Professor Hugh Lawlor Chair – Science Diploma Development Partnership

Vision for the Diploma in Science The Diploma aims to: offer learners a unique experience in which they gain insight into the world of work, how science is practised, and its impact on society and the world we live in set science in the context of major scientific challenges of the 21st century foster the development of scientific and mathematical skills, knowledge and understanding, and to apply these skills to the world of work

The Diploma features: authentic work-related learning a multidisciplinary approach to solving problems, reflecting how science is carried out in the real world innovative approaches to teaching, learning and assessment a focus on practical/investigative work to develop scientific and mathematical skills Vision for the Diploma in Science

Principal Learning Additional and Specialist Learning Functional Skills Project Personal, Learning and Thinking Skills Generic Learning Foundation Higher Advanced Structure and components of the Diplomas It is essential that the Diploma is seen as the sum of all these parts

Topic 1.1Making Useful Products30 glh Topic 1.2The Condition of the Human Body30 glh Topic 1.3Plants for Life30 glh Topic 1.4Transmitting and Receiving Information30 glh Topic 1.5The Changing World30 glh Topic 1.6Science in Society30 glh Topic 1.7Testing Scientific Ideas60 glh Foundation level Diploma in Science

Topic 2.1Products for a Purpose60 glh Topic 2.2Maintaining Health and Well-being60 glh Topic 2.3Growth and Biodiversity60 glh Topic 2.4Using Energy to Improve Communication60 glh Topic 2.5Seeking Natural Resources60 glh Topic 2.6Developing Analytical Skills60 glh Topic 2.7Developing Scientific Ideas60 glh Higher level Diploma in Science

Topic 3.1Investigations, Data and Models90 glh Topic 3.2Mapping Earth’s Resources60 glh Topic 3.3Sourcing Substances from Biomass60 glh Topic 3.4Transport and Energy Resources60 glh Topic 3.5Healthy People and Environments90 glh Topic 3.6Designer Molecules and Materials90 glh Topic 3.7Detection, Analysis and Communication90 glh Advanced level Diploma in Science (DRAFT)

From LOLS to the classroom Line of Learning Statement Line of Learning Criteria Awarding Body Specification Awarding Body Toolkit Workforce Support CONSORTIA DELIVERY

Teaching, learning and assessment Work-related learning and interactive learning how and why people use science in their work, the roles they have and the types of activities they undertake maximising interaction between learners, teachers, employers and practising scientists visits to industry, public-sector laboratories and university departments (which may lead to projects) possibility of establishing realistic working environments within a consortium small group work, research-based projects, case studies, discussion and role play stimuli may come from visits to places where scientists work, visits from scientists or video sequences and software programmes.

Teaching, learning and assessment Teaching, learning and consortia delivery expertise from schools, further education colleges, employers and higher education collaborative teams reflect multidisciplinary approaches to tackling challenges, problems and questions PLTS developed alongside scientific skills, knowledge and understanding (including rigorous scientific methods), enabling them to: o work effectively, whether independently or in groups o develop their creativity to develop hypotheses and solutions o build their written and oral communication skills o develop useful life skills beyond the application of scientific research The SDDP is planning a Consortia Toolkit with exemplars and guidance to support innovative and work-related delivery. It will cover areas such as authentic workplace practice, effective use of the project, work experience, structuring individualised learning programmes, and Additional and Specialist Learning.

Teaching, learning and assessment Assessment Diplomas have a mixture of internal (predominately) and external assessment External assessment is through controlled assessment, with different levels of control; importantly there is a move away from portfolio building In all assessment tasks there should be: o evidence of an applied purpose in all assessment tasks o a series of authentic practical tasks reflecting the techniques used by scientists in the workplace: tasks could be elements of investigations such as handling data and formulating questions as well as complete investigations o a requirement for a range of types of evidence of knowledge skills and understanding to be produced for assessment purposes o a requirement that primary, learner generated data is used in internal assessments wherever possible, augmented by secondary data when appropriate

A key issue for the SDDP as it prepares its workforce support programme is: What do schools and colleges need to support them with delivery of the Diploma in Science? Mechanisms for providing support include materials produced by LSIS as part of its Workforce Support programme The SDDP also hopes to produce a Consortia Delivery Toolkit Teaching, learning and assessment

Consultation events 24 FebruaryUniversity of Sussex, Brighton 3 MarchThe Moller Centre, Cambridge 9 MarchThe Crown Plaza, Liverpool 19 MarchJumeriah Carlton Tower, London 23 MarchMecure Holland House, Bristol 13 AprilThe Techno Centre, Coventry 15 AprilNational College for Leadership Nottingham 20 AprilCity Inn, Leeds 22 AprilRaddisson SAS, Durham

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