1. Raising Aspirations in Science Education
The Highland Council
Wednesday, 3rd May 2017
RAISE

2. Sciences: Aspects for development
SDELG 2006
Primary schools should consider including sciences on their improvement plan
Practitioners can lack confidence in the sciences and teach it predominantly through an interdisciplinary learning approach
Practitioners should consider accessing high quality professional learning
More depth and breadth to learning in the sciences is required
IDL fine but as the recent QUISE report highlighted, ensure sufficient depth
RAISE

3. Sciences: Aspects for development
SDELG 2006
Schools need to assess and track progress
Continuity in learning across sectors (3-18)
Need to address gender imbalance
72% of learners taking physics are boys
36% of learners taking biology are boys
Assess progress in Lit and Num and understand the standard in other Curr Areas
RAISE

4. Key to our economy Vital to economic sectors:
SDELG 2006
Vital to economic sectors:
Creative industries (incl. digital)
Life sciences
Energy
Food and drink
Financial and business
Universities
Tourism
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5. STEM Pipeline
SDELG 2006
48% of employers say they prefer STEM graduates because of the skills they possess
By 2020, it is projected that Scotland will require an additional 2,000 university STEM graduates and 1,000 college STEM graduates per year
Only 4% of engineering modern apprentices are female
Getting STEM pipeline working properly is top priority.

6. RAISE Raising Aspirations in Science Education Pilot project
SDELG 2006
Raising Aspirations in Science Education
Pilot project
Involving 10 Local Authorities
Primary Science Development Officer
Developing teacher confidence

7. Aims of the programme
SDELG 2006
Build capacity at Local Authority level to coordinate support for science and to support sustainable and long-term improvements to science education in primary schools
Build the confidence, skills, knowledge and enthusiasm of primary school practitioners in relation to the teaching of sciences – both in terms of content and pedagogy – through high-quality professional learning.
Raise attainment and achievement in primary science with a particular emphasis on supporting learners within SIMD deciles 1 and 2 and for those most in need of support
RAISE

8. Aims of the programme
SDELG 2006
Support Local Authorities with their efforts to raise levels of engagement in primary science education, including providing opportunities to sustain and extend the impact of their participation in the SSERC Primary Cluster Programme
Ensure learning and teaching in the sciences in Scottish primary schools reflects the principles of curriculum design to improve outcomes for learners and ensure they are challenged and motivated by their learning experiences and understand the relevance of science both to them and society
Ensure learners develop skills for learning, life and work and that progress and achievements are assessed, monitored, tracked and reported on effectively
RAISE

9. Aims of the programme
SDELG 2006
Promote effective progression in learning in the sciences across sectors from early years to primary and from primary to secondary school
Build the social capital of practitioners across Scotland by ensuring they have effective opportunities to network, share, collaborate, mentor and co-create with their peers.
RAISE

10. Partnerships Scottish Government SSERC Local Authorities
SDELG 2006
Scottish Government
SSERC
Local Authorities
Industry - DYW
Education – Colleges and Universities.
RAISE

11. Sciences Benchmarks 24+ practitioners on working group
SDELG 2006
24+ practitioners on working group
Initial consultation in October
110 responses received
Developed through consultation with a wide range of partners.
Read across with other curriculum areas
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12. Sciences Benchmarks
SDELG 2006
Concise and accessible, communicating clearly the standards expected:
for secondary subject specialists with a more focused interest in a single curriculum area and
manageable for primary teachers covering the whole breadth of the curriculum.
Organised by early, first and second levels, in addition to by curriculum areas.
Links across STEM and Responsibilities of all
RAISE

13. Expectations
SDELG 2006
Benchmarks for Literacy and English/Gàidhlig and Numeracy and Mathematics to support gathering assessment data for NIF. No current plans to use Benchmarks for other curriculum areas for this purpose.
Practitioners to familiarise themselves with Benchmarks through using them to support assessment as appropriate in local contexts, taking account of school improvement priorities.
HM Inspectors interested in practitioners’ awareness of Benchmarks and how they are starting to use them, but will not expect immediate, full implementation.
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14. Primary Schools
SDELG 2006
Practitioners already planning across all curriculum areas, using all the Es and Os.
Many local authorities already have own progression frameworks across curriculum areas. Benchmarks will help establish consistency at national level.
Aim is to clarify and de-clutter.
No expectation that primary teachers will use all Benchmarks straight away. Schools to include them in improvement plans for , as appropriate.
RAISE

15. Secondary Schools
SDELG 2006
Benchmarks to help ensure appropriate level of challenge for pupils at CfE 3rd and 4th level.
Need to use robust assessment information from S1 to S3 to ensure learners make appropriate choices and are presented at the right level for NQs.
Courses for N5 assume learners have achieved relevant CfE 4th level Es and Os before beginning the course. Need to take careful account of this when options for S4 are being agreed.
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16. Steps to success
Key steps in the learning to achieve the benchmark standards
Possible activities
What activities are possible and where can resources be found eg websites/suppliers. Misconceptions surrounding the content.
Links to STEM
IDL opportunities and links to other curricular areas
Links to DYW
Links to the skills for learning, life and work. STEM ambassadors, employability and skills, employer links and resources
Assessment opportunities
What could be assessed and how
CLPL
Links to online CPD offerings, other CPD provision
Teacher feedback
What worked well, even better if. Links to alternative activities that could be used.
Resources
Links to websites and resource kits. Possible homework or homelink activities, with possible parental engagement.
Video clips
How to……. (for different practical activities)
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