Practising Science FAQ
Course design
Q: How does Practising Science align with Combined Science GCSE?
A: Practising Science complements Combined Science GCSE, by building on students’ foundation of subject knowledge and developing a capability to design, carry out an extended project in science or engineering, to give them an extra qualification, as well as make them more likely to pursue a STEM pathway post-16. The course meets the requirements of Project Qualification specifications, focussing on science and engineering practices, and a range of skills for managing a project but does not include extra science content. By gaining insight into how scientists and engineers work, and investigate several topics in depth, and developing their metacognitive processes, students are likely to improve at ‘Working Scientifically’ which makes up a large proportion of GCSE questions, and learning science in general.
Q: How will this course be assessed?
A: The course is targeted at Project Qualifications, Pearson or AQA or OCR:
- the GSCE-level Higher Project Qualification (HPQ), and
- the A-Level Extended Project Qualification (EPQ).
Assessment will be through the:
- project outputs: a report and documents submitted to the Awarding Body
- project process: ongoing assessment
Both of these are used in marking the students’ work against the Assessment Objectives in the relevant specification
Q: How do student get the equivalent of an extra Science GCSE?
A: Most students will submit two projects for the HPQ, one per year. Each HPQ is equivalent to 1/2 of a GCSE, so that student gain the equivalent of an extra science GCSE after two years.
Q: How do student get an EPQ?
A: Some students could be more ambitious and reach Level 3 EPQ standard, which is the equivalent of 0.5 A Level.
Q: How does the course prepare students for post-16 STEM education?
A: Practising Science will deepen students enquiry skills, and strengthen their skills in independent learning, critical thinking, problem-solving, communication and collaboration - all of which will help them in post-16 STEM courses and beyond.
Timetabling and Scheduling
Q: How many lessons per week are recommended??
A: We recommend running the course as a GCSE option, with around 2 lessons or hours per week of curriculum time. The aim is for students to complete an HPQ in Y10, and another one in Y11. Each HPQ is nominally 60 guided learning hours, equivalent to half a GCSE, and so a total of 120 guided learning hours
Q: Can the scheme of work be managed within existing Combined Science lessons?
A: Given how much content there is to cover in Combined Science, it is highly unlikely there is time to also delver the Practising Science scheme of work, which includes a thorough teaching element as well as time for an extended project.
Q: Can the scheme of work be scheduled as an extra-curricular activity?
A: In theory, students could complete the course outside curriculum time but this would require two sessions per week, plus a teacher able to deliver the teaching element after school.
Staffing and Resources
Q: What experience/expertise should teachers have to deliver this project-based course?
A: Ideally teachers have some background in facilitating practical investigations and project-based learning. However, the professional development sessions provided by Mastery Science and Pearson will give training in:
- the teaching pedagogy and use of teaching resources
- project pedagogy and use of projects resources
Q: What additional resources and equipment will we need?
A: Each of the projects we support lists equipment requirements, which range from chemicals to medium cost items like microscopes or air quality monitors. Some projects are designed for standard school lab equipment.
Q: Is there support for external STEM mentors to support students?
A: Yes, we will help you find a scientist or engineer to provide guidance, motivation and feedback to students during the projects, either online or face-to-face.
Students
Q: Should we select specific students or make it open to all?
A: The course is targeting Combined Science students who might not otherwise continue with STEM. It offers a pathway focused on practical applications rather than just knowledge mastery, and the teaching and projects are differentiated for HPQ, EPQ and FPQ standard, so that they can be accessed by almost all ability levels.
Q: Does Practising Science compete with Triple Science for students?
A: Yes, in a way. Triple Science may be the best option for some students. However, there are some drawbacks:
- Separate Science is arguable ‘more of the same’ content to learn
- STEM professional bodies agree that there is no need for students to take Triple (Separate Sciences) to be capable of taking A-level
- Researchers also believe Triple Science is inequitable as it tends to put off students who are less academic or come from disadvantaged backgrounds
Whereas Practising Science offers a more skills-focused pathway and is is particularly suitable for those who enjoy hands-on learning and want to develop practical skills and 21st century skills that can apply beyond the classroom.
Q: How can we market Practising Science to year 9 students?
A: We suggest running a taster session or informational meeting, perhaps featuring students who have previously done a Project Qualification (if applicable). The first CPD induction session will cover how to market the course and provide some resources.
Implementation
Q: What support structures will be in place during the pilot year?
A: Mastery Science and Pearson will be providing:
- Curriculum resources for the teaching and project elements
- CPD sessions on pedagogies and resources
- regular check-ins for schools who join the pilot project
- a point of contact for schools
- a discussion forum to share questions and best practices
How do we evaluate the success of the course?
A: The main goals of the course are:
- For all students to gain Project Qualifications
- To increase the percentage of Combined Science students who choose a STEM subject post-16
We will be carrying out research into the implementation and impact and sharing the data and findings with schools who join the pilot project