The new science GCSEs: do they meet the needs of young people or do we need a science diploma

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The new science GCSEs do they meet the needs
of young people or do we need a science diploma
Andrew Hunt Nuffield Curriculum
Centre Wednesday 8th November 2006www.nuffieldc
urriculumcentre.org
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Science in the KS4 curriculum

• One of three core subjects
• A single GCSE (or equivalent) is compulsory
• About 80 of young people take two science GCSEs
• Based on well understood and established
  qualifications

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The new GCSEs (OCR and AQA)
GCSE Additional Science
GCSE Biology GCSE Chemistry GCSE Physics
Entry level
GCSE Science
or
GCSE Additional Applied Science
For all students
For most students
For some students
For some students
Single Award Full range GCSE F and H tiers
Single Awards Full range GCSEs F and H tiers
Single Awards Full range GCSEs F and H tiers
OCRs Entry Level Course feeds into GCSE Science
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Science for everyone

• GCSE Science
• topics of interest to students

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GCSE Science for scientists

• Additional applied science
• Perspective practitioners
• focus authentic work-related learning
• full GCSE A-G
• Progression
• advanced vocational science courses
• some science AS courses
• Characteristics
• Procedural and technical knowledge of science
  practice

• Additional Science
• Perspective future scientist
• focus models and explanations
• full GCSE A-G
• Progression
• science AS courses
• Characteristics
• Explaining, theorising and modelling in science

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Double-award applied science

• The Applied Science GCSE provides the technical
  knowledge, skills and understanding essential for
  employment, further education or training.
• Progression routes following on from Applied
  GCSEs are flexible and could include Vocational
  Certificates of Education and Diplomas or more
  traditional A levels.
• The Applied Science GCSE opportunities for pre-16
  learners to participate in vocationally related
  learning.
• Centre for Education and Industry

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Why offer applied science?

• To engage and motivate more young people?
• Science with a purpose
• Different style of learning and assessment
• A ladder for success
• To improve results
• To encourage more students to study science
  post-16

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Key features of Applied Science GCSEs

• Cluster of related workplace contexts
• Authentic procedures and techniques
• Underpinning science knowledge
• Employers, regulators, social values
• Problem solving - applying knowledge

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Twenty First Century additional applied science

• A choice of 3 (bigger) modules
• Life care - B
• Agriculture and food - B
• Scientific detection - C
• Harnessing chemicals - C
• Materials and performance - P
• Communications - P

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National and certificate courses

• BTEC First Certificate in Applied Science a
  work-related course where students carry out
  predominantly assignment-based or practical work.
• OCR National Award in Science level 2 a
  qualification to recognise candidates' skills,
  knowledge and understanding of science and the
  science industry. Suitable for pre- and post-16
  candidates.

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Are new qualifications the answer?

• One particular issue is the persistence of the
  belief that reforming and developing
  qualifications increases participation, even
  though this has repeatedly been proved mistaken
  over the last decade.
• The Nuffield Review of 14-19 Education, Annual
  Report 2005-6

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Threats to the new diplomas

• GCSEs continue to exist
• Uncertainty about the balance between general,
  vocational and applied learning in the diplomas
• Continued employer voluntarism
• Lack of vocational capacity in schools
• Pace of reform (eg KS3 and A-level changes from
  2008)

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Which learners will opt for a diploma?

• There is a danger of a repetition of the GNVQ
  and AVCE experience of creating low-status,
  low-profile awards only partially accepted by HE
  and employers.
• The Nuffield Review of 14-19 Education, Annual
  Report 2005-6

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Concern from the House of Lords

• Referring to specialist diplomas
• Whilst we look forward to seeing how this
  initiative progresses, we are seriously concerned
  that the diplomas may produce a binary divide
  within the education system, pigeonholing some
  lower ability students into a particular career
  path at too young an age.
• Science Teaching in Schools, November 2006