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. D:\116096360.doc 1 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. D:\116096360.doc 2 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. D:\116096360.doc 3 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 D:\116096360.doc 4 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. D:\116096360.doc 5 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) D:\116096360.doc 6 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. D:\116096360.doc 7 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. D:\116096360.doc 8