The Government has put a huge amount of effort into ensuring that all students get at least a toehold in the world of scientific understanding. Its basic method has been to split GCSE pupils into two groups: those likely to study science further and those who are not.

The first group is entered for exams in “single” or “double science”, while the latter take traditional physics, biology and chemistry. In addition, science papers (like those in many other subjects) are divided into two tiers – foundation and higher. The foundation tier assesses grades G to C and the higher tier assesses grades D to A*. The exams are so structured to make sure that everyone has the chance to show what they are capable of without being thrown by questions that are too hard or too easy.

The combined science approach may well benefit those who do not excel, but it disadvantages slow starters. And, as the combined science GCSEs are regarded as a poor preparation for A level and university, the opportunity to take the subject further may be lost.

The two-tier system also tends to come up against the law of unintended consequences: canny schools looking to boost their league-table position often decide to enter weaker science students not for the foundation paper but for the higher paper, safe in the knowledge that they will probably scrape by and help the league position.

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