Raising Aspirations in Science Education The Highland Council Wednesday, 3rd May 2017 RAISE

Sciences: Aspects for development SDELG 2006 Primary schools should consider including sciences on their improvement plan Practitioners can lack confidence in the sciences and teach it predominantly through an interdisciplinary learning approach Practitioners should consider accessing high quality professional learning More depth and breadth to learning in the sciences is required IDL fine but as the recent QUISE report highlighted, ensure sufficient depth RAISE

Sciences: Aspects for development SDELG 2006 Schools need to assess and track progress Continuity in learning across sectors (3-18) Need to address gender imbalance 72% of learners taking physics are boys 36% of learners taking biology are boys Assess progress in Lit and Num and understand the standard in other Curr Areas RAISE

Key to our economy Vital to economic sectors: SDELG 2006 Vital to economic sectors: Creative industries (incl. digital) Life sciences Energy Food and drink Financial and business Universities Tourism RAISE

STEM Pipeline SDELG 2006 48% of employers say they prefer STEM graduates because of the skills they possess By 2020, it is projected that Scotland will require an additional 2,000 university STEM graduates and 1,000 college STEM graduates per year Only 4% of engineering modern apprentices are female Getting STEM pipeline working properly is top priority.

RAISE Raising Aspirations in Science Education Pilot project SDELG 2006 Raising Aspirations in Science Education Pilot project Involving 10 Local Authorities Primary Science Development Officer Developing teacher confidence

Aims of the programme SDELG 2006 Build capacity at Local Authority level to coordinate support for science and to support sustainable and long-term improvements to science education in primary schools Build the confidence, skills, knowledge and enthusiasm of primary school practitioners in relation to the teaching of sciences – both in terms of content and pedagogy – through high-quality professional learning. Raise attainment and achievement in primary science with a particular emphasis on supporting learners within SIMD deciles 1 and 2 and for those most in need of support RAISE

Aims of the programme SDELG 2006 Support Local Authorities with their efforts to raise levels of engagement in primary science education, including providing opportunities to sustain and extend the impact of their participation in the SSERC Primary Cluster Programme Ensure learning and teaching in the sciences in Scottish primary schools reflects the principles of curriculum design to improve outcomes for learners and ensure they are challenged and motivated by their learning experiences and understand the relevance of science both to them and society Ensure learners develop skills for learning, life and work and that progress and achievements are assessed, monitored, tracked and reported on effectively RAISE

Aims of the programme SDELG 2006 Promote effective progression in learning in the sciences across sectors from early years to primary and from primary to secondary school Build the social capital of practitioners across Scotland by ensuring they have effective opportunities to network, share, collaborate, mentor and co-create with their peers. RAISE

Partnerships Scottish Government SSERC Local Authorities SDELG 2006 Scottish Government SSERC Local Authorities Industry - DYW Education – Colleges and Universities. RAISE

Sciences Benchmarks 24+ practitioners on working group SDELG 2006 24+ practitioners on working group Initial consultation in October 110 responses received Developed through consultation with a wide range of partners. Read across with other curriculum areas RAISE

Sciences Benchmarks SDELG 2006 Concise and accessible, communicating clearly the standards expected: for secondary subject specialists with a more focused interest in a single curriculum area and manageable for primary teachers covering the whole breadth of the curriculum. Organised by early, first and second levels, in addition to by curriculum areas. Links across STEM and Responsibilities of all RAISE

Expectations SDELG 2006 Benchmarks for Literacy and English/Gàidhlig and Numeracy and Mathematics to support gathering assessment data for NIF. No current plans to use Benchmarks for other curriculum areas for this purpose. Practitioners to familiarise themselves with Benchmarks through using them to support assessment as appropriate in local contexts, taking account of school improvement priorities. HM Inspectors interested in practitioners’ awareness of Benchmarks and how they are starting to use them, but will not expect immediate, full implementation. RAISE

Primary Schools SDELG 2006 Practitioners already planning across all curriculum areas, using all the Es and Os. Many local authorities already have own progression frameworks across curriculum areas. Benchmarks will help establish consistency at national level. Aim is to clarify and de-clutter. No expectation that primary teachers will use all Benchmarks straight away. Schools to include them in improvement plans for 2017-18, as appropriate. RAISE

Secondary Schools SDELG 2006 Benchmarks to help ensure appropriate level of challenge for pupils at CfE 3rd and 4th level. Need to use robust assessment information from S1 to S3 to ensure learners make appropriate choices and are presented at the right level for NQs. Courses for N5 assume learners have achieved relevant CfE 4th level Es and Os before beginning the course. Need to take careful account of this when options for S4 are being agreed. RAISE

Steps to success   Key steps in the learning to achieve the benchmark standards Possible activities What activities are possible and where can resources be found eg websites/suppliers. Misconceptions surrounding the content. Links to STEM IDL opportunities and links to other curricular areas Links to DYW Links to the skills for learning, life and work. STEM ambassadors, employability and skills, employer links and resources Assessment opportunities What could be assessed and how CLPL Links to online CPD offerings, other CPD provision Teacher feedback What worked well, even better if. Links to alternative activities that could be used. Resources Links to websites and resource kits. Possible homework or homelink activities, with possible parental engagement. Video clips How to……. (for different practical activities) RAISE