Leading scientists yesterday delivered a damning assessment of proposed changes to the ways maths and science is taught in Scottish schools.
A review of the so-called Curriculum for Excellence by the Royal Society of Edinburgh has attacked the lack of focus on individual subject disciplines and says fundamental scientific and mathematical principles have been ignored.
It goes on to criticise the lack of national leadership of the initiative - launched in November 2004 by the former Scottish Executive to assess whether subjects were being taught in a relevant and interesting way.
The Royal Society report states: "In mathematics, the outcomes are all about consequences of mathematical learning, not about learning mathematics. Numeracy is not defined in the document, nor how its content will be determined.
"In science, the outcomes emphasise applications, ethics and the philosophy of science at the expense of fundamental principles. How and where will science be learned?"
It adds: "The statements of experiences and outcomes contain hardly any mention of fundamental concepts, laws and methods.
"Where will the bedrock of understanding come from whereby the next generation of scientists, or even of scientifically aware lay-persons, will be developed?"
Even more worryingly, the report says consultation with specialists in other subjects threw up similar concerns.
The report concludes: "There appears to be no recognition ... there is a structure to human knowledge that has been built up over centuries and is the means by which we understand the world around us and ourselves.
"We have grave concerns it could lead to different agendas being set in schools throughout Scotland."
The attack is the latest in a string of concerns voiced by key players in Scottish education. Teaching unions have long complained that documents published by the curriculum body Learning and Teaching Scotland, which outline what pupils should know at key stages of their school career, are vague.
In 2005, history teachers voiced concerns individual subjects could be under threat because of plans to teach in a cross-disciplinary way.
And last year, Matthew MacIver, chief executive of the General Teaching Council for Scotland, said the review was at risk of undermining key subjects and, therefore, the "underlying rationale and logical framework" of education.
Last night, a Scottish Government spokeswoman said Fiona Hyslop, the Education Secretary, would meet senior members of the Royal Society today to discuss the criticisms.
A spokeswoman said last night: "The Scottish Government welcomes the support of the society through their engagement with the draft outcomes and the constructive approach that has been taken in recent meetings with officials.
"Curriculum for Excellence is about using the professionalism, enthusiasm, creativity and skills of the teaching profession and all those involved in working with young people.
"Effective curriculum reform must come from schools and teachers who are best placed to meet the needs of their learners."
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