Education And Skills also provides the foundation for a range of diverse and valuable careers that are crucial for economic, environmental and social development. An introduction to using diagnostic questions to provide evidence of learning, diagnose misunderstandings and decide what to do next. Offering Cambridge science in your school gives your students the chance to follow in the footsteps of brilliant men and women worldwide who have enriched society with discoveries that started life at Cambridge. This information is published a long time in advance of enrolment and module content and availability is subject to change. If you complete the programme part-time you will usually take a total of 90 credits in the first year and 90 credits in the second year.

Recent findings from TIMSS 2019 show that England’s performance in science at Year 9 has decreased significantly compared with 2015, albeit remaining well above the TIMSS average. England’s performance is now significantly lower than in any previous TIMSS cycle. This contrasts with the trend in mathematics achievement, which has seen an increase in the performance of Year 9 pupils over the last 24 years. Of particular concern is the widening gap between the highest- and lowest-performing Year 9 pupils in science. Indeed, the proportion of pupils performing below the lowest TIMSS science benchmark has doubled since 2015.

This may unintentionally consolidate the misconception that teachers were trying to subvert. For example, when pupils with low prior knowledge were presented with a refutation narrative about the day/night cycle, they mistakenly identified the misconception as factually correct information. Research shows, however, that pupils are routinely expected to pick up knowledge of disciplinary literacy implicitly. By defining explicitly in the curriculum what aspects of disciplinary literacy pupils need to know, and why, pupils can be made aware of the aspects of literacy that are peculiar to science. For example, pupils will need to learn how to read and write in the passive voice and learn that many words have multiple meanings depending on context, for example ‘cell’ and ‘model’. Pupils are not expected to acquire disciplinary knowledge simply as a by-product of taking part in practical activities.

Inquiry-Based Science Education is a form of science education that gives the student the opportunity to explore a subject/topic through hands-on activities, investigation and posing of questions. It is designed to reflect how students actually learn, and engages students in the process of scientific inquiry. Increasingly it is seen as key to developing their scientific literacy, enhancing their understanding of scientific concepts and heightening their appreciation of how science works. Formative assessment involves providing feedback for teachers and pupils that is then used to improve teaching and learning. One study found that formative assessment in science is most effective for pupils when it is embedded within a lesson sequence, occurring at the same time as new knowledge is taught.

This means that not all pupils gain first-hand experience of taking part in the procedures and practices that they are learning about. In the most severe cases, shortages of practical equipment will prevent pupils from accessing the intended curriculum. For this to be successful, sufficient curriculum time needs to be allocated to teach underlying substantive and disciplinary knowledge first. This is because carrying out a scientific enquiry requires knowledge of the concepts and procedures to guide what is done and why. If this prior knowledge is not available, pupils will be participating in discovery learning, and not scientific enquiry.