1. support for reflection and engagement
Getting started –
support for reflection and engagement
the sciences
Getting started: Support for reflection and engagement with the sciences experiences and outcomes
This PowerPoint can be used to support familiarisation with the sciences experiences and outcomes of the framework. It should be used with the aim of stimulating professional dialogue and reflection, for example with departmental or whole school staff, subject networks, engaging with partners, etc. How it is used will vary according to the needs of the group and can be over more than one session. It is important to consider the principles and practice as well as the experiences and outcomes for the sciences. It would be useful to have a hard copy of both to hand when using this PowerPoint.

2. What changes have been made since the publication of the draft sciences framework? Feedback was informative in supporting change.
What was said?
What was done:
Explanations of lines of development written.
Framework reorganised and experiences and outcomes edited, refined and rewritten.
Chemistry-related experiences and outcomes reorganised and edited.
Exemplification written for selected experiences and outcomes to indicate depth.
Clarification required of key scientific concepts and skills.
Fundamental principles, laws and techniques of scientific inquiry required to be further identified.
Imbalance of chemistry-related outcomes, and ‘too dry’.
Clarification sought on the extent of coverage.
This slide could be used independently or as part of a group discussion to support reflection and engagement. It could be used to inform practitioners as it highlights what practitioners and interested bodies said and what was done in response.
Feedback informed the process of change when reorganising, editing and rewriting the framework.
There was a difference between the views of those who responded as part of the engagement/consultation process and those who had been part of the trialling group and had used the experiences and outcomes in their classes, with the responses following trialling being notably more positive (for example, 87% of the trialling respondents thought that the experiences and outcomes were clearly worded while only 50% of those replying to the online questionnaire felt this).
Actions in response to the University of Glasgow report :
The actions taken to address the above points included the following:
Reorganisation of the framework to make concept development much more evident, particularly through the inclusion of ‘storyline’ descriptions of the concepts being developed within a line of progression.
Greater coherence within the framework.
Editing and refining of experiences and outcomes to make expected knowledge and understanding of concepts more apparent. A very high proportion of the statements have been revised, but familiarity has been retained where possible, for those who have been successfully trialling.
New experiences and outcomes written where necessary to fill gaps (including in Earth science).
Number of experiences and outcomes reduced overall from 141 to 125.
Making links with closely associated experiences and outcomes in other frameworks.
Checking of cognitive level of all experiences and outcomes against international benchmarks (e.g. AAAS, TIMSS), resulting in the raising of some of the expectations within the framework in comparison to existing guidance.
Removal of prescription of pedagogy.
Skills have been embedded within framework and audited; advice on skills development has been prepared, including descriptions of expectations at different levels.
Explanations provided to provide greater clarity about expectations and possibilities for identified experiences and outcomes.
Identification of experiences and outcomes suitable for more focused exemplification.
Each of the detailed points included in the report was carefully considered by a group of specialists and practitioners and changes made in response as appropriate.

3. Reflecting on the principles and practice in the sciences
What are the main purposes of learning in the sciences?
What learning and teaching approaches are useful in the sciences?
What skills are developed in the sciences?
How can I plan for progression in the skills of scientific investigations, inquiry and analytical thinking?
How does the sciences curriculum area support the development of the skills and attributes of scientifically literate citizens?
The principles and practice is essential reading for practitioners as they begin and then develop their work with the statements of experiences and outcomes. This slide encourages reflection and discussion on some of the questions from the principles and practice.

4. How are the experiences and outcomes structured in sciences?
Planet Earth incorporates
Biodiversity and interdependence
Energy sources and sustainability
Processes of the planet
Space.
Forces, electricity
and waves
incorporates
Forces
Electricity
Vibrations and waves.
How are the experiences and outcomes structured in sciences?
Biological systems incorporates
Body systems and cells
Inheritance.
This slide sets out the structure of the experiences and outcomes. The key concepts and rationale are highlighted in further explanation for each organiser. Through these organisers, the framework provides a range of different contexts for learning which draw on important aspects of everyday life and work.
Materials incorporates
Properties and uses of substances
Earth’s materials
Chemical changes
Topical science

5. Experiences and outcomes in the sciences (1)
Why do some statements cross more than one level?
These describe learning which needs to be revisited, applied in new contexts and deepened over a more extended period.
Why is there a dotted line between third and fourth level?
This is to demonstrate the close relationship and likely overlap between the two levels. Fourth level will provide the depth of experiences based on prior learning from third level.
This slide answers questions that are commonly asked.
Bullet 2 - The close relationship between third and fourth level is outlined in Building the Curriculum 3.

6. Experiences and outcomes in the sciences (2)
Why are there sometimes fewer statements at third level than in second and fourth?
This happens because of the particular significance of the third level as part of the entitlement for all young people. They represent a drawing together of a number of aspects of learning within mathematics.
Why are some statements in lighter text?
These are experiences and outcomes which are essential building blocks for a particular aspect of learning and development but which are to be found in a different curriculum area.
This slide answers questions that are commonly asked.

7. Getting started in the sciences: some questions for discussion
Building on your current practice, what are the implications for what and how you teach?
How will you ensure the needs of all learners are met?
Which experiences and outcomes could you link within the sciences, across other curriculum areas and the world of work to provide a coherent experience for learners?
How might you ensure that learning and teaching reflects the values, purposes and principles of Curriculum for Excellence?
To assist with your thinking in this aspect, you may wish to consider the following questions:
Question – Building on your current practice, what are the implications for what and how you teach?
Which new learning and teaching approaches could be added to your practice as a means of engaging and stimulating learning?
To what extent do you address ‘active learning’ in your teaching?
To what extent do you use a wide range of learning and teaching approaches?
To what extent do you vary your range of learning and teaching approaches?
Question – How will you ensure the needs of all learners are met? For example:
They understand clearly what they are trying to learn and what is expected of them.
They are given feedback on the quality of their work and what they can do to make it better.
They are given advice about how to go about making improvements.
They are fully involved in deciding what needs to be done next, and who can give them help if they need it.
Have you considered: differentiation, progression, learning and teaching approaches, planning and resources, classroom ethos?
Question – Which experiences and outcomes could you link within the sciences, across other curriculum areas and the world of work to provide a coherent experience for learners?
To what extent have you considered integrating experiences and outcomes from within the sciences framework to build a context for learning which is relevant and engaging for learners?
To what extent have you considered different contexts for learning relevant to everyday life, for example holiday science, fireworks, medical science, engineering or sports science?
To what extent have you considered interdisciplinary learning which integrates experiences and outcomes from different curriculum areas?

8. Where do you go from here?
The journey may be different for everyone, but you may wish to consider some first steps towards change, for example:
identifying and sharing effective practice
identifying and prioritising professional development needs
experimenting with learning and teaching approaches.
This slide highlights three important areas for professional dialogue to be addressed after consideration of the principles and practice and the experiences and outcomes. It can be used as a basis for discussion within and across sectors (e.g. planning for transition) and can be used by teachers and centres as the basis for future planning.