Science Experiences & Outcomes Curriculum for Excellence Support for Trialling

Science ‘….all young people will be able to make decisions on moral, ethical, economic and environmental issues informed by their knowledge and understanding of science. … they can develop important skills to become enterprising and creative adults in a world where the skills and knowledge of science are needed across all sectors of the economy’ Building the Curriculum 1

Features of the curriculum in science Skills, knowledge and understanding developed progressively through all of the areas in science. Space opened up for depth and rigour by reducing unnecessary repetition and drawing together outcomes from one area of science with another. Curriculum updated to take account of developments in science.

Features of the framework The experiences and outcomes are written so as to promote active involvement in learning, to make science motivating and exciting for children and young people. The framework places science enquiry skills at the centre of learning, provides a structure for understanding the ‘big ideas’ of science and ensures that connections are made and reinforced across the sciences – the ‘science wheel’ (next slide):

Process of Science Enquiry Topical Science Planet Earth Energy in the Environment Communications Materials Force and Motion Life and Cells

The draft materials: Cover paper and experiences and outcomes Cover paper: –Explains the thinking behind the experiences and outcomes –Offers advice on learning and teaching based on knowledge of good practice –Includes reflective questions for individuals or groups to consider Experiences and outcomes: describe the expected learning experience of each child and young person from Early to Fourth Level

Proposed achievement framework Level Experience and outcomes for most children or young people early in pre-school and in primary 1 first by end of P4, but earlier for some second by end of P7, but earlier for some third in S1 – S3, but earlier for some fourth fourth level broadly equates to SCQF 4 Senior Phase S4 – S6

Progression in science Skills and Knowledge and Understanding are developed progressively through all areas. Some of the lines of progression do not have specific entries at each of the levels - to focus on a reduced number of outcomes at that level to allow learning in depth. - to meet the cognitive stage of development of the pupils and should be accessible but challenging for all

Within an outcome! Purposes of science education methodology Teach for understanding Increase cognitive demand Big areas of contemporary science skills Allow cross curricular work Declutter Show progression active

Trialling: planning stage…. Build on current strengths Fit in with current learning and teaching plans for this period Decide on the focus for trialling Identify experiences and outcomes to be trialled

Trialling period Use generic and specific questions as ongoing reflection tools Note interesting findings not covered in questions provided Successes, Opportunities and Challenges Support

Trialling questions Generic questions being addressed across all curriculum areas Specific questions for each curriculum area. Your help is needed to help to answer both sets of questions – as many as possible given what you are able to cover.

Issues Have we got it right? Progression, clarity, decluttering Support for ‘new’ science? Support for non-specialists? Learning and teaching strategies? Planning? Assessment? CPD needs

Reviewing and Reporting Use general and specific questions as tool for ongoing reflection and evaluation You might find it useful to keep a brief note of, for example:  learning activities  contexts and resources  impact on children’s learning  any interesting observations

The Curriculum Review Group Nov 2004 March 2006 Nov 2006 March 2007 Sept 2007 – June 2008 April 2006 Progress & Proposals Starter and Reflective Tool Kits Building the Curriculum1 Building the Curriculum2 Draft Experiences and Outcomes Important background material

Questions and discussion

Contact: Mary Smith Learning and Teaching Scotland Curriculum for Excellence