[Previous] [Contents] [Next]

IMPROVING ACHIEVEMENT IN SCIENCE IN PRIMARY AND SECONDARY SCHOOLS

6 CONCLUSION, MAIN STRENGTHS AND MAIN AREAS FOR IMPROVEMENT

Conclusion

Overall, it is clear that a number of areas of strength in Scottish science education are being sustained and there have been improvements in some key aspects. Pupils are benefiting from improved teaching approaches in both primary and secondary schools. Science courses and programmes have strengthened in both sectors and increasing numbers of pupils have benefited from the wider range of certificated provision, particularly at S5/S6. Attainment has remained strong in the early stages of primary school, and at Standard Grade, Intermediate 2, Higher and Advanced Higher levels across the separate sciences.

However, there continues to be significant weaknesses, particularly at the upper stages of primary and at S1/S2 where too many pupils are either under-challenged or fail to see the relevance of the science they are studying to their own lives. For the large numbers of pupils who do not progress to studying separate sciences beyond S2, it is of paramount importance that they understand and can make reasoned decisions about developments in science and technology which will affect them as citizens of the 21st century. Too many pupils are taking, and failing, NQ courses because they are at a level which is too demanding for them, based on their prior attainment. Schools need to improve the advice they give to such pupils in order to prevent failure and demotivation.

The content and approaches of the Standard Grade Science course are now badly out- of- date and in need of revision. The course has never proved to be wholly effective in meeting the needs of pupils who did not want to specialise in the separate sciences. In most schools, Science courses have tended to focus on Foundation and General level work and, in many schools, Credit level work was not made available to extend and challenge pupils. Over recent years, increasing numbers of schools have replaced Standard Grade Science with Intermediate 1 and Access courses in the separate sciences. This has met with varying degrees of success. The high failure rate, including No Awards at Intermediate 1, is of particular concern.

Across the sciences, and particularly at S3 to S6, science courses contain content which is out of date and which needs to be replaced. A more responsive model for curriculum development needs to be found which will allow a cycle of continuous updating and reform to be implemented. As a consequence of the almost exponential growth of scientific knowledge and associated investigative skills, it is proving difficult for science teachers to keep professionally up to date with developments in their subjects. The lack of any national mechanism to deliver high quality professional updating to all science teachers is a major barrier to progress in Scotland.

In many schools, there are significant inconsistencies in pupils' experience of science. Managers at all levels in schools and education authorities have a key role to play in monitoring and evaluating pupils' classroom experiences. Where they identify good practice, they need to promote it more widely both in and across other schools. Where they identify unacceptable inconsistencies, for example in expectations, class management or standards of pupils' work, they need to target advice and support as necessary. Most importantly, schools need to promote a culture of self-evaluation where staff reflect on their practices and those of others and, as necessary, improve aspects of learning and teaching.

Main strengths

The main strengths in the provision of science were as follows.

Main areas for improvement

Schools and education authorities need to take steps to:

Appropriate bodies at national level (including SEED, SQA and LT Scotland), working as necessary with higher education and education authorities, should:

[Previous] [Contents] [Next]