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1. This report is the third in a series which provides advice aimed at improving teaching and learning, and raising attainment, in the 5-14 age range. The first two reports were concerned with improving attainment in mathematics, and reading at the early stages. This one is concerned with improving attainment in science. In the foreword to Improving Mathematics Education 5-14, I invited teachers and others to consider the implications for other areas of the curriculum of that report's messages about the importance of high expectations and an emphasis on achievement. This report continues the same theme.
2. The national guidelines for Environmental Studies 5-14 were first issued in March 1993. This report looks at the ways in which these guidelines are being implemented, with a particular focus on learning and teaching and the attainment of pupils in science. The evidence for the report comes from the extensive programme of inspection undertaken by HM Inspectors of Schools, the conclusions of which were summarised in Standards and Quality in Scottish Schools 1995-98, and from the Assessment of Achievement Programme (AAP) and Scotland's participation in the Third International Mathematics and Science Study (TIMSS). Account has been taken of a review of national and international research evidence commissioned by SOEID and carried out by the Scottish Council for Research in Education (SCRE). This identified approaches which have proved effective in raising standards of science teaching in primary and secondary schools. In addition, HMI investigated good practice in science education in four cities in the United States of America (USA), namely Boston, New York, San Francisco and Washington. Collectively, this evidence shows that, although there are strengths in science teaching in Scottish schools, there are also significant areas of concern, especially at the upper primary and lower secondary stages.
3. The report makes a number of important recommendations for the improvement of science teaching. It identifies weaknesses in science courses and programmes and makes recommendations about what should be done to improve them. It recognises that there is a need to simplify and clarify the national guidelines for Environmental Studies, a process of revision which is already underway. Recommendations are made about how to improve teaching and learning, based on good practice in Scotland and elsewhere and supported by national and international research evidence. In particular, practical advice is offered about what constitutes effective science lessons, including the contribution of direct teaching, questioning and discussion, practical work and assessment. The report identifies significant weaknesses in the arrangements for meeting pupils' needs and recommends that teachers should have higher expectations of what pupils can achieve in science, particularly at the upper stages of primary and at S1/S2. The need to address long-standing concerns about the large numbers of primary teachers who have low levels of confidence and competence to teach science, is acknowledged. The report then concludes by looking at how science teaching is currently organised and managed in primary and secondary schools. It makes recommendations about how standards of teaching and learning and attainment could be improved through giving more attention to matters such as class groupings, resources and how they are organised and how the time allocated to science is used. In particular, the report makes recommendations for improvement in how school managers monitor and evaluate science provision.
4. The report provides an Agenda for Action, including detailed recommendations for all teachers of science in primary and secondary schools, school managers, education authorities, teacher education institutions and national bodies with an interest in improving standards in science. In conclusion, the report recognises that successful implementation of the 5-14 guidelines across all Scotland's primary and secondary schools offers the greatest potential for making significant improvements in science education. For this reason, it should be given high priority in both primary and secondary schools.
DOUGLAS A OSLER
HM Senior Chief Inspector of Schools
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