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Professor Hugh Lawlor Chair – Science Diploma Development Partnership

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

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Professor Hugh Lawlor Chair – Science Diploma Development Partnership

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  1. Professor Hugh Lawlor Chair – Science Diploma Development Partnership

  2. 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

  3. Vision for the Diploma in Science • 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

  4. Structure and components of the Diplomas It is essential that the Diploma is seen as the sum of all these parts

  5. Foundation level Diploma in Science

  6. Higher level Diploma in Science

  7. Advanced level Diploma in Science (DRAFT)

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

  9. 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.

  10. 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: • work effectively, whether independently or in groups • develop their creativity to develop hypotheses and solutions • build their written and oral communication skills • 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.

  11. 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: • evidence of an applied purpose in all assessment tasks • 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 • a requirement for a range of types of evidence of knowledge skills and understanding to be produced for assessment purposes • a requirement that primary, learner generated data is used in internal assessments wherever possible, augmented by secondary data when appropriate

  12. Teaching, learning and assessment 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

  13. 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

  14. Any comments to Ken Gadd: ken@4science.org.uk

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