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Disclaimer: This document was shared with you via ASE’s Science Leaders’ Hub for you to adapt for your own department’s use. It
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Linear Assessment Health Check
How prepared is your department for the change to full linear assessment? Use the
questionnaire below to find out (and to gain some ideas).
Please send your completed reply to [email protected] to help ASE identify what
additional support can be provided for science leaders.
SLH Editor
1. What additional challenges has your department identified as facing students taking linear
GCSE?
 Remembering content over two/three years
 Improving understanding of scientific concepts
 Interconnecting scientific ideas between topics
 Applying mathematical skills
 Developing practical skills
 Developing enquiry skills
 Other (please specify) ………………………………………………………
…………………………………………………………………………………………
2. What strategies is your department using to support students?
 Exam preparation skills
 Memory techniques
 Mind mapping
 Extra tuition/ revision classes
 Diagnostic assessment (to identify misconceptions)
 Focus on big ideas/key concepts
 Rearranging ordering of topics
 Specific teaching of practical skills
 Specific support to develop maths skills
 Other (please specify)…………………………………………………….
……………………………………………………………………………………….
3. How do you intend to adjust your curriculum structure to improve student outcomes?
 Teach main content faster to allow more time for revision at the end of the course.
 Divide, then dovetail topics to allow students to revisit and revise key ideas
 Design a spiral curriculum
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



Include opportunities for enquiry based learning
Change from a 3 year course to a 2 year course
Change from a 2 year course to a 3 year course
Other (please specify)…………………………………………………….
……………………………………………………………………………………….
4. How do you intend to adjust your scheme of work to improve student outcomes?
 Include regular revision activities to help factual retention
 Add in activities to develop maths skills
 Add in activities to improve learning of key vocabulary
 Add in planned practical activities to ensure progression in practical skills
 Sequence key concepts carefully to ensure progression in understanding
 Ensure joint planning between biology, chemistry and physics so foundation concepts
introduced in one subject are introduced before they are applied in another
 Include activities that give the opportunity for enquiry based learning
 Relate content to engaging real life contexts to improve student motivation
 Other (please specify)……………………………………………………..
………………………………………………………………………………………..
For further advice on linear assessment see the Teaching and Learning section of the Science Leaders’ Survival Guide purchasable
from ASE’s Science Leaders’ Hub.
(Related pages – How to...Make the transition to linear courses)
Visit ASE’s Science Leaders’ Hub where professionals share their expertise (www.ase.org.uk/resources/science-leaders-hub)