Research evidence for Project Skills

The Challenge: Combined Science Students and Post-16 Progression

Science education faces a critical challenge: only 1% of Combined Science students progress to A-level Physics, 2% to Chemistry, and 4% to Biology. In contrast, Triple Science students progress at much higher rates (16%, 23%, and 25% respectively). This disparity isn't simply about ability – it reflects problems with how we teach science in ways that discourage many students from pursuing science.

Why Students Turn Away from Science

Research identifies key factors that put students off further science study, particularly those taking Combined Science:

  • Limited authentic inquiry: Students follow recipe-style practicals that give no sense of what real scientific work involves, missing opportunities for genuine investigation

  • Knowledge-focused curriculum: Emphasis on content over investigative skills leads many students to believe they're "not smart enough" for STEM careers

  • Disconnected content: Science often appears unrelated to real-world applications, reducing student interest and engagement

  • Invisible engineering: Engineering remains largely absent from the curriculum despite offering far more career opportunities than pure science

A solution: authentic science

Evidence consistently shows that when students experience genuine scientific inquiry – where they make real decisions, pursue questions that interest them, and work like practicing scientists – their engagement and career aspirations increase significantly. This approach, sometimes called "authentic learning," helps students develop both the practical capabilities and the scientific identity needed to see themselves as future scientists or engineers. Rather than just learning about science, they begin to see themselves as people who can do science.

Our theory of action

Project Skills addresses these challenges with experiences that mirror professional scientific and engineering practice. This "apprenticeship" approach builds both competence and confidence, while exposure to engineering challenges opens career pathways that most students never encounter in traditional science education.

To see how this works in practice, consider these types of students you may recognise from your own classes:

Alys wanted to make a difference to the environment but assumed she wasn't good enough for STEM as she was not allowed to do Triple Science due to her grades. Through Project Skills, she investigated reducing air pollution and earned an A* grade at HPQ. This helped her believe in her capabilities and choose science A-levels.

Billy believed "science is not for me" after experiencing a curriculum that offered little authentic scientific inquiry. Project Skills' diverse case studies and hands-on investigative practices helped him develop a more positive science identity and long-term interest, building the independent learning skills valued by universities.

Carl was talented at building gadgets but found nothing in the curriculum about his interests. Project Skills opened a door engineering through case studies and a renewable energy project, and he chose a T-Level in Engineering & Manufacturing.

Evidence for Impact

Early pilot data suggests this approach significantly increases students' intention to continue with science post-16, particularly among Combined Science students. By giving students genuine ownership over investigations and connecting their work to real-world applications and STEM careers, the programme helps students develop the scientific identity and practical capabilities that drive continued engagement with science and engineering.