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Knowledge card headers stimulus (before additions)

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Knowledge card headers stimulus (before additions)

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Add any suggested amendments below as a comment, but be sure to clearly state which option your feedback refers to!

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Collaboration Day Full Summary Report including raw data 

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Collaboration Day Full Summary Report including raw data 

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Collaboration Day 2 12.06.25 - Full report with data

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Collaboration day 2 (12 June 2025) summary report

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Collaboration day 2 (12 June 2025) summary report

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Collaboration Day 2 12.06.25 - Summary report

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CYP Secondary Feedback  Rationale Activity

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CYP Secondary Feedback  Rationale Activity

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All evidence can be accessed via the Google Drive link

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CYP Primary Feedback Knowledge Concept Activity

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CYP Primary Feedback Knowledge Concept Activity

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Session 1 - Curriculum Rationale Raw Output

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Carrick Academy - Top Three with suggestions

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Carrick Academy - Top Three with suggestions

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Please upload images of Activity 1 (dotocracy task) and Activity 2 (knowledge task) below here

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Please upload images of Activity 1 (dotocracy task) and Activity 2 (knowledge task) below here

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Agree with Colin's point. The concepts provided at yesterday's meet did not sufficiently encapsulate the necessary BGE outcomes for chemical/materials sciences. Although, a significant proportion of the BGE chemistry content is based around skills (which we didn't consider yesterday), there is much representational knowledge introduced at this stage/age which was not considered as conceptual learning. E.g., introduction to the periodic table, elemental notation, chemical formulae, equations etc.

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Maths alignment cross sector recommendations

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Maths alignment algenbraic reasoning and equations

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Maths alignment Number sense and sequencing

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Maths alignment Graphing and data handling

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I know we're looking at a combined science course, but I'm definitely concerned about the lack of chemistry in a lot of the outputs compared with biology/physics content.

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ASN

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Four big concepts

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See tree diagram in core group notes

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How things work

Our world and the universe

Living things

Science identity

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Table 13 Big ideas

Living things

Being scientific/ I am a scientist

Our world and beyond

How things work

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How things work

Science identity

Living things

Our world

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Energy

Being scientific

Matter

Forces

Ecosystems

Living organisms

Chemical changes

Climate & Sustainability

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Being a Scientist

Life Science

Material Science

Physical Science

Science of Sustainability

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Forces, Electromagnetism, energy, space, connected nature, living and growing, earth and climate, matter and it's interactions, science in society

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We felt 400 words was actually far too long, and the draft produced seemed to be trying to shoehorn in many if not all relevant elements/concepts. If the intention is that the rationale should be used, it could do with being much more concise. Ideally, one sentence for each sub-heading. You may need to be quite ruthless about this. If you try to include everything, you end up saying nothing.

e.g. under general principles, “science is for everyone, and everyone would benefit from learning, appreciating and applying it.” This encompasses all the elements in the red text bullets 2, 3 and 4.

Lose the Gaelic translation, which is irrelevant for 99% of learners and therefore tends towards being tokenistic.

All references to learning being fun, joyful or inspiring love of science are not necessary or useful.

The rationale should be focused on the why element, not the how - so the entire section on “learners should be able to” describes intended outcomes, not purpose, and should be taken out of the rationale. There may be somewhere else it should go though.

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Table 13

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The ASN table is arguing for a distinct ASN curriculum in sciences focusing on needs and personal experiences; the organisation of knowledge concepts is structured on that basis

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Two concepts

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10 concepts