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Key capabilities that will be required of a future STEM workforce, taking into consideration the increasing role of technology, need to be consistent with those developed as part of the qualification. These include problem solving, analytical skills, data analysis and solution discovery, as well as uniquely ‘human’ capabilities such as creativity. We also need to ensure that students who don’t choose to take science at a higher level still develop the skills required to be scientifically literate in today’s society – for example to decide which claims to believe on social media, or to make decisions about their own or their family’s health.Ìý

Practical work forms a fundamental part of school science education, just as speaking and listening are essential parts of learning languages. Students have told us that practicals are what they enjoy most in their science lessons, and it’s clear that they inspire learners to engage with the subject and go on to study it at a higher level. They also build key practical skills and attitudes that are vital for STEM careers. We want to make space for more practical science and give students the opportunity to develop these ‘hands-on’ skills. A research project component would enable students to apply scientific skills to an area of science that's relevant to their interests, or their community, helping them to see how working scientifically can help us to understand more and solve problems.

Students should finish KS4 feeling like they’ve been able to achieve their potential. To get here, we need authentic, inclusive ways of assessing disciplinary skills that don't add additional workload for teachers. This would provide more opportunities for talented practical scientists,Ìýespecially those with SEND, to more successfully demonstrate what they know and understand, where they are less able to do this in writing.