Project Qualification Investigative Science

Learners will be able to:

• Develop their core scientific skills by having a real-world understanding of how scientific methods are applied.
• Enhance their transferable skills by building skills such as critical thinking and problem-solving.
• Explore further an area of science of interest to them, allowing them to investigate STEM career paths.
• Develop the skills needed for the future workforce and further education.

• Offer an additional qualification that can be taken alongside GCSE Science;
• Develop skills and practical knowledge by teaching students to become proficient scientists.
• Widen STEM participation, including those from under-represented groups, leading to increased interest in STEM qualifications and careers.
• Potential for better student performance in science due to increased engagement and practical experience.
• Emphasise skills and practical knowledge, aligning with evolving educational priorities.
• Retain inspirational teachers by making science teaching more rewarding.
• Define USPs through bespoke programmes of study.

Teachers will have the opportunity to:

• Develop unique practical science curriculum opportunities beyond and alongside existing GCSE science
• Give students formal recognition for study and learning beyond the curriculum
• Engage learners through project-based learning
• Support their own professional development through deeper research into practical science
  

Included within the Teacher Guidance document:

• Overview of the Investigative Science topic
• Outlines the five key skill strands, and how they map to the Higher Project Qualification AOs
• Suggested timelines and approaches
• Teacher guidance for all presentations
• Answers for Skills worksheets
• Links to additional resources

This is an introduction presentation for staff, parents or students. It provides an overview of the HPQ and what students will do during the project.

This presentation introduces the pilot study. The pilot study is optional, but highly recommended, since it allows students to test and refine their project titles and proposals.

This presentation introduces learners to the process of deciding a project title, which – in the context of the Investigative Science topic – is usually framed as a research question.

This presentation introduces the Project Proposal Form. It ends with a discussion activity where students consider the feasibility of up to six potential investigative science projects.

This presentation introduces the Activity Log, which should be used throughout the project.

This presentation gives guidance on structuring a written report in the context of an Investigative Science topic. 

This presentation gives guidance on finding and evaluating sources in the context of an Investigative Science topic. It includes activities in which students consider the reliability of different pieces of information. 

This presentation gives guidance on referencing sources. It includes an activity in which students must improve a bibliography.

This presentation covers experimental design, scientific hypotheses, and identifying and controlling variables. 

This presentation covers types of data, how to collect data systematically, how to record data and how to identify anomalous data. 

It is important that any student carrying out a practical experiment considers risks and hazards. Safety is an essential part of the teaching input and any absent students must be caught up with the material. 

This presentation shows students the data interpretation skills that that they might need as part of their project, and lists additional resources where students may be able to find additional guidance.

A collection of 31 skills sheets. These cover a variety of science skills, from Maths for Science to Planning Investigations. Depending on the cohort, teachers may assign these sheets at appropriate points in the project, or offer them to students to be used as required.