March 4, 2014
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Sciences – National Qualifications Update

We can now confirm that three Higher Cross-Authority Writing Workshops will now take place as follows:

Session 1 – Evening session 5pm – 7:30pm on Wednesday 19^th March and all day Thursday 20^th March 2014. Venue: Stirling Management Centre, Stirling

Session 2 – Thursday 24^th April 2014. Venue: SSERC, Dunfermline

Session 3 – Tuesday 27^th May 2014. Venue: Glasgow, to be confirmed. Note: Date changed due to clash with Biology Markers’ Meeting.

The purpose of the days will be to provide practitioners with the opportunity to share existing materials developed for the Higher Sciences qualifications and co-develop further materials as required including resources for each Higher Unit, banks of questions etc. Our hope is that we will have groups collaborating to support all five sciences Highers including: Biology, Human Biology, Chemistry, Physics and Environmental Science. Education Scotland and SQA colleagues will also be attending to work alongside practitioners.

Each local authority is invited to identify one practitioner to attend. This should be a Faculty Head, Principal Teacher and/or someone with experience of developing course materials for national qualifications. Nominations should be sent to Grant.McAllister@educationscotland.gov.uk by 5pm Monday 10^th March 2014. When submitting nominations please provide the following details: name, role, school, email, subject specialism and dietary requirements. Our hope is that the same representative will attend all three events to ensure continuity but we realise that this may not always be possible.

One place for each local authority is guaranteed providing nominations are received by the deadline. Places not claimed by this point will be reallocated to other authorities. A limited number of reserve places will also be available to ensure balance across each of the five Higher qualifications. Authorities can nominate a second individual, from a different subject specialism, to be added to this list. We will notify reserve list nominees about availability of places shortly after the deadline on the 10^th March.

Other updates:

The high-level summary notes, videos and presentations from the NQ Sciences events which took place at Hampden Stadium in December 2013 are now available on Glow: https://portal.glowscotland.org.uk/establishments/nationalsite/Science/DiscussionIdeas%20%20Noticeboard/Hampden%20events%20-%20NQ%20Sciences%20Dec%202013.aspx?PageView=Shared

Please note: you may need to click the compatibility view icon and/or refresh button in the top navigation bar of your internet browser to see the videos.

At the Hampden events, one of the requests was for condensed versions of SQA documentation to be made available. A condensed guide has been produced by Brian Smith of South Lanarkshire Council and is now available on the NQ Glow Portal: http://www.educationscotland.gov.uk/nqcoursematerials/subjects/s/nqresource_tcm4826680.asp
Most of the N3 and Higher sciences materials commissioned by Education Scotland have now been published and are available on the NQ Glow Portal: http://www.educationscotland.gov.uk/nqcoursematerials/curriculumareas/sciences.asp

An extensive range of course materials for Higher Sciences is available from Education Scotland’s NQ Higher Sciences website: http://www.educationscotland.gov.uk/highersciences/

The cross authority writing group’s approach to National 5 Hydrogels assignment has been published on the NQ Glow portal. http://www.educationscotland.gov.uk/nqcoursematerials/subjects/c/nqresource_tcm4827127.asp .

Highland council have kindly shared their mapping of changes from traditional higher to CfE Higher for Biology, Chemistry, Human Biology and Physics. Again available on the NQ Glow Portal.

South Lanarkshire have produced a guide to assessments in the sciences at national 3, 4 & 5. This has been adapted to into subject specific versions and are available on the NQ glow portal

http://bit.ly/1lcuFGn

The sciences glow 365 site http:\\bit.ly/glowsciences continues to be populated with more materials including resources for National 4 & 5 Biology, Chemistry and Physics.

The Ellen MacArthur Foundation has an educators’ group: http://is.gd/circulareconomy. The Ellen MacArthur foundation has a number of resources suitable across the sciences and interdisciplinary learning activities.

The Scotland’s Environment Website Youth Discussion competition is aimed at 5-18 yr olds and closes on 31 March. The competition has an environmental theme so it could cover a range of areas within the curriculum.

March 3, 2014
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How to access Tigtag, the new online primary science resource.

Education Scotland is delighted to announce that schools can now access Tigtag – an award-winning online science resource for primary schools, free of charge through Glow.

We have agreed a 12 month national education licence with Twig World which allows Scottish schools to have unlimited access to this great resource.

There is no need to ask for a free trial if you are already a glow user.

Simply, click on www.tigtagonglow.com

Put in your glow user name and password and start using this fabulous resource.

Alternatively, if you have entered a search for Tigtag and gone through http://www.twig-world.co.uk/tigtag/ click on the tigtag image in the top right hand corner

and you will be taken to the Tigtag home page.

You will see this image.

Click on Log in with Glow and input your user name and password to start using the resource.

Remember you do not have to click free trail if you are an existing glow user.

Start using Tigtag straight away to enhance and support your science teaching and learning.

Tigtag provides access to:

• background information, relating to the key concepts identified in the science organisers, and quality films to support and enhance teaching and learning in the sciences.

• planning resources, investigation sheets, practical challenges and succinct clear lesson plans, providing a range of contexts for learning which draw on important aspects of everyday life and work.

• interactive lesson packages to help stimulate the interest and motivation of all learners and support staff in planning challenging, engaging and enjoyable learning and teaching activities.

• a “What Happens Next?” and “Scientific Enquiry” section to encourage learners to engage in dialogue, developing their investigative and inquiry skills.

February 26, 2014
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Sciences Conversation Day 4

Following the publication of the updated 3-18 Curriculum Impact Report for Sciences in October 2013, Education Scotland hosted a series of conversation days to engage stakeholders in discussions around the findings of the report and to collectively identify priorities for action to secure improvements in science education nationally.

The fourth conversation day took place in Bucksburn Academy, Aberdeen, on 12^th December 2013 and brought together around 40 participants from the local authority, Satrosphere Science Centre, Aberdeen University and representatives from industry, universities and schools. Delegates heard presentations from Kittybrewster Primary School, Bucksburn Academy, Glaxo Smith Kline and the University of Aberdeen.

Following the welcome presentation participants split into small discussion groups to identify the key priorities for improving science education. Discussions focussed on three themes:

Priorities for sciences education
Identifying partnerships that work
What does great learning in the sciences look like?

Priorities for sciences education

Attainment

Delegates recognised:

initiatives have been undertaken to address the gap in attainment however more was required to ensure those from the most deprived backgrounds are not disadvantaged further by their educational experience
the importance of support at home which had to be encouraged through good communication between parents and staff
developing good numeracy and literacy skills in primary helped access the sciences curriculum. This did not appear to be continuing at secondary, why?

Support

Delegates suggested:

local authorities should lead and coordinate science in all sectors. They should be providing early years and primary teachers with high quality, sustained science CPD opportunities
every primary school should have a science coordinator/nominated teacher with responsibility for science.

Confidence

Delegates highlighted the lack of confidence in science knowledge and expertise which can affect learning and teaching in the primary sector.
Practitioners are fully aware of the importance of bringing the real world into the classroom to motivate and engage learners and believe this can be achieved if they have access to relevant, high quality CPD and are given time to commit to CPD.
Authorities should provide financial support to assist practitioners in accessing resources to facilitate and support their teaching.
In the primary sector qualified teachers in the STEM subjects would be advantageous

Cluster working

Delegates viewed that early years, primary and secondary colleagues should work as a team and there should be greater use of cross – sector links e.g. primary pupils should be invited to the secondary science club

Learners attending the conversation day highlighted the areas they regarded as being the key priorities in sciences education:

key to accessing the sciences curriculum is the relationship between learner and teacher and good communication – they needed to feel confident about asking for help
active learning in the sciences should be a priority
Practical activities helped engage learners and develop higher order thinking skills
homework should be relevant to the learning at the time and coordinated better between departments to avoid overloading learners
learning through real life contexts is extremely important
practitioners had to address the variety of learning styles and offer a variety of teaching experiences to engage and motivate pupils.

SECONDARY

Delegates highlighted a number of concerns relating to the secondary sector which they viewed as being key priorities in teaching the sciences:

inadequate amount of time to deliver content within the new CfE qualifications – the issue of pace in learning and teaching has to be addressed to avoid putting learners under pressure
sequencing of teaching is a concern
Timescales for publishing of guidance documentation, support materials and resources has to be brought forward
Examples of assessments and tracking for the broad general education would be helpful
Difficulties of teaching N4 and N5 in the same class
Clarification is still required with regards to some aspects of assessment within the new national qualifications
Can universities help with the added value units?
Address gender bias within subjects – must address the image of women in the sciences to get more girls to take physics.

Education Scotland is keen to hear your views. Click on the title of this blog post to leave a comment.

February 21, 2014
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Hubble Telescope Talk

Glasgow Science Centre and Cineworld present an opportunity to see the documentary Hubble, hear a talk and engage in a Q&A session with Professor Martin Hendry from Glasgow University Astrophysics department.

The event will take place on 17^th March, at the Glasgow Science Centre, at 7.15pm

http://www.cineworld.co.uk/whatson/hubble-qanda-with-martin-hendry

For further information please contact Gow Gibson, Education Officer at gow.gibson@cineworld.co.uk 0141 419 1740 or 07815707921

February 21, 2014
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STEM Central Food Security Learning Journeys

Education Scotland has produced a series of second level learning journeys addressing the subject of Food Security, which is about people having enough food and water to survive.

There are many factors affecting food security around the world such as natural disasters and the weather, which can lead to malnutrition, disease and ultimately death.

Science, technology and maths play an important part in improving food security through, for example, the development of new drought resistant crops, fertilisers and pesticides.

The food security learning journeys enable learners to develop an understanding of plant life cycle and growth conditions, recognise the importance of a biodiverse ecosystem and understand that all life depends on plants. There are also Teachers’ Notes and additional resources to support the learning experiences.

Access the food security learning journeys and resources on Stem Central through: http://bit.ly/1btaxg0

February 17, 2014
by K. McFaul
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Technologies Impact Review – Williamwood High School – Using QR

The Technologies Impact Review (TIR) is one of two aspect reviews being conducted by Education Scotland over 2013-14. The other is literacy and English. Similar reports were published in 2013 on science, social studies (on Education Scotland website) – these had similar process and objectives as for TIR: “What is it like to be a learner 3-18 in Scotland? What contribution do the technologies make to that experience, and what is their impact on young people?”

This blog post is part of a series of blogs sharing practice that has been seen in the schools visited as part of the review.

What is a QR code?

For those of you unfamiliar with QR (quick response) codes, they are similar to bar codes and contain information specific to an item. A key benefit of a QR code is that any amount of information can be attached to them. Creating QR codes is easy, free and you do not have to be an ICT expert to produce them. The following website contains information on how to get started https://www.the-qrcode-generator.com/. You can produce QR codes to use during lessons, using them in a variety of ways to enhance learning and teaching. To access the information contained within QR codes you will need the “scan” app. Apps are easily downloaded and installed on any mobile device.

Example of an activity using QR codes:

QR codes have been used to enhance learning and teaching in Practical Woodworking across several topics such as, tools, processes, materials and construction. For each lesson, the format is generally the same, however alterations are made to ensure the lesson remains current. QR codes, some containing answers, descriptions and questions based on the topic being taught are produced and printed separately on A5 paper. A5 image sheets containing one picture and a QR code linked to the picture are also created. Finally, an answer sheet containing blanks linked to the answers, questions and descriptions found in the QR codes is produced. QR codes can be placed around the classroom and adjoining corridor.

The Lesson:

During the lesson learners are placed into groups of no more than four. Learners are given instructions to find the answers/descriptions missing on their answer sheet. Learners then work through a task using their answer sheet to identify a series of items found on their desks. For example, if the lesson focused on woods, learners would use their answer sheet to determine what answers/descriptions matched the wood samples given. In total, a timeframe of 20 minutes is given and a timer is placed on the interactive board.

On completion, learners begin peer assessment using a carousel system, placing ticks/crosses next to answers they agree/disagree with. Once the carousel is complete, each group returns to their own desk to see how well they have done. Learners can then share their views as to why they agreed/disagreed with other groups. This informs discussion and allows learners to utilise their knowledge in teaching one another. It also allows the teacher to raise important teaching points, to ensure learners understanding is further improved and correct.

Why was this approach taken?

This approach was taken because the theory in Practical Woodworking can be seen by learners as repetitive and they find it difficult to retain the knowledge required. There is no final exam and practitioners often find that learners do not recognise the importance of developing their knowledge and struggle to recall information when prompted or when working through tasks, tests and homework. This approach allows the development of knowledge and understanding to be an active part of the course.

What are the benefits for learners?

Learners gain several benefits from this approach. They are given the opportunity to explore their own understanding and share this with their peers, develop their critical thinking skills and become active in revision and assessment. The approach also utilises current technologies, whilst giving learners the opportunity to bring their own technology into the classroom. The topic naturally informs group discussion amongst learners and the teacher. Learners are also given ownership of assessment enabling them to peer assess work, which deepens their understanding, whilst continuing to develop their literacy skills.

http://bit.ly/1gvl8qv

February 16, 2014
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Calling all young Citizen Scientists!

The British Science Association are delighted to be partnering with EDF Energy for year one of their five year citizen science programme, The Great EDF Energy Experiment. In collaboration with the Centre for Ecology & Hydrology, we will be inviting schools and families to take part in the Big Bumblebee Discovery, to help scientists understand more about bumblebees across the UK.

This nationwide project will be a huge opportunity for kids to get hands-on experience of conducting scientific research, and we’ve linked up with the Pod to provide loads of free educational resources and activities.

Find out more

February 16, 2014
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Let science into your heart with the Edinburgh International Science Festival

Edinburgh International Science Festival 2014 celebrates ‘Science at the Heart of Everything’, inviting audiences of all ages to discover the science all around us over two weeks from 5th – 20th April:

GastroFest – a mini-festival about the science of food and drink
Making It – a celebration of Maker culture and DIY Science
Scotland Decides – a series examining the political questions shaping our scientific future
Science at the HeART of Things – an exhibition and installation programme showcasing artists inspired by science
The Reading Experiment – a campaign celebrating science writing in all its forms
Summerhall announced as major new venue partner, hosting a brand new programme of events for all ages
Prof Mary Abukutsa-Onyango announced as recipient of the Edinburgh Medal 2014
Last year’s Edinburgh Medal recipient and Nobel Prize winner Prof Peter Higgs to appear in discussion, one of many leading scientists and speakers visiting the Festival

Amanda Tyndall, Deputy Director of Edinburgh International Science Festival, said: “This year’s Science Festival will see hundreds of the best and brightest minds in science and technology gather in Edinburgh to debate and celebrate some of the biggest, and sometimes controversial ideas in science. For two weeks the city becomes the perfect melting pot for discussion, as we explore the ideas that place science smack-bang at the centre of all of our lives”.

The 2014 programme unlocks the many ways in which we are unquestionably connected to science and technology. With events examining the science in food and drink, politics, art and literature, and even DIY, audiences can discover science in new ways and surprising places, question the ever-increasing prominence of technology in our lives and how this shapes all aspects of our society.

The Edinburgh International Science Festival runs from Saturday 5 to Sunday 20 April 2014. Full details of the 2014 programme can be found at www.sciencefestival.co.uk. Tickets for all events can be booked online via the website or through the Box Office on 0844 557 2686 from 11am Thursday 13 February 2014.

Edinburgh International Science Festival is supported by the following Major Funding Partners:

The Scottish Government                                                  City of Edinburgh Council
The Scottish Government’s Edinburgh Festivals Expo Fund
The Edina Trust                                                                  Baillie Gifford
Diabetes UK Scotland                                                         EDF Energy
Scottish Gas                                                                       Medical Research Council (MRC)
Welcome Trust                                                                    Natural Scotland (Scottish Government)
Wolfson Microelectronics                                               Selex ES

February 14, 2014
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The Future of Energy

Rarely out of the news, energy supply and demand is an issue which affects all of us. However, the debate can become tiresome: complaints about the intermittency of wind turbines, the nuclear waste issue, to frack or not to frack…

What we need to see is the bigger picture in all of this: yes, supply and demand, but also an acknowledgement that things don’t have to remain the same. Why, for example, do we assume we will stick with centralised energy generation based on transferring along inefficient energy grids? That’s a Victorian solution in an Internet age, and it’s based on the assumption of cheap energy (with obscured costs) and economies of scale.

What if, instead, production took place in many places with many hands, using a vast variety of sources which are localised, based on a cascading use of energy, using smart meters and radical energy efficiency? The book, Reinventing Fire, has successfully made this argument for some time now, and the recent results in Germany are worth learning from.

Then there is the assumption that economic output must fall in order for energy demand to decrease. An economy based on performance, rather than efficiency, slows down the flow of resources, creates jobs, returns materials as input, removes built in obsolescence, internalises costs as benefits, and makes use of embedded energy where possible. Some companies have found that by adopting a circular economy model they have reduced their energy demand by 80%, thanks to their success in recapturing materials at high quality.

Energy simply cannot be looked as a stand-alone issue, because it is integrated with how we produce, consume and use. In other words, our current energy problems are part of a wider systemic problem. Tackling a faulty system and researching solutions is part of the work the Ellen MacArthur Foundation is carrying out with companies, governments, universities and schools. The circular economy is a framework for effective flows of materials and energy, and, as a systems approach, it tackles a multitude of issues relevant to the curriculum.

One of our teaching resources takes a systems approach to dealing with the energy issue. The Future of Energy is a free download (link below) and is suitable for use in, particularly, Physics, Biology and Geography classes.

The resource looks at:

Connecting producer and consumer in the future
Decomposers
The future of the UK’s energy mix
Waste to energy
Nuclear power

Download the resource from here: http://www.ellenmacarthurfoundation.org/education/resources/systems-thinking/the-future-of-energy

References:

Ellen MacArthur Foundation – http://www.ellenmacarthurfoundation.org/

Teaching resource, ‘The Future of Energy’ –

http://www.ellenmacarthurfoundation.org/education/resources/systems-thinking/the-future-of-energy

Reinventing Fire – http://www.rmi.org/reinventingfire

Germany’s distributed network – http://www.qualenergia.it/sites/default/files/articolo-doc/OKO7.pdf

February 9, 2014
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Dundee Cancer Centre and Dundee Science Centre Science Learning Institute

‘I learned not to be scared to talk about cancer’

A really exciting day on Friday 7^th February when we welcomed P7 pupils to Dundee Science Centre to work with world-leading scientists from Dundee Cancer Centre. Through hands-on activities, developed and delivered by scientists, researchers and nurses from Dundee Cancer Centre, children learned about cells and cancer.

Children said:

I can’t choose one thing, I loved it all!

I learnt about how the different bloods get ready for scientists! It was fun!

That you should be careful with what you wear outside and that if you eat broccoli it helps a lot.

I learnt that cancer travels faster than normal cells.

There are 200 types of cancer cells

I enjoyed making play-doh drugs

Very easy to understand and was fun

I enjoyed meeting a real scientist

I learnt that strawberries have DNA and what our cells look like! It was fun!

I learnt today about cancer and how it can be stopped.

Teachers were equally positive in their feedback:

Hands on activities are great. Brilliant to see the kids engaging so well.

The people who were doing the explaining, explained very complex concepts in a very understandable way for the children. It’s something that we will pick up on when we go back to school and share what we have learnt with the rest of the school and try to find out more.

This is the first part of a bigger piece of work, the next steps of which are to work with teachers from secondary schools and Dundee Cancer Centre to develop a workshop to support the broad general education in the secondary setting, or the Senior Phase. This will provide opportunities for learning for teachers involved, and the pupils in the 10 secondary schools we work with, when we bring our funded outreach to them between September and December 2014.

If you’re interested in being part of this exciting project, and connecting your learners with cutting-edge, world-leading sciences happening in Dundee, please contact Lauren Boath, Science Learning Manager for more information (lauren.boath@dundeesciencecentre.org.uk)