Linear assessment

This set of resources supports Heads of department and classroom teachers in planning for linear assessment, and accompany the Triple Science Support guide Teaching for linear assessment.

The Triple Science Support intervention guides and supporting resources are packed full of ideas and examples of evidence-based good practice, and will support you in going beyond short term, bolt on interventions to look at issues such as progression, tracking progress and how best to structure learning so students gain a deep, long term understanding of the science.

Links and Resources

Linear Assessment iBook

The Linear Assessment iBook, produced by the National Science Learning Network for the Triple Science Support Programme, has been designed to help teachers to develop their delivery of Triple Science so that students are successful in examinations which involve linear assessment.

Many of the aspects considered in the chapters are also relevant to teachers delivering other terminally assessed GCSE courses.

publication year
2010 to date

1 file



Curriculum Planning

This ibook from the Triple Science Support Programme consists of six chapters and they include:

Chapter 1: exploring the current curriculum in your school presents background information and activities which enable subject leaders to understand the statutory requirements related to science provision and to consider these in relation to the curriculum provision within their own school. The strengths and weaknesses of current provision are analysed, considering the different cohorts and ability ranges, as well as the driving factors of curriculum design and the role of student choice in learning pathways.

Chapter 2: the curriculum in a national context allows subject leaders to consider the broad range of policy which surrounds the recent developments regarding the curriculum and assessment in science, and reflect on the background developments which preceded the recent policy decisions. The activities provide the opportunity to reflect on how to develop a broad and balanced curriculum and to develop an awareness of progression in key concepts.

Chapter 3: potential issues arising from changing the curriculum model considers the timetable constraints which limit the number of students following a triple science pathway and explore ways to overcome them. Different approaches to staffing triple science are explored as well as recent and current practice in exam entry and the implications of changing to a new curriculum model.

Chapter 4: triple science in the changing landscape looks at possible curriculum models for delivering triple science and reflects on some of the big questions about the delivery of triple science. Case studies provide the opportunity to consider the experiences of other schools and compare practice.

Chapter 5: developing a new curriculum model for science provides subject leaders with the opportunity to explore the process of changing their science curriculum model, considering the reasons for change, when the change will be implemented and who needs to be involved. Ways of gathering feedback from students to inform decisions are explored.

Chapter 6: self-evaluation and next steps

publication year
2010 to date

12 files



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