This copy is pre-consultation so do not share it widely

NAIGS Committee

SDDP Line of Learning Statement for the Diploma in Science

Third draft

(Final Publication Date)

Version Number / Date
amended / Date sent for review / Next review date / Version Name
1 / 221209 / 231209 / Science Advanced Level LOLS Third Draft V1

This copy is pre-consultation so do not share it widely

NAIGS Committee

contents

Page
INTRODUCTION TO THE STATEMENT
Document purpose and scope / 3
SECTION 1 / Rationale for the Diploma in Science Line of Learning / 5
1.1 / Vision / 5
1.2 / Translating vision into content / 6
1.3 / Structuring Principal Learning / 9
1.4 / Evidence and market research / 11
1.5 / Progression / 15
1.6 / Diversity and inclusion / 16
SECTION 2 / Content of the Diploma / 18
2.1 / Topics
3.1 / Investigations, Data and Models / 19
3.2 / Mapping Earth’s Resources / 22
3.3 / Sourcing Substances from Biomass / 24
3.4 / Transport and Energy Resources / 27
3.5 / Healthy People and Environments / 29
3.6 / Designer Molecules and Materials / 32
3.7 / Detection, Analysis and Communication / 35
APPENDICES / 1 / Overview of the Diploma / 39
2 / Identifying challenges and questions / 42
3 / Summary of supporting research / 43
4 / Remits of task groups / 45
5 / High Level Assessment Principles / 48
6 / Vision for Additional and Specialist Learning / 49

iNTRODUCTION TO THE STATEMENT

DOCUMENT PURPOSE AND SCOPE

The development process of the Diploma in Science is made up of three distinct but iterative stages:

1.  the development of the Statement for the Line of Learning (Diploma)

2.  the development of the Line of Learning Criteria

3.  the development of qualifications and units.

The purpose of Section 1 of the Line of Learning Statement is to describe the vision, evidence base and overall structure for the Diploma in Science. Section 2 presents the proposed content that employers and other key science stakeholders would prefer to see contained within the Principal Learning component of the Diploma. This will be used by the Qualifications and Curriculum Development Authority (QCDA), in consultation with the Science Diploma Development Partnership (SDDP), to develop Line of Learning Criteria. The next stage is for awarding bodies to develop qualification and unit specifications.

The Line of Learning Statement is not a specification. It presents a vision of a new approach to teaching and learning science. However, it also acknowledges that there may be different ways to fulfil this vision. QCDA develops criteria. It is the role of awarding bodies to imaginatively create specifications that meet the QCDA criteria and remain true to the SDDP’s vision.

THE STRUCTURE OF DIPLOMAS

The Diploma is a qualification made up of three components and recognises achievement at three levels. The components are:

1. Principal Learning

This is a compulsory core of learning where learners develop knowledge, understanding, skills and attitudes relevant to a sector (or sectors/subjects) and learn to apply these to work roles, situations and realistic contexts.

As part of the qualification development process, curriculum guidance will be produced which will include examples of opportunities to develop and exploit connections between Principal learning in the Diploma, and learning in other advanced level science and mathematics qualifications. The aim of this guidance is to support consortia in designing coherent learning experiences for each young person in their Diploma programme.

2. Generic Learning

In learning, this is a compulsory underpinning strand, where learners develop and apply the broad skills and knowledge necessary for learning, employment and personal development. Generic learning includes:

  • functional skills in English, mathematics and information and communication technology (ICT)
  • personal, learning and thinking skills (PLTS): independent enquiry, creative thinking, reflective learning, team working, self-management and effective participation
  • work experience
  • a project offering the chance to show potential, breadth and independence of learning.

3. Additional and Specialist Learning

Learners choose from a range of options to complement and broaden, deepen or extend Principal Learning. Additional and Specialist Learning provides greater breadth of study through national curriculum entitlement areas and/or learning options such as languages and music that relate to individual needs, interests and aspirations. It also provides greater depth of study through qualifications and units within a line of learning that support progression to specific employment, training and further or higher education routes.

The Diploma recognises achievement at levels 1, 2 and 3 (Foundation, Higher and Advanced):

  • The Foundation Diploma (level 1) requires 600 guided learning hours (GLH) and is equivalent to five GCSEs at level 1 (for example five GCSEs at grades D–G).
  • The Higher Diploma (level 2) requires 800 GLH and is equivalent to seven GCSEs at level 2 (for example 7 GCSEs at grades A*–C).
  • The Advanced Diploma (level 3) is equivalent to 3.5 A levels.
  • The Progression Diploma, a subset of the Advanced Diploma at level 3, is equivalent to 2.5 A levels. Its content is drawn from the Principal Learning and Generic Learning of the full Advanced level Diploma.

For further information about the structure of the Diplomas generally please refer to Appendix 1. For further information about the detail of the Science Diploma structure please refer to Section 2.

Further information about the content of this document is available from:

Carolyn Mason, Science Diploma Project Lead, Semta:

or the Science Diploma website at: www.sciencediploma.co.uk

or the Diploma Development Partnership at:

Further information about Diplomas and their development is also available from:

The Qualifications and Curriculum Development Authority (QCDA) at: www.qcda.org.uk/diploma

(QCDA can be contacted at: )

The UK Commission for Employment and Skills at: www.ukces.org.uk

The Department for Children, Schools and Families at: www.dcsf.gov.uk/14-19

SECTION 1

RATIONALE FOR THE DIPLOMA IN SCIENCE LINE OF LEARNING

1.1 VISION

Building on the vision for the Diploma in Science at Foundation and Higher levels, the Advanced Diploma in Science will 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. It will provide an advanced level qualification that sets science in the context of the major scientific challenges of the 21st century. It will foster the development of scientific and mathematical skills, knowledge and understanding that enable learners to tackle challenges, problems and questions, and to apply these skills to the world of work.

The Advanced Diploma in Science will appeal particularly to those learners:

·  who prefer an applied approach to learning that involves extensive practical and investigative work

·  who would like to keep their options open by continuing to study, within PL, a broad spectrum of scientific ideas, concepts and practises;

·  while clear they wish to specialise early, see value in having a broad understanding of science at level 3 given the nature of multidisciplinary teams that many will join eventually;

·  interested to find out how people use science in their work and enjoy studying science as it is used in authentic contexts, thus gaining their understanding of scientific understanding skills;

·  who may be better able to show what they know and can do through forms of assessment that are not predominately timed exams;

·  realise the importance of PLTS and how it is valued by HE and employers.

The Advanced Diploma in Science aims to:

  • engage and enthuse learners, extend their knowledge, understanding and capabilities, and raise their aspirations and ambitions
  • develop an enthusiasm for learning about science and an understanding of how that learning can be effectively translated into marketable, practical and intellectual scientific skills
  • provide a solid base of scientific knowledge, understanding and methodology
  • emphasise the importance of being able to transfer scientific skills, knowledge and understanding learned in one context to new situations
  • provide a hands-on approach to acquiring scientific skills and knowledge, illustrating the benefits of scientific methods and their broader application to problem solving
  • ensure learners develop an appropriate understanding of mathematics and ICT which they are able to apply in a scientific context and so give depth to their studies.

It will achieve this by fostering imaginative and innovative approaches to teaching, learning and assessment. It will bring together learners, teachers and day-to-day practitioners to blend workplace technologies and practices with interactive, enquiry-based learning. During their studies, learners will acquire the tools that real scientists and industries use in taking a multi-disciplinary approach to the challenges, problems and questions facing humanity’s continuing development into the 21st century.

Learners will create personalised learning programmes in line with their specific progression aspirations by choice of project, work experience, and additional and specialist learning to complement the core of principal learning. The combination of applied learning in science (Principal Learning, work experience and the extended project) with components of traditional science/maths A levels will provide a rich and well-rounded experience.

1.2 TRANSLATING VISION INTO CONTENT

1.2.1 Advancing with science

We live and work in three interlocking worlds: the natural world, the human world and the technological world. At the centre are challenges, problems and questions[1] to be tackled and the scientific and mathematical skills to do this. Effective deployment of these skills depends on knowledge and understanding of the underlying scientific and mathematical concepts, principles and techniques.

Over time challenges, problems and questions will change. The Diploma in Science will prepare learners for a world in which there will always be uncertainty and where new challenges, problems and questions emerge, whether big or small, and which each generation must be equipped to address. Learners will see how they might contribute creatively and innovatively to future scientific activity.

It is vital that learners are able to transfer scientific and mathematical skills, knowledge and understanding learned in one or more contexts to new situations. When asked to deal with an unfamiliar situation or problem, learners must be sufficiently well prepared to adapt readily and respond effectively.

Skills, knowledge and understanding acquired through the Diploma in Science will equip learners for employment where science is used to a greater or lesser extent and many other occupations or for further study. Learners with the ability to work carefully and accurately, understand technical issues, critically evaluate data, purposefully act on solutions to higher-level problems and explore and test new ideas will have a major contribution to make to the future workforce. It should help to develop a society that is aware of the economic and social importance of science, mathematics and technology.

1.2.2 Distinctive features of the Diploma in Science

The Advanced Diploma in Science builds on recent changes and innovations in science education and has a number of distinctive features:

Multidisciplinary approaches

Many challenges, problems and questions tackled by scientists require multidisciplinary approaches. The various scientific disciplines, together with mathematics, contribute in different but complementary ways. The Advanced Diploma in Science will show how scientific knowledge and expertise is deployed within and across disciplinary boundaries to solve the most complex questions and challenges that confront us. The integration of Personal Learning and Thinking Skills (PLTS) provides an underlying curriculum rationale based on skills valued by employers, higher education and other stakeholders.

Individualised learning programmes

The structure of the Diploma in Science allows learners to build on a core of science and mathematical skills, knowledge and understanding gained from Principal Learning. The choice of extended project, work experience, and Additional and Specialist Learning allows learners to personalise their Diplomas in line with their progression aspirations while adding further depth or breadth to their programme. However, regardless of the choices made, Principal Learning will ensure learners acquire the skills, knowledge and understanding that employers and higher education institutions have identified as essential now and for the foreseeable future.

A focus on investigative and practical work

The Advanced Diploma in Science puts the acquisition of investigative and practical skills as a key focus. Learners will acquire laboratory and fieldwork skills and, higher-order thinking skills that lie behind rigorous scientific methods. The latter include investigation design, analysis and critical evaluation of data, and the development of scientific and mathematical models,

By applying the same basic ‘toolkit’ of scientific methods to different kinds of challenges, problems or questions – without knowing the answers beforehand – learners will understand the principles of effective scientific investigation and be able to apply them creatively to new situations. Learners will come away with a set of transferable science skills valued equally by employers and higher education.

Approaches to teaching, learning and assessment

The Diploma’s innovative, integrated structure will require innovative approaches to learning, teaching and assessment. These include:

  • Work-related learning[2] and interactive learning: these are key features of the Advanced Diploma in Science. They bring together how and why people use science in their work, the roles they have and the types of activities they undertake.

The Diploma encourages activities that maximise interaction between learners, teachers, employers and practising scientists (for example from industry, higher education and the public service sector). Learning will take place in a range of contexts which could include visits to industry, public-sector laboratories and university departments. Projects, for example, might be generated and worked on in collaboration with people working in industry, higher education or the public service sector and, in part perhaps, in their working environments. In some situations it may be possible to establish realistic working environments within a consortium. For example, a public analyst laboratory could be simulated.

Options to promote interactive learning include 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.

  • Consortia delivery: the Advanced Diploma in Science will be delivered in consortia that coordinate knowledge and expertise from schools, further education colleges, employers and higher education to create new opportunities for breadth and depth in learning. Activities in the workplace frequently require multidisciplinary approaches to address challenges, problems and questions, acknowledging that between them team members must provide expertise from more than one discipline. The collaborative team envisaged for teaching the Diplomas reflects this picture.
  • Teaching and learning: the Diploma’s synoptic approach will require learners to develop their PLTS alongside scientific skills, knowledge and understanding, enabling them to:
  • work effectively, whether independently or in groups
  • develop their creativity to develop hypotheses and solutions
  • build their written and oral communication skills.

Successful scientific activity depends on people using rigorous scientific methods to collect data, analyse the information, explain the results and finally test the hypothesis. These principles provide useful life skills beyond the application of scientific research. The SDDP is developing 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.