Science community welcomes delay of Science Diploma

SCORE (Science Community Partnership Representing Education), the body representing the UK's foremost science education organisations, welcomes the decision to delay the introduction of the Science Diploma at Level 3. SCORE works to increase the numbers of students studying the sciences at 16-19 and believes that a Diploma in the sciences could contribute to this goal. The extended development period will enable the key issues and concerns to be addressed in consultation with teachers, employers and Higher Education.

Sir Alan Wilson, the Chair of SCORE, said, "The decision to delay for a year the launch of the Science Diploma at Level 3 is one that we have been pressing for over a considerable period of time and we are delighted to see Government recognise the need for further work.  This additional development time can now used to address a number of key issues to ensure that the Science Diploma becomes a successful qualification."

Sir Alan Wilson continued, "We look forward to working with the Diploma Development Partnership as they continue to engage with the science community and work together with us on this new qualification."

SCORE has engaged with SEMTA and the Science Diploma Development Partnership (DDP) as they have worked on the development of the Science Diploma over the past nine months.  During this the development process, SCORE has raised a number of important matters with the DDP, Secretary of State and others.  In particular, SCORE has pressed for a clearer vision and purpose for the diploma, which the science community believes will result in a strengthened qualification.

As the Science Diploma development continues, SCORE will be seeking to address the following issues in conjunction with the DDP:

• how teaching, learning and assessment within the Science Diploma can be focussed towards applied sciences
• the development of customised qualifications to supplement the principal learning of the diploma to prepare students for opportunities in the sciences within both Higher Education and employment
• the provision of teacher training and support.