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Maths and science leagues tables
09/12/2008
Education Secretary Fiona Hyslop said today that a new international survey has highlighted 'unacceptable failings in maths and science in Scotland's schools and confirmed the urgent need to act'.
She said that the Trends in International Maths and Science Survey (TIMSS) conducted in April/May 2007, and published today, "painted a picture of Scotland standing still while other nations pushed by". The Cabinet Secretary has asked for a detailed analysis of the survey to be prepared for consideration at a summit early in the new year.
The Minister picked out a particular concern showing that only 51 per cent of P5 pupils and 68 per cent of S2 pupils are taught science by teachers who feel 'very well' prepared to do so. She said this was "alarming" and stressed the need for as many schools as possible to be teaching to the new curriculum science outcomes from next year.
Ms Hyslop said:
"This survey highlights unacceptable failings in maths and science in Scotland's schools and confirms the urgent need to act. During the last administration, the achievement of Scots pupils fell back between 2003 and 2007 compared to other countries.
"There is no doubt this Government has inherited a great challenge and it is for us - now - to take action. This survey paints a picture of Scotland standing still while other nations pushed by. We will not allow this to happen. We are and will continue to take steps to address the science and maths challenge faced by Scotland.
"We will halt the decline which is shown in the 2003-2007 survey. I have asked my officials to prepare an urgent analysis of the findings from the TIMSS survey. I want this analysis and the wider survey to be considered by a range of science educators and business people at a summit early in the new year.
"We must reinvigorate science and maths teaching and learning; what is taught and how it is taught. Revised science experience and outcomes are being developed and will be published in spring 2009. This survey also reveals that too many teachers lack confidence. This needs to be tackled if we want our young people to take science forward.
"I have said repeatedly that science is central to our future economic success. To have the situation where half our primary pupils are taught science by teachers who don't feel very well prepared is alarming. To have a third of S2 pupils in the same position is completely unacceptable.
"We need to ensure that pupils can enjoy more relevant and exciting learning experiences in these areas. Indeed, that is one of the central drivers of Curriculum for Excellence and why I am working with the science and education communities to address this situation.
"Our young people must understand the importance of maths and science in the 21st Century. That is why I am announcing a top-level summit to bring together experts in all areas who can help us ensure the new Curriculum for Excellence in science can reform and improve learning and teaching for Scotland's children and young people.
"Curriculum for Excellence provides the opportunity to reform and improve learning and teaching of science. Although I have given an extra year for implementation of Curriculum for Excellence with the related qualifications coming onstream in summer 2014, I expect as many schools as possible, particularly primary schools, to be implementing the science outcomes from 2009. Maintaining drive and momentum in implementing Curriculum for Excellence is key."
The TIMSS report, which focuses on the performance of P5 and S2 pupils in 59 countries in 2007, was released today. Key findings show:
- In P5 maths, 19 out of 36 countries scored above Scotland. Eleven OECD countries scored above Scotland, two OECD countries scored similarly and two OECD countries scored below Scotland
- In S2 maths, 13 out of 49 countries scored above Scotland. Six OECD countries were above Scotland, three OECD countries scored similarly and two OECD countries scored below Scotland
- In P5 science, 21 out of 36 countries scored above Scotland. Thirteen OECD countries scored above Scotland, one OECD country scored similarly and one OECD country scored below Scotland
- In S2 science, 14 out of 49 countries scored above Scotland. Eight OECD countries scored above Scotland, one OECD country scored similarly and two OECD countries scored below Scotland
The recent Scottish Government initiatives aimed at realising the potential in science to make Scotland an innovative and creative country are:
- The launch of the Science for Scotland framework announced last month
- The decision to introduce the Scottish Science Baccalaureate announced in June
- 2.1m pounds investment in Science CPD for teachers announced in June
- The provision of 140,000 pounds by the Office of the Chief Scientific Adviser for a pilot scheme to allow 60 schools to develop science clubs. The Science clubs will specifically target the transition stage - P6/7 to S1/2.
- Scotland's science centres have received an additional funding of 250,000 pounds to Scotland's science to help science teachers improve their professional skills. The science centres will be expected to make bids for the funding to deliver primary teacher CPD in collaboration with the Scottish Schools Equipment Research Centre (SSERC) which trains science teachers and technicians
The Scottish national TIMSS 2007 report focuses on comparisons between Scotland and OECD countries. Comparisons with these countries are regarded as more meaningful than comparisons with all countries given the number of developing countries taking part in TIMSS. OECD countries are our main economic competitors and face similar challenges in education and lifelong learning.
TIMSS measures attainment in maths and science (at grade 4 and grade 8, equivalent to P5 and S2 in Scotland) as well as details on the school, classroom and teacher factors which influence attainment. Assessments were undertaken in 139 primary schools and 129 secondary schools (approx 8,000 pupils in total) in Scotland in mid-April to end May 2007.
Curriculum for Excellence is addressing concerns raised in HMIE and other reports such as the 2007 OECD "Quality and Equity of Schooling in Scotland" and the Scottish Survey of Achievement about the need to provide a more cohesive and coherent curriculum to ensure better connections between the various stages of learning and reengage the significant proportion on young people who fail to reach their potential.
The Government is focusing on Continuing Professional Development (CPD), teaching resources for schools, informal science engagement and support for science centres to improve pupil attainment.
Government funding of 2.1m pounds over the next three years, has been awarded to the Scottish Schools Equipment Research Centre (SSERC) to provide a range of CPD opportunities for teachers and technicians. The focus is on underpinning the move to Curriculum for Excellence. The work of the SSERC is considered to be pivotal in securing a new approach to science teaching.
In June, the 2007 Scottish Survey of Achievement in Science showed that too few young people were achieving expected levels in science in the classroom. Only 6 per cent of P7 children and 16 per cent of S2 pupils were achieving good levels in science knowledge and understanding. The 2008 HMIE report 'Science - A portrait of current practice in Scottish Schools' found that, in relation to primary level science, attainment was generally satisfactory up to P4 but declined through P6 and P7. In relation to S1/S2, HMIE found that while "the majority of young people were making good progress ... too often, young people did not demonstrate secure knowledge and understanding."
The 2005 HMIE Report on Mathematics in Primary and Secondary Schools highlighted very good attainment at P1 to P3 and good attainment in SQA examinations at S3 to S6 but that steps needed to be taken to improve the quality of attainment from P7 to S2 and at all stages for the lowest attaining groups. The report also identified a number of areas for improvement which have formed the foundation for the development of Curriculum for Excellence outcomes and experiences.