The purpose of the Diploma in science at Advanced level is to offer an alternative learning experience that has been developed to enthuse and engage those learners who will benefit from acquiring scientific knowledge in an applied and meaningful context. These learners will be motivated and gain skills and understanding through using practical activities for authentic purposes. Skills, knowledge and understanding acquired through the Diploma will equip learners for employment where science is used directly and for many other occupations where a scientific approach to aspects of the work would be of value, or for further study. Principal learning at Advanced level has been designed to provide a strongly contextual and investigative focus where learners will be able to use scientific methods to approach a series of different problems or questions in different contexts. Application of scientific methods throughout will be based on a sound understanding of underlying theoretical principles drawn from across the main scientific disciplines and mathematics.
The Diploma in science at Advanced level 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 scientists and industries use in taking a multidisciplinary approach to the challenges, problems and questions facing humanity’s continuing development into the 21st century.
The diploma in science offers:
- authentic work-related learning
- a multidisciplinary approach to solving problems, reflecting how science is carried out in the real world
- a focus on practical and investigative work to develop scientific and mathematical skills
- innovative teaching, learning and assessment.
Building on the vision for the Diploma at Foundation and Higher levels the Diploma in science at Advanced level 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 Diploma in science at Advanced level 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.
Individualised learning programmes
The structure of the Diploma in science at Advanced level 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 Diploma 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 essential skills, knowledge and understanding that employers and higher education institutions require.
A focus on investigative and practical work
The Diploma in science at Advanced level puts the acquisition of investigative and practical skills as a key focus. Learners will carry out laboratory and field-based work, understanding the rigorous scientific methods that underpin them including investigation design, analysis, critical evaluation of data and the development of scientific and mathematical models. At the same time learners will develop the personal, learning and higher-order thinking skills valued by employers and higher education.
By applying these 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.
The Diploma in science at Advanced level seeks to:
- 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
- engage and enthuse learners, extend their knowledge, understanding and capabilities, and raise their aspirations and ambitions
- provide insight into the application of science to real-life issues, including investigating natural behaviour, processes and phenomena; driving innovation and development, and improving the quality of life now and for generations; different ways in which scientific methods are used depending on the environment and sector
- provide an applied 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 that they are able to apply in scientific contexts.
Learners will create personalised learning programmes in line with their specific progression aspirations by choice of extended project, work experience and additional and specialist learning to complement the core of principal learning. The design of principal learning will allow learners to choose from a wide range of existing level 3 qualifications in science, mathematics and other disciplines as part of their own programmes.
Structure of the Diploma in 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 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.
Structure of principal learning
The content of principal learning in the Diploma in science at Advanced level is driven by the scientific skills and knowledge needed to find potential solutions to challenges faced by humanity in the 21st century, including:
- providing adequate food and water supplies worldwide
- ensuring lifelong health and wellbeing for all
- meeting demands for energy and raw materials sustainably
- managing environmental change and biodiversity
- securing global stability
- harnessing emerging technologies.
These challenges have been derived from Grand Challenges identified by Research Councils UK, which have been taken up in different ways by individual research councils such as Biotechnology and Biological Sciences Research Council, Engineering and Physical Sciences Research Council, Natural Environment Research Council, Medical Research Council and Science and Technology Facilities Council. They resonate with Europe’s Seventh Framework Programme for research and technology development (Cooperation within CORDIS FP7) in which themes include health; food, agriculture and fisheries, and biotechnology; nanosciences, nanotechnologies, materials and new production technologies; energy; environment (including climate change); and security.
However, challenges change over time. New ones emerge. Learners must be able to play their part in solving them. It is vital that they can transfer scientific 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.
The ability to operate confidently, effectively and safely in environments where science is used is central to this qualification. Through investigative approaches to key scientific principles learners will acquire essential laboratory and fieldwork skills, including handling and manipulating materials and equipment, data gathering (through observation and measurement) and recording, and be able to use these skills to tackle new or unfamiliar challenges.
The ability to plan, design, carry out and evaluate experiments that gather valid and reliable data to help resolve challenges, problems and questions, underpins all effective and credible scientific investigations. The nature of these investigations may vary from routine to complex. Across the principal learning, learners will experience increasingly complex investigations allowing them to apply their growing range of scientific skills and knowledge.
Opportunities to use analytical and critical thinking must be provided, including the application of mathematical concepts in scientific contexts.
Learners will need to understand that economic, environmental, ethical, political and social aspects need to be considered, as should psychological influences on data interpretation. They will be aware of the critical impact of ICT on the advancement of scientific practice and understanding.
The ability to communicate scientific ideas and findings clearly and appropriately is a critical skill for all scientists. Principal learning will provide a range of opportunities to present information in different formats for a variety of audiences.
To meet this vision for principal learning all specifications must:
- reflect the principal learning topics
- have links to major challenges
- demonstrate contributions made by different scientific disciplines to scientific understanding
- emphasise authentic workplace practices and provide opportunities for the development of relevant knowledge, understanding and skills as they relate to and support these practices
- have an applied purpose where learners draw on the knowledge, skills and understanding developed
- allow sufficient time for:
- the development of practical skills and their application in different situations and contexts
- the development of mathematical knowledge, understanding and skills in units where they are most appropriate to the scientific contexts presented
- reflection on the outcomes of own and others’ investigations
- allow learners to draw upon their own practical experiences to propose solutions to problems or meet an applied purpose
- demonstrate the multidisciplinary nature of problem-solving in science.
