professor hugh lawlor chair – science diploma development partnership
TRANSCRIPT
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 240 120 120 60 60
Higher 420 180 80 60 60
Advanced 540 360 0 120 60
Structure and components of the Diplomas
It is essential that the Diploma is seen as the sum of all these parts
Topic 1.1 Making Useful Products 30 glh
Topic 1.2 The Condition of the Human Body 30 glh
Topic 1.3 Plants for Life 30 glh
Topic 1.4 Transmitting and Receiving Information 30 glh
Topic 1.5 The Changing World 30 glh
Topic 1.6 Science in Society 30 glh
Topic 1.7 Testing Scientific Ideas 60 glh
Foundation level Diploma in Science
Topic 2.1 Products for a Purpose 60 glh
Topic 2.2 Maintaining Health and Well-being 60 glh
Topic 2.3 Growth and Biodiversity 60 glh
Topic 2.4 Using Energy to Improve Communication 60 glh
Topic 2.5 Seeking Natural Resources 60 glh
Topic 2.6 Developing Analytical Skills 60 glh
Topic 2.7 Developing Scientific Ideas 60 glh
Higher level Diploma in Science
Topic 3.1 Investigations, Data and Models 90 glh
Topic 3.2 Mapping Earth’s Resources 60 glh
Topic 3.3 Sourcing Substances from Biomass 60 glh
Topic 3.4 Transport and Energy Resources 60 glh
Topic 3.5 Healthy People and Environments 90 glh
Topic 3.6 Designer Molecules and Materials 90 glh
Topic 3.7 Detection, Analysis and Communication 90 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 groupso develop their creativity to develop hypotheses and solutionso build their written and oral communication skillso 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 taskso 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 14-19 Workforce Support programme
http://www.diploma-support.org/
The SDDP also hopes to produce a Consortia Delivery Toolkit
Teaching, learning and assessment
Consultation events
24 February University of Sussex, Brighton
3 March The Moller Centre, Cambridge
9 March The Crown Plaza, Liverpool
19 March Jumeriah Carlton Tower, London
23 March Mecure Holland House, Bristol
13 April The Techno Centre, Coventry
15 April National College for Leadership Nottingham
20 April City Inn, Leeds
22 April Raddisson SAS, Durham
http://sciencediploma.co.uk
