Practising Science @GCSE course

Download slides: course information for students

Welcome to Practising Science, a pilot course designed to reshape how students engage with science at GCSE level. Our aim is to boost interest in science subjects post-16, especially among disadvantaged students. By using project-based learning and taking advantage of the Project Qualifications (HPQ), the course offers an alternative to the knowledge-based route of Combined Science and triple science.

The course is two years long. After each year, students will gain an HPQ, and since each HPQ is worth 0.5 GCSE, student will gain the equivalent of an extra science GCSE after two years. Some students could be more ambitious and reach Level 3 EPQ standard, which is the equivalent of 0.5 A Level. If any students cannot reach the Level 2 HPQ standard, they could achieve a Level 1 FPQ instead - see HPQ structure. 

 

Equitable pathway

Practising Science offers a more equitable route to post-16 science education. The course uses an apprenticeship model, where students learn by 'doing science' instead of just learning about science. This hands-on approach helps students integrate knowledge with practical problem-solving skills. It's inclusive, supporting underrepresented groups by building long-term interest, positive science identity, self-efficacy, and STEM career awareness. 

Skills focus

The Practising Science course offers a more practical, skills-focussed and project-based alternative to traditional courses, and aims to encourage more students to consider science post-16. It's a two year course that blends teaching and project elements, equipping students with the skills and experiences necessary for taking STEM further. By emphasizing interest, positive science identity and careers awareness, it can attract a more diverse range of students, particularly those from under-represented groups. 

Teaching element

The teaching component in the first term each year introduces students to essential scientific practices and engineering design skills. This phase is crucial for building foundational skills, and ensures students are well-prepared for independent project work by gradually increasing their responsibility and decision-making capabilities. Case studies from across biology, chemistry, physics and engineering  explore various scientific contexts that spark curiosity and align with future career opportunities.  >> Teaching element

Projects element

After the taught element, students dive into the project element, when they choose between scientific inquiry or engineering design projects based on their interests and career goals. Year 10 projects may offer structured choices, while Year 11 encourages more autonomy, allowing students to select their questions or problems and devise solutions. This hands-on experience helps students develop critical thinking, problem-solving skills, and a deeper understanding of scientific processes.  >> Projects element

Who is developing it

Practising Science is being developed by Mastery Science in collaboration with an Awarding Body and STEM organizations which include the Association for Science Education, Royal Academy of Engineering, British Science Association, and the Institute for Research in Schools.

The pilot project

The Practising Science course will be available for Y10 students to start in September 2025. Interested schools can participate in the pilot project being run by Mastery Science and an Awarding Body, or offer the course independently.  >> Launch your course