Delegates attending our fourth conversation day at Bucksburn Academy identified three key themes for improving science education.

Discussions focussed on:

Priorities for sciences education

Identifying partnerships that work

What does great learning in the sciences look like?

 Education Scotland is keen to hear your views regarding the third theme, addressing what great learning in the sciences looks like.

What does great learning in the sciences look like?

Science education is important for every child and not just for those who may be headed toward a scientific or technical career.

Great learning in the sciences encourages young people to make sense of the world around them, to be scientifically literate. It develops skills enabling them to analyse, evaluate, think critically, justify conclusions and be creative and innovative; skills required to thrive and succeed in an increasingly globalised and technological society.

Delegates identified factors contributing to great learning in the sciences:

• relevant and purposeful (real life) teaching through engaging activities, which occur in and out of the classroom environment
• learning environment has motivated and enthusiastic teachers and pupils
• lessons have variety, depth, challenge and are interactive, delivered by inspirational teachers with a passion and enthusiasm for the subject and who convey a love of learning
• consistent and firm discipline
• learners are taught the skills they need through a variety of methodologies e.g. active, visual, audio and concepts are revisited in  different ways
• progression is evident                                 
• subjects are interlinked and connected
• great learning is different in different schools and classes, and good teachers are still learning.

The final part of this discussion addressed the question, how do we get it right for every child and young person?  Delegates’ suggestions included:

• good communication between primary and secondary
• establish where the “starting point” for every child is and identify children who need to extend their knowledge
• ensure learners feel safe enough to ask for help/guidance
• quality provision must be evident all the time
• teaching should be delivered in different order/style depending on the needs of the learner.