Volume 1: November 2014

Nicola Rorke
With the recent changes
in the GCSE sciences, the
assessment of quality of written
communication has come to
the fore. Regular opportunities
are therefore given in KS3
Science to practise written
communication by completing
extended writing tasks.
One such task is part of a
short module followed by Year
8 which focuses on the role
of zoos in conservation and
education. The module starts
with a trip to Paignton Zoo so
that the students can experience
the work of the zoo firsthand.
They also attend a talk
explaining why some species
are under threat from human
SMSC IN KS3
SCIENCE
activities and the projects
that zoos are undertaking to
help conserve them. The talk
gets them thinking about the
everyday products that they
use such as mobile phones,
cosmetics, detergents and foods
– exploring how this links to
sustainable living and loss of
habitats.
On returning to school, students
are given the task of writing an
essay entitled ‘Zoos; good or
bad?’ They must also include
key words that are linked
to SMSC ideas. Essays are
assessed on structure, spelling,
punctuation, grammar, use of
SMSC key words (underlined)
and the ability to provide a
balanced argument as well as
conclude their writing with
their own personal viewpoint.
The students provide some
excellent pieces of writing and
really enjoy the opportunity
to put forward their own ideas
with many varied points of view.
SMSC IN KS5
BIOLOGY
There are many opportunities
in Key Stage 4 for students to
explore controversial topics
in Biology and debates are
commonplace. It is a shame that
with the current course content,
Biology at A-level remains more
traditional in its approach and
it is often harder for students to
discuss and explore topics that
lend themselves to SMSC. In
addition, many of our students
now face the challenge of
interviews for medical schools
where they are asked to present
ideas through role-play. As part
of our tutorial programme, we
deliver a number of role-play
activities. We make it explicit
that they are extension tasks,
ABOVE
An extract from one of the essays
Miles Smith
but it is rare that individuals
don’t engage fully. The debates
are managed by the students
and the teacher merely has an
observation role so they can
assess SMSC strands. Often we
will comment on the student’s
progress in UCAS references.
In terms of student voice and
review, it is common that these
are rated the highest out of all
our Biology activities. Here
are two case studies showing
how we take time from the
curriculum to focus on roleplay:
Exploring the difficulties in
controlling Malaria, HIV and
1 TB in Sub-Saharan Africa
Students read the background
rates of the three diseases in a
fictitious city before taking the
role of a non-governmental aid
organisation in planning aid for
the next three years. Students
then planned a yearly million
pound budget using a budget
sheet (left) and allocated the
funding.
continued overleaf...