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Details draft-to-accredited subject content changes driven by Ofqual feedback, including removed KS3 assumed knowledge, new required practical activities, and signposting of required mathematical skills and depth using command 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does the meeting cover for hub schools?","Question",{"text":63,"@type":64},"It covers GCSE and A-level updates, including accreditation changes, resource provision, and CPD/event offers, along with shared approaches to planning and teaching the new GCSEs.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How did the subject content change from the draft to the accredited version?",{"text":68,"@type":64},"Changes include responses to specific Ofqual feedback, removal of KS3 assumed knowledge, and removal of examples that could restrict teaching opportunities.",{"name":70,"@type":61,"acceptedAnswer":71},"How are mathematical skills and depth requirements communicated in the accredited specifications?",{"text":72,"@type":64},"Mathematical skills are signposted for students to demonstrate or explain, and required depth is indicated using command words (e.g., describe or explain), with additional working scientifically 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\n• A-level updates: resources and monitoring visits  \n• Events and CPD offer 2016 /2017  \n• Planning and teaching the new GCSEs – host school to share their ideas on their approach and experiences so far of the new GCSEs  \n• An opportunity for other schools to share their experience of the new GCSEs so far  \nSlide 2  \nPrevious hub schools meetings  \nAutumn term  \n• GCSE update:  \n– analysis of the subject content: change in tier  \n– insight into the new exams: our exams explained book  \n– Practical work: list and resources  \n• Current science GCSEs and A-levels: feedback from the summer 2015 exams – summary reports  \nSpring term  \n• GCSE practical work: resource offer  \n• Get to grips with the Maths: development of resources to support teaching maths in science; examplar materials using standard form  \n• managing transitions and planning interventions: transition tests Yr 7 and 9  \n• KS3 syllabus and accompanying resources  \n• A level update – endorsement and our new transition guides  \nSlide 3  \n• One full suite of specifications will be sent to all schools  \n• Summary of change documents draft – accredited  \n• Update on resources  \n– Schemes of work  \n– Practicals  \n– Maths in Science  \n• Update on exampro  \nSlide 4  \nThe subject content in this specification has a few changes from the draft version. We have made these changes:  \n• in response to specific feedback from Ofqual  \n• to remove material that is assumed knowledge from KS3  \n• to remove specific examples that may restrict teaching opportunities.  \nWhat's changed:  \n• there are a number of new required practical activities  \n• some of the wording to the required practical activities has changed to make them more focused and specific  \n• we have signposted what students should be able to do in order to cover the mathematical skills  \n• we have indicated the depth needed to be covered by using a command word, such as students should be able to describe or students should be able to explain  \n• we have added more signposts to working scientifically to increase the opportunities to incorporate this into your teaching and learning.  \nSlide 5  \nWe have signposted what students should be able to do in order to cover the mathematical skills  \n3.1.1.1 Eukaryotes and prokaryotes  \nDraft: maths skills signposted in RHS  \nAccredited : Students should be able to demonstrate an understanding of the scale and size of cells and be able to make order of magnitude calculations , including the use of standard form.  \n4.6.1.3 Collision theory and activation energy Draft: maths skills signposted in RHS  \nAccredited : predict and explain the effects of changes in the size of pieces of  \na reacting solid in terms of surface area to volume ratio  \nuse simple ideas about proportionality when using collision theory to explain the effect of a factor on the rate of a reaction.  \nSlide 6  \nWe have signposted what students should be able to do in order to cover the mathematical skills  \n4.3.3.2 Pressure in gases (physics only) Draft: maths skills signposted in RHS  \nAccredited : Students should be able to calculate the change in the pressure of a gas or the volume of a gas (a fixed mass held at constant temperature) when either the pressure or volume is increased or decreased.  \nSlide 7  \nwe have indicated the depth needed to be covered by using a command word, such as students should be able to describe or students should be able to explain  \n4.1.1.4 Cell differentiation  \nSame content in both draft and accredited version but added detail in accredited to show depth needed  \nAccredited: Students should be able to explain the importance of cell differentiation.  \n4.2.3.1 Diamond  \nSame content in both draft and accredited version but added detail in accredited to show depth needed  \nAccredited: Explanation of students' expected knowledge of the properties of diamonds has been added.  \nStudents shoul","cbCaipxO4FOE0CrM","https://ap.wps.com/l/cbCaipxO4FOE0CrM","pdf",109999,21,"English","# AQA network meeting\n## Hub school overview and presenters\n## GCSE and A-level updates (2016/2017)\n## Previous hub schools meetings\n## Draft-to-accredited specification changes (Ofqual feedback)\n## Signposting mathematical skills in required content\n## Examples of accredited maths links (biology/chemistry/physics)\n## Depth requirements and command-word guidance","[{\"question\":\"What does the meeting cover for hub schools?\",\"answer\":\"It covers GCSE and A-level updates, including accreditation changes, resource provision, and CPD/event offers, along with shared approaches to planning and teaching the new GCSEs.\"},{\"question\":\"How did the subject content change from the draft to the accredited version?\",\"answer\":\"Changes include responses to specific Ofqual feedback, removal of KS3 assumed knowledge, and removal of examples that could restrict teaching opportunities.\"},{\"question\":\"How are mathematical skills and depth requirements communicated in the accredited specifications?\",\"answer\":\"Mathematical skills are signposted for students to demonstrate or explain, and required depth is indicated using command words (e.g., describe or explain), with additional working scientifically signposts.\"}]","AQA network meeting - Hub school - GCSE and A-level updates | PDF",1792468477,53]