The Scottish Government Consultation on the Next Generation of Nation Qualifications
Responses from the General Teaching Council, The Royal Society of Edinburgh, The Educational Instistute of Scotland and the Scottish Parent Teacher Council, along with the Authority responses from Moray and Aberdeen City have been added to the Downloads page. These varied responses have overlapping themes and contain strong messages – worth a read if you can find the time.

Many across the North East will have been aware that there was a short period of consultation on the proposed changes to the science framework over the past two weeks. Over 90 teachers were able to attend meetings arranged at short notice from Inverness to Aberdeen. The format of the meetings was a short presentation outlining the main messages from the June feedback, and the actions leading to the revised framework followed by time for discussion and completion of feedback questionnaire.
Download a copy of the presentation (180kB)

The main messages from this engagement process were:

• Many more would have wished to be involved but were unable due to the short notice and timescale involved.
• 1 or 2 hours at these meetings was too short to get to grips with the revised framework and give serious and considered comment.
• Most found the reorganised framework easier to follow. The use of the storylines, bold etc was welcomed and this helps to highlight the concepts, progression and key learning.
• There was a strong call for additional explanation of the science behind the outcomes and for exemplification for most if not all outcomes, especially from Primary colleagues.
• The smaller number of outcomes gives an impression of de-cluttering but there were mixed views as to whether de-cluttering had really been achieved given the scope to interpret the outcomes. Time will tell.
• Many wanted links between outcomes highlighted. This applied to links to related learning in other curriculum areas and also links to highlight the linking of concepts from across differing areas of science - a concept map idea.
• Concerns remain about how learning will be assessed.
• New organisers mean that learning is grouped much more along traditional lines. This was welcomed by some but regretted by others. Some saw the framework as ‘neutral’ and that an opportunity actively to steer significant reform had been lost.

We are still being told that the intention is to publish the new framework early in 2009 along with ‘explanations’ behind numerous outcomes or groups of outcomes. Exemplification and CPD will follow later.

I am aware of numerous reports, including in the TESS, that publication will be delayed until March, April or even May. I have no information  to clarify this point.

A final stage of engagement with teachers is taking place for the revised science experiences and outcomes.
Some of you will know from your own involvement that this week and next week a series of meetings are taking place where the revision process is being explained and views sort of the revised outcomes: are the concepts clearer, which outcomes require further additional explanation of the underlying science or exemplification of possible approaches to learning. Initial feedback has been supportive of the changes made, and feedback on the need for explanation, etc from tecahers has been invaluable. The target date for publication is still January 2009 and many are keen to have a final set of experiences and outcomes in place so that they can get on with the job of planning.

Fiona Hyslop has announced some more detail concerning the Science Baccalaureate. View this on the Government website

Several people have commented on Ross’s  Critical Skills contributions and hope he does more. As yet no one has been posted their own comments comments – go on, have a say. I am still learning after 30+ years at this game,  we can only benefit from sharing and discussing. To prevent the Critical Skill posts from getting lost amongst other posts I have moved them over to a new Critical Skills page. Why not go there now and join in.

NB All new posts appear below this one which is ’stuck’ to the top of the page.

To those of you who check back here for information and updates I can only apologise. Please don’t give up.

New outcomes
Whilst much  is going on behind the scenes regarding the new outcomes there is little that can be reported yet other than what has been said already. Changes to the outcomes are underway driven by the feedback. The new outcomes will still be very general to allow scope for interpretation but additional layers will be provided in that an explanation of the intended science will be provided and also exemplification of new learning. I’m sure you can appreciate that not everything can be completed for the target publication date of january 2009.

The University of Glasgow interim report on the feedback was published in September on the CfE website – go there

HMIe Good Practice conference – Science
It was wonderful to see so many familiar faces and friends at the Good Practice conference yesterday. Everyone I spoke to got something useful out of the day. More importantly they were reassured. Our group certainly saw good practice in all the workshops and gathered ideas to take away. And yet the experience re-inforced the message that some of the best practice is just along the corridor, or in the neighbouring school, or in our own lab when it goes right. What is important is the willingness to explore additional ways to interest children in science and to help them improve their science understanding. We all received a copy of Science: A portrait of current practice. This document is one of a series being produced for all curriculum areas and illustrates how good science tecahing might contribute to the four capacities. Only 500 copies were printed with 2 being sent to every Authority. Most of us will need to download it from the HMiE website or from here Download the Science Portrait

Talking methodology
The HMIe conference (above) reinforced the importance of sharing what we do. Ross was hoping to start a conversation around critical skills (or any other approaches) to encourage sharing. One thought is to set up a separate page for this. Meanwhile, if you can spare just a few minutes please add some thoughts to Ross’s strand on Critical Skills below. The internet started with just one telephone connection – look what happened.

All the best

Hi, i teach chemistry in Moray and am starting to add to the superb blog which David Binney made. I think it’s a wonderful, first class way for teachers to exchange ideas and resources.

I would like to open a discussion and exchanging of ideas on critical skills as i would very much like to incorporate more of this area into my everyday teaching. To date, i have completed the first half of level one with the second part going to be completed early next year. In our secondary school, critical skills is aiming to become a bigger part of lessons e.g. circle time, full value contract, group collaboration. 

Recently in some of my classes, first year science pupils drew up a full value contract which is now on display in the classroom. This states five of the most important areas which pupils generated through group discussion as to what constituted a happy, productive learning environment. All pupils signed and dated their contracts before being displayed on the classroom wall.

 In addition, S1 science pupils  recently brainstormed on four  pieces of poster paper and carouselled around the classroom looking at the words of solvent, solution, soluble and insoluble. Pupils  scribbled their thoughts down freely on the poster paper with any ideas they would associate with the particular word. All pupils had a yellow postit and had to write down a question and stick it to the poster paper at the final fourth station. Some pupil questions included “ Do some solvents smell as strongly when the liquid is freezed?” and ”Would sugar dissolve in alcohol?” and “Why can some solvents be bad for your health?”

The class then rotated around the four corners of the room and we looked and discussed the posters which were pinned onto the wall. Certain pupils were then asked to choose a couple of Q’s on the yellow postits and asked other pupils their thoughts; with the teacher being on hand to assist.

The lesson was concluded with a circle time approach where pupils were asked to name a solid which they would like to be and why. Pupils were given a small ball which the they threw gently to another nominated person in the circle (teachers participated also). The S1 Particles topic was being covered at the time, hence the question about solids. This task allowed pupils use their imaginations and they came up with wonderful responsesw which included  “Sand, so that all my troubles could be washed away by the sea “and “A rock as this is hard and nobody could ever damage me.”

If you would like to comment on any of the above or would like to share anything critical skills related, then please make a posting so that we can all learn from your creative ideas. Look forward to hearing from you.

Ross

You may notice that some pages have disappeared and a new Downloads page has appeared. Yes – a re-organisation of the site is underway. Much of the content is now history and we need to move on. I am trying to keep documents that might still be useful and to add some new case study reports of the trials as they are completed. A colleague also has some exciting ideas for taking the blog forward. Watch this space!

The revised experiences and outcomes and the accompanying guidance are due to be published in early January 2009 for all curriculum areas.

All last session Mary Smith spread a consistent message – this consultation is genuine and will drive any changes to be made. Science received more than double the responses of any other curriculum area. The quality of feedback received was excellent. This feedback will drive all and any changes that are implemented. The downside is that even allowing for departmental responses less than 10% of Secondary science teachers submitted a response to the consultation. No matter how busy we were, that is a disappointingly low figure for consultation about the biggest curriculum reform process any of us have experienced before.

The feedback flagged up general unease about vagueness, progression, time, levels, resources, CPD, reporting and assessment. There were calls for exemplification and for clarification about skill and concept development in science. There were many vague and detailed suggestions for editing or re-writing of outcomes. All of these messages have been heard and discussed at the highest levels. Changes will be made. Additional guidance will be forthcoming. All changes will be driven by our feedback.

Issues to do with assessment and time, whilst extremely important, are beyond the immediate scope of those writing for science. Assessment discussions concerning examinations are ongoing and I hope that we learn the lesson from the consultation on the outcomes and that every department and individual puts in a response. It is being repeated at the highest level that approaches to assessment will change to reflect the aspirations of CfE.

So what will happen?

The call for clarification about development of key concepts and of skills was clear and will be addressed. What is less clear is what concept development looks like and what science specific skills are? We science teachers use these terms freely, but can we agree what they are and what progression looks like? These are excellent questions and need asking but we may have to accept that the answers in January are a best first attempt to really address these issues.

It may be that clarification of what lies behind an outcome can be achieved through elaboration of key learning and/or exemplification of what the learning might look like. It is unlikely that this will be needed for all outcomes at all levels, but our responses to the consultation will guide this process.

Whilst some want a re-write of the outcomes, others don’t. Again, editing of the outcomes will be driven by the ddetailed comments made in our feedback with greater weight given to group responses compared to individual.

The call for CPD was loud and varied. The answers to it will be just as varied. What the trials showed is that part of the answer to CPD lies in unleashing and learning from the expertise within ourselves, our departmental colleagues and those in neighbouring schools.

I hope you have all had a good break? The term ahead is going to be a busy one CfE wise.

The consultation period is over, and whilst Science had more than double the responses of any other curriculum area the response rate was still low, barely 2 or 3%. Understandable in terms of the pressures of time but disappointing none the less. The University of Glasgow has been busy analysing the replies and draft reports are already with LTS. Curriculum groups are meeting next week to consider the issues raised and formulate plans to address these. The process will be as open as possible, with the final analysis of the consultation replies being published on the CfE website as soon as they are available.

The ambitious aim is complete the whole review process by early 2009.

Meanwhile there is the Qualifications consultation to get our teeth into.

Today is the 1st of July so that means that the consultation period for the outcomes is officially over. (In practice I hear that the questionniares will remain available until Friday, our end of term up here in the North East.)

I have submiited a response on behalf of the North East Authorities which can be downloaded here and this feedback is also posted with the other feedback responses on the Outcomes page.
 Download the North East consortium response
Download the Appendix to the North East consortium feedback

I am pleased to say that an LTS team has visited a Primary and a Secondary School here in the North East to learn first hand about the experiences of teachers and children. There has been interest from the Times Educational Supplement who are planning an article on the experiences of schools trialling the science outcomes and there will be input into the Scottish Learning Festival in September from the Science trials here in the North East. Finally a DVD should be available in August highlighting what science learning might look like under CfE and filming for that will be taking place in a local Primary school tomorrow. All of this gives recognition to the excellent work that has been going on in the North East – all fully deserved, well done you.

What next?
It is clear that the outcomes will be rewritten. Looking at the outcomes released towards the end, e.g Technologies, I think there is evidence that the ground rules for the writers of the outcomes have changed over time. It is also clear that the RSE gained direct access to the the cabinet secretary Fiona Hyslop and was able to put forward a viewpoint that was heard. It is disheartening that the same (if less eloquently expressed) views of the profession had not been heard with equal effect but that is not through lack of effort of those feeding into the sytsem.

It is not yet clear how much change will be sanctioned beyond rewriting outcomes. Can you continue to influence the process? YES How do you do that? Continue the conversataion and keep feeding the important messages to me. On August 18th I will be interviewed by the University of Glasgow reseearch team about the trialling – if you have additional issues to raise let me know. Links with LTS will continue. The North East will continue to have a voice.

Enjoy your summer break