The use of practical principles across A Level sciences and Cambridge Advanced Nationals Applied Science
19 February 2026
Andri Achilleos and Amy Louise Brewer, Science Subject Advisors
Science is at its most meaningful when students experience it through practicals, not just through reading. The Curriculum Assessment Review has emphasized the importance of “the purpose and expectations of high-quality practical work in supporting the building of substantive knowledge and the development of important skills and procedural knowledge.” This is echoed in our conversations with stakeholders at our Science Consultative Forums.
At the same time, teachers have repeatedly told us that delivering practicals is harder than ever, with less available budget, not enough technicians or less curriculum time.
This blog brings together the key guidance and resources across A Level sciences and Cambridge Advanced Nationals (AAQ) Applied Science, and suggests ways you can use what you already have.
The importance of practical skills competency
Competency of practical skills goes beyond simply completing a specific technique or mastering the use of a specific apparatus. When candidates demonstrate competency in their practical skills they demonstrate their ability to plan, implement, analyse and evaluate a scientific investigation using procedural understanding. Apparatus and techniques are important, especially if prescribed within the specification, but these are the tools to help students achieve the practical skills competency.
Our Practical Skills Handbook in A Level sciences (Biology, Chemistry, Physics) have been recently updated to reinforce the message that students must experience the apparatus and techniques across the two-year course, but they are not required to master them. The clarification is aimed to provide consistent expectations of the requirements of the practical endorsement across all exam boards and different resources.
Building on this we can look at how our practical resources across different qualifications can complement each other.
How can practical activities in A Level Science and Applied Science work together?
Centres that offer both qualifications will see that there is a big overlap in the requirements of practical skills which are embedded throughout the content of the two specifications.
Here is how you can use the two qualifications to support you.
Extend A Level practicals to support Applied Science delivery
The Cambridge Advanced National Practical Skills booklets offer support for the delivery of the six ‘core practicals’ of F180, Fundamentals in Applied Science. They offer a range of practical activities that can be used as part of the teaching of the qualification. However, these are not ‘required practicals’ and there is no requirement to use these activities.
The relevant A Level Practical Activity Groups (PAGs) can also be used to support the delivery of those skills, or used in preparation for F182, Investigating Science. So, if you are more confident with delivering the A Level PAGs, these can help to support the development of your students’ skills for Applied Science as well.
Make the most of skills and resources available in your department
- If your technicians are more confident in certain practical activities, consider those when delivering Applied Science.
- If specific practicals in A Level sciences work better than the suggested Applied Science ones (or vice versa) make use of the most effective. Remember, you can add additional practical activities in the A Level PAG tracker and map them against the CPAC and apparatus and techniques.
- Experienced A Level science staff might be able to suggest alternative approaches to some practical activities. For example, carrying out sampling in a field might not always be an option for some centres. Alternatives can be to sample lichen on trees or branches with appropriately sized quadrats. Further support on alternative practical activities can be found in our practical activities support guides (Biology, Chemistry, Physics).
- Check with your technician what practicals are planned for Applied Science or the A Levels in the coming weeks. If you coordinate your planning, it can help avoid wasting resources and planning time for the technician.
- Consider doing practical activities for A Level sciences and Applied Science students together if that is possible with your class sizes.
Scientific investigation
This is a skill that is assessed both in A Level sciences through practical endorsement and the delivery of the F182 Investigating Science NEA in Applied science. Working together within the department can help build common resources that can be used in both qualifications and support with the delivery of scientific investigation skills.
The Scheme of Work for F182 can be used as a guide to support you with the delivery of PAG12 and help your students understand how to carry out the scientific investigation. Not everything in the scheme of work is a requirement for the practical endorsement but can be used to support A Level science teachers.
Our GCSE Purposeful Practicals
The purposeful practicals can be a stepping stone to building practical skills with your Year 12s before moving to the more demanding practical requirements in A Level and Applied Science. These practicals can be included as additional practical activities for the A Level sciences.
Every practical activity includes a set of questions to support students with developing their procedural understanding as they carry out the practical. These can be used to support students with the indirect assessment of practical skills in A Level sciences and F180, Section D.
Conclusion
The practical skills are fundamental to any science related subject and although each qualification applies them differently, they share the same core principles. Our resources can often be adapted to support a range of science related courses. Using what you already have available or what you feel confident delivering can really help manage workload.
Stay connected
If you have any questions, you can email us at science@ocr.org.uk or call us on 01223 553998. You can also sign up to subject updates to keep up-to-date with the latest news, updates and resources.
If you are considering teaching any of our qualifications, use our online form to let us know, so that we can help you with more information.
About the authors
Andri was a teacher for ten years before joining Cambridge OCR in January 2019 as the subject advisor for A Level Biology. She studied Biology at University of Bristol and completed an MA in Science Education at University of York. She has taught in Birmingham as Teacher in charge of Biology, as well as an international school in Europe. During her teaching career she has taken on various roles within the department and has also been an examiner for different exam boards.
Amy joined Cambridge OCR in May 2022 as subject advisor for GCSE Sciences and Applied Science. She has a Masters degree in Biochemistry from University of Oxford, obtained her PGCE from University of Sussex in 2005 and achieved Chartered Teacher Status in 2022. Before joining Cambridge OCR, Amy taught chemistry to 11-18 year olds for 16 years, and was responsible for planning her school’s science schemes of learning. In addition to her teaching responsibilities, she mentored PGCE students, was responsible for the progress of KS5 science students, and is committed to improving diversity and inclusion in the sciences.
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