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Appendix 2
Science Rationale
Science 3 to 15
The most important goal for science education is to stimulate, nurture and sustain the curiosity, wonder and questioning of young people.
Young children come to the early years setting with a natural sense of wonder and curiosity and as active and eager learners endeavouring to make sense of the world. They continue to develop ideas through investigation, first-hand experience, discussion and structured or free play. As they grow older, children ask searching questions based on their everyday observations and experiences of living things, the environment and the materials, objects and devices they interact with in their play. Young people are fascinated by new discoveries and technology and become increasingly aware of, and passionate about, the impact of science on their lives, the lives of others and on the environment.
Science is a dynamic, creative, human process which contributes greatly to the development of human culture, both nationally and globally. The rate at which developments in science and technology are taking place has enormous implications for the wellbeing of our society. The values that guide scientific endeavour: respect for living things and the environment; respect for evidence and the opinions of others; honesty in collecting and presenting data; an openness to new ideas, are the basis of responsible citizenship.
Science is part of our heritage and part of our everyday lives at work, at leisure or in the home. It is important that all young people experience a sound science education given our rapidly-evolving, technologically-driven, world. Some will become the trained scientists and engineers required to build a vibrant and sustainable economy. Others will encounter science and its applications in the workplace and at home. Everyone needs to have the capacity to engage as confident individuals and effective communicators in informed debate, and make informed decisions about scientific issues of social, moral and ethical, economic and environmental importance.
In order to prepare children and young people for their future lives and careers in the 21st century the two main purposes of science education are to:
- enable young people to develop as scientifically literate citizens, able to hold and defend informed views on social, moral, ethical, economic and environmental issues related to science; and
- prepare them for further, more specialised, learning by developing their secure understanding of the 'big ideas' and concepts of science.
Through science, children and young people develop their understanding of the living, material and physical world. They can increase their awareness of the pace and significance of developments in biology, chemistry and physics and acquire knowledge and understanding of the impact of science on their own health and wellbeing, the health of society and the health of the environment. They are able to develop important, transferable skills to prepare them to be enterprising and creative adults. Through collaborative investigative tasks they can learn to interpret data, make deductions and draw valid conclusions based on evidence. Through learning about science in relevant, real-life contexts they can acquire the ability to express and justify their views on science-based issues of importance to society, based on knowledge and understanding of scientific principles and concepts.
Taken together, this learning through science will help their development as successful learners, confident individuals, responsible citizens and effective contributors.
The revised curriculum for science
The starting point for review was to identify the knowledge, understanding, skills and attributes that would be required by every young person in Scotland by age 15 to prepare them for their future lives and careers. The 'big ideas' of contemporary science were identified and grouped under three main lines of development:
| Our living world |
including the diversity of living things, the uniqueness of being human and the importance of cells, both for the individual and society |
| Our material world |
including the uses and properties of materials, sustainability, the chemistry of life processes and the applications of chemistry in society |
| Our physical world | including harnessing and using energy sources, motion and travel on land, sea, air and space, and the development of communication systems to meet the needs of society |
While some of these lines of development can be tracked from the early level to level 4, others which are known to be conceptually demanding would first appear at later stages. This is the case, for example, with aspects such as the structure of cells and the study of atoms.
The proposed outcomes are fairly broad: suggesting appropriate learning experiences rather than prescribing specific objectives or teaching and learning sequences. Outcomes for knowledge and understanding, skills and attributes are fully integrated. In total, they represent the essential learning that most 15 year-olds would be expected to experience and demonstrate.
Teachers would be able to draw from these to develop relevant teaching contexts and activities, both within and beyond science, to a depth appropriate for the stage or class. Although described separately, it is anticipated that teachers will continue to integrate aspects of the living, material and physical world as appropriate.
Teachers would also be able to take opportunities to provide real life contexts based on the immediate environment of the school or on local, national or global contemporary issues. This offers opportunities for planned thematic and interdisciplinary work in the early years, primary and secondary settings. Productive links could be made with aspects of the technologies, social subjects, health and wellbeing and RME in particular.
Scale and scope of change - proposals
The proposed outcomes broadly reflect existing guidance. As the review work continues, the proposals will build on current best practice in teaching and learning. There will be freedom to teach in innovative ways and to make the most of the power of digital learning and expertise outwith the school sector. Young people will be able to experience challenging activities throughout their schooling and recognise and enjoy the progress they make in science.
Unhelpful repetition which currently appears across the sciences will be removed. Similarly, future analysis will help to remove duplications and ensure consistency of expectations across curriculum areas. The review so far has also taken account of recent advances in science and the nature of outcomes should allow teachers to embrace ongoing developments. For example, an outcome such as 'I can explain the principles of modern biotechnology' will readily allow updating.
These proposals will support an extension of experiential learning from the early years into early primary school and beyond. In the remaining years of primary school, teachers will have the opportunities to create teaching contexts that take advantage of local events and circumstances and the needs and interests of the young people they teach.
In secondary schools, the proposals will promote classroom talk, group discussion and debate about the benefits and risks associated with the applications of scientific knowledge. Learners will have the opportunity to become actively involved in their learning and to deepen their understanding of the big ideas of science. Through involvement in a wide range of open-ended experiences, challenges and investigations they will develop critical thinking skills and appreciate the key role of the scientific process in generating new knowledge.
Illustrations of proposed outcomes
The following style of outcome demonstrates the development of a 'big idea' in science. Through first-hand observation, practical activities and discussion, children and young people will develop a range of critical thinking skills including analysis and evaluation of data. Relevant and engaging teaching contexts and approaches are essential to breathe life into these.
"I can make observations over time in my local environment and represent them in a variety of ways" (N - P1)
"I can construct and present simple food chains from my observations of the local environment" (P2 - P4)
"I can construct a food web and predict consequences of changes" (P5 - P7)
"I can explain the importance of biodiversity to humans" (S1 - S3)
For young people, the style of outcome illustrated below is inclusive, offers opportunities for personalisation and choice, and deeper study. Young people will engage in research, discussion on the strength of evidence, and debate on important science-based issues for society.
"I can research and debate a local environmental issue" (P5 - P7)
"I can express an informed view on genetically modified plants and animals" (S2 - S3)
Reflective questions
To what extent does your present teaching in science
- Reflect the purposes, values and principles of A Curriculum for Excellence?
- Reflect the goal and two main purposes of science education?
- Reflect the lines of development described?
- Reflect the teaching approaches described?
- Allow for interdisciplinary work across and beyond the sciences?
How could you now
- Move towards the ideas described in this outline rationale?
What are the implications for your curriculum and teaching and learning?
The outline presented in this rationale will be developed further through more detailed review work and engagement.
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