What is EzyScience?

Perhaps it would be more helpful to dispell any possible misconceptions and start by explaining what it is not:

• Not a content platform
• Not a video package
• Not a simple AO1 testing tool

Every single specification topic is covered by both lecture videos and formative assessments within the EzyScience GCSE course. We've ensured that we create top quality Lecture Videos by using our own purpose-built green-screen filming studios, and using a real school lab environment to film the required practicals. The technology provides the basis for an engaging and immersive watching and learning experience for students.

When the latest science specifications were first released a number of concerns arose immediately about both their breadth and depth. ‘How to teach greater and more difficult content in the same time?’ was a common question heard whenever science teachers got together. The dilemma faced by teachers is that they are expected to get through more ‘stuff’, while at the same time supporting students in mastering more complex skills.

The main issue with probably every digital science service is that they do not really do any more than test AO1 (able to effectively recall knowledge and demonstrate understanding).

Obtaining value added by developing AO2 (apply knowledge and understanding to solve problems including the use of calculations) and AO3 (analyse and assess data to inform judgements) cannot be achieved in GCSE Science with simplistic question formats like true or false statements or multi-choice and not providing any explanation feedback.

 We work very hard to achieve a very strong focus on developing AO2 and AO3:

1. Achieve consistency via a single source for end to end coverage of syllabus content, assessment of understanding and provision of detailed feedback whenever it is needed.
2. Challenge students to perform calculations but support them by visualising questions, achieving multi-input and multi-layered question structures and provide detailed explanations following answers.
3. Record every detail so that teachers have the intel they need to address learning gaps.
4. Cover every required practical to the same high standard and use this opportunity to develop the analytical side of AO3.
5. Provision of a complete automated learning process releases teaching time to increase the focus on AO3 development in class time.

We recently looked at our AQA GCSE Combined activities for Momentum (Edexcel is the same on this topic) and analysed our proposition to highlight what we have achieved with EzyScience:

Covering the entire syllabus means we achieve this level of detail for 65 GCSE Science modules!

Contact us now to make sure you don’t miss out on EzyScience next year.

Providing scaffolded questions is an effective way of helping students to develop and consolidate their understanding of the mathematical side of Science. At EzyScience we have scaffolded questions in all of our assessments whenever a new skill is required in the context of the assignment. Once a series of steps has been established students are given opportunities to work more independently. Furthermore, the same steps are followed in the feedback videos for all of the questions in the assessments, even those that contain no scaffolding. We believe that consistency is essential if students are to master these key skills, and that scaffolding supports that consistency.