This interactive session will explore how disciplinary literacy can be embedded into post-16 science curricula to support learners in moving beyond the memorisation of key terms towards reading, writing, reasoning and communicating like scientists.
The session draws on work developed at Milton Keynes College Group within a growing sixth form context, where disciplinary literacy has been used as a curriculum design principle across A Level and Applied Science provision. The approach was developed in response to a familiar post-16 challenge: learners may know isolated scientific vocabulary, but struggle to interpret exam questions, explain processes precisely, evaluate evidence, or communicate using the conventions of the discipline. Drawing on research-informed practice in disciplinary literacy, curriculum design, and assessment, the session will show how science teachers can make the hidden demands of scientific reading, writing, and thinking more explicit.
Participants will examine examples of how diagnostic questions can reveal gaps in conceptual understanding, command-word interpretation, and scientific reasoning. The session will also consider how independent study booklets and structured writing tasks can help learners practise the forms of explanation, evaluation and evidence use required in Biology, Chemistry and Forensic Science. There will also be a demonstration of tools which are used to identify specific AO gaps which relate to terminology/application of language and how we address it.
During the session, participants will be able to review sample resources, view the tools we use and given time to consider how similar approaches could be adapted for their own phase, subject or qualification context.
By the end of the session, participants will be able to:
1. Identify the specific literacy demands within post-16 science tasks; 2. Distinguish between teaching scientific vocabulary and developing disciplinary scientific thinking. 3. Use diagnostic questions to uncover barriers to scientific understanding. 4. Adapt examples of disciplinary literacy resources for Biology, Chemistry, Forensic Science or related pathways. 5. Consider how disciplinary literacy can support curriculum planning for academic, applied and future technical science routes.
The session is intended for science teachers, curriculum leaders, post-16 practitioners and anyone interested in strengthening students’ access to complex scientific knowledge through practical, evidence-informed pedagogy.
