Getting started – support for reflection and engagement the sciences

What changes have been made since the publication of the draft sciences framework? Feedback was informative in supporting change. What was said? Clarification required of key scientific concepts and skills. Fundamental principles, laws and techniques of scientific inquiry required to be further identified. Imbalance of chemistry-related outcomes, and ‘too dry’. Clarification sought on the extent of coverage. What was done: Explanations of lines of development written. Framework reorganised and experiences and outcomes edited, refined and rewritten. Chemistry-related experiences and outcomes reorganised and edited. Exemplification written for selected experiences and outcomes to indicate depth.

Reflecting on the principles and practice in the sciences What are the main purposes of learning in the sciences? What learning and teaching approaches are useful in the sciences? What skills are developed in the sciences? How can I plan for progression in the skills of scientific investigations, inquiry and analytical thinking? How does the sciences curriculum area support the development of the skills and attributes of scientifically literate citizens?

Planet Earth incorporates Biodiversity and interdependence Energy sources and sustainability Processes of the planet Space. Forces, electricity and waves incorporates Forces Electricity Vibrations and waves. Biological systems incorporates Body systems and cells Inheritance. Materials incorporates Properties and uses of substances Earth’s materials Chemical changes Topical science How are the experiences and outcomes structured in sciences?

Experiences and outcomes in the sciences (1) Why do some statements cross more than one level? These describe learning which needs to be revisited, applied in new contexts and deepened over a more extended period. Why is there a dotted line between third and fourth level? This is to demonstrate the close relationship and likely overlap between the two levels. Fourth level will provide the depth of experiences based on prior learning from third level.

Experiences and outcomes in the sciences (2) Why are there sometimes fewer statements at third level than in second and fourth? This happens because of the particular significance of the third level as part of the entitlement for all young people. They represent a drawing together of a number of aspects of learning within mathematics. Why are some statements in lighter text? These are experiences and outcomes which are essential building blocks for a particular aspect of learning and development but which are to be found in a different curriculum area.

Getting started in the sciences: some questions for discussion Building on your current practice, what are the implications for what and how you teach? How will you ensure the needs of all learners are met? Which experiences and outcomes could you link within the sciences, across other curriculum areas and the world of work to provide a coherent experience for learners? How might you ensure that learning and teaching reflects the values, purposes and principles of Curriculum for Excellence?

Where do you go from here? The journey may be different for everyone, but you may wish to consider some first steps towards change, for example: identifying and sharing effective practice identifying and prioritising professional development needs experimenting with learning and teaching approaches.