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FAQ

What are the aims of the course?

To encourage candidates to:

Develop independent learning skills.

Acquire a systematic body of scientific knowledge, and the skills needed to apply this in abstract situations.

Acquire an understanding of scientific ideas, of how they develop, of the factors which may affect their impact, and of their limitations.

Consider, analyse, interpret and evaluate scientific data and conclusions from primary and secondary sources.

Evaluate, in terms of their scientific knowledge and understanding and their understanding of the processes of scientific enquiry and of the nature of scientific knowledge, the benefits and drawbacks of scientific and technological developments, including those related to the environment, personal health and quality of life, and considering ethical issues where these arise.

Select, organise, present and interpret tabular and graphical information clearly and logically, using appropriate scientific terminology and conventions.

Use electronic (internet in particular collinsonlinelearning.com, CD ROMs, databases, simulations etc.) and/or more traditional sources of information (books, magazines, leaflets etc.) to collect data and ideas on a topic of scientific interest.

 What examination will I take?

Triple Science – Students following this course will sit 2 exams for each of the GCSEs e.g. Biology units B1, B2, B3 and a second paper titled Biology units B4, B5, B6. Students will therefore sit 6 exams in total.

Core/Additional Science – Students following this course will sit 4 exams. Core Science is comprised of two examinations that cover units B1, C1, P1 and units B2, C2, P2 respectively. Additional Science exams cover the unit 3 and 4 content.

Science is compulsory for all students at KS4. Students in the top two sets in both year halves will study the Triple Science course. All other students will follow the Core / Additional Science course.

What is involved with the examination?

All examinations will be taken at the end of the course.

Core/Additional Science – 4 exams (Core Science - Units 1 and 2; Additional Science – Units 3 and 4) and 2 internal controlled assessments.

Triple Science – 6 exams (2 Biology, 2 Chemistry and 2 Physics) and 3 internal controlled assessments, one per subject area.

What coursework will I have to complete?

Year 10 and 11 – Coursework is worth 25% of the final grade. This comprises controlled assessments, which can only be completed in school under teacher supervision and exam conditions. A research element is necessary for completion at home however and must be done within a designated timeframe stated by y9our child’s teacher.

Who teaches the different Science subjects?

Where possible we assign your child to a teacher who specialises in that particular doctrine to ensure that your son/daughter receives the most holistic and competent academic diet.

How can I support my child as they study Science?

In order for students to make progress in Science it is important that they develop independent learning skills. In this way they can build their knowledge, understanding and confidence with the course content. Once again we would like to reinforce the need to partake in independent study using resources such as GCSE Pod, collinsonlinelearning.com, BBC bitesize (for Core and Additional Science units mainly) and of course we would advise purchasing a revision guide that they actively use from the very start of their Science course.

Outside of school we encourage students to research their own interests in Science as this extends their experience, in turn allowing greater focus to be placed on building links in content in school as we help students achieve their potential. We also advise practising which revision techniques work for them and we have listed a series of various revision techniques your child could use based on their method of learning. You will find these in a separate section listed as ‘How can I help my child revise?’.

Academic acceleration and support classes are specifically designed to target individual needs and we would ask that you support us in allowing your child to participate in this extra-curricular provision.

There are a number of revision support materials available on Frog, these include guidance on ways students can revise, materials to aid revision and study (including past exam papers and question break downs to show which questions have occurred most frequently in the last 3 years) and a large amount of carefully selected videos to support the learning of the most difficult concepts in Science.

How can I help my child revise?

We have assembled some of the most effective strategies for your child to consolidate his/her knowledge based on the type of learner they are. They should try each strategy out to work out which is best for them, and we will work to develop this in school also.

 

Visual, Auditory and Kinaesthetic Revision Strategies

 

Visual

Auditory

Kinaesthetic

Create a story using pictures.

'Look, Cover, Write, Check' with lists and

key words.

Minimize visual distractions in your study space (eg. cover your computer screen; do not sit facing a window).

Make an outline of key topics in chart or diagram format.

Make pictures in your mind by visualising key words, ideas and facts.

Look for sketches, diagrams, or charts to help interpret information - practice re-drawing them to help remember

Write down problems and/or questions and practice writing solutions and/or responses.

Try to remember important terminology by looking for parts of the word you already know.

Make notes colourful, vary the font and use graphics.

Highlight notes so all information relating to one topic is in the same colour category.

Draw boxes or circles around terms/ concepts and draw lines or arrows to show how they are related to one another.

Learn when and how to translate text into charts, graphs, such as make a time-line from dates, or draw percentages or statistical information in a pie chart.

Turn notes into bullet points, highlight key words, keep shortening them until you have one word which will trigger your memory for each point.

Draw Mind Maps, Spider Diagrams, or Concept Maps for topics to show how the main ideas link together.

Write out key words and definitions on flash cards.  Colour code them. Get someone to test you.

Turn your notes into pictures or diagrams such as flow charts

Use websites e.g. BBC bitesize.

Learning posters – put key information on small posters. Use patterns, colour and drawings.  Pin them up where you’ll see them often.

Try to create a guided visualisation for other members of your group – try it out on them.












 

Testing ideas with your friends as part of a game.

Rehearse/repeat information either silently in your head, or out loud.

Study with a partner (another auditory learner) and take turns reading to each other - discuss key concepts.

Work in quiet areas to minimize hearing music, television or other distractions.

If you prefer to study with music playing, choose something with no lyrics, and keep the volume low.

Talk to yourself about textbook diagrams and illustrations.

Ensure you understand by creating verbal descriptions.

Try to remember important terminology by thinking about how parts of the words sound

Read instructions and questions out loud to yourself (or sub vocalize in test situations).

Use or create mnemonics to remember key facts.

Make up questions and get somebody to test you verbally.  Put aside the ones you don’t know and keep working on them until you learn them all.

Record notes and put them on an MP3 player.  Listen to them as often as possible.

Make a podcast, a rhyme, jingle, rap or song out of your revision notes.

Read your notes out loud.

Explain key ideas to a friend.  Teaching other people helps you to learn yourself.

If possible get teachers to pre-record any text on to tape for students to listen to as well as read.

With a partner read the text aloud paying close attention to the way it sounds. Now try reading it to yourself ‘under your breath’.

Devise questions to ask about the text and then question a member of your group (take it in turns).

Make up and act out a role-play.

Decide on the key words/concepts you will need to learn. Experiment with different ways of saying the key words out loud. (Emphasise different parts of the word, use different voices).














 

Put post-it notes around the house with key words in them and walk around the house reading the notes or testing yourself. Try to associate the room you are in with the notes.

Do something physical before sitting down to read or study.

Use your fingers or a piece of paper to help keep track of where you are.

Break reading tasks into small chunks stop after each chunk, think about what you learned, and write a brief summary.

Personalize the information - think about how the concepts apply to you or other people you know

Think about how you can use the information outside the classroom.

Create a dance which shows sequence ideas of ideas like a chemical reaction.

Take regular, brief breaks to move around

Write processes, etc. on cards, mix them up, then practice physically arranging them into the correct sequence.

Instead of reading notes summarise them using a computer.

If you typically use your hands when talking to people, try using your hands when studying and explaining concepts to yourself.

Associate information with physical actions. Act out your notes as you read them.

Make up a play involving key ideas and act it out.

Role play key events or arguments from subjects with friends.

Turn your notes into a PowerPoint and share it with friends.

Trace each key word in the air.

Go for a walk, move around as you read through the text.

Write out the main points on index cards and then assemble the cards in a logical order.

Using ‘post-it’ notes write down the main points and devise questions about the text. Assemble the ‘post-its’ on the wall to see how different areas relate to each other.  Group and regroup them.

With your group construct a model or still picture to represent the main points.

Decide on the key words/concepts you will need to learn. Write out the words in colour, circle/underline them. Now make up actions to go with the key words you will need to learn – can

be done in pairs or individually and then shared with the group.

Make associations with fact or ideas with different parts of your body. With some Biology topics this is quite easy to do. Focus on the body part as you study and try to visualise how it's working.

 

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