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The document is an appendix to the Estonian National Curriculum for Basic Schools, last amended on August 29, 2014. It outlines the general principles, subjects, teaching methodologies, and learning outcomes for natural science education in Estonian basic schools.
Summary
1. **General Principles**: It emphasizes the development of competencies in natural science, including the ability to observe and explain natural, technological, and social phenomena; analyze the environment as a system; identify and solve science-related problems; and make informed decisions on socio-scientific issues. The curriculum also aims to develop an interest in natural science and cultural phenomena, valuing natural diversity and a responsible lifestyle.
2. **Subjects and Volume**: The natural science domain includes Science, Biology, Geography, Physics, and Chemistry.
3. **Description and Integration of the Subject Field**: The curriculum aims to enhance scientific and technological literacy, promoting active and creative work in the field of natural sciences. It is based on social constructivism, linking the study of natural science facts and theories with real-world professions.
4. **Forming General Competencies**: The curriculum focuses on developing various competencies, including cultural and value competence, social and citizenship competence, self-awareness, learning to learn, communication, mathematics and natural sciences and technology, and entrepreneurial competence. These aim to provide a holistic educational experience, integrating natural sciences with other subject fields like language, literature, math, social studies, art, and technology.
5. **Implementing Cross Curricular Topics**: Natural science subjects are connected to cross-curricular topics like environment and sustainable development, lifelong learning and career planning, citizens’ initiative and entrepreneurship, and cultural identity.
6. **Planning and Organizing Study Activities**: The curriculum outlines strategies for planning and organizing study activities, including focusing on basic values, competencies, and goals, ensuring moderate study load, providing individual and group study opportunities, using diverse teaching methods, and incorporating ICT.
7. **Basis for Assessment**: It describes the assessment process, focusing on evaluating knowledge, skills, and attitudes, with an emphasis on supporting student development and motivation.
8. **Physical Learning Environment**: The curriculum specifies requirements for the physical learning environment, including necessary tools, materials, and ICT solutions to support practical work and outdoor learning.
The syllabus section details the learning and educational objectives, outcomes, and content for various topics within the science curriculum, such as human senses, seasons, organisms and habitats, measurements, human biology, weather, organism diversity, motion, electricity and magnetism, Estonian geography, space, Earth science, life diversity, human anatomy, water environments, soil studies, gardens and fields, forests, air and atmosphere, and the Baltic Sea environment.
This comprehensive curriculum serves as a detailed guide for educators to deliver a well-rounded natural science education to Estonian basic school students.
Coding List for External Scan
Position of LSS Provide a brief and representative description of the where the S1, S2 equivalent (e.g. Grade 7, Grade 8) lie within the science education structure of the particular system
Lower Secondary Science LSS lies in the grade 7 to 8 of the Basic Education (Põhiharidus) This stage generally covers grades 1 to 9, providing a foundation in various subjects, including science.
Structure of education
Estonian Education System Structure:
1. **Basic Education (Põhiharidus):**
- **Grades 1 to 6 (Primary Education):** Students receive a broad introduction to various subjects, laying the groundwork for their educational journey.
- **Grades 7 to 9 (Lower Secondary Education):** This phase focuses on consolidating the knowledge gained during primary education and introduces more complex concepts in various subjects. Lower Secondary Science (LSS), part of this stage, typically spans grades 7 and 8, where students' understanding of scientific principles is expanded, and they begin to apply scientific methods.
2. **Gymnasium or Upper Secondary Education (Gümnaasium):**
- **Grades 10 to 12:** Upon completing Basic Education, students have the option to pursue further studies at the Gymnasium level. This stage offers a more specialized curriculum, with students delving into advanced topics in their chosen fields. In science education, this may include specialized courses in Biology, Chemistry, Physics, and Geography, among others. The Gymnasium prepares students for higher education or vocational training, offering a more in-depth exploration of subjects that align with their future academic and career goals.
By completing these stages, students are equipped with comprehensive knowledge and skills that prepare them for tertiary education or the workforce.
Philosophy Insert the philosophy of the curriculum in the syllabus or official document. Usually it can be found at the beginning, e.g., in preamble section.
In the Estonian science education system, there is a strong emphasis on student-centered learning and inquiry-based approaches, reflecting a modern educational philosophy that prioritizes active learning. The system encourages students to engage directly with scientific concepts through hands-on experiments and real-world problem-solving activities. This pedagogical approach is designed to foster critical thinking, promote independent learning, and cultivate a deep understanding of scientific principles.
The curriculum is structured to help students build on their natural curiosity about the world around them. By actively involving students in their learning process, the system aims to develop not only their scientific knowledge but also key competencies such as collaboration, communication, and digital literacy. Moreover, it seeks to instill an appreciation for the interconnectedness of scientific disciplines and their relevance to societal and environmental issues.
Ultimately, the philosophy of Estonian science education strives to prepare students to be informed citizens capable of making evidence-based decisions and contributing to a rapidly evolving, knowledge-based society.
Broad aims Copy paste the aims in bullet form. Sub-bullets (or elaborations of the bullets are ommitted) to be consistent in granularity of info captured.
The broad aims of the document, "National Curriculum for Basic Schools," are focused on developing competencies in natural science among basic school students. These competencies include the ability to observe, explain, and analyze[2] natural, technological, and social phenomena and processes, as well as to identify and solve science-related problems using natural science methods[1]. Additionally, the curriculum aims to develop an interest in natural science[3] and cultural phenomena, fostering a world view that values natural diversity and a responsible, sustainable lifestyle.
The natural science domain in this curriculum includes subjects like Science, Biology, Geography, Physics, and Chemistry[5]. These subjects are designed to enhance scientific[4] and technological literacy[6], promoting the study of the properties and effects of various phenomena and processes, and their interconnections. The teaching approach is based on social constructivism and is focused on involving students in solving scientific problems, particularly those related to environmental issues.
The integration of these subjects within the domain is intended to shape students' understanding of nature, including the connections and causal effects present in the natural environment. This is achieved through various competencies such as cultural[7] and value competence, social and citizenship competence, self-awareness competence, learning to learn competence, communication[8] competence, mathematics and natural sciences and technology competence, and entrepreneurial competence. These competencies cover a broad range of skills and values, from appreciating natural diversity to understanding the impact of human activities on the environment, and from developing problem-solving skills to using new technology and making evidence-based decisions[9].
1. Promoting Scientific Literacy
2. Developing Critical Thinking Skills
3. Encouraging Curiosity and Inquiry
4. Hands-On Learning and Practical Skills
5. Integration of Scientific Disciplines
6. Digital Competence
7. Cultural and Environmental Awareness
8. Promoting Collaboration and Communication
9. Preparation for Further Studies
Aims emphasized develop interest/passion/curiosity
develop problem solving skills and decision-making
develop scientific inquiry
understand nature of science
inculcate attitude, values, ethics
develop communication skills
develop strong science foundation
appreciate STEM / STSE
develop personal growth as life-long learners
Use of information and data
1. Promoting Scientific Literacy: The primary aim is likely to foster scientific literacy among students, ensuring they have a foundational understanding of key scientific concepts, methods, and principles. This includes knowledge in physics, chemistry, biology, and earth sciences.
2. Developing Critical Thinking Skills: Estonia's science education is likely designed to cultivate critical thinking skills. Students in grades 7 to 8 may engage in activities that encourage them to question, analyze, and evaluate information, promoting a scientific mindset.
3. Encouraging Curiosity and Inquiry: The curriculum may aim to spark and nurture students' curiosity about the natural world. Inquiry-based learning approaches could be used to allow students to explore scientific phenomena through questioning and investigation.
4. Hands-On Learning and Practical Skills: Estonia's science education emphasizes hands-on learning experiences and the development of practical skills. Students may engage in laboratory work, experiments, and projects to apply theoretical knowledge and develop a deeper understanding of scientific concepts.
5. Integration of Scientific Disciplines: The curriculum encourage an integrated approach to science education, demonstrating the interconnectedness of various scientific disciplines. This holistic perspective helps students understand how different branches of science relate to each other.
6. Digital Competence: Given Estonia's emphasis on a digital society, the science education aims may include the development of digital competence. Students may be encouraged to use technology, digital tools, and online resources to enhance their scientific understanding and explore real-world applications.
7. Cultural and Environmental Awareness: The aims include fostering an awareness of the cultural and environmental context in which students live. This could involve exploring scientific topics related to Estonia's geography, ecology, and environmental sustainability.
8. Promoting Collaboration and Communication: The curriculum aim to develop students' collaborative and communication skills. Group projects and discussions could be used to enhance students' ability to work effectively in teams and communicate scientific ideas.
9. Preparation for Further Studies: The overarching goal is likely to prepare students for more advanced science studies in subsequent grades. The curriculum may provide a solid foundation for those who choose to pursue science-related fields in upper secondary education and beyond.
Schema Copy paste the broad organisational structure of the syllabus, including the organisers (e.g., themes) and the topics within each organiser.
The syllabus schema of the National Curriculum for Basic Schools, as outlined in the document, is structured around various stages of study with specific learning content and outcomes for each stage. Here are some highlights of the syllabus:
1. **General Science Learning and Educational Objectives**: The curriculum starts with general objectives for science education, focusing on skills, knowledge, and attitudes development. [pg 1-8]
2. **Learning Content in the 1st Stage of Study**: This section covers topics such as human senses and their roles, properties of animate and inanimate objects, and the comparison of solid substances and liquids. [pg 12]
2.1.4.1. Human Senses and their role
2.1.4.2. Seasons
2.1.4.3. Organisms and Habitat
2.1.4.4. Measuring and Comparing
2.1.4.5. Human Being
2.1.4.6. Weather
2.1.4.7. Groups of Organisms and Cohabitation
2.1.4.8. Motion
2.1.4.9. Electricity and Magnetism
2.1.4.10. My homeland: Estonia
3. **Learning Outcomes and Content in the 2nd Stage of Study**: This includes specific outcomes and content for different areas such as:
2.1.6.1. Space: Understanding of astronomical concepts.
2.1.6.2. Planet Earth
2.1.6.3. Diversity of Life on Earth
2.1.6.4. Human Being
2.1.6.5. Rivers and Lakes: Knowledge about bodies of water and their environmental impact.
2.1.6.6. Water as a Substance: Use of Water
2.1.6.7. Settlements as Living Environments: Understanding the living conditions in settlements and comparison of different areas..
2.1.6.8. Landforms and Groups of Landforms: Knowledge about various landforms and their characteristics.
2.1.6.9. Bogs as Living Environments: Understanding the formation and development of bogs.
2.1.6.10. Soils as Living Environments: Learning about different soil types and their importance in nature.
2.1.6.11. Gardens and Fields as Living Environments: Knowledge about photosynthesis, soil biota, and the role of humans in shaping these environments.
2.1.6.12. Forests as Living Environments: Understanding forests as ecological systems and their growth conditions.
2.1.6.13. Air
2.1.6.14. The Baltic Sea as a Living Environment: Knowledge about the Baltic Sea and its environmental impact.
2.1.6.15. The Living Environment in Estonia
2.1.6.16. Estonia’s Natural Resources
2.1.6.17. Nature and Environmental Protection in Estonia
These sections collectively form a comprehensive and detailed schema for the science curriculum, encompassing a wide range of topics and learning outcomes designed to provide students with a thorough understanding of natural sciences and their applications.
Organisation approaches
Organised using Conceptual themes (e.g., big ideas)
Organised using Contexts (e.g., real-world topics)
Organised using Science specialisations (e.g., Biology, Chemistry, Physics)
Organised using Stories/Narrative elements (e.g., history of science)
Organised using ways of thinking and doing (epistemic knowledge)
Organised using Problems/Tasks
Organised by BSCS 5E
The organization approaches of the curriculum is interdisciplinary, with an emphasis on inquiry and project-based learning, practical hands-on activities, and digital integration.
1. Interdisciplinary Curriculum:
- Integration of physics, chemistry, biology, and earth sciences into a cohesive curriculum.
- Exploration of topics that demonstrate the interconnected nature of scientific disciplines.
2. Spiral Curriculum Design:
- Introduction of key scientific concepts with increasing complexity over the grades.
- Revisiting and building upon fundamental concepts in a spiral fashion to deepen understanding.
3. Inquiry-Based Learning:
- Emphasis on student-driven exploration and inquiry.
- Structured activities and projects that encourage students to ask questions, investigate, and draw conclusions.
4. Laboratory Work and Hands-On Activities:
- Incorporation of practical work and experiments to reinforce theoretical knowledge.
- Hands-on activities to develop practical skills, including observation, measurement, and data analysis.
5. Digital Integration:
- Utilization of digital tools and technologies for interactive learning experiences.
- Integration of simulations, online resources, and educational apps to enhance understanding.
6. Project-Based Learning:
- Engagement in projects that involve real-world applications of scientific concepts.
- Collaboration on projects to encourage teamwork and problem-solving.
Concepts Insert concepts covered in the particular system:
1. As much as possible, correspond the insertion with corresponding concepts in G1 and G2/G3 LSS (Singapore).
- B = Biology
- C = Chemistry
- PHY = Physics
- Geography
- Technology
Pedagogy The pedagogical approaches mentioned in the National Curriculum for Basic Schools document include:
1. **Problem-Based and Research-Based Learning**: Engaging students in activities where they need to solve problems, conduct research, and work on projects. This includes discussions, brainstorming, role-plays, and study visits.
2. **Practical and Inquiry-Based Activities**: Allowing students to perform various theoretical tasks that develop higher-level thinking skills. This also involves homework that relates classroom learning to everyday life.
3. **Student-Centered and Active Learning**: Focusing on the students' developmental needs and utilizing study tasks that cater to an individualized approach and boost motivation for studying. Using ICT tools for contemporary learning experiences is also emphasized.
4. **Creative Work and Engagement with Nature**: Directly experiencing nature and engaging in age-appropriate, active, and creative work. This helps students to develop a natural science worldview and make informed career choices.
5. **Social Constructivism**: Involving students in solving scientific problems related to environmental issues to gain knowledge and understanding of natural science facts, theories, and related professions.
6. **Interactive Study Methods**: Using various interactive study methods to shape students' motivation, including the use of technological instruments and ICT throughout all stages of study.
7. **Active Learning Methods**: Implementing role-play, discussions, debates, project work, practical and research-related work. This approach takes into consideration the individual specificities of students and their ability to think scientifically and critically.
These pedagogical approaches are designed to support the curriculum's objectives and learning outcomes while catering to the developmental stages of the students and preparing them for the interconnected world of science and society.
Resource Textbooks –
NIL
Activity Books -
NIL
Digital resources -
NIL. It does mention the use of information and communication technology (ICT) for practical work, such as studying ecosystems using models and internet-based learning environments to study food chains and food webs. However, specific digital platforms, websites, or online tools are not listed in the quoted sections.
Teaching and Learning Guides –
The document does not provide a list of specific teaching and learning guides or textbooks.
Kits
The resources for practical work mentioned in the National Curriculum for Basic Schools include:
1. In Chemistry: A fume cupboard for demonstration experiments.
2. In Geography: A set of world atlases and Estonian atlases, with one atlas per student.
3. In Biology: Demonstration microscopes and binoculars that can be connected to a microscope camera.
These resources are provided by the school to facilitate the hands-on aspects of the curriculum, enabling practical work and demonstrations in the classroom. The curriculum emphasizes the use of these resources to carry out the experiments and practical work outlined within the educational program.
Assessment School-based assessment
Integrative Activity
Recommended weighting for school-based assessment
Written
Performance based
Recommended scheme of assessment for semestral assessment
Item Type: MCQ
Structured and Free Response Questions (Maximum of 10 marks for each question)
Duration
Recommended weighting for assessment objectives Weighting
Knowledge with Understanding (%)
Handling Information and Solving Problems (%)
In the National Curriculum for Basic Schools, the assessment methods are designed to evaluate different levels of thinking and the development of research and decision-making skills[pg 7]. The document specifies the following:
- The overall grade could have a ratio of 80% for the development of different levels of thinking and 20% for the development of research and decision-making skills.
- Within the 80% allocated to thinking skills, half of the grade should be based on tasks that require the use of lower levels of thinking and the other half on higher levels of thinking.
- Inquiry skills may be evaluated during research work and in the development of individual skills.
- The main research skills assessed include the formulation of problems, collection of background information, formulation of research questions and hypotheses, use of tools, conducting experiments in an organized way, measuring, data gathering, ensuring accuracy, following safety regulations, compiling and analyzing tables and diagrams, drawing conclusions, evaluating hypotheses, and presenting results
Percentages are given as a guide to how much each area might contribute to the overall assessment. However, specific percentages for individual tasks or skills are not provided, suggesting that these may be determined by the teacher or school to fit their specific curriculum plan.
List of assessment methods includes,
1. Formative Assessment
2. Summative Assessment
3. Practical Assessments
4. Project-Based Assessment
5. Group Assessments
6. Written Assignments
7. Oral Presentations
8. Portfolio Assessment
9. Continuous Assessment
10. Self-Assessment and Reflection
Assessment
Formative Assessment:
1. Classroom Observations:
- Informal observations by teachers to gauge student engagement, participation, and understanding during class activities and discussions.
2. Peer Assessment:
- Collaborative activities where students assess and provide feedback to their peers on group projects, presentations, or lab work.
3. Homework Assignments:
- Regular assignments that allow teachers to assess individual understanding, identify misconceptions, and provide timely feedback.
4. Quizzes and Short Tests:
- Regular quizzes and short tests to assess ongoing understanding of smaller units of content.
5. Concept Maps and Mind Maps:
- Assignments requiring students to visually represent connections between scientific concepts, demonstrating their understanding of relationships.
6. Exit Tickets:
- Brief assessments at the end of a class to gauge students' understanding of the day's lesson and identify areas for clarification.
7. Interactive Discussions:
- Engaging students in class discussions, debates, or Socratic seminars to assess their ability to articulate and defend scientific ideas.
8. Self-Assessment:
- Encouraging students to reflect on their own learning progress and set goals for improvement.
Summative Assessment:
1. End-of-Unit Exams:
- Comprehensive exams at the end of a unit or term to assess overall understanding of key concepts.
2. Final Projects:
- Culminating projects that require students to apply knowledge and skills acquired throughout the grade 7 to 8 science curriculum.
3. Standardized Tests:
- National or standardized assessments that provide a benchmark for student performance compared to national or international standards.
4. Practical Examinations:
- Assessing students' ability to perform hands-on experiments and apply practical skills acquired during the course.
5. Research Papers:
- Assignments requiring students to delve deeper into specific scientific topics, demonstrating research skills and in-depth understanding.
6. Portfolios:
- Compiling a portfolio of students' work, including lab reports, projects, and reflections, to showcase their overall learning journey.
7. Performance-Based Assessments:
- Assessing skills through real-world scenarios, such as designing experiments, analyzing data, or solving scientific problems.
8. Cumulative Exams:
- Exams that cover content from multiple units, providing a comprehensive evaluation of students' knowledge and retention.
The combination of formative and summative assessments in Estonia's grade 7 to 8 science education aims to provide a holistic view of students' progress, inform instructional decisions, and ensure a thorough understanding of scientific concepts.
Informal learning and partnerships Community partnership/advocacy - Description
Project Work - Description
Coding - Description
Computational Thinking
Other Emerging Technologies
Learning Journeys - Description
Attachments/Internships – Description
The document describes the use of various teaching methods that could be associated with informal learning environments. These methods include:
- Role play
- Discussions
- Debates
- Project work
- Creating a study folder and research paper
- Practical and research-related work, such as observing, describing, and making conclusions about natural objects and processes
These activities often take place in informal settings like museums, exhibitions, and companies. They are designed to foster active learning and may include tasks that students undertake outside the traditional classroom setting, which is a hallmark of informal learning.
The National Curriculum for Basic Schools mentions partnerships with external organizations in the context of implementing various teaching methods. These methods include activities such as visiting museums, exhibitions, and companies, which suggests collaboration with such entities to enhance the learning experience. For instance, study visits to external sites such as museums or companies can provide students with practical and research-related work opportunities that allow them to observe, describe, and make conclusions about natural objects and processes in real-world settings.
Other Informal learning can be to enhancing the educational experience in Estonia's grade 7 to 8 science education. Here are aspects related to informal learning and partnerships in this context:
Informal Learning:
1. Science Clubs and Extracurricular Activities:
- Participation in science clubs or extracurricular activities outside the regular classroom setting, allowing students to explore topics of interest in a less structured environment.
2. Field Trips and Outdoor Education:
- Engaging students in field trips to science museums, nature reserves, or other relevant sites to provide hands-on experiences and connect classroom learning to the real world.
3. Science Competitions:
- Encouraging participation in science competitions or challenges that foster curiosity, critical thinking, and problem-solving skills.
4. Independent Research Projects:
- Supporting students in undertaking independent research projects on topics of personal interest, promoting self-directed learning.
5. Science Outreach Programs:
- Involvement in science outreach programs conducted by universities, research institutions, or organizations to expose students to cutting-edge scientific developments.
6. STEM Camps and Workshops:
- Participation in STEM-focused camps and workshops that provide immersive and interactive learning experiences beyond the traditional classroom.
Partnerships:
1. University and Research Institution Collaborations:
- Collaborating with universities and research institutions to expose students to the latest advancements in science through guest lectures, lab visits, or mentorship programs.
2. Industry Partnerships:
- Partnering with industries related to science fields to provide insights into real-world applications of scientific concepts, potential career paths, and industry-specific challenges.
3. Community Involvement:
- Involving the local community in science education through partnerships with community organizations, environmental groups, or local businesses to contextualize learning.
4. Teacher Professional Development:
- Facilitating partnerships for teacher professional development, allowing educators to stay updated on the latest pedagogical approaches and scientific developments.
5. Collaborative Projects:
- Collaborating with other schools or educational institutions on joint science projects, fostering a sense of community and shared learning experiences.
6. STEM Industry Visits:
- Organizing visits to STEM-related industries, laboratories, or research facilities to provide students with insights into potential careers and the application of scientific knowledge.
7. Online Learning Platforms:
- Exploring partnerships with online learning platforms that offer supplementary materials, virtual labs, or interactive content to complement classroom learning.
8. Science Mentorship Programs:
- Establishing mentorship programs where students are paired with professionals or experts in the field to receive guidance and insights into scientific careers.
Both informal learning opportunities and partnerships contribute to a more holistic and dynamic science education experience, enriching students' understanding of scientific concepts and their relevance to the broader world. These initiatives also strengthen the connections between the education system, local communities, and the broader scientific and industrial landscape in Estonia.
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