Monday 09 Jun 2008 @ 15:25
Scottish Government
Scottish Government
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Report card on science published
A new survey has highlighted the challenge Scotland faces to improve our young people's knowledge and understanding of science.
The third Scottish Survey of Achievement (SSA), which was conducted between April and June 2007, had a focus on science, science literacy and core skills. The survey gives a snapshot across primary and early secondary and key findings of the 2007 survey include:
* Too few pupils (six per cent at P7 and 17 per cent at S2) are achieving expected levels of science knowledge and understanding
* Early primary pupils are doing better, with almost 55 per cent of P3 pupils achieving their expected level
* At all stages and levels, achievement in science literacy is stronger than science knowledge and understanding
* The least deprived children are outperforming the most deprived pupils at all stages and levels in both science knowledge and understanding and science literacy
* There has been no improvement in science knowledge and understanding achievement between 2003 and 2007
Fiona Hyslop, Cabinet Secretary for Education and Lifelong Learning, said:
"Scotland's economic future is increasingly dependent on science and technology. It is therefore important that all of our young people gain a good understanding of science during their primary and early secondary years. An unacceptable lack of progress was made in science knowledge and understanding during the last government.
"The survey results highlight the challenge this Government has inherited: to build up capability for science teaching; to ensure that pupils can enjoy a rounded science learning experience; and that our young people understand the importance of science in the 21st century.
"We are determined to work with schools and local authorities to ensure that the previous lack of progress in science achievement in our schools between 2003 and 2007 is addressed.
"Through Curriculum for Excellence we are committed to developing a modern curriculum, with science, modern languages and technology at its heart. Good quality learning and teaching is key to real and lasting improvement and that is why we're investing #2.1 million in continuous professional development to build teachers' skills and raise the bar in science teaching.
"We have also launched a new Science Baccalaureate qualification to encourage more young people to study science at the highest level."
Professor Anne Glover, Chief Scientific Adviser for Scotland, added:
"I am encouraged that there is some evidence that our children have the confidence and ability to use their science learning in everyday situations.
"However, these findings also provide us with a strong reminder of the work that is still needed to make sure that all our young people gain the knowledge they will need as Scotland's citizens and future scientists.
"Curriculum for Excellence has the potential to deliver more exciting, relevant and engaging science education. In particular I warmly support the intention to introduce more practical science teaching."
Dr Stuart Monro, Co-Chair of the Scottish Science Advisory Committee (SSAC), commented:
"The need to re-invigorate the teaching and learning of science in schools was recognised in the SSAC's 2003 report, Why Science Education Matters. The report made wide-ranging recommendations, intended to enhance the teaching of science at school.
"Curriculum for Excellence has begun to address many of the SSAC's concerns by delivering new approaches which will bring contemporary science into the classroom, taught within a framework which demonstrates its relevance to all our lives.
"There is much still to do but the SSAC is engaged with this initiative to ensure that Scotland can produce the scientifically literate citizens it will need for the 21st Century."
The Scottish Survey of Achievement (SSA) is a sample survey which monitors how well pupils in Scotland are learning. Each year the SSA has focused on a different aspect of the school curriculum. In 2007, the focus was Science and between April and June 2007, just under 40,000 pupils in P3, P5, P7 and S2 from around 1,100 Scottish schools took part in the survey. The survey also reports pupils' science knowledge and understanding achievement for 22 local authorities that requested authority level information.
Scotland's science literacy performance in international surveys is generally strong in later secondary, showing that pupils do have an ability to apply their understanding of science to everyday lives. Scotland's performance in science literacy in the 2006 PISA survey was similar to that in the 2003 survey and although our position relative to other countries has fallen since 2003, Scotland is still among the highest scoring countries in the OECD.
The 2007 SSA investigated pupils' knowledge and understanding in science and their science literacy. A small number of pupils also took part in practical activities to assess their investigation skills and some core skills in a science context, along with further aspects of science literacy. The survey also collected teachers' professional judgements about sampled pupils' levels of achievement in science, reading, writing and mathematics. In addition, information from pupils and their teachers about their experiences and views of learning Science was gathered from questionnaires.
Science literacy refers to an ability to: appreciate and understand the impact of science and technology on everyday life; take informed personal decisions about issues that involve science; read and understand essential points within information about science and reflect critically on this; take part confidently in discussions with others about science.
The report also shows that pupils are positive about their science experiences. They are most confident when doing experiments and investigations and talking about science. A high proportion of pupils at all stages said that they want to do well in science.
This is the third SSA. In 2005, the SSA looked at attainment in English language and core skills on attainment in reading and numeracy, writing and maths. The 2006 SSA focused on attainment in strands of social subjects enquiry skills and a range of pupils' skills in reading and numeracy. The 2008 SSA is focusing on Mathematics and Core Skills.
The 2003 Assessment of Achievement Programme, precursor to the SSA, also had a focus on science. A comparison of the small number of tasks common to both the 2003 and 2007 surveys indicate that there has been no change in science achievement.
Plans to introduce a Scottish Science Baccalaureate and a Scottish Language Baccalaureate were announced on Thursday 5 June. The Scottish Science Baccalaureate aims to encourage more of our young people to study science in S5 and S6 and assist our young people in making the transition from school to higher and further education and employment.
Draft experiences and outcomes for science were the first to be released under Curriculum for Excellence in September 2007. The draft experiences and outcomes are currently available for engagement and are being trialled with the education community. This feedback, together with input from Scottish science organisations, will be used to help finalise the science outcomes as early as practicable in the new year.
Related Information
The third Scottish Survey of Achievement (SSA), which was conducted between April and June 2007, had a focus on science, science literacy and core skills. The survey gives a snapshot across primary and early secondary and key findings of the 2007 survey include:
* Too few pupils (six per cent at P7 and 17 per cent at S2) are achieving expected levels of science knowledge and understanding
* Early primary pupils are doing better, with almost 55 per cent of P3 pupils achieving their expected level
* At all stages and levels, achievement in science literacy is stronger than science knowledge and understanding
* The least deprived children are outperforming the most deprived pupils at all stages and levels in both science knowledge and understanding and science literacy
* There has been no improvement in science knowledge and understanding achievement between 2003 and 2007
Fiona Hyslop, Cabinet Secretary for Education and Lifelong Learning, said:
"Scotland's economic future is increasingly dependent on science and technology. It is therefore important that all of our young people gain a good understanding of science during their primary and early secondary years. An unacceptable lack of progress was made in science knowledge and understanding during the last government.
"The survey results highlight the challenge this Government has inherited: to build up capability for science teaching; to ensure that pupils can enjoy a rounded science learning experience; and that our young people understand the importance of science in the 21st century.
"We are determined to work with schools and local authorities to ensure that the previous lack of progress in science achievement in our schools between 2003 and 2007 is addressed.
"Through Curriculum for Excellence we are committed to developing a modern curriculum, with science, modern languages and technology at its heart. Good quality learning and teaching is key to real and lasting improvement and that is why we're investing #2.1 million in continuous professional development to build teachers' skills and raise the bar in science teaching.
"We have also launched a new Science Baccalaureate qualification to encourage more young people to study science at the highest level."
Professor Anne Glover, Chief Scientific Adviser for Scotland, added:
"I am encouraged that there is some evidence that our children have the confidence and ability to use their science learning in everyday situations.
"However, these findings also provide us with a strong reminder of the work that is still needed to make sure that all our young people gain the knowledge they will need as Scotland's citizens and future scientists.
"Curriculum for Excellence has the potential to deliver more exciting, relevant and engaging science education. In particular I warmly support the intention to introduce more practical science teaching."
Dr Stuart Monro, Co-Chair of the Scottish Science Advisory Committee (SSAC), commented:
"The need to re-invigorate the teaching and learning of science in schools was recognised in the SSAC's 2003 report, Why Science Education Matters. The report made wide-ranging recommendations, intended to enhance the teaching of science at school.
"Curriculum for Excellence has begun to address many of the SSAC's concerns by delivering new approaches which will bring contemporary science into the classroom, taught within a framework which demonstrates its relevance to all our lives.
"There is much still to do but the SSAC is engaged with this initiative to ensure that Scotland can produce the scientifically literate citizens it will need for the 21st Century."
The Scottish Survey of Achievement (SSA) is a sample survey which monitors how well pupils in Scotland are learning. Each year the SSA has focused on a different aspect of the school curriculum. In 2007, the focus was Science and between April and June 2007, just under 40,000 pupils in P3, P5, P7 and S2 from around 1,100 Scottish schools took part in the survey. The survey also reports pupils' science knowledge and understanding achievement for 22 local authorities that requested authority level information.
Scotland's science literacy performance in international surveys is generally strong in later secondary, showing that pupils do have an ability to apply their understanding of science to everyday lives. Scotland's performance in science literacy in the 2006 PISA survey was similar to that in the 2003 survey and although our position relative to other countries has fallen since 2003, Scotland is still among the highest scoring countries in the OECD.
The 2007 SSA investigated pupils' knowledge and understanding in science and their science literacy. A small number of pupils also took part in practical activities to assess their investigation skills and some core skills in a science context, along with further aspects of science literacy. The survey also collected teachers' professional judgements about sampled pupils' levels of achievement in science, reading, writing and mathematics. In addition, information from pupils and their teachers about their experiences and views of learning Science was gathered from questionnaires.
Science literacy refers to an ability to: appreciate and understand the impact of science and technology on everyday life; take informed personal decisions about issues that involve science; read and understand essential points within information about science and reflect critically on this; take part confidently in discussions with others about science.
The report also shows that pupils are positive about their science experiences. They are most confident when doing experiments and investigations and talking about science. A high proportion of pupils at all stages said that they want to do well in science.
This is the third SSA. In 2005, the SSA looked at attainment in English language and core skills on attainment in reading and numeracy, writing and maths. The 2006 SSA focused on attainment in strands of social subjects enquiry skills and a range of pupils' skills in reading and numeracy. The 2008 SSA is focusing on Mathematics and Core Skills.
The 2003 Assessment of Achievement Programme, precursor to the SSA, also had a focus on science. A comparison of the small number of tasks common to both the 2003 and 2007 surveys indicate that there has been no change in science achievement.
Plans to introduce a Scottish Science Baccalaureate and a Scottish Language Baccalaureate were announced on Thursday 5 June. The Scottish Science Baccalaureate aims to encourage more of our young people to study science in S5 and S6 and assist our young people in making the transition from school to higher and further education and employment.
Draft experiences and outcomes for science were the first to be released under Curriculum for Excellence in September 2007. The draft experiences and outcomes are currently available for engagement and are being trialled with the education community. This feedback, together with input from Scottish science organisations, will be used to help finalise the science outcomes as early as practicable in the new year.
Related Information
