choosing a secondary school at yr 6...

Don't forget you are also having to base your decision on what a school will be like over the next seven years (more if you have several dcs) One of our local schools had a poor reputation in science about five years ago changed some of the staff and had a complete turnaround, for another school it was similar situation in music and art.

• and only another five weeks to make the big decision

We run Applied science AS/A2 levels, and the students do a bit of Biology/physics/ Chemistry in that. You couldn't really get into uni to do an 'accademic' science degree with Applied science, it would be more appropirate for more vocational courses. We also obviously offer the straightforward A levels in Bio/ Chem and Phys.

Applied science is a good course for students who are more interested in the more vocational aspects of science

Yes the school makes it clear that doing Applied Science will prevent students from taking science at AS level.

Thanks for all your help!

Applied since is a lttle different, that doe limit a child a bit. We tend to only let the less scientificaly able/motivated do applied acience. It would limit them to doing applied science at AS level, and they couldn't do Biology , chem or physics.

Exam boards are much of a muchness, I have a slight refernce for the Edexcel 360 course over the science for the 21st centuary.

But to be cynical , none of them are fantastic, and they all lack scientific 'rigor' IYSWIM.

Just checked the school's website and all children do either the Additional Science GCSE or Applied Science GCSE in Yr 11. Is there any point at this stage in looking at which exam boards the school uses for GCSEs and A levels? Does it matter in any way?

TBH the system has just changed ....this year's y11 children will be the first ones to do the full syllabus, so most parents in the UK are confused by all of this!

Thanks a lot for the explanation - didn't go to school in the UK so it is always a bit of a learning experience for me too as my children progress through the system!

I did Science (covering biology, chemistry & physics) for the equivalent of GCSE and then the three subjects separately for the equivalent of A levels so I guess it's much the same....

Just need someone who knows about Maths now!

OK, at the moment (and things keep changing, so who knows whet the system will be by the time you dcs start GCSEs) the system is as follows.

All children have to do GCSE science. They studyChemistry, physics and biology for a year, do a lot of exams/assessments and will get a GCSE in Science at the end of year 10. If they pass most schools will insist that they then go on to do a GCSE in Adittional Science in year 11. For this they will also study Biology, cemistry and physics. If they pass at the end of Year 11, they get a GCSE in Additional science. So they will end up with two GCSEs in science, that will covere Biology, chemistry and physics.

Some schools will let scientifically able children do GCSEs in Biology, Chemistry and Physics as separate sciences (just like we tended to do when we were in school). If they do this they will end up with 3 GCSEs in science.

there isn't UMHO, a gread deal of advantage in doing the 3 separate scineces with regard to A level, since we do most of the stuff, all over again at a higher level than separate science GCSE. Able children can get A grades at A level without sitting 3 separate sciences.

As a parent, and a science teacher I would encourage most childre to do the oiption that gets you 2 GCSEs in science. They can then use the 'spare' GCSE to study somethings else.....broadening their options, which is IMO a good idea at 14, because at that age few of them know what they are going to do later in life.

mant schools offer 3 sep sciences as a twilight session. This can be done, but is more work for the child, and unless they are very keen, most would rather be out playing footie etc

HTH

Any parents or teachers have any tips on what to look for regarding Maths & Science provision?

We have pretty much decided on our first choice for dd but someone has just advised me to check on Maths there - not sure what they meant really - are there different "levels" they can do maths at for GCSE's and A levels? Also I seem to remember something about some schools offering a general science GCSE which was not deemed as good especially if a child wanted to do science at A level and beyond.... anyone know what I mean?

MaryAnnSingletonit sounds like one of Mary Gervaise's books about Georgie and her friendsTHE SECRET OF PONY PASS.

6th form, I mean!

Our year 7 are divided up according to the languages they are taking. My dd is in a class....sorry, form (apparantly, class is for Primary chool only! - of 29, and they are tending to move round in a pack at the moment. They have a form tutor, a year head and 2 ^th form Guardians looking after them, so I don't think the size is a problem. So far.......it's early days!

DD has just started in yr 7 and with the help and reassurance of MB, I'm fine! DD was always going to be fine tbh, it was me that was the wreck. Personally, I wouldn't worry about the size of the school. If its anything like our 12 class intake, the year 7's are so well looked after by Year Heads and Post 16 students, they won't even notice how big the school is. DD is acting like she's been there years already! Go and have a look at both and keep an open mind.

990 is really small for a secondary school.

The two we had to choose between are 1700 and 1500 - we chose the larger but really it doesn't feel that big. Still has family & community feel to it, and the pastoral care is superb so no-one gets lost in a crowd. There are 280 in a year, and my children were both impressed and slightly scared at how quickly their head of year and deputy head of year seemed to know everyone by name!

How are the 2 schools organised? Ours is split so that the 'right' side of the year learns German and the 'left' side French, and the two sides don't mix at all for lessons - that is obviously partly for timetabling purposes, but also has the benefit of reducing the whole scale of things. So pupils spend most of their time with their half. Obviously, as time goes on they do mix with pupils from the 'other' side, but it does mean things aren't too overwhelming at first.

If you think both are similar academically, and you think you have a good chance of getting into either, use your visits to get a gut feeling for the general atmosphere and ethos at both.

I loved bunsen burners and the whole burning/boiling of things.

But I was kicked out of GCSE Electronics for making holes in a student's shoes with a soldering iron (irresponsible).

Thank your lucky stars you don't live in an 11&divid; area. THEN you'd know what 'stress'means!

Fret away, I certainly did! And sending her off to school with her new blazer on last week felt just the same as her very first day at school - she looks too young to be going to big school!

But she has taken it all in her stride and the only side effect is her being v tired in the evenings.

You have my sympathies, the choosing school thing is a bit of a nightmare, especially when some are oversubscribed and have byzantine selection criteria. Good luck!

I once had a parent complain to be that her dd wasn't doing enough practicals in the lessons.

I had to point out that we were doing geology at the time, and that her dd had examined different rock types, looked at the effect of time of cooling on crystal formation, 'made' a fossil, looed at examples of sedimentation etc, all of which was 'practical work'

Plus I couldn't actually arange for molten rock in the classroom!

But as far as the kids are concerned experiment = bunsen burner = blow things up

Martianbishop - my dd was convinced that bunsen burners would be used in every Science lesson!! Had to put her straight on that one.

DD has just started senior school with over 1300 students (including 6th form). The size of the school wasn't a major concern to me, in fact the smaller schools (approx 500-600 kids) around here are the ones with the poorer reputations.

I think good large school make an effort to ease the transistion from years 6 to 7, so have a look and see if they have any special provision for this, and ask how they settle the new year 7s in. DD's school has a separate canteen, and also have a large amount of older students providing mentoring. There are also special 'badged' students who are stationed around the school at lesson changeover and breaktimes, in order to answer questions from lost kids and to make sure there is no funny business.

She has settled in marvellously and doesn't seem intimidated at all.