This is the second in a new series of reports from HMIE designed to promote improvement in Scottish education. The focus of this report is on improving the effectiveness of science education in primary and secondary schools.
The report shows that areas of strength in Scottish science education are being sustained and there have been improvements in a number of key aspects. Attainment has remained strong in the early stages of primary school and at S3 to S6 across the separate sciences. The introduction of new levels of award has widened access to certificated provision for large numbers of pupils and uptake of these courses has been high and increasing. Additional funding, provided through the Scottish Executive's Science Strategy, has often been well-used to improve facilities and resources for science and to build teachers' confidence and competence.
However, there also continues to be significant weaknesses and, regrettably, some of these are long-standing. Pupils continue to under-achieve at the upper stages of primary and at S1/S2, and continuity and progression between primary and secondary is still often poor. Too many pupils are either under-challenged or fail to see the relevance of the science they are studying to their own lives. The content of many science courses, particularly Standard Grade Science, has increasingly become out of date and is not meeting the needs of all pupils effectively.
There is no doubt that science education faces a challenging agenda in the present context. It needs to fulfil two quite different purposes simultaneously, both to the highest possible standard. On the one hand, it needs to provide inspiration and a sound preparation for the longer-term learning and development of young people who will go on to embark on higher study and careers in science-related areas. On the other hand, science education in schools also needs to ensure that all young people are equipped with the knowledge, understanding, skills and attitudes that will enable them to engage positively with scientific issues and debates as they occur in their daily lives. Furthermore, provision has to do all of this in a context in which scientific knowledge is expanding exponentially and new disciplines of study are appearing at an ever-increasing pace. We know that traditionally our science education has tended to be better at the preparation of specialists than the development of all young people as scientifically literate citizens. This report shows that we need to continue to do more to redress that balance, so that both purposes are fulfilled with equal effectiveness, whilst also raising standards overall.
The report aims to set out a clear agenda for improvement for schools, local authorities and national bodies. It should be of particular relevance to the group who are reviewing the science curriculum 3-18 in relation to A Curriculum for Excellence. Through that process, we have an excellent opportunity to tackle some of the more intractable issues, where progress has so far been difficult to achieve. Improving achievement in science remains a key priority if our young people are to become well-informed and effective citizens, capable of contributing to the social and economic prosperity of Scotland in the 21st century.
Graham Donaldson
HM Senior Chief Inspector of Education
February 2005