ISE 3-18 Home Page - Getting started

Improving Science Education 3-18
ISE 3-18 home About ISE 3-18 Using this site > Registering with the site > Site tour > Playing movies > Using the glossary > Using the movie finder Getting started > Alphabetical list > Planning Spreadsheet Curriculum for Excellence > Materials > Planet Earth > Life and Cells > Energy in the Environment > Forces and Motion > Communications > Scientific Enquiry > Topical Science > What makes an excellent outcome? Teaching Strategies > TSEC > Gallus > Thinking Skills SSERC Primary Bulletins SSERC Clip-art Collections ES Interactive Guidelines > Science > Social Subjects > Technology Other Guidelines > Health Education > ICT Framework for Planning Search the ISE 3-18 website ISE 5-14 website Home SSERC Home		Improving Science Education 3-18 (ISE 3-18) .. online help to ease the transition from Environmental Studies to CfE	ES Guidelines - still useful
			We've had various requests that teachers still find useful the familiar attainment level grid for the three components of Environmental Studies plus those for Health Education and ICT.
	This is the Science wheel for a Curriculum for Excellence You may click on any of the curricular organisers to take you to the relevant draft Experiences and Outcomes as published in September 2007. They aim to provide progression and seek to convey the values, principles and purposes of a Curriculum for Excellence (CfE). They build on the best of existing guidance while introducing areas of change. They are designed to express an approach to learning that is clear to the teacher, experiences that will enhance learning, and outcomes that are meaningful to the young person. The new draft experiences and outcomes are designed to allow teachers to ‘raise the bar’, permitting greater depth and challenging young people to be ambitious in their learning, whilst ensuring that learning is enjoyable. They are designed to encourage a range of learning and teaching styles, whilst at the same time actively encouraging participation and the development of a range of skills – particularly important given the recognition given to schools’ contribution to skills development in the Scottish Government’s recently published Skills Strategy. Most importantly, the draft experiences and outcomes should have an impact on classroom practice and learning. As a result, practitioners should have the opportunity to engage with young people in purposeful and worthwhile tasks, activities and events that contribute to their personal development and learning.