TRIPS - Supporting the development of the contextualised Core Skill of researching for the T Level in Science

This T Level Resource Improvement Project (TRIP) has produced a range of learning materials, developed by an experienced T Level provider. These learning materials support the delivery of ‘researching’ as a Core Skill in the T Level in Science.

Produced by Cambridge Academy for Science and Technology, this TRIP provides an accessible Framework for learning, lesson plans and supporting learning materials. Together, these will enable learners to develop the Core Skill of researching (Core Skill 2). This Core Skill is developed through the contextualisation of the core biological concepts of proteins and sugars.

For this TRIP and the 20 hours of learning the aim is not to develop learners’ understanding of core biological concepts but rather to use what they already know to develop their research skills. These research skills and the associated processes can be applied in other contexts, including chemistry and physics. This consistency allows learners to apply their learning across all three sciences, following the universal scientific method for generating new knowledge.

This TRIP aims to equip learners with the skills and confidence needed for success in technical and professional settings. It is designed to:

• develop technical competence through accurate measurement, data processing and protocol validation
• foster transferable skills such as literature review, critical evaluation and digital collaboration
• build workplace readiness by practising evidence-based decision-making and demonstrating ethical awareness.

These capabilities are scaffolded throughout the learning journey, supported by a clear narrative that explains how sequencing and progression enable learners to move from foundational understanding to advanced application.

The resources include:

• a Framework for learning to show how the development of the Core Skill can be scaffolded and sequenced through the delivery of the core biological concepts of proteins and sugars
• 10 sequenced lesson plans which cover 20 hours of learning
• learning materials to support each lesson which enables the delivery of the 20 hours of learning.

The Framework for learning and the supporting lesson plans are sequenced from low-order thinking skills (LOTS) to higher-order thinking skills (HOTS) using Bloom’s Taxonomy, ensuring learners progress from foundational understanding to advanced application.

• Remember and understand (LOTS): Learners are introduced to new concepts that they use several times, remembering the content and approaches used to reinforce understanding.
• Apply (LOTS): Learners use the research skills they develop and apply them to new contexts.
• Analyse (HOTS): Learners interpret data and literature, identifying patterns and anomalies.
• Evaluate (HOTS): Learners assess the reliability and validity of sources and methods, critiquing literature for relevance and methodological rigour.
• Create (HOTS): Learners synthesise knowledge to produce original outputs such as SOPs and validated protocols.
• Practice: Learners consolidate all skills through comprehensive tasks that integrate research, analysis and application.

Each lesson has a lesson plan, with a range of supporting materials such as learner activities, handouts and links to websites. There is also a separate slide deck to be used to support delivery of the lessons.

Downloadable resources