Letter: Future of our science education at risk

AS A teacher of chemistry for almost 30 years, I write because of my concern for the future of science education in Scotland as a result of the proposed changes to the examination system associated with the Curriculum for Excellence (CfE).

In January, Colin MacLean, director of the Learning Directorate of the Scottish Government, wrote to all heads of schools and local authorities and stated: "The management board (for Curriculum for Excellence) recognises the need to tackle more assertively the mistaken assumptions about the new qualifications, such as that schools will be limited by national policy and structures to offer only five subjects in S4."

After attending two recent meetings where Scottish Qualifications Authority (SQA) representatives have detailed the timescale for the implementation of the new National 4 and National 5 exams, I feel his statement is incorrect.

The only way pupils could sit more than five of the 160-hour courses and be examined in S4 is to start the courses in S3.

At my school we have been looking at how we can do this. The SQA timescale means we will not be able to achieve this aim as the final arrangements for National 4/5 do not come out until April 2012.

This would only leave two months to prepare courses before the first CfE cohort reaches S3. The exemplar assessment material will not be ready until they have almost finished S3 in April 2013.

Teachers will only have time to prepare the new national courses for when pupils reach S4.

I believe this will reduce the number of pupils choosing two sciences for examination at the end of S4. This is needed if they are to go on to take two sciences in Higher in S5.

Most university science or engineering courses require two sciences at Higher. If pupils have a choice of only five subjects in S4, most will take English, maths and three others. The number of pupils who will choose two sciences out of the three remaining options will be greatly reduced compared with the number who do so now when they have seven or eight to chose from.

At present only very able pupils make a success of doing a "crash" Higher in the sciences without studying the subject at Standard Grade first.

The result will be fewer pupils being qualified to undertake science and engineering in higher education.

This comes at a time when we are looking at improving and increasing our research and manufacturing in high tech industries to help solve the present economic problems.

Rob Evans

Dunmore Gardens

Dundee