The Royal Institute is holding a series of events and workshops for all ages throughout July.
Take a trip to Antartica
Chris Turney will present the initial findings of the Australasian Antarctic Expedition 2013-2014, and explore what’s happened since the trip to Antarctica this winter.
The Physics of Winning
Journey through the history of sporting inventions and ask ‘at what point is having better equipment cheating?’
The Domesticated Brain
Explore the neuroscience of our social behaviour and learn how our brains are adapted to living in close quarters.
Many thanks to Aberdeen City Council for sharing resources.
These materials are provided to support staff who are delivering programmes of learning in Physics National 4 and National 5. Staff are encouraged to draw on these materials, and existing materials, to develop their own programmes of learning which are appropriate to the needs of each individual school.
The materials include National 4 and National 5 teacher guide and a complete set of problems and answers for:
•Electricity and energy
•Waves and radiation.
They are available in the NQ Sciences Glow Portal.
Water. Paralysis. Food. Flight. Dementia. Antibiotics. Which challenge should science solve next?
In 1714 the UK Government offered £20,000 to the person who could solve the Longitude problem. In 2014 the prize fund has increased to £10,000,000 and the public get to decide what challenge needs to be solved.
I’m a Scientist get me out of here are giving the public the chance to ask before they vote with our Longitude Prize Zone. Until Wednesday June 25th anyone can quiz their champions to help decide which challenge to vote for, at: longitude.imascientist.org.uk
Please join in yourself and pass the link on to colleagues, scientists, teachers, friends and family who may be curious to ask questions about the 6 challenges.
It’s your chance to join the debate on the biggest science prize for the last 300 years.
Many thanks to Aberdeen City Council for sharing resources. These materials are provided to support staff who are delivering programmes of learning in Chemistry National 4 and 5. The materials include teaching and learning activities for:
•Chemical formulae and reaction quantities
•Acids and alkalis
•Neutralisation
•Rates of reaction
•Energy changes
•Atomic structure
•Chemical formulae and equations.
They are available in the NQ Sciences Glow Portal.
Last year the UK government published this report, The Future of Manufacturing. The report emphasises the growth of the circular economy, and it’s relevance to a changing context. So what is the circular economy, and why is it relevant to students?
The Ellen MacArthur Foundation believes that the circular economy provides a coherent framework for systems level re-design and as such offers us an opportunity to harness innovation and creativity to enable a positive, restorative economy.
SSERC has recently moved all of its teaching resources to the open section of its website making them more readily available for public access. The SSERC website is at www.sserc.org.uk
details the purposes of learning within the sciences
describes how the experiences are organised
offers guidance on aspects such as learning and teaching, broad features of assessment, progression and connections with other areas of the curriculum.
This document is unique to the sciences curriculum and provides:
material for teachers to use alongside the experiences and outcomes to plan for the development of learners’ scientific knowledge, understanding and skills
describes progression in the development of knowledge and understanding of some of the scientific concepts.
Assessment in the sciences focusses on learners’ knowledge, understanding, skills, attributes and capabilities in the significant aspects of learning.
We want learners to have K/U of the big ideas and concepts in science and also develop skills in investigation and enquiry, analytical thinking and become scientifically literate – the significant aspects of learning bring these together.
They are the core learning against which learners’ progress can be compared periodically and are common to all levels from early to third.
Assessing Progress and Achievement in the Sciences:
supports professional learning and provides opportunity for reflection on assessing progress and achievement by giving further information on the significant aspects of learning and an outline of what breadth, challenge and application look like
designed to support quality assurance and moderation activities in planning for progression and approaches to managing assessment.
In addition to this there is the new Sciences Progression Framework, a guide intended to support practitioners in considering the evidence of knowledge and understanding, skills, attributes and capabilities provided by learners as they progress through and then achieve a level in the sciences.
The significant aspects of learning relate to the statements for each level within this progression framework. They should be considered jointly when assessing progress and achievement.
We also have annotated exemplification of work in the sciences which show work deemed to typify the achievement of a level in the sciences. The effectiveness of the support documentation is evident when used alongside the annotated exemplars.
This resource:
outlines significant aspects of learning and describes what breadth, challenge and application looks like
should be used when planning learning and assessment
contributes to the moderation and profiling processes to help create a reliable picture of learners’ progress and achievement.
provides a focus for professional dialogue involving staff within or across establishments
provides a focus for dialogue involving parents
helps inform and review the quality of learners’ work which is deemed to typify the achievement of a level
identifies the range of work which typifies the achievement of a level across the learning in a curriculum area
encourages practitioners to appreciate how the quality of work being produced by their learners compares with that in the exemplars
supports practitioners in identifying aspects of the approaches used which might inform their own practice in their contexts
contributes to identifying gaps in the learning of their learners
This Higher Human Biology Resources Guide links Mandatory key areas to useful learning and teaching resources.
The pages show the Mandatory key areas table from the SQA Higher Biology course and unit support notes with an additional column containing hyperlinks to videos, animations and other resources. Content new to the course from the Higher Still Higher have been highlighted in green to further assist practitioners.
THE SCOTTISH LEARNING FESTIVAL 2014: RAISING ACHIEVEMENT AND ATTAINMENT FOR ALL
SLF 2014 is completely FREE for everyone to attend and will support practitioners as they explore a wide range of practical approaches, resources and research aimed at improving achievement and attainment for all learners in Scotland.
There will be inspirational keynotes speeches, conversation and debate in the professional discussion sessions and professional learning seminars where you can engage in activities and learn from practitioners and young people;
This includes a number of seminars specifically aimed at addressing the sciences curriculum.
In February 2014, the National Implementation Group for Learning for Sustainability was established to ensure all learners in schools experience global citizenship, outdoor learning, sustainability, children’s rights and play in a transformative way. This seminar will outline the ambitions of the group and this exciting agenda for change which will impact on all schools and support the introduction of the new GTCS Professional Standards.
Thursday 25th
Supporting primary science to inspire STEM careers – SLF Guide Page 21
STEM subjects are central to Scotland’s economic future and our health and wellbeing. They also offer a range of excellent career opportunities for young people. This seminar will demonstrate how SSERC and Education Scotland provide valuable support for primary practitioners to enthuse and inspire learners about science and STEM careers.
Thursday 25th
Engaging pupils with science – SLF Guide Page 23
Outlining the various projects Aberdeen City have developed, which have increased pupils’ engagement and enthusiasm in science. This includes the S6 Science Ambassador Award; Science Buddy Award; P6/7 Science Champions; Intertek Science Fair; Science for PSAs & Playground Science.
To book your place browse the conference programme, note the seminars you want to
attend and visit the SLF website – www.scottishlearningfestival.org.uk.
The deep space of the hidden universe is so unimaginably distant that until recently we didn’t have the capability to explore it.
Take your own trip back in time and through space in the company of Dr Jonathan Whitmore, astrophysicist and lead astronomer of the Hidden Universe.
A showing of the documentary “Hidden Universe” will be supplemented by a live introduction and Q&A from Dr Jonathan Whitmore himself, and an opportunity to learn more under the stars of the Science Centre planetarium.
For further information click Glasgow Science Centre www.glasgowsciencecentre.org
The Royal Institute is holding a series of events and workshops for all ages throughout July.
