Why you need Practising Science

More equitable pathway to post-16 science

There is currently a significant equity issue with accessing post-16 science. For the vast majority of students, who take GCSE Combined Science:

  • 1% progress to Physics A-level
  • 2% to Chemistry
  • 4% to Biology.
In contrast, the figures for Separate Sciences are 16%, 23%, and 25%. This disparity makes disadvantaged students half as likely to pursue science A-levels as their non-disadvantaged peers. Such inequities also limit the growth of the UK’s STEM workforce, which is critical for achieving UK policy goals like net zero.

Practising Science is designed to provide an equitable alternative pathway to post-16 science, with a course that appeals to a more diverse range of students. We believe that, as a result of studying a topic in great depth acquiring stong enquiry skills, and understanding the kinds of work scientists do, more students will decide they are capable of pursusing STEM, and that they want to.

More engineers

Although engineering isn’t a traditional school subject, there are compelling reasons to integrate it into Practising Science:

  • The UK needs more engineers than scientists, so we need engage students in engineering from an earlier age
  • Students often have little understanding of what engineers do, and many misconceptions
  • Engineering provides practical applications for science, making it a perfect focus for hands-on projects

Meeting students’ needs

Practising Science is crafted to address the needs of students who find Combined Science or triple science unappealing:

Billy, the Future Engineering Leader

Billy is a bright student from an under-represented ethnic minority who loves tinkering with gadgets. He dreams of a career in engineering but feels limited by his school's placement in Combined Science, which has dented his confidence. Practising Science enables Billy to apply his skills and passion through an renewable engineering project, while the high GCSE grade he achieves boost his self-esteem, opening doors to an advanced qualification, such as a T Level in Engineering & Manufacturing. 

Alys, the Aspiring Environmental Scientist

Alys is passionate about environmental issues but her interest in science has dimmed as a result of the teaching approach in triple science, and the lack of opportunity to investigate an issue she cares about. Practising Science immerses her in a real-world environmental project, guided by a university mentor. Her passion for a science career is reawakened, and her second year project is so good that achieves Level 3 EPQ standard, enabling her to stand out in her university application for a top university. 

Carl, the Green Economy Innovator

Carl has been disengaged from science since Year 7, struggling to find relevance in the subject. Practising Science revitalizes his interest by integrating hands-on projects, foundational knowledge real-world applications, and an insight into a range of careers, and he's now looking for some work experience in one of the green economy companies in his region.

Learn more

Project-Based Science GCSE Course design and benefits

HPQ  Qualification requirements and assessment

Teaching Element Scheme of work, pedagogy and resources

Projects Element Ready-to-go projects in science and engineering

Launch your course  Support for pilot schools and how to apply