STEM Blog

October 8, 2020
by C. Gillespie
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SCHOLAR support for Blended Learning

Through SCHOLAR, the partnership of the Association of Directors of Education in Scotland and Heriot-Watt University, Scotland’s local authorities are providing access to interactive, online learning materials to support 41 SQA National Qualifications spanning Art & Design, Business Education, English, ESOL, Gaelic, Modern Languages and STEM, with further resources available to support level 3 of the Broad General Education including a Gaelic-medium Science resource.

  • If the course(s) you teach are included in SCHOLAR’s list of Available Courses, you will be able to access online course materials packed with activities for your learners to work on including: video clips, listening tasks, animations, simulations, drag-and-drop exercises, matching and ordering tasks, practice exam questions etc.
  • For learners without home internet access, paper-based versions of course materials and exercises can be produced using the downloadable PDF Study Guides.
  • SCHOLAR exercises can be assigned as homework using platforms such as Google Classroom, MS Teams or Firefly.
  • Data supplied by SEEMiS is used to automatically populate the class lists for National 5, Higher and Advanced Higher learners in S4-S6. The ‘Reports’ feature provides teachers with detailed information on the progress of each of the learners in their classes.
  • As part of its series of Video Tutorials for Teachers and Lecturers, SCHOLAR will shortly be releasing a video demonstrating how to insert SCHOLAR animations, videos or activities into PowerPoint presentations.
  • Learners and teachers can use the SCHOLAR tile in Glow to access their account. Learners enrolled on any SCHOLAR course can access their account through Glow without the need for a separate SCHOLAR username and password.
  • Teachers wishing to log in directly to the SCHOLAR site can obtain their login details using the Forgotten Password
  • Some National 5 SCHOLAR activities are suitable for supporting learning at CfE level 4. Schools who wish to use SCHOLAR materials with S3 learners to support BGE learning should contact reg@scholar.hw.ac.uk.

 

SCHOLAR is currently available within all secondary schools in: Aberdeen City, Aberdeenshire, Angus, Argyll & Bute, City of Edinburgh, Clackmannanshire, Dumfries & Galloway, Dundee City, East Ayrshire, East Dunbartonshire, East Lothian, East Renfrewshire, Falkirk, Fife, Glasgow City, Highland, Inverclyde, Midlothian, Moray, Na h‑Eileanan Siar, North Ayrshire, North Lanarkshire, Orkney Islands, Perth & Kinross, Scottish Borders, Shetland Islands, South Ayrshire, South Lanarkshire, Stirling, West Dunbartonshire and West Lothian.

Guide to SCHOLAR support for Blended Learning (A4 version)

October 6, 2020
by C. Gillespie
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World Space Week 2020

World Space Week is a UN declared celebration of space held annually, every October 4 to 10. It is the largest space event on Earth, with over 8,000 events in 2019 held in 96 countries. These events are organised by thousands of organisations, including space agencies, aerospace companies, astronomy clubs and museums. In 2020, World Space Week is dedicated to satellites and their benefits under the theme “Satellites improve life.”

There are safe and exciting ways to participate and celebrate World Space Week. The Highlights section below showcases some of the creative, innovative and popular events bringing people together to celebrate space.

  • Celebrate World Space Week and its theme of Satellites Improve Life by simply looking up and observing satellites from home
  • The International Astronomical Union & Shaw Foundation are hosting the 2020 Workshop on Astronomy for Education, focusing on an overview of education world wide.
  • SpaceWatch.Global are organising a Space Café WebTalk on 6 October.
  • SMART Edu Club are organising a Space Week Workshop on 8 October filled with discoveries and activities for children aged 7 and higher
  • Women in Aerospace Europe (WIA-E) invite people from around the globe to participate in the virtual events organised by their local groups throughout Europe.
  • Society for Space Education, Research and Development (SSERD) will be organizing a 7-day (Oct 4-10) FREE Online Program for students of all ages, which will include lectures, workshops, competitions, and hackathons.

October 2, 2020
by C. Gillespie
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Safe and Empowered training

The Safe and Empowered training programme is open to all teaching staff in Scotland, including early years, primary, secondary, community learning and college staff. If you teach young people, this course is for you.

The programme includes 1-day training events, online training webinars, a Team Intensive webinar for collaborative learning and the Bitesize Video Set.

SWGfL is providing the Safe and Empowered programme. The programme is funded and endorsed by Education Scotland. SWGfL is a charity ensuring children benefit from technology, free from harm. SWGfL is a partner in the UK Safer Internet Centre.

For further information, please contact Jess McBeath at jess.mcbeath@swgfl.org.uk or see the Safe and Empowered flyer available from the link below:

https://blogs.glowscotland.org.uk/glowblogs/public/STEMcentralinmotion/uploads/sites/1544/2020/10/02160947/SafeAndEmpoweredPhase2.pdf

 

 

September 24, 2020
by C. Gillespie
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Improving Gender Balance and Equalities – programme of professional learning

Education Scotland’s IGBE Professional Learning Programme has three areas:

  • Live Professional Learning Sessions
  • Networking Opportunities
  • Professional Learning Courses

The next event is on 6th October 3 30 – 4 30pm –  Gender Balanced Interactions

This session explores the impact of unconscious bias on interactions which practitioners have with learners in everyday practice. We will examine what unconscious bias is, and how it can shape expectations and perceptions of learners of different genders. We will then explore how learners of different genders may be treated differently as a result. Practitioners will also be asked to reflect on their own unconscious bias and the interactions they have with the learners in their settings, and to consider the following questions:

  • What examples of this specific issue have you seen in your setting?
  • What do you think the impact of this is on the children and young people you work with?
  • How could you address this moving forward?

Target Audience: All practitioners – ELC, primary, secondary, CLD

 

Download our pdf summary here for an overview of our programme of professional learning.

September 8, 2020
by User deactivated
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The power of partnerships in STEM education Gayle Duffus, National Education Officer for RAiSE

The Developing the Young Workforce (DYW) strategy made clear the commitment to give young people exposure to careers and pathways in order to develop their own potential. This is particularly important in the STEM subjects where there is a raft of perceived barriers and a lack of understanding of the subjects’ application in the world of work.

Striking up meaningful partnerships is key to giving young people experiences which excite and resonate. One of the lessons I have learned through managing the RAiSE programme is that establishing partnerships is far more than a one-off, tick box exercise. In order for any relationship to flourish and grow, the investment of time is vital.

Over the past few years, we have worked closely with the UK Centre for Astrobiology at the University of Edinburgh. They were committed to primary outreach and had developed materials but were keen to extend their reach and impact. Astrobiology is such an exciting topic and, looking at the opportunities and expertise from a primary practitioner perspective, we were able to develop an offering which addressed a wide range of curricular drivers, promoted creativity and innovation, engaged pupils, upskilled practitioners, and addressed issues such as gender balance in an age-appropriate way. That is where the collaboration between expertise and education is imperative to develop an offering of real potential.

The feedback from practitioners and pupils was incredible. Together we brought space and technology into the classroom, profiling cutting-edge research in extreme environments for children. To see the excitement on the pupils’ faces was wonderful and it’s these STEM experiences that will stay with them.

From this relationship, throughout which we have spent a lot of time cultivating mutual respect and understanding, we are now working with another university developing a suite of materials for a fellow RAiSE authority.

Effective networking, which involves more listening than asking, is a strategic investment in the depth and breadth of current and potential relationships.

It is about mutual offering of support. Many of the partners we work with will check in on all manner of educational outreach, not just directly RAiSE activities. We appreciate their trust in us and know this cultivates commitment to our programme and objectives.

It is through conversations which are open and flexible that opportunities flow. Renewable energy company Quaybridge wanted to work with schools. With them, we identified that there was a lack of awareness of the diversity of roles relating to wind farms, and issues with gender balance of the workforce within the sector. Through this process, we have moved from an initial, welcome, resource focus, to the company developing an interactive website with child-friendly graphics showcasing the careers and pathways related to the renewables sector.

I value the time these companies and organisations have committed and want to ensure they, and the practitioners and young people, are getting the most from the opportunity. We want them to share our objectives and feel pride in the part they’re playing in developing our young people. To achieve these goals, partnerships must be treated as respected, invested relationships.

September 7, 2020
by I. Menzies
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Higher Biology Podcast – Prof Jason Leitch discusses the science behind COVID Guidance for Schools

In the latest Higher Biology Podcast, published on Monday 7th September, Scotland’s National Clinical Director, Professor Jason Leitch, discusses his learning and career pathway from his biology classroom in secondary school to advising the First Minister on the national COVID emergency. Prof Leitch also answers questions from young people on the science behind COVID guidance for schools, such as the guidance on face coverings in secondary schools.

Created and hosted by biology teacher, Paul Downie (Faculty Head Science, Hyndland Secondary School in Glasgow), this podcast is the latest in a series of interviews with scientists, authors, film-makers, broadcasters, journalists and politicians. The podcast not only provides invaluable depth and insight for students preparing for the SQA Higher Biology qualification, but also provides a fascinating insight into the world around us for anyone with an interest in living things.

The Podcast Programme is just one of 162 projects that have been supported through Education Scotland’s STEM Grants programme in 2019/20. Overall, £1.9 million in funding was made available last year, benefitting an estimated 14,000 practitioners in over 700 establishments. In the initial phase of funding for Hyndland Secondary School, Paul Downie delivered a Cell Biology, Anatomy and Cancer-themed event across twelve schools in partnership with the National Cancer Research Institute. The Institute was holding a major conference in Glasgow in 2019. Following the closure of schools during COVID lockdown, Education Scotland provided flexibility for the remaining funds to be used to support the creation and development of this high quality podcast programme. The podcast has also received support from Leckie and YoungScot, with young people now being rewarded with 100 Young Scot points for every Podcast episode they listen to.

The Higher Biology podcast gives young people in Hyndland Secondary School, and beyond, access to experts from across the globe. An increasing number of Scottish schools are directing learners to listen to the podcasts. However, engagement has far surpassed original expectations with a growing number of listeners tuning in from 47 countries across the world.

Through the podcasts, learners have benefitted from input to the curriculum from a range of experts including: leading primatologist, Frans de Waal; David Attenborough’s Principal Cameraman, Doug Allan; Scotland’s Chief Veterinary Officer, Sheila Voas; Scotland’s first black professor, Sir Geoff Palmer; round-the-world-cyclist, Mark Beaumont; and author, Jonathan Drori, amongst others.

Paul Downie said: ‘It has been really uplifting seeing so much positive feedback coming in from right across Scotland and beyond. Young people have limited access to experts to enhance their learning. The podcast has provided a platform for some really remarkable people to assist young people in understanding the curriculum and its relevance. I think it can best be summed up in a quote from one of my own students, “Sir, it was much more interesting than just listening to you talk.”’

Ian Menzies, Senior Education Officer for STEM at Education Scotland, adds, ‘Education Scotland’s STEM Grants Programme was designed to release the tremendous creativity, initiative and potential of Scotland’s practitioners and to promote leadership and collaboration. We’re inspired with the approach that Paul has taken and hope others are too. The Podcast Series exemplifies beautifully how adapting our learning and teaching approaches in a time of education recovery can enable us to find new ways to inspire learners.’

The Podcast with Professor Jason Leitch is available here:

https://thehigherbiologypodcast.buzzsprout.com/

The other podcasts in the series are available through the following links:

Spotify

https://open.spotify.com/show/3IYmuKW8N0WmU06hag8ynk

Apple Podcast

https://podcasts.apple.com/us/podcast/the-higher-biology-podcast/id1511339665?uo=4

Google Podcast

https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5idXp6c3Byb3V0LmNvbS8xMDQ5MTU4LnJzcw==

Podcast Site/Player

https://thehigherbiologypodcast.buzzsprout.com/

 

For YoungScot COVID guidance on face coverings in Scottish schools visit: https://young.scot/get-informed/national/facts-at-secondary-school

September 4, 2020
by Janey Irving
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Shaping our future through STEM – STEM Webinar series for the Northern Alliance starting September 2020

Across academic session 2020/2021, the STEM team within the Northern Regional Improvement Team are developing a webinar programme for practitioners across the Northern Alliance.

At the heart of this programme is the belief that STEM can empower and inspire our young people to help shape their world and future.  The global impact of COVID 19 has shown the importance of considering how we live our lives, for example, living more sustainably and supporting local economies, the significance of digital communications, and the unforeseen impacts of our actions on the environment.

A brief synopsis of each session in Phase 1 of the webinar programme is detailed below and practitioners are invited to sign up using the Eventbrite links.

Members of the STEM team can provide more detail on request (contacts below).

The webinars will be hosted on Google Meet. All sessions will take place from 16:00-17:00 (twilight) and will be able to host up to 250 attendees.

We will also be inviting establishments from across the Northern Alliance to share their practice.  The STEM team will offer follow up sessions with participants, focusing on supporting establishments and associated schools groups.

DATE SESSION TITLE SECTOR LEAD OFFICER EVENTBRITE LINK
Tuesday 15th September Planning STEM learning activities All sectors Iona Coutts

 

https://www.eventbrite.co.uk/e/planning-stem-learning-activities-tickets-116081397585

 

Tuesday 27th October Learning for Sustainability & STEM All Sectors Mark Irwin

 

https://www.eventbrite.co.uk/e/learning-for-sustainability-stem-tickets-116082561065

 

Tuesday 17th November Play-based learning in STEM for upper primary and secondary Upper primary/ secondary Janey Irving

 

https://www.eventbrite.co.uk/e/play-based-learning-in-stem-for-upper-primary-and-secondary-tickets-116082944211

 

Wednesday 9th  December How to promote STEM through the learning environment All sectors Jen Hodson

 

https://www.eventbrite.co.uk/e/how-to-promote-stem-through-the-learning-environment-tickets-116082996367

 

September 3, 2020
by C. Gillespie
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SSERC Covid-19 Back to school guidance

Scottish Schools Education Research Centre (SSERC) have released guidance to help Early Years, Primary and Secondary Science and Technology Departments prepare and be ready to keep learners and all others safe as they returned to establishments.

The link below includes advice about hygiene and adapting practical work.:

https://www.sserc.org.uk/health-safety/covid-19-back-to-school/

Since the return of learners into school buildings, SSERC have and will continue to add to these resources with an FAQ page dealing with the general issues that have arisen.

September 1, 2020
by C. Gillespie
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PISA global competence results imminent – October 2020

In the 2018 Programme for International Student Assessment (PISA) cycle, Scotland opted to participate in the global competence assessment. This is the first time global competence has been included in PISA.

Participating countries had the option of taking part in a global competence assessment and/or student questionnaire.

Students in 27 countries and economies, including Scotland, took both the global competence assessment and questionnaire.

Global competence will be the focus of the PISA 2018 report Volume VI, which will be published on 22 October 2020 at a launch event in Singapore.

Curriculum for Excellence

Scotland’s results will be based on assessments undertaken by almost 3,000 15 year olds who took part in PISA 2018. This includes global competence questions in the assessments, as well as questions on attitudes and beliefs in the student questionnaire. Scotland also took part in the PISA Teacher Questionnaire, which included questions on teacher beliefs and practices in the classroom.

The global competence results will allow important insights into aspects of the Curriculum for Excellence. This is particularly the case for Learning for Sustainability, where the results feed into our understanding of how Scotland is moving towards aims of the Vision 2030+ report, including the following aim:

Our learners are committed to the principles of global citizenship, social justice and equity, democratic participation and living within the ecological limits of our planet.

The results will also provide insights into the Four Capacities of CfE, allowing a greater understanding of how the curriculum is helping to develop some of the broader outcomes for young people. This is particularly the case for the Responsible Citizens Capacity, where the results will provide data on Scotland’s young people in respect of:

  • respect for others
  • commitment to participate responsibly in political, economic, social and cultural life
  • knowledge and understanding of the world and Scotland’s place in it
  • understanding of different beliefs and cultures
  • ability to make informed choices and decisions
  • ability to evaluate environmental, scientific and technological issues
  • ability to develop informed, ethical views of complex issues

The results will provide a further evidence base to assess the impact of Curriculum for Excellence, in particular its role in supporting young people to become global citizens and to develop a broader range of skills and awareness relating to Learning for Sustainability.

Go to the PISA website for more information: https://www.oecd.org/pisa/pisa-2018-global-competence.htm

 

September 1, 2020
by C. Gillespie
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West Partnership – Online school

Over summer 2020 The West Partnership launched a significant initiative to develop online learning materials. The initiative is called West OS  – for West Partnership Online School.

What is it?

West OS is a collaborative, teacher led response to feedback from learners. It seeks to improve outcomes for learners by providing teacher led lessons online which can be accessed at a time and place of their choosing. The aim is to promote equity by ensuring access to excellent learning experiences regardless of circumstances, including challenges which prevent full time attendance.

In the initial development phase, West OS aims to achieve its goal by producing and collating short, quality assured video lessons covering all elements of the 3-18 curriculum.

There is significant potential to develop West OS to facilitate a wider range of ways to deliver the curriculum and enhance the learning experience for all learners.

Watch this video to find out more:  https://youtu.be/1ISoRWPxvUw

Get involved – a call to action

At present there are over 100 practitioners creating content and a bank of over 200 video lessons.

West OS needs you!

Practitioners who volunteer for this role should have the following skills and experience:

  • Be a skilled classroom practitioner
  • Have a detailed knowledge and a depth of experience in teaching the relevant curriculum area
  • Have an interest in digital learning and have key basic knowledge of recording voiceover for PowerPoint or similar base level skills in recording a learning episode


What does it involve?

 

For more information please contact gw14downiepaul@glow.ea.glasgow.sch.uk or John.Stuart@eastrenfrewshire.gov.uk

 

 

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