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Collaboration group event Summary - 3-pager (published 13.02.25)

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Collaboration group event Summary - 3-pager (published 13.02.25)

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This 3-page document includes key messages from the collaboration day event. An attempt was made to make the messages short and succinct for use in schools and settings. The hope is this provides an overview of the Sciences CIC so far and can be used to prompt discussion. It was co-created between Education Scotland and the core group. Feedback welcome.

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Sciences CIC Collab day output 3 page summary (13.02.25)

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This is a summary of the discussions that took place at the Sciences Collaboration Group Event on 28.11.24

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This column is for critical friends to add their thoughts and feedback on specific tasks

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This column is for critical friends to add their thoughts and feedback on specific tasks

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The first critical friends task is to read the 3-page summary document and reflect on the following:

Do these messages reflect your experience?

Was there anything missing?

What is the most important to you?

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Sciences CIC - Session 3 - Raw output (28.11.24)

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Sciences CIC - Session 2 - Raw output (28.11.24)

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Sciences CIC - Session 1- Raw output (28.11.24)

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Each table to post the record of their discussion, reflections and ideas below - click the + sign to add post. Please label each post with table number.

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Each table to post the record of their discussion, reflections and ideas below - click the + sign to add post. Please label each post with table number.

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This is the PPT from the Sciences CIC Update webinar which took place on 04 Dec 24 - following the Sciences Collaboration Group on 28 Nov 24. The purpose of the update webinar was to give wider subject and partner networks an opportunity to hear about Sciences CIC developments and ask questions about the direction of travel.

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Powerpoint Sciences Collaboration group 28.11.24

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Powerpoint Sciences Collaboration group 28.11.24

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Powerpoint for Collaboration Event 28.11.24

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Sciences CIC - Session 4 - Raw output (28.11.24)

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Each table to post the record of their discussion, reflections and ideas below - click the + sign to add post. Please label each post with table number.

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Each table to post the record of their discussion, reflections and ideas below - click the + sign to add post. Please label each post with table number.

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Comments, suggestions, thoughts, questions, reflections are welcome. Please click + to add post.

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Comments, suggestions, thoughts, questions, reflections are welcome. Please click + to add post.

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Each table to post the record of their discussion, reflections and ideas below - click the + sign to add post. Please label each post with table number.

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Each table to post the record of their discussion, reflections and ideas below - click the + sign to add post. Please label each post with table number.

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Science Curriculum Improvement Cycle - Collaboration Group agenda 28.11.24

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Sciences Curriculum Improvement Cycle (CIC) Collaboration group introductory meeting 20.11.24 (includes Q's asked, reading shared by you, plus NEW FAQs doc)

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Sciences Curriculum Improvement Cycle (CIC) Collaboration group introductory meeting 20.11.24 (includes Q's asked, reading shared by you, plus NEW FAQs doc)

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Sciences - Principles and Practice summary

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Sciences - Principles and Practice summary

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Session 2 Principles and Practice Paper Summary FINAL

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Session 3 - Fedora Future Science Infographic

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Table 3

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Table 14

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What’s not working-

- Es and Os need to have a bigger focus on climate action.

Not all science benchmarks are across all levels which makes it difficult to teach multi-composite classes

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Taking a view from documents RSB has published (Evolving 5-19 Biology and Developing a Primary Science Curriculum) we can map the four capacities both against CfE and the learning progressions and knowledge maps RSB has published e.g.

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Is there enough evidence to show that project based learning is effective?

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1. A knowledge-based curriculum. We need to rewrite the Es and Os, and to some extent the benchmarks, to decouple them from an assumption that learning is inquiry-based or project-based (this is possible, but not necessarily true, and it isn’t what happens first). Science learning is cumulative and hierarchical. The science of committing ideas to long-term memory shows that you need to introduce concepts directly through instruction first before allowing for higher-order skills such as critical evaluation and creativity.

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Question 1 and 2

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Are the existing levels a "given" as they tend to be fairly meaningless at secondary with the vest majority of S1/2 "working at third level" and by the end of S2 we are busy moving on to S3 subjects and don't really "award" the level. Third level does not really inform parents or colleagues about a learner's progress or potential. Not sure what could be more useful apart from 3a (success highly likely due to excellent progress) 3b (success probable to good progress) 3c etc ...

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Get a good science qualification that is accessible to all don’t keep inventing different ones so employers and further education know everyone has a basic understanding of the science needed to live. 

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Get a good science qualification that is accessible to all don’t keep inventing different ones so employers and further education know everyone has a basic understanding of the science needed to live. 

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Sciences CIC - Session 4 - Raw output (28.11.24)