2.1 In carrying out inspections of primary and secondary schools, HMI have identified significant strengths and weaknesses in the quality of science courses and programmes. Over the period 1995-98, HMI have noted that science courses or programmes had important weaknesses or were unsatisfactory in 58% of primary schools and 32% of secondary schools at S1/S2. Only 5% of primary programmes and 8% of S1/S2 courses were considered to be very good. The remaining 37% of primary schools and 60% of secondary schools had science courses or programmes which were good overall, but with some weaknesses.
2.2 Courses or programmes which were considered by HMI to be very good exhibited a number of key features.
2.3 Courses or programmes which had significant weaknesses failed to include one or more of the features mentioned in 2.2. Where programmes were fair or unsatisfactory, HMI also noted the following weaknesses.
2.4 The national guidelines on Environmental Studies define the science knowledge, understanding and skills that pupils should develop in primary school and at S1/S2. Over the last five years many schools, particularly in the primary sector, have put considerable effort into interpreting and implementing the guidelines, often making considerable adaptations to their existing programmes. Many teachers have found the guidelines to be unnecessarily complex and difficult to understand. There were particular concerns about assessment.
2.5 These factors were acknowledged in the HMI report Achieving Success in S1/S2 where a review of the guidelines was recommended. The report acknowledged that:
" The weak performance of Scottish pupils in science should be addressed through better and simpler specification of attainment targets for the subject within 5-14. Such specification would allow more focused attention to be given to science at the primary stages and provide a better basis for course planning and assessment at S1/S2".
2.6 In 1996, the Scottish CCC published an Environmental Studies exemplification pack which included teachers' guides for science. The guides clarified the knowledge and understanding statements, gave advice about depth of treatment and suggested activities to develop investigative and problem solving skills. Uptake of these guides was good, particularly in primary schools. However, only a small number of schools realised the close relationship between the national guidelines and the teachers' guides and the importance of the latter in further clarifying attainment targets.
2.7 The issues mentioned in 2.4 _ 2.6 are being addressed through the review of the national guidelines for environmental studies. The revised guidelines will provide primary and secondary teachers with much clearer advice about what they should teach and assess and about what pupils should learn. Teachers should use this advice to structure their courses and programmes. In the meantime, there is much that schools can do to improve the quality of their courses through building on the strengths identified in 2.2 and addressing the weaknesses identified in 2.3. Furthermore, science teachers should ensure that their S1/S2 courses are reviewed to take account of Level F content. This should ensure that pupils who have progressed beyond Level E in one or more of the attainment outcomes are given work which is suitably challenging.
2.8 Most science courses and programmes in primary and secondary schools rely heavily on the use of textbooks, workcards or worksheets to guide learning and teaching. This was confirmed by the TIMSS study which showed that of the 40 countries investigated, Scotland, with one exception, had the greatest number of 13 year olds who "used worksheets or textbooks almost always" to learn about science. Many of these schemes were written for a wider market and do not take full account of national 5-14 advice. In primary schools, such schemes do not include practical kits for investigative work. As a result, many primary and secondary teachers have to produce their own courses, including making up practical kits.
2.9 In the USA, commercial science schemes for primary and early secondary pupils often include practical kits, suggestions for investigations and assessment materials. When districts or states adopt particular science schemes they agree to purchase and maintain sufficient kits for their schools. Educational agencies often work in partnership with publishers to produce science materials of a very high quality, both in terms of content and presentation. In Scotland, the possibility of such partnerships, for example, between Scottish CCC, commercial publishers and scientific suppliers should be investigated so that sufficient resources of the right kind and quality can be made available to schools. Further guidance should be provided for primary and secondary teachers about good quality science courses, including practical kits for primary schools.
Science topics and integration
2.10 National guidelines for environmental studies give primary schools scope to choose whether to teach science through an integrated topic approach or as a separate subject. The TIMSS report noted that only a small minority of Scottish primary teachers taught science as a separate subject in P4 and P5. Over recent years, HMI have noted an increased tendency for schools to give greater attention to science, either by means of a discrete science course or topics which focus more clearly on the knowledge and skills of science. This was particularly true at the middle and upper stages of primary.
2.11 In deciding which approach or blend of approaches to use in organising primary science, headteachers should ensure that their school programmes meet two key principles. The first principle is that pupils will make better progress in science if teaching and learning focuses on clearly defined scientific ideas and skills at any point in time. Some schools have found this easier to achieve where there are separate science programmes. However, it is also possible to plan topic studies which include a clear focus on appropriate scientific ideas and skills.
2.12 The second principle is that it is important to help pupils make links between related aspects of learning, for example between science and geography or science and technology. For example, in studies of weather pupils' understanding will be improved if teachers explain links between a scientific understanding of weather phenomena and an understanding of the effects of weather on people and places. This will more obviously take place in topic studies but teachers should also make such links clear within separate science programmes.
2.13 Secondary schools also have scope to decide whether to adopt a single discipline or an integrated approach to science teaching in S1 and S2. Most secondary schools teach an 'integrated science' course. Such courses are based on a series of topics which represent key ideas drawn from biology, chemistry and physics, but also include aspects of geology, astronomy and technology. Some topics focus mainly on one of the individual science subjects whereas others draw heavily on two or three of the specialist disciplines in order to exemplify the integrated nature of the scientific process. The principles outlined in 2.11 and 2.12 above are equally applicable to science teaching in S1 and S2. Courses which are well planned and well taught can be effective whichever approach is adopted.
2.14 As well as making a unique contribution to the curriculum, science also provides an ideal context for the application and development of other subjects, particularly English and mathematics. For example, language skills such as discussing, reading for information and note-making are integral to good science education, both in primary and secondary schools. The same is also true of many mathematical skills, such as measurement and information handling. It is not possible to learn science without taking in information through reading and listening and it is not possible to gauge whether learning has taken place without asking pupils to talk or write about their experiences. Because of its investigative approach, science provides an ideal practical context for pupils to develop their skills in literacy and numeracy.
2.15 In developing or applying skills in language or mathematics it is important for teachers to be very clear about the focus of their teaching. If the purpose of a lesson is to explore or develop a scientific idea or process, then the focus of teaching and assessment should relate to that purpose. In this case the purpose is clearly designed to meet the aims of the science programme. If, however, the purpose is to develop pupils' skills in structuring and punctuating a written report at the end of an experiment, then the teaching and learning priority will be on developing skills in writing. This will meet an objective of the programme for English language rather than science.
2.16 Too often, low level and undemanding language and art and craft activities predominate in science programmes and the knowledge, understanding and skills of science are not properly represented. The lack of challenge in these activities means that they fail to promote pupils' skills in science or indeed in any other areas of the curriculum.
2.17 Science topics also provide opportunities for pupils to explore and develop informed attitudes to the care and conservation of living things and, more generally, to the wider environment at local, national and global levels. Articles in the press and on television often provide conflicting messages about matters such as health, diet, pollution, genetic engineering and global warming, and it is important that pupils have the necessary knowledge and skills to help them make informed judgements. Where appropriate, primary and secondary teachers should give pupils opportunities to develop informed attitudes to the environment and to the applications of the sciences, especially where they relate to social, ethical and moral issues.