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It explains how to use the Working scientifically criteria to support application of practical skills in unfamiliar contexts. The session outlines the differences between hands-on and minds-on, highlights benefits of a minds-on approach, and provides guidance on using targeted exam questions and familiar-to-unfamiliar contexts to build confidence and transferable skills.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/gcse-science-virtual-communities-autumn-2021/623453/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/gcse-science-virtual-communities-autumn-2021/623453.png","ImageObject",300,407,{"name":92,"@type":93},"dabgoudw","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-20",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does “hands-on” mean in practical investigations?","Question",{"text":112,"@type":113},"“Hands-on” means a student can follow a method correctly, manipulate apparatus safely, make and record observations and results, and present data appropriately.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What does “minds-on” add beyond “hands-on”?",{"text":117,"@type":113},"“Minds-on” includes understanding why methods and variables are used, how sampling works, and sources of error, enabling students to choose suitable methods for different situations.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the session recommend using questions to move students to “minds-on”?",{"text":121,"@type":113},"Use targeted questions to explore the science beneath any method, starting from familiar contexts and progressing to unfamiliar ones, expanding the framework with extra questions for student knowledge needs.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},623453,1793138394,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},3985747860484,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","| \u003Cbr>|\n| --- |\n| GCSE science:\u003Cbr>Virtual communities |\n| Autumn 2021\u003Cbr>\u003Cbr>|\n\n\n| Welcome |  |  |\n| --- | --- | --- |\n| |  |  |\n| 2 | Copyright © 2021 AQA and its licensors. All rights reserved. | |\n\n\n| Today’s agenda\u003Cbr>• Supporting students in their application of practical skills in unfamiliar • contexts.\u003Cbr>Updates and notices from the Relationship Manager. • Materials you should have access to:\u003Cbr>o slides and Resources booklet\u003Cbr>o facilitation pack (this will be available after the session) . |  |  |\n| --- | --- | --- |\n| 3 | Copyright © 2021 AQA and its licensors. All rights reserved. | |\n\n\n| Focus of today’s meeting\u003Cbr>•\u003Cbr>• What we mean by progressing from‘hands-on’ to‘minds-on’using the Working scientifically criteria.\u003Cbr>Helping widen student experience with the limited time you have:\u003Cbr>o experimental methods from GCSE exam papers\u003Cbr>o developing a framework to help students interrogate unfamiliar methods and investigations in exam questions to progress to‘minds-on’. |  |  |\n| --- | --- | --- |\n| 4 | Copyright © 2021 AQA and its licensors. All rights reserved. | |\n\n\n| What do we mean by‘hands-on’and‘minds-on’?\u003Cbr>• What do you understand by the phrases‘hands-on’and‘minds-on’as aspects of practical investigations? • Use the Working scientifically criteria to help (Resources booklet pages 4–6) . |  |  |\n| --- | --- | --- |\n| 5 | Copyright © 2021 AQA and its licensors. All rights reserved. | |\n\n\n| Differences between‘hands-on’and‘minds-on’\u003Cbr>• A student who has had the opportunity for ‘hands-on’can: • o follow a method correctly\u003Cbr>o manipulate apparatus correctly and safely\u003Cbr>o make and record observations and results\u003Cbr>o present data in an appropriate format.\u003Cbr>A student who has had the opportunity for ‘minds-on’can also:\u003Cbr>o understand the reasons for using a particular method\u003Cbr>o understand what variables need to be manipulated, if any\u003Cbr>o understand why variables are being (or not being) manipulated\u003Cbr>o understand about sampling\u003Cbr>o understand about sources of error and how to minimise them\u003Cbr>o use their understanding to choose appropriate methods for different situations. • That is, they can think like a scientist as well as carry out procedures. |  |  |\n| --- | --- | --- |\n| 6 | Copyright © 2021 AQA and its licensors. All rights reserved. | |\n\n\n| Advantages of using a‘minds-on’approach\u003Cbr>• Develops the ability to apply practical skills to different situations. • Students understand more about the principles behind the investigation, rather than simply memorising a recipe, so:\u003Cbr>o are more able to cope with the unfamiliar situations in practical-based exam questions\u003Cbr>o develop transferrable skills for later study/work. • Embeds these principles in student thinking so they are more confident:\u003Cbr>o independently working at A-level to achieve CPAC criteria\u003Cbr>o doing independent practical research when progressing to higher education. • Encourages a more open approach to practical investigation. • Makes practical work more interesting/engaging/applicable. |  |  |\n| --- | --- | --- |\n| 7 | Copyright © 2021 AQA and its licensors. All rights reserved. | |\n\n\n| Using questions to aid progression to‘minds-on’\u003Cbr>• Our GCSE exam questions cover some aspects of these‘soft’practical • skills, but not all of them in any one paper. Therefore, the use of whole exam questions is limited in this context.\u003Cbr>Take any method and use targeted questions to explore the science beneath the method.\u003Cbr>o Use a framework of generic questions to draw from for any method\u003Cbr>o Questions can be adapted for specific methods or to change the demand\u003Cbr>o You could include tables of results for further analysis. • Start with a familiar context (eg a RPA) then progress to unfamiliar ones to give students confidence in tackling unfamiliar contexts. |  |  |\n| --- | --- | --- |\n| 8 | Copyright © 2021 AQA and its licensors. All rights reserved. | |\n\n\n| Activity 1: Using familiar contexts |  |  |\n| --- | --- | --- |\n| • Look at Examp","cbCaicIVm2ELV6zW","https://ap.wps.com/l/cbCaicIVm2ELV6zW","pdf",1723165,11,"English","# Today’s agenda\n## Focus of today’s meeting\n# What do we mean by “hands-on” and “minds-on”?\n## Differences between “hands-on” and “minds-on”\n## Advantages of using a “minds-on” approach\n# Using questions to aid progression to “minds-on”\n## Activity 1: Using familiar contexts\n## Types of questions\n## Activity 2: Using unfamiliar contexts\n## Further questions for unfamiliar contexts\n# Introducing Project Calibrate","[{\"question\":\"What does “hands-on” mean in practical investigations?\",\"answer\":\"“Hands-on” means a student can follow a method correctly, manipulate apparatus safely, make and record observations and results, and present data appropriately.\"},{\"question\":\"What does “minds-on” add beyond “hands-on”?\",\"answer\":\"“Minds-on” includes understanding why methods and variables are used, how sampling works, and sources of error, enabling students to choose suitable methods for different situations.\"},{\"question\":\"How does the session recommend using questions to move students to “minds-on”?\",\"answer\":\"Use targeted questions to explore the science beneath any method, starting from familiar contexts and progressing to unfamiliar ones, expanding the framework with extra questions for student knowledge needs.\"}]","GCSE science - Virtual communities - Autumn 2021 | PDF",1792468474,28]