to assessment and increase your income.

Advantages of examining/moderating with CCEA• You will improve your knowledge of your subject and

qualification areas, as well as wider educational issues. • You will gain insight into the examining/moderating process

and the standards required.• You will have opportunities to network with other examiners/

moderators and share experiences and good practice.

Training and guidance• We will provide you with full training and feedback on your

marking/moderating. • You will work under the mentorship of an experienced

examiner/moderator.

Remuneration• We pay professional fees for examining/moderating work,

attending meetings and training events, as well as covering expenses for travel and postage to CCEA.

• You will carry out most of your marking/moderating in your own time. However, if you need to attend a meeting at CCEA during the working day, we will refund the cost of teacher supply cover to your centre.

Interested?We are currently recruiting qualified post-primary teachers and lecturers to help with marking and moderating examinations in our GCSE, GCE A Level and Applied subjects.

We would welcome an application from you if you currently teach CCEA specifications. We are particularly interested in hearing from you if you teach English and/or are fluent in Irish and qualified to teach one of the required subjects.

How to applyThe application process is straightforward. To find out more or to apply:• visit www.ccea.org.uk/examiners• email [email protected]• telephone our Appointments Section on (028) 9026 1243.

We look forward to hearing from you.

Tá an-chuid buntáistí ann as bheith i do scrúdaitheoir/mhodhnóir le CCEA. Tig leat cur le d’fhorbairt phroifisiúnta, cion fiúntach a dhéanamh maidir le measúnú agus cur leis an ioncam agat.

Buntáistí as bheith i do scrúdaitheoir/mhodhnóir le CCEA• Is fearr an t-eolas a bheith agat ar réimse d’ábhair féin agus ar

réimse na gcáilíochtaí, chomh maith leis na buncheisteanna oideachasúla is leithne.

• Beidh léargas á fháil agat ar an phróiseas scrúdúcháin/modhnóireachta agus ar na caighdeáin a bhíonn de dhíth.

• Beidh deiseanna agat a bheith ag líonrú le scrúdaitheoirí/modhnóirí eile agus le heispéiris agus dea-chleachtas a roinnt.

Oiliúint agus treoir• Cuirfear oiliúint iomlán ort agus tabharfar aiseolas duit ar an

mhodhnóireacht a dhéanann tú.• Beidh scrúdaitheoir/modhnóir a bhfuil taithí aige/aici mar

mheantóir agat.

Luach saothair• Táillí profisiúnta a bhíonn á n-íoc againn ar son obair

scrúdúcháin/modhnóireachta, ar son freastal ar chruinnithe agus imeachtaí oiliúna, chomh maith le costais taistil agus costais phostais chuig CCEA.

• Is san am saor agat féin a dhéanfaidh tú an chuid is mó den mharcáil/mhodhnóireacht.

• Má bhíonn ort, áfach, a bheith i láthair ar chruinniú in CCEA le linn an lae oibre, déanfaimid costas múinteora ar soláthar a aisíoc leis an ionad.

An bhfuil spéis agat ann?Faoi láthair táimid i mbun earcaíochta le haghaidh múinteoirí cáilithe iar-bhunscoile agus léachtóirí le cuidiú le marcáil agus modhnóireacht scrúdpháipéir scoláirí GCSE, GCE A Leibhéal, chomh maith le hábhair Fheidhmeacha.

Ba mhaith linn iarratas a fháil uait má tá sonraíochtaí CCEA á dteagasc agat faoi láthair. Ba mhaith linn iarratas a fháil uait go háirithe má tá Béarla á theagasc agat agus/nó má tá Gaeilge líofa agat agus má tá tú cáilithe le ceann de na hábhair atá de dhíth a theagasc.

An dóigh le hiarratas a chur isteachTá an próiseas le hiarratas a chur isteach furasta go maith. Le heolas breise a fháil nó le hiarratas a chur isteach:• téigh ar www.ccea.org.uk/examiners• cuir ríomhphost chuig [email protected]• cuir glaoch gutháin ar Appointments Section ar (028) 9026 1243.

Táimid ag dúil go mór le cluinstin uait.

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Instructions for

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Coursework

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CCEA’S ValuesWe place learners and those who have a concern for their educational and personal development at the forefront of our thinking.

CCEA’s MissionTo enable the full potential of all learnersto be achieved and recognised.


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