Aspects of Additional Science
Additional Science is taken alongside Science. It provides a deeper insight into the science explanations introduced in Science, exploring how scientists develop and use this knowledge. It is a course for any student with an interest in science, including those who wish to prepare for post-16 study.
Activities
In Additional Science, activities help students to understand science concepts. There is a wide range of practical work, together with data analysis and problem-solving exercises.
ICT
The electronic resources include presentations, video clips, simulations, animations, spreadsheets and interactive tests. Pilot centres have found that the use of ICT enhances student autonomy and motivation, and allows flexibility in learning style and pace.
Textbooks
The Additional Science textbook is highly illustrated and provides students with information and questions to focus work, research, and discussion.
Schemes of Work
Each module has a scheme of work summarising suggestions for 12 lessons plus 2 cover lessons. Each lesson is presented concisely in a table which specifies:
- the parts of the specification covered,
- notes on the lesson: start, main, and end, with summaries of activities
- suggested timings
- resources
- ways to differentiate or extend the treatment
- suggestions for homework.
There are Activity sheets for the students. These are accompanied by guidance' notes for technicians and teachers.
Assessment
The scheme of assessment is designed to encourage thoughtful teaching and learning.
Teacher assessment
Students carry out an investigation which is assessed according to a scheme designed to avoid the hoop-jumping aspects of Sc1 in the current national curriculum. Five skill areas are assessed: strategy, collecting data, interpreting data, evaluation, and presentation. The scheme oif assessment makes it possible to reward a wider range of investigations than the current curriculum.
Notes
Workbooks help students to keep a record and summary of all the key ideas in each module.
