Triple Science Case Study: Collaboration with the Maths Department

From triple science support, this case study illustrates how a school's science and mathematics departments collaborated to increase the time available for students taking triple science and so increased the level of attainment for students.

The case study includes some background information about Littleover Community School (Derby) and how the school blocked triple science with maths and selected high achieving maths and science students. The impact was seen on the number of students achieving at least two high GCSE grades, the proportion of students achieving the highest grades, and the proportion of students choosing science subjects at post-16.

Key learning points for others are identified and include:
• consideration of the impact on other groups if a higher percentage of students are selected to do triple science,
• close collaboration between science and mathematics departments to ensure the selection process works,
• opportunities to go on to post-16 science courses should remain open regardless of which pathway students follow at GCSE, and
• that groups should have continuity of teachers over the duration of the course.

Note
This resource has been included in this collection for teachers’ use, however it may contain some information, particularly relating to Government policy, which is now out of date.