How we got on with the AS in 2001:
report from the British School of Brussels

AS Nuffield Chemistry, the first year at BSB: a student perspective

All of us in Y12 (and 1 Y13 student) enjoyed the practicals, particularly the organic ones - such a change from GCSE. We're dab hands at writing Risk Assessments now. Pity that the Students' book isn't more colourful though!

However, we wished that our brains had not been so taxed by all the theory we've covered this year. The AS course means that you have to think(!) and you are expected to learn fast. At GCSE we coasted along so the biggest challenge for us students in Y12 was to get to grips with the theory and the pace.

For the teachers it was getting us sufficiently clued up with all the practical techniques to let us loose in 'groups of one', not overloading us with too much homework and resisting the temptation of delving into too much A2 work when asked a 'perceptive' question.

10 out of 13 of us have elected to carry on with Chemistry to A2. It might get harder but at least we'll have some time in school for private study and check things out.

We were told to expect to do about 15 hours per week of private study but most of us have had to do more to keep up with 4 ASs. We operate a 45 period week at BSB with most of us having only 3 study periods per week. This is because our school week is so full. Each of our 4 AS subjects takes 8 periods per week each, plus 2 or 3 more each for AS General Studies, PE, Additional studies such as French, Music etc and Tutor time. We are quite an arty/sporty group so after-school drama activities and sports fixtures have eaten into the evenings and weekends and there's not much time for anything else - except to plan our Expeditions and to complete 40 hours Community Service over the year.

Looking ahead to A2 Chemistry, now we've sussed the practical skills, we expect to have to use our brains even more and tackle the 'Investigation'.

Teachers' comments
Building in enough time for reinforcement was a problem. Often the End of Topic tests (we made up 10 new ones for this year) revealed the gaps rather painfully.

The best decision was not to rush the 'Induction lessons'. Last September, 4 or 5 double lessons were used to establish some good laboratory skills and make the practical assessment scheme explicit. Students were guided through an example to model each skill (D, C and P), and given marking schemes so that they built up a clear idea of what was expected of them. We enjoyed it but the time pressure to complete the course in a sensible fashion, making sure that we had enough practical assessments, was acute.

Hindsight is a wonderful thing. I'd forgotten about the real plus of entering the VAM Proficiency Testing in the Spring term. Our students are over the moon with the results - especially the team that gained distinctions! Definitely a huge motivator and we fitted it in despite the time restraints!

Rita Woodward, British School of Brussels