GCSE science qualifications are changing Introduction From September 2016, science qualifications studied by 14 to 16 year old students in are changing. We want to help students, teachers, school leaders, parents and others to better understand and prepare for these changes. To achieve this we have worked with WJEC, the , and Regional Consortia to provide a single, authoritative source of information on what the changes are and what effect they could have. In this document we explain: 1. How and why the science qualifications for 14 -16 year olds are changing. 2. The key features of the new GCSEs and how they differ from current science qualifications. 3. What support is available for teachers to help prepare to teach the new qualifications, and where to find it. 4. The potential impact on schools, including: o Curriculum planning o Results o Performance measures o Resources o Timetabling We want this information to be as useful as possible. If you have any comments on how we could improve this page please contact: [email protected]

What’s changing - a new set of GCSE science qualifications At the moment schools in Wales offer students in years 10 and 11 a range of science qualifications, including GCSEs and BTEC qualifications. At least 40% of learners study science qualifications that are not GCSEs – mainly BTEC qualifications. Schools that offer GCSE science currently take qualifications offered by one of four awarding bodies: AQA, OCR, Pearson and WJEC. From September 2016, however, nearly all schools in Wales will instead offer some or all of the following WJEC GCSE science qualifications:  Biology  Chemistry  Physics  Science (Double Award)  Applied Science (Double Award)  Applied Science (Single Award) Only the new science qualifications offered by the WJEC will be approved for teaching in Wales from September 2016. More detail about each of the individual qualifications, including approved specifications and sample assessment materials, is available on the WJEC website at: http://www.wjec.co.uk/qualifications/science/science-gcse/ These new qualifications are different to existing science GCSEs and to other science qualifications. All schools need to understand what these differences are, how they will be affected by them and how they can prepare to deal with them. The extent to which a school will be affected by these changes depends in part on the qualifications currently taught and how much they differ to the new qualifications being introduced. These new GCSE science qualifications are being introduced in September 2016. Following the first cohort’s completion of these new qualifications in 2018, and as the legacy science GCSEs become no longer valid for delivery in Wales, only the new science GCSE qualifications will count towards the subject required element of the school performance measures. We explain more about how these new science GCSEs relate to school accountability arrangements later in this document. Science GCSEs are also being reformed in . They will have a new grading scale and will differ in their design; for example in how they assess practical science skills. In subjects where Wales only qualifications have been approved, such as science, Welsh Government policy is that state funded schools should not offer alternative qualifications in those subjects.

What’s different about the new GCSE science qualifications? The new GCSE science qualifications are different to existing GCSEs and other science qualifications currently taught by schools. These include: i. New and updated content Compared with current WJEC single and double award science GCSEs, some of the content in the reformed qualifications is new.

ii. Assessment of practical work In current WJEC GCSEs, 25% of marks are available through controlled assessment. In other qualifications, such as the BTEC, the proportion of marks available through internal assessment is considerably higher. In the new science GCSEs, 10% of marks will be available for a practical assessment that will be carried out in centres and externally marked by WJEC. In the applied science GCSEs a further 20% of marks will be available for a task-based assessment carried out in centres and externally marked by WJEC. iii. Focus on scientific literacy Written exams for all the new GCSEs will include questions that assess students’ scientific literacy. These questions will resemble more closely the style of questions that are included in PISA tests. iv. Exam series To increase teaching and learning time, written exam papers will only be available in the summer series at the end of each school year. For examinations taken at the end of the first year of study, there will be one resit opportunity at the end of the two year course. Marks from year 10 examinations will be available but no grade(s) will be issued until the end of the two year course.

Support for teachers preparing to teach new science GCSEs The Welsh Government, WJEC, Regional Consortia and Estyn have been working together on a range of support for teachers to help prepare for teaching the new GCSE science qualifications. In this section we list the resources available and how to access them. To aid in the planning and delivery of support to schools, the Welsh Government established a science working group made up of representatives from the Welsh Government, Qualifications Wales, WJEC, Regional Consortia and Estyn, this is overseen by a Project Board tracking implementation of all new GCSEs,. The science group also includes a number of practitioners from secondary schools, and informs the development of resources for the new qualifications, to help avoid duplication of effort and maximise the range of available support.

Support available from WJEC WJEC is providing a range of support to help teachers get to grips with the new qualifications. In November 2015, WJEC held a series of eight introductory briefing events across Wales. Nine preparing to teach events were held in February/March 2016. All materials from the CPD sessions are available to download from the WJEC secure website. You can find them in the Resources/CPD. For each of the new qualifications, the WJEC has published sample assessment materials (SAMs) and teacher guides (available in May) to sit alongside the specification. It has also developed an online bank of past questions to help teachers more easily to design formative, topic-based assessments to use during the course. To help teachers prepare for delivering the practical tasks, WJEC has produced guidance sheets for teachers and laboratory technicians. These set out in detail the equipment required to support the practicals. Worksheets will also be available for students to guide them in completing the tasks. WJEC is working with the publisher Hodder to develop new text books to support the teaching of the reformed qualifications. English language versions are planned for publication in the summer term with a version to follow in the autumn term. A bilingual e-textbook will be available for Applied Science in the autumn. WJEC already has available on its website a range of digital resources that will continue to be relevant to the new qualifications where the content has not changed from the existing GCSEs. WJEC is also producing new interactive resources to cover the majority of topics included in the new qualifications.

Support available from the Welsh Government and Regional Consortia

With funding from the Welsh Government since 2014, each Regional Consortium has science advisors to help support the schools in their areas to develop strategies for managing the changes to science qualifications and the increasing emphasis on scientific literacy. Resources are being developed in each Consortium, and advice and guidance is being rolled-out across schools, largely through peer to peer working. All Consortia have committed to ensure that quality assured teaching and planning resources are made available bilingually via Hwb, https://hwb.wales.gov.uk/. They are also being made available through Consortia’s own web platforms. The science working group is engaged in the planning and quality assurance of a Welsh Government contract for the production of 120 teaching assessment materials (TAMs), equally split across the three science subjects. In addition, this contract involves a bilingual audit of existing resources relevant to the new GCSE specifications, and the production of a directory for teachers to ease access to those existing resources and materials. These will be made available by Welsh Government in a series of tranches, from April to July 2016. For more information go to: https://hwb.wales.gov.uk/Resources/browse?sort=recommendation&language=en&c ategory=Focus%20on%20Science&tags=Year%20of%20Science&tags=Focus%20o n%20Science Digital resources, relevant to the topics included in the new qualifications are also available on Hwb on the above link. These have been reviewed by science practitioners as part of a quality assurance process. The Welsh Government communicates available science resources, initiatives and policy developments to schools principally through the weekly Dysg e-newsletter. Secondary Heads of Science in Wales are now subscribed to these, and we recommend all teachers of science do likewise. You should be familiar with the Focus on Science section of the Dysg e-newsletter, which is a regular feature. Also, through the national Focus on Science campaign, science packs are made available to schools on a termly basis. These include information on key dates, events and activities relevant to school science teaching. The latest edition can be found at: http://learning.gov.wales/resources/browse-all/focus-on-science/?lang=en

Links to support  WJEC digital resources http://resources.wjec.co.uk/Pages/ResourceByArgs.aspx?subId=27&lvlId=2  WJEC specifications and SAMs http://www.wjec.co.uk/qualifications/science/index.html  WJEC Question Banks http://www.wjec.co.uk/question-bank/  Hwb site, which includes links to PISA style questions http://hwb.wales.gov.uk/  Dysg newsletters – sign up http://learning.gov.wales/about/newsletters/?lang=enWG  Focus on Science termly packs http://learning.gov.wales/resources/browse-all/focus-on-science/?lang=en  Focus on Science short film clips http://learning.gov.wales/resources/browse-all/video-clips-to-promote-our- qualified-for-life-focus-on-science-campaign/?lang=en

Curriculum planning – choosing which GCSEs to offer

In this section we outline some important points for schools to consider when deciding which of the new GCSEs to teach from September 2016.

 The new suite of GCSEs has been designed to cater for the needs of the wide range of learners at Key Stage 4; that is in years 10 and 11.

 The Science (Double Award) and Applied Science (Double Award) are of equal volume and difficulty.

 Neither the GCSE Applied Science (Double Award) nor the GCSE Applied Science (Single Award) offers a suitable preparation for learners who may wish to study science at AS and A level in the future. However, the Double Award offers a suitable preparation for other Level 3 science qualifications. This should be made absolutely clear to learners and parents when considering KS4 options in year 9.

 The applied science GCSEs are not intended to be direct replacements for the BTEC courses that many schools currently teach. The new applied GCSEs offer an alternative choice to help cater for the different needs of learners by providing enriching learning through more real life context.

 The GCSE Applied Science (Single Award) has been developed for a small number of students for whom the demand of a double award may prove too challenging. However, from 2018, students taking only this option will not have attained enough in terms of GCSE volume equivalency to contribute points to both parts of the science requirement in the schools’ capped points score.

 In some cases schools may determine that the needs of a few learners would be better served by taking an approved qualification other than one of the new science GCSEs. Schools are free to make such choices, but the results that students gain will not count towards the required science components of the school’s capped points score from 2018.

 Entry level qualifications can be taught alongside the GCSE Applied Science (Single Award).

 If separate sciences are being provided it should be on the basis of each of the three subjects being available until completion of the qualification.

 Consortia will expect a school to be able to explain its decisions about which of the new science GCSEs it chooses to offer to different learners.

 Estyn will consider how well a school’s curriculum meets the needs of learners, as outlined in the current Common Inspection Framework (Key Question 2, Quality Indicator 2.1.)

Possible impact on overall results for science

Some learners may find the new science GCSEs more challenging than some of the other science qualifications currently offered in schools. Schools and teachers that currently do not enter many, or even any, of their students for science GCSEs will have more adjusting to do to prepare for teaching the new science GCSEs. Schools will need to set realistic expectations with teachers, parents, pupils and Governing Bodies in terms of science attainment arising from the changes to GCSEs. This is particularly important if the new suite of science GCSEs represents a notable change in the qualifications currently being delivered within your school. Links to support  WG letters to schools stating changes to the performance measures http://gov.wales/topics/educationandskills/qualificationsinwales/revofqualen/ke y-stage-4-performance-measures-stakeholder-survey/?lang=en

How the new science qualifications link to school KS4 performance measures

From 2017 onwards, the position of GCSE science in relation to performance measures is changing. The following information has been agreed by the Welsh Government. If you have any queries relating to this section please contact: [email protected]

Performance measures in 2016

 Welsh Government has confirmed that in 2016 the Core Subject Indicator (CSI) will continue to be published and will continue to be calculated in the same manner as it is currently.  Only one level 2 science qualification will be required as part of the CSI, which can be any approved GCSE, BTEC or introductory vocational qualification (IVQ) listed on QiW1 as contributing to the CSI.  There is no requirement for the highest profile performance measures, Level 2+, Level 2 thresholds and the average capped points score, to include a science qualification.

Performance measures in 2017

 In 2017 the new capped points score measure will be introduced and the CSI will no longer be published.  The new capped points score includes a science component, and this comprises the learner’s 2 best science qualifications.  Should a learner take fewer than 2 science qualifications, no other qualification can be used in its place in the specific science component of the measure.  As well as the science and other subject specific components, the capped points score includes a non-subject specific part. If a pupil takes more than 2 science qualifications, outcomes for the 3rd (or subsequent) qualifications can count in the non-subject specific part of the measure if they are one of the best outcomes achieved by the learner from the other qualifications taken.

1 Qualifications in Wales (QiW) will be the database of approved and designated qualifications in Wales and will replaced DAQW on 1st April 2016  For example, outcomes for each of the three separate science GCSEs (Biology, Chemistry and Physics) can count towards the capped points score – two in the science component and one in the non-subject specific part of the measure.  In 2017, the science qualifications can include any approved GCSEs, BTECs or IVQs in combination listed on QiW as contributing to the CSI, but this is the last year that qualifications other than the new science qualifications offered by WJEC can be included in the specific science element.  Outcomes from one or more approved entry level qualification can contribute to the non-subject specific part of the capped points score if it/ they are the best outcomes achieved from the other qualifications taken by the learner.

Performance measures in 2018 onwards

 From 2018 onwards, the capped points score introduced in 2017 will remain.  As for 2017, the capped points score includes a science component. The only qualifications that will be counted for the science component for 2018 onwards will be the new WJEC GCSE science qualifications. The science component will comprise the learner’s two best science GCSE qualifications.  Schools still have the option of offering alternative science qualifications to the new science GCSEs where to do so would best meet the needs of learners. The outcomes from those qualifications would contribute to the non-subject specific part of the capped point score where they are approved/designated for delivery in Wales and feature among a learner’s best grades. However, they would not count towards the science component and thus two of the required 9 results for the capped points score.  Students taking only the GCSE Applied Science (Single Award) will have their results counted against only one of the two required science qualifications results in the capped point score.  Where multiple science qualifications are awarded and do not discount against each other,i.e. they have different discount codes, they can all feed into the measure where they feature amongst the learner’s best results.

Links to support  WG letters to schools stating changes to the performance measures http://gov.wales/topics/educationandskills/qualificationsinwales/revofqualen/ke y-stage-4-performance-measures-stakeholder-survey/?lang=en  Qualifications in Wales (QiW) will be the database of approved and designated qualifications in Wales and replaced DAQW on 1st April 2016. In due course, QiW will identify those qualifications that will count towards the required science element of the capped points score. http://qualificationswales.org/qualifications/qualifications-in- wales/?lang=enFurther information on discounting arrangements can be found here: http://gov.wales/topics/educationandskills/schoolshome/schooldata/ims/using dataeffectively/?lang=en

Resource implications

The new science GCSEs place a greater emphasis on practical skills than in previous GCSEs; this will mean that science departments will need to ensure that they have adequate resources to teach the new qualifications. WJEC have produced guidance for teachers and science technicians that clearly detail the specific equipment and resource requirements for teaching and assessing practical work. Consideration will also need to be given to these requirements when timetabling the teaching of the new GCSE qualifications. There may also be training considerations for science technicians, particularly in schools where practical work has previously been reduced. The Regional Consortium EAS is developing a network of science technicians in its area to facilitate sharing good practice and CPD. Resources developed as part of this work will be made available bilingually on Hwb. Similarly, schools will need to consider the training needs of their teaching staff. Some recently qualified science teachers, for example, may have limited experience of teaching science GCSEs and will need support from more experienced colleagues.

Timetabling

In line with indicated Guided Learning Hours, the time required to teach the new GCSE qualifications is the same as for typical full course GCSEs. That is, allowing for mixed ability cohorts, a double award should be allocated an equivalent number of hours as two GCSEs, and the separate sciences should have the equivalent number of hours allocated to each as for three GCSEs. The structure and design of the new GCSEs means that schools will need to decide which qualifications to enter and prepare students for earlier in the course than they may have done previously. This will have implications for timetable planning and class setting. There is some overlap between the content in the first units of the Science (Double Award), the Applied Science (Double Award) and each of the separate science GCSEs. This means that, if timetabled at the same time, it may be possible during the teaching of these early units to adjust decisions on which qualifications each student should be working towards.