SCORE research and policy

Principles for routes into teaching the sciences at secondary level

  • SCORE has published a set of principles for routes into teaching the sciences at secondary level. This document showcases SCORE's beliefs on the purpose of initial teacher education, the support trainee teachers should receive and the measures which should be put in place to ensure courses are of high quality.

Principles for the assessment of practical work

  • SCORE has published a document in which the SCORE principles for the development of effective assessment schemes for practical work in the sciences are explained.

Resourcing Practical Science in schools reports

  • The Resourcing Schools Science project was initiated to provide SCORE with robust and rigorously analysed evidence on the current resourcing of practical work in the sciences across primary and secondary schools and sixth form colleges in England.
  • The Resourcing Practical Science in schools, primary and secondary, reports summarise the evidence gained through this research project and highlight SCORE recommendations for the improvement of practical work across schools in the UK.

Mathematics in Science

  • The overall objective for research in Mathematics in Science at A-level was to provide evidence on the type, extent and difficulty of mathematics assessed in science A-levels and to establish whether the current assessments reflected the mathematical requirements of the sciences.
  • Details of the research findings and SCORE's policy advice on Mathematics in Science at A-level are reported in the Mathematics within A-level science 2010 examinations reports.

Subject specialist teaching

  • In 2011 SCORE conducted a research project that considered the imbalance of subject specialist teachers in the sciences in maintained sector schools.

Progression routes in STEM

  • This research developed from a need within the STEM community to develop more accurate and accessible advice for young people, relating to subject choice, entry requirements (for higher education) and progression in STEM.
  • This research focused on only one of the possible progression routes for young people - progression from post-16 education in schools and colleges into STEM degree programmes in higher education.

GCSE Science 2008 Examinations

  • In 2006 a new set of specifications for GCSE science was introduced and the first cohort of students completed their studies in 2008.

Examinations - relative difficulty

  • This report was commissioned in order to address whether the relative difficulty of different subjects can be compared.
  • A summary of the main conclusions was published in July 2008