Science and Innovation Strategy for Scotland
Response to Consultation Paper
Dr Paul Thomson
Rector, Jordanhill School Glasgow
This response focuses on theme 5 of the consultation paper: Modernising Science
Education and Promoting Science Careers.
A Curriculum for Excellence
The strategy calls for science to be on a par with literacy and numeracy as a
fundamental part of education for every citizen. Much of the detail that will either
hinder or help such an aspiration lies beyond the scope of this consultation exercise
and will be determined by the final shape of the emerging Curriculum for Excellence.
That said, I would identify 5 areas in which fundamental change is required if we are
seeking to overtake this aim in a meaningful and authentic way

A recognition and acceptance that some of the 8 curriculum organisers
(including science) identified in ACfE are more important than others

Amount of time spent on teaching science at stage 3 of ACfE should be
reviewed in conjunction with the opportunities which personalisation of the
curriculum will bring

The nature of the scientific experience delivered in Primary schools

The embedding of citizenship within the science curriculum

The nature of S6 in Scottish schools
On 17th November 2006 at the Annual Conference of the Headteachers Association of
Scotland HMIe Senior Chief Inspector Graham Donaldson stated, in the context of
science, that some curricular areas were more important and had to recognised as
such. I would endorse this statement. However, the recently published Building the
Curriculum fails to address this issue.
Raising the scientific literacy of the wider population will require a broadening and
enhancing of the scientific experience delivered to young people in Primary and lower
Secondary.

More teaching time should be devoted to science in S2 (and perhaps S3). This can
only be justified if key aspects of the 4 capacities within ACfE, and notably
citizenship and sustainability issues, are incorporated into science programmes.
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
Additional teaching time can be found by incorporating science into a compulsory
core and offering some modest choice in other curricular areas. That is, pupils
would not experience the very broad common curriculum now found in both S1
and S2, but would spend more time on the core and their personal choices while
omitting one or two ‘subjects’.

The baseline of scientific understanding and skills of P7 pupils must be raised.
This will require partnership working between Primary and Secondary schools
with support from SEED and local authorities. An outline of the science
curriculum in P6-7 in Jordanhill School is appended as an example, albeit this
particular model has been developed in the unique environment of Jordanhill
School.
The Higher Still developments sought to give greater coherence and meaning to S6.
To date any improvements have been marginal principally because the HEIs have not
altered their admissions procedures; there are some notable and praiseworthy
exceptions to this. I outline below a number of suggestions for ways in which HEIs
could support schools in realising the ambitions of the science strategy and help make
S6 a more meaningful experience for students.
There is scope in S6 to address wider issues of scientific literacy both within and
outwith formal science courses. The Inspiring Enquiring Minds project at Jordanhill
School is funded by the Future Learning and Teaching Fund (FLaT). It offers an
interesting model for the exploration of such issues on a cross-curricular and interschool basis. (Visit www.jordanhill.glasgow.sch.uk and click on About the School
then Case Studies for further information.)
A case can be made for a generalised ‘Science’ course at some of the SCQF levels
focusing on scientific literacy and citizenship issues along the lines of the AS level
course in England. This might be more akin to a ‘social subject’ in terms of mode of
assessment. Such a programme could flourish only if the assessment regime at SCQF
levels 3-5 changes markedly within ACfE and if the environment (as shaped by HEIs)
becomes more conducive in S6. There are obvious issues about competition with
existing courses and availability of suitably qualified and motivated teachers. At this
stage it would be better to focus on the upper Primary/lower Secondary programmes
and the nature of S6.
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Higher Education
There are three areas in which action by HEIs could contribute to an enhancement of
both the perception and uptake of sciences in schools

Entry Requirements
Collectively, HEIs place little or no value on Advanced Higher science courses in
terms of academic recognition or the personal development accruing to students.
Routinely, admissions officers will demand or encourage students to do more
Highers in S6 rather than take on the challenge of Advanced Highers. It is
therefore hardly surprising that students come to university lacking some of the
personal skills required to cope with demanding science courses.

Work Experience
Pupils in Scottish schools typically undertake one week of work experience during
S4. Schools struggle to find suitable placements and many, except those with a
specific vocational orientation, offer little more than a generalised exposure to the
work place.
At this stage young people lack the scientific knowledge and skills to engage in
meaningful work experience in a scientific environment. An opportunity is lost to
create an understanding of the range of scientific careers and options for further
study. The exception to this is that some medical faculties and NHS hospitals
often provide a structured experience for those contemplating applying for
medicine or nursing. Paradoxically, the existence of this provision distorts the
market place by encouraging the most able into medicine without real insight into
alternative scientific careers.
The HEIs in collaboration with major employers should look to develop career
insight programmes which would offer insight into what further scientific study
is about and the range of scientific careers. At present it is only those families
with the personal contacts and resources who can access such opportunities for
their children.

Entrants to Teaching
The attractiveness of teaching as a profession, particularly for men, is an issue of
ongoing debate. Not all science teachers will go on to occupy leadership posts in
science, schools or the wider educational community. However, there is a need for
able scientists, including those with post-graduate qualifications, to be brought
into the profession if we are to develop and sustain the levels of scientific literacy
and understanding of career pathways envisaged in the strategy. Given that all the
TEIs are now part of larger HEIs, there is ample scope for the active promotion of
teaching as a career route for scientific graduates.
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Summary
Key recommendations

ACfE should explicitly recognise science as a key element of the curriculum

A more coherent and demanding science experience should be developed for
upper Primary and lower Secondary which embeds a range of cross-curricular and
citizenship themes

More teaching time should be devoted to science in lower Secondary by offering
choice in other curricular areas

A Science as Citizenship course should not be developed at this time

HEIs should amend their admissions policies and advice to encourage greater
uptake of Advanced Higher sciences

HEIs and major employers should offer career insight programmes to encourage
students into scientific study

HEIs should actively promote teaching as a career route for able graduates
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Primary Science at Jordanhill School
An integrated programme of Science, ICT, Environmental Studies, thinking skills and
citizenship.
Model
Provision
 1 period of science theory delivered by the
Primary class teacher
Science
ICT
Primary
Science
 1 period of science ICT delivered by the
Primary class teacher
 1 period of practical science delivered by a
Secondary Science teacher in the laboratory
Practical
Science
Pupils are taught ICT skills and applications separately for
1 period per week by secondary specialists.
Key Aims
Primary Science
Deepen awareness of
general science topics
Meet 5 – 14 assessment
criteria
Promote an
interest/enthusiasm for
science
Practical Science
Promote
enjoyment/excitement
about science
Science ICT
Generate an understanding
of the important link
between science and ICT
Compliment the science
lessons with practical
exploration
Promote an enquiry based
learning philosophy using
the ICT resources
Provide practice for the S1
course
Establish important ICT
skills which will be
required in later years: elearning and the use of
specific applications to
gather and share
information
Complete collaborative
(P6) and Individual (P7)
projects
Topics
P6
Earth and Space
Energy and Forces
Living Things
P7
Energy and Forces
Earth and Space
Living Things
Further detail on course content, the course calendar and organisation and the
appendices referred to below is available from the school.
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Practical Science

The most important drive for the whole course is to foster an enthusiasm for
science and make it as enjoyable as possible.

A number of specific milestones must be reached. These provide the
‘requisite’ part of the course.

The programmes in the primary classroom and laboratories run in tandem
therefore the practical course is quite prescriptive.
Assessment is for Learning

Every lesson plan has 2 of the fundamental tenants of AifL – Sharing Learning
Intentions and Success Criteria. They highlighted at the start and end of each
session and should be utilised as a matter of course.

Learning Intentions are highlighted in YELLOW

Success Criteria are highlighted in GREEN

Another fundamental part of AifL is Peer Assessment – this technique is
utilised during the presentation phase of the projects in P6 and P7.

Other AifL techniques which can be usefully incorporated in the teaching of
Primary classes:
o
o
o
o
Wait time
No hands
Muddy water
Previewing the questions before asking them
Projects
P6
As part of the last unit in P6 a series of collaborative tasks are undertaken to explore
the Living Things Unit. This programme provides the pupils with experience, that
will help them prepare for their P7 project.
(See appendix 1 for Programme)
P7
Every P7 pupil undertakes an individual investigation after the Christmas break.
These long-term projects have 4 elements:
1. Research
2. Data gathering/ Experimentation
3. Write up (I am a Science Investigator)
4. Presentation (ppt with peer assessment)
(See appendix 2 for programme)
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Challenges
These challenge lessons should stretch the thinking of the pupils in a particular area of
science. Scientific issues could also be explored/debated/researched here such as:




GM
Pollution
New technologies
Recent scientific developments
Alternatively Problem-solving tasks could be used:
 Boiling water with a piece of paper and 4 paper clips
 Building a paste tower/bridge
 Exploring flight
(See appendix 3 for further suggestions)
I am a Science Investigator
The P6 and P7 units conclude with an ‘I am a Science Investigator’ experiment. The
P6 SI’s are spread over 2 lessons to ensure that the techniques are thoroughly
practiced. In P7 the SI’s have 1 lesson allocated to them.
(See appendix 4 for ‘I am a Science Investigator’ booklet)
Thinking Science
Thinking Science (CASE) is one of the most important parts of the course and the 5
lessons are spread over the P7 programme.
The first 5 lessons are designed to provide a concrete base for Thinking Science
occurring in S1 and S2.
(See appendix 5 for Thinking Science 1 – 5)
Citizenship Conferences based on the Inspiring Enquiring Minds programme and
run by S6 students are incorporated into the calendar to allow pupils to place their
scientific thinking in a wider context.
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P7 - Inspiring Enquiring Minds
Session timing - 9am – 11.50

S6 pupils from the Inspiring Enquiring Minds group will facilitate a morning
conference for the P7 pupils.

The P7 pupils will be divided into 9 teams a ‘represent’ a country of the world (3
developed, 3 developing and 3 under developed).

Over the course of the morning the pupils will play an interactive trading game in
an attempt to make the most money possible for their country.

The S6 pupils will run this and manipulate the trade with models of operation
from the real world i.e. India and Pakistan can’t trade with each other, UK will
give aid to Malawi.

The game will be debriefed on completion and the P7 pupils should have a good
understanding of the notion of fairness and unfairness.

The S6 pupils will then stimulate the P7 group with a film on Fair Trade and ask
them to create an action plan to raise the profile of this important issue in school
and at home.
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