May 25, 2015
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Monitoring Climate from Space

Explore our planet from space and learn how Earth observation is used to monitor climate change, with this free online course.

About the course

It is increasingly essential for us to study climate change across the planet at the highest level of detail possible. But how can we achieve such a comprehensive worldwide view?

Introducing Earth observation

Seeing the Earth from space allows us to gain this global perspective. By using Earth observation techniques, we can now monitor global environmental change on a scale that has never before been possible.

Earth observation has not only revolutionised the way we perceive our home, but changed the way we understand our profound impact on the environment. This technology has brought on a transformation in the way we observe, monitor and study our planet.

Learn with experts from ESA and leading European research centres

In this free online course, you will join leading experts and scientists from ESA and key European research centres, to explore the science that underpins Earth observation.

We will look at recent and current satellite missions that are providing an archive of essential data; and find out how this data is used in local and international policy and planning.

The course consists of five themed weeks:

Week 1 – Observing Climate Change from Space

What is Earth observation? How do we observe the Earth with satellites? And what role does Earth observation play in climate policy and planning?

Weeks 2 & 3 – Earth Observation Techniques and Technology

How do we use different types of mission, instrumentation and data to study changes to our atmosphere, land, oceans and ice?

Week 4 – Earth Observation in Action

How does Earth observation help us set policy; plan for climate risk, resilience and adaptation; and manage resources and biodiversity?

Week 5 – Managing Earth Observation Data

How do we make sense of the large amount of data produced by Earth observation? Can crowdsourcing and citizen science play a role in developing climate change models?

The lead presenters on this course are: Professor Martin Wooster, King’s College London; Dr Matias Disney, University College London; Dr Emily Shuckburgh, British Antarctic Survey; Professor Andy Shepherd, University of Leeds. Further expert insight is provided by Professor Alan O’Neill, University of Reading.

Other contributors for the course include: Dr Pierre-Philippe Mathieu, ESA; Dr Stephen Briggs, ESA; Dr Angela Benedetti, ECMWF; Dr Nathalie Pettorelli, ZSL; Professor Chris Merchant, University of Reading; Dr Melanie Ades, University of Reading; Dr Helen Snaith, BODC (NOC); Dr Stephanie Henson, NOC; Dr Simon Boxall, University of Southampton; Dr Paolo Cipollini, NOC; Professor Chris Lintott, University of Oxford; Dr Kirsten Barrett, University of Leicester.

Requirements

This course is designed for people who want to learn more about Earth observation, climate change and monitoring climate from space. The course can also help decision makers, policy makers, educators and communicators, to gain a better insight into how satellite data can help them assess the state of our climate and its changes, in order to support climate science, and adaptation and mitigation decisions.

May 22, 2015
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Recruitment – Sciences Development Officers

Education Scotland is looking to recruit two DOs to help us take forward our ambitious programme of support for 3-18 sciences.

Development Officer (DO)
Dates: Apply by 07/06/2015
Location: Any Education Scotland Office
Contract type: Full Time
Contract term: 23 month secondment
Education Scotland is Scotland’s national improvement agency for education. Our role is to promote improvement through innovation and change in the education system, from the early years to adult learning. We are committed to embedding our values of excellence, creativity, integrity and respect in everything we do.
To help us drive our ambitious agenda for improving outcomes for Scottish learners, we are now recruiting secondees to work within key areas of the organisation.
Development Officers work in partnership with colleagues from across the education system, Scottish Government and other national organisations to develop, promote and support effective and innovative approaches within their specialist areas. Working in teams led by Senior Education Officers, we are seeking Development Officers in the following areas:
Expressive Arts
Science
Health & Wellbeing
Technologies
Candidates should possess a relevant degree in teaching and be registered with the GTCS. You should also have excellent knowledge of Curriculum for Excellence and be able to contribute to its continued development and implementation. Demonstrable experience in the relevant discipline is required with excellent communication and interpersonal skills.
The Development Officer posts are being offered on a 23 month secondment basis and can be based out of any of the Education Scotland offices subject to local availability.
For further information and to download an application form, please visit our website at www.educationscotland.gov.uk/vacancies
Closing date for application: Midnight on Sunday 7 June 2015
Applications should be returned electronically to edshr@educationscotland.gsi.gov.uk

May 20, 2015
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Sciences Sharing Practice Network- Meeting Learners Needs (2)

Sharing Practice Network – Meeting learner’s needs in the NQ Classroom
Mercure Hotel, Glasgow – 8th June 2015

This network was set up to investigate strategies for learning and teaching in classroom where more than one NQ level is being taught at the same time. Our first Meeting learner’s needs network event was on October 31st. At that event, delegates chose a strategy to develop and trial over the next few months. At the follow up event on June 8th, as well as some examples of interesting practice, returning delegates will give a short presentations on their findings. We are still welcoming practitioners to the group. Could previous and new delegates and please register for this event at the following survey monkey link. Places are allocated on a first come first served basis.

https://www.surveymonkey.com/s/P5WSPSB

May 13, 2015
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National Primary and Early Years Science Network 1st 2nd June 2015

Education Scotland held a series of conversation days with the Scottish education community throughout 2013/2014 to develop a shared, partnership approach to improving 3-18 science education. We also hosted a dedicated primary and early years science conversation day in August 2014.

One of the key themes to emerge was the importance of supporting learning and teaching of the sciences in the primary and early learning and childcare sectors, a theme also identified in the Sciences 3-18 Curriculum Impact Report.

Education Scotland provides support for practitioners in a variety of ways which have been very positively received:
Primary and Early Years Glow 365 site
Glow meets: 900 participants
Professional learning twilight events: 300 participants
STEM Central website
Giant Panda website, launched January 2015

In addition to this support, we are now looking to establish a National Primary and Early Years Science Network.

The purpose of this network is to create a cross-authority sharing practice group to:

develop a common understanding of standards and progression in the sciences
create a national model for moderation
build capacity in understanding the sciences curriculum
produce resources to support the planning, teaching, assessment and moderation of the sciences curriculum within the Broad General Education.

To contribute effectively to the national network we are looking for individuals with skills and expertise across the following areas:

excellent knowledge of CfE and the sciences curriculum and contributes to its development and implementation
experience of leading and/or contributing to effective change, development and improvement in sciences education at local and/or national level
proven experience of planning and delivery of high quality learning experiences for children and young people
excellent written communication and IT skills
knowledge of current thinking regarding pedagogy and assessment methodology

Individuals should ideally be an early learning and childcare/primary practitioner, school or setting leader, network leader or development officer. We are seeking an appropriate balance of representation from the early learning childcare and primary sectors.

The network will be launched at a two day residential event at the Thistle Hotel, Cambridge Street, Glasgow on Monday 1^st / Tuesday 2^nd June. Accommodation costs will be provided for those opting to stay overnight but unfortunately cover and transport costs cannot be provided.

To register your interest please contact either your Local Authority Science QIO/Coordinator or Louise Morton, Development Officer Primary Science and STEM Louise.morton@educationScotland.gsi.gov.uk

Representatives should also complete the online registration form at: https://www.surveymonkey.com/s/8899KFC

It is anticipated that the network will meet a further two times through to March 2016. These will be one-day events.

May 13, 2015
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Have you seen hen harriers?

The hen harrier is one of our most alluring raptors – with the male’s skydancing courtship display one of nature’s great sights.

The Heads Up for Harriers project aims to better understand the threats facing Scotland’s hen harriers –and ultimately promote recovery of the species – by working in partnership with land managers.
Found mainly across moorland throughout Scotland, hen harrier numbers were around 500 pairs in 2010. In many areas they are now struggling to breed, or absent. Elsewhere in the UK they are faring even worse. Factors accounting for these changes in distribution and numbers across Britain include illegal persecution, land use changes resulting in losses of moorland nesting habitat and feeding range, and predation of eggs and young by foxes, crows and other predators.

Have you seen hen harriers?
We want a clearer picture of where hen harriers are being seen in early spring and then evidently disappearing later on. There may be several reasons for this: They may simply have moved on for natural reasons, or been harassed and forced to move (which is illegal); or
Birds may have been killed naturally by large predators such as golden eagles and foxes, or illegally by people; or
Harriers may have settled to nest and then been overlooked (they can be inconspicuous).

How can you help?
We are looking to members of the public to report any sightings of hen harriers.

What would we like you to do?
We would like your records sent to us as follows:
Hen harriers seen? Male / female / pair together?
Behaviour? Was the bird flying low when hunting (they quarter just a couple of metres above the ground, dropping quickly on a vole, young rabbit or small bird), or higher up moving from one area to another. Was it calling by ‘chittering’, or skydancing?
Place, date and time of sighting? Six figure grid reference ideally (or details of location e.g. name from OS map of the nearest hill or burn, footpath, road or other details so that we could revisit the area to make follow-up observations where needed), with date and time.
You can report sightings by phone to 07767 671973, email to: HenHarrier@snh.gov.uk (it’s not case sensitive), or post to: Heads up for Harriers, Scottish Natural Heritage, Great Glen House, Leachkin Road, Inverness IV3 8NW
If e-mailing sightings please make sure you provide your name, contact email and phone number so we can get in touch to follow up your sighting.

find more information at: http://www.gov.scot/Topics/Environment/Wildlife-Habitats/paw-scotland/what-you-can-do/hen-harriers

May 12, 2015
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PhD Studentship

Polli:Nation: Citizen Science and Environmental Education in the School Grounds

Applications are now invited for a full-time 3 year PhD studentship
The School of Education, University of Stirling is now seeking applicants for a funded, full-time, three year PhD studentship. The studentship will involve the researcher in evaluating and researching some key aspects of an innovative school-based citizen science and environmental education project: Polli:Nation.

The Polli:Nation project is designed to directly involve schools in recording, conserving habitat for, and restoring the abundance and diversity of pollinating insect species in the UK. The project will be led by Learning Through Landscapes (LTL), the UK charity dedicated to enhancing outdoor learning and play for children, who have recently been awarded £1.4 M from the Heritage Lottery Fund to deliver the project across all four of the UK countries. Partners include Buglife, Butterfly Conservation, Field Studies Council, and the OPAL (citizen science) network and working to help deliver the project with The Conservations Volunteers and the Bumblebee Conservation Trust.

For further information please contact Alison Motion (amotion@ltl.org.uk ) at Grounds for Learning, Janet McCurdie (Administration at School of Education, University of Stirling j.h.f.mccurdie@stir.ac.uk or Dr Greg Mannion (greg.mannion@stir.ac.uk

May 11, 2015
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A Rough Guide to Types of Scientific Evidence – Compound Interest

This infographic looks at science in general, rather than just chemistry. It’s in a similar vein to the Rough Guide to Spotting Bad Science posted last year, but this time looking at the hierarchy of different types of scientific evidence. You might think science is science, but some evidence is ranked higher in the scientific community than others, and having an awareness of this can help you sort the science from the pseudoscience when it comes to various internet claims.

This graphic was inspired by a Twitter exchange regarding the artificial sweetener aspartame, during which one user who with repeatedly linked to poor quality ‘evidence’ in order to try and prove their point.

May 11, 2015
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Sciences Open Day – 28th May 2015

Moffatt Academy, Dumfries and Galloway
10am to 3pm, Sciences Open Day – 28th May 2015.

We are pleased to announce that Moffatt Academy has kindly agreed to host our next sciences open day event. This professional learning event presents a valuable opportunity to learn about the approaches to sciences developed by the 3-18 all-through school at Moffatt Academy which have been identified through the inspection process as having ‘very good’ provision for its learners.

The event is aimed at Quality Improvement Officers, Science Development Officers, science coordinators, school leaders and primary and secondary practitioners responsibility for sciences as well as national agencies and partner organisations.

The event will provide delegates with an opportunity to hear about various aspects of work taking place across the sciences including:
• innovative practice in relation to primary/secondary transitions both in the all-through setting and also across the cluster
• cluster working groups to develop progressive programmes of study from 3-18
• use of engaging contexts for learning
• development of literacy skills within sciences.

There will be a further session delivered by the school to share their experiences of operating as an all-through school.

In addition, optional professional learning sessions will be run in the afternoon by Education Scotland staff on the following themes:

• Assessment in the sciences within primary and early learning and childcare settings (Louise Morton, Primary Science Development Officer)
• NQ support for sciences through GLOW (Grant McAllister, Secondary Science Development Officer)

To register for this event please use the following survey monkey link: https://www.surveymonkey.com/s/ZJXJVCM

There is no cost to this event. Places will be allocated on a first come, first served basis.

For further information about the event please contact Joanne Walker:
joanne.walker@educationscotland.gov.uk

May 11, 2015
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How studying science can lead to winning a BAFTA

By Karen Hornby, Science Specialist, National STEM Centre.

“I don’t like science. My favourite subject is English.”

“I don’t need science. I want a job in journalism or creative media.”

We’ve all heard comments like this, but how do we motivate these students and also help them to realise that a good understanding of science would greatly enhance their career opportunities in areas such as journalism, communications and creative media.

Why not introduce a topic based around cutting edge science or ethical issues with a quote from David Reay, Science Journalist for the Times?

“Every piece of research is based on the scientist saying, ‘I want to discover something new that makes an impact on the world’. We’re the people who have to turn that into copy and get the message across.”

Challenge your students to use their creative skills to present a complex scientific topic to the general public.

Science EXTRA! provides a case study (Students in Print) which shows how working with a local community newspaper can provide students with the opportunity to write up a science-based news story for publication. Rather than asking all students write their own article, you could encourage the class to work as a team to produce the news story. In addition, you could ask one of the journalists from the paper to visit the class to explain how to approach the task and provide guidance on research, writing, headline composition and graphic design.

You could also use elements of this resource from the Young Journalists Academy to prepare them for the task – the activities and film clips are taken directly from the highly prestigious and successful YJA Summer School, which focused on biomedical issues in the media in 2012.

Every year, the YJA has run an annual summer school for London state-school students who have the potential, but lack the ‘right contacts’, to break into journalism. Working with many of the leading journalists in the UK, over 90 per cent of graduates of the summer school, all from state schools, go on to do further work in the media. This should certainly grab the attention of students wanting a career in this field!

Along with activities, there are plenty of top tips and concrete pieces of advice from leading science journalists for writing and broadcasting about scientific issues.

Introduce the activities above with this film, in which freelance science writer Helen Carmichael talks about writing on a range of topics and for different audiences. She describes how she combines her knowledge of science with skills in researching and presenting information to produce an engaging science-based story.

“It’s your job as a journalist to find the interesting angle within any topic. So, for example, this is an article I wrote for a teenage magazine called Flipside that you might be familiar with. This was all about special effects in the movies. I talked to a couple of people who were making up special effects on movie sets for this article and what I realised as I spoke to them was you have to know a lot about science to actually be a good technician on a movie.”

After watching the film, you could provide plenty of different science articles for students to look at and work in groups to identify the key features of each style of publication – the English Department will be able to help you with teaching strategies for doing this!

A display illustrating the variety of careers in science communication can also capture students’ interest. They will be surprised to learn that qualifications in science lead to some great career opportunities in journalism and creative media.

This poster introduces producer/director Alex Tate who studied zoology at university and then took a Masters in Science Communication, with a focus on science media production. He now travels the world, combining his love of science with his skills in creative media. His varied job involves script writing, working with graphic designers, animation companies and music composers, not to mention winning a BAFTA!