SCOTLANDSCIENCETECHNOLOGYENGINEERINGMATHEMATICS

TEACHEREDUCATIONIN

SOUTH-EASTASIAINTERNATIONALSCIENCETEACHEREDUCATIONMEETING3-7JUNE,2019UNIVERSITYOFDUNDEE,UNITEDKINGDOM

SCOTLAND2015PISA RANKFORSICENCE

POP.TOTAL5,438,100

1524POP.CHILDREN0-15YEARS919,502 ScotlandUK

THESCIENCECURRICULMAGES13-15YEARS

THECURRICULUMFOREXCELLENCE• Ages3-18• Aprocessofeducationreformstartingin2002andimplemented

officiallyin2010• Aim:tohelpchildrenandyoungpeoplegaintheknowledge,skillsand

attributesneededforlifeinthe21stcentury,includingskillsforlearning,lifeandwork.

• Purpose:helpchildrenandyoungpeoplebecomesuccessfullearners,confidentindividuals,responsiblecitizensandeffectivecontributors.

• Flexibilityforschoolsandsettingstoplanlearningsuitablefortheirowncontext.Theschoolcommunityandpartnersshouldbeinvolvedindecidinghowtousethisflexibility.

• Eightcurriculumareas:Expressivearts,Healthandwellbeing,Languages,Mathematics,Religiousandmoraleducation,Sciences,Socialstudies,Technologies.

IMPLEMENTATION• EducationauthoritiesandschoolsareresponsibleforimplementationunderguidancefromtheScottishGovernmentandEducationScotland.

• Educationauthoritiesareexpectedtoissueclearpolicystatementstoindividualschoolsonhowthecurriculumistobedelivered.

• Headteachersareresponsiblefordaytodayimplementation.• AnationalCfE ManagementBoardhasoverallstrategicmanagement,supportedbyaCfE ImplementationGroupchairedbyEducationScotland.

• ItisforschoolsandeducationauthoritiestoshowhowtheirdifferentcurricularstructuresmeettherequirementsofthenationalCfE guidance.

FRAMINGOFSCIENCE

Scienceandtheapplicationofsciencearecentraltooureconomicfutureandtoourhealthandwellbeingasindividualsandasasociety.

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” CfE Briefing:SciencesforAlll(2013)

Themostimportantgoalforscienceeducationistostimulate,nurtureandsustainthecuriosity,wonderandquestioningofchildrenandyoungpeople.

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”ScottishExecutive(2006)ACurriculumforExcellence:BuildingtheCurriculum1,theContributionofCurriculumAreas

ThepotentialofsciencesandSTEMcareerstosupporteconomicregenerationandboostpositivedestinationsforlearnersissignificant.

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”CurriculumforExcellence,Sciences,ExperiencesandOutcomes

• developacuriosityandunderstandingoftheirenvironmentandtheirplaceintheliving,materialandphysicalworld

• demonstrateasecureknowledgeandunderstandingofthebigideasandconceptsofthesciences

• developskillsforlearning,lifeandwork

• developskillsofscientificinquiryandinvestigationusingpracticaltechniques

• developskillsintheaccurateuseofscientificlanguage,formulaeandequations

• recognisetheroleofcreativityandinventivenessinthedevelopmentofthesciences

• applysafetymeasuresandtakenecessaryactionstocontrolriskandhazards

• recognisetheimpactthesciencesmakeontheirlives,thelivesofothers,theenvironmentandonsociety

• developanunderstandingoftheEarth’sresourcesandtheneedforresponsibleuse

• expressopinionsandmakedecisionsonsocial,moral,ethical,economicandenvironmentalissuesbaseduponsoundunderstanding

• developasscientificallyliteratecitizenswithalifelonginterestinthesciences

• establishthefoundationformoreadvancedlearningandfuturecareersinthesciencesandthetechnologies.

WHYSTUDYSCIENCE?

CurriculumforExcellence,Sciences,PrinciplesandPractice

• interdisciplinarylearning• activelearning• developmentofproblemsolvingskillsandanalyticalthinkingskills• developmentofscientificpracticalinvestigationandinquiry• useofrelevantcontexts,familiartoyoungpeople’sexperiences• appropriateandeffectiveuseoftechnology,realmaterialsandlivingthings• collaborativelearningandindependentthinking• emphasisonchildrenexplainingtheirunderstandingofconcepts,informeddiscussionandcommunication.

APPROACHESTOTEACHING

CurriculumforExcellence,Sciences,PrinciplesandPractice

1. Inquiryandinvestigativeskills2. Scientificanalyticalthinkingskills3. Skillsandattributesofascientificallyliteratecitizen4. Developmentofarangeofskillsforlifeandskillsforwork,includingliteracy,

numeracyandskillsininformationandcommunicationstechnology(ICT).

LEARNINGOUTCOMESINTHESCIENCES

CurriculumforExcellence,Sciences,PrinciplesandPractice

TheCfE’s experiencesandoutcomesareasetofstatementsaboutchildren'slearningandprogressionineachcurriculumareaandforeachlevelofeducation.Theyareusedtohelpplanlearningandtoassessprogress.IntheSciences,therearespecificEs+Os for:• PlanetEarth• Forces,electricityandwaves• Biologicalsystems• Materials• Topicalscience

EXPERIENCES&OUTCOMES

CurriculumforExcellence,Sciences,ExperiencesandOutcomes

BIODIVERSITY ANDINTERDEPENDENCELearnersexploretherichandchangingdiversityoflivingthingsanddeveloptheirunderstandingofhoworganismsareinterrelatedatlocalandgloballevels.Byexploringinteractionsandenergyflowbetweenplantsandanimals(includinghumans)learnersdeveloptheirunderstandingofhowspeciesdependononeanotherandontheenvironmentforsurvival.Learnersinvestigatethefactorsaffectingplantgrowthanddeveloptheirunderstandingofthepositiveandnegativeimpactofthehumanpopulationontheenvironment.

Icansampleandidentifylivingthingsfromdifferenthabitatstocomparetheirbiodiversityandcansuggestreasonsfortheirdistribution. SCN3-01a

IhavecollaboratedoninvestigationsintotheprocessofphotosynthesisandIcandemonstratemyunderstandingofwhyplantsarevitaltosustaininglifeonEarth. SCN3-02a

Throughinvestigationsandbasedonexperimentalevidence,Icanexplaintheuseofdifferenttypesofchemicalsinagricultureandtheiralternativesandcanevaluatetheirpotentialimpactontheworld’sfoodproduction. SCN3-03a

ENERGYSOURCESANDSUSTAINABILITYLearnersexploretypes,sourcesandusesofenergyanddeveloptheirunderstandingofhowenergyistransferredandconserved.Theyconsidertherelevanceoftheseconceptstoeverydaylife.Theyexplorethenatureandsustainabilityofenergysourcesanddiscussbenefitsandassesspossibleriskstoformaninformedviewofresponsibleenergyuse.

Icanusemyknowledgeofthedifferentwaysinwhichheatistransferredbetweenhotandcoldobjectsandthethermalconductivityofmaterialstoimproveenergyefficiencyinbuildingsorothersystems. SCN3-04a

Byinvestigatingrenewableenergysourcesandtakingpartinpracticalactivitiestoharnessthem,Icandiscusstheirbenefitsandpotentialproblems. SCN3-04b

PROCESSESOFTHEPLANETLearnersexplorethechangingstatesofmatterandthephysicalandchemicalprocesseswhichinfluenceEarth’satmosphereandoceans.Theylearnaboutclimatechangeasanaturalprocessintimeaswellastheresultofhumanactivity.Throughconnectionswithcollaborativestudiesoflandscape,weatherandclimateinsocialstudiestheybuildupanintegratedpictureofthedynamicnatureofEarth.

Bycontributingtoexperimentsandinvestigations,Icandevelopmyunderstandingofmodelsofmatterandcanapplythistochangesofstateandtheenergyinvolvedastheyoccurinnature.SCN3-05a

Icanexplainsomeoftheprocesseswhichcontributetoclimatechangeanddiscussthepossibleimpactofatmosphericchangeonthesurvivaloflivingthings. SCN3-05b

SPACELearnersdeveloptheirunderstandingoftheEarth’spositionwithintheuniversewhiledevelopingasenseoftimeandscale.TheydeveloptheirunderstandingofhowourknowledgeoftheuniversehaschangedovertimeandexploreideasoffuturespaceexplorationandthelikelihoodoflifebeyondplanetEarth.

Byusingmyknowledgeofoursolarsystemandthebasicneedsoflivingthings,Icanproduceareasonedargumentonthelikelihoodoflifeexistingelsewhereintheuniverse.SCN3-06a

Es+Os:PLANETEARTH,THIRDLEVEL(AGES13-15)

TEACHERRESOURCESFORASSESSMENTKEYDOCUMENTS• CurriculumforExcellence,Sciences,ExperiencesandOutcomes(20pages)

• GuidanceonUsingBenchmarksforAssessment:Sciences(2017)(46pages)

• BuildingtheCurriculum5:AFrameworkforAssessment(2011)(63page)

SCIENTIFICPRACTICESINTHECURRICULM1. Inquiryandinvestigativeskills

• Plansanddesignsscientificinvestigationsandenquiries• Carriesoutpracticalactivitieswithinavarietyoflearningenvironments• Analyses,interpretsandevaluatesscientificfindings• Presentsscientificfindings

2. Scientificanalyticalthinkingskills• e.g.demonstratesfurtherdevelopmentofcreativethinkingincludingthroughtheengineeringprocessesofdesign,construction,testingandmodification

3. Skillsandattributesofscientificallyliteratecitizens• e.g.Demonstratesfurtherdevelopmentofcreativethinkingincludingthroughtheengineeringprocessesofdesign,construction,testingandmodification

Education Scotland, Guidance on using Benchmarks for Assessment , March 2017

STEM/SCIENCETEACHEREDUCATION

• 11yearsofeducationbeforeUniversity(canjoinuniversityafter16yearsofage)• Secondary-levelMaths andEnglish,plusoneof:

a) A4-yearcombineddegreeineducationandthesciencesubjectb) Anundergraduatedegreeinthesubjectplusa1-year(36weeks)

ProfessionalGraduateDiplomainEducation(PGDE)• ToteachinScottishsecondaryschools,youmustbefullyregisteredwiththeGeneralTeachingCouncilforScotland(GTCS). TheTeacherInductionSchemeisa1-yearprobationaryteachingpostwhichwhencompletedmeetstheStandardforFullRegistration.

BECOMINGASCIENCETEACHER

4or5yearsstudyplusoneyearprobation

AlternativeroutesforsecondaryteachersinSTEMsubjectsofMathematics,Physics,Chemistry,HomeEconomics,orComputingStudies• Increaseflexibility inordertobringgreaterdiversity intotheprofession,

includingthosewithpreviousexperienceinindustry• Tackleshortagesandunder-recruitmentintheseSTEMteachingareas

NEWROUTESINTOSTEMTEACHEREDUCATION

PGDEPOSTGRADUATEDIPLOMAINSECONDARYEDUCATION- PARTNERSHIPINDUCTIONMODEL(PIM)UNIVERSITYOFDUNDEE• 18months• Probationaryteachersalarypaidbylocal

authority• Placementsinrural,highdeprivationareas

identifiedbythelocalauthoritypartners• Moretimeinschoolscomparedto

traditionalPGDE• MeetsGTCSStandardforFullRegistration

PGCESECONDARYEDUCATIONWITHSUPPORTEDINDUCTIONROUTE(SIR)UNIVERSITYOFDUNDEE• 52weeksover1year• £22,500 financialsupport• 37-weekschoolexperience

placementwithamentor/supporter• MeetsGTCSStandardforFull

Registration

STANDARDPGDESECONDARYEDUCATION• 36weeksover1year• Possiblesupportof£20,000• 2on-campusmodules(14weeks

intotal)and3schoolplacements(3x6weekplacements).

• Mustbefollowedbythe1-yearTeacherInductionSchemetomeetStandardforFullRegistrationwithGTCS

GOVERNMENTPROMOTIONOFSTEM

ScienceandinnovationareembeddedinScotland’sheritageandculture.Theywillplayanever-increasingroleinScotland’sfuturewithintheglobaleconomy.

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Weaspiretobetheinventorandmanufactureroftheinnovations thatwillshapethefuture…TheScottishGovernmentiscommittedtoensuringwehaveahighlyeducatedandskilledpopulationequippedwiththeSTEMskills,knowledgeandcapabilityrequiredtoadaptandthriveinthefast-pacedchangingworldandeconomyaroundus…Wemustcontinuetowelcomeandembraceinnovationbut,moreover,wemuststrivetoleadthatinnovationintheworld.

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” STEMTrainingandEducationStrategyforScotland(2017)

Shirley-AnneSomervilleMSPMinisterforFurtherEducation,HigherEducationandScience

ProfessorSheilaRowanMBEChiefScientificAdviserforScotland

STEMEDUCATIONANDTRAININGSTRATEGY• Five-yearstrategyforScotlandpublishedOctober2017

• Asetofkeyperformanceindicatorstomeasureandmonitorprogress

• ASTEMStrategyImplementationGroupandAnnualReportprovidedtoParliament(firstAnnualReportin2019)

STEMEDUCATIONANDTRAININGSTRATEGY

VISIONOurvisionisofaScotlandwhereeveryoneisencouragedandsupportedtodeveloptheirSTEMskillsthroughouttheirlives,enablingthemtobeinquiring,productiveandinnovative,inordertogrowSTEMliteracyinsocietyanddriveinclusiveeconomicgrowth.

INITIATIVES• Workingtobringthenumberoffull-timecollegeplacesinSTEMsubjectsinlinewithregionalemploymentneeds.

• NewroutestoSTEMteachereducationbackedbymorethan£1millionfromtheScottishGovernmentAttainmentScotlandFund.

• In2018-19,107bursariesof£20,000wereawardedtocareerchangerstobecometeachersinSTEM subjects(total£2.08million)

• FundingtotheScottishSchoolsEducationResearchCentreforteachingandlearningsupportforsecondarySTEMeducation

• CollationonSTEMlearningresourcesonEducationScotland’sNationalImprovementHubwebsite

• PeermentoringthroughYoungSTEMLeadersprogramme launchingin2019

• Investmentinnationalschool-basedscienceengagementinitiatives,suchas:• GenerationScience• YoungEngineersandScienceClubs• BritishScienceWeek• GeoBus