STEM Blog

March 12, 2014
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Scotland’s Environment Youth Discussion

Would you like to win £1000 for your school or group?

Enter Scotland’s Environment Website Youth Discussion competition by 31 March for a chance to win.

We have £1000 to award to the best school/group entry and £100 for the best individual entry. We have lots of other exciting prizes including HP tablets, educational experience days with a “green” theme, a backstage tour of The Hydro and tickets to the Irn Bru Carnival 2014.

To enter, just answer the following question: “What needs to change in your local community that will make a positive difference to your environment and what role can you play in making it happen?” then submit your answer in an imaginative way.

Follow the link for further information about this competition and to get an entry form: www.environment.scotland.gov.uk/yd 

The competition is easy to enter and is relevant to many areas of the curriculum including drama, art, science, English and even modern languages.  This means entering the competition can easily be dovetailed into current project work or class topics.   The competition entry rules are very flexible which enables teachers to choose the level of input they feel is appropriate and suitable for their pupils. A number of useful teaching aids and resources have been developed that provide a good starting point.

You can choose to present your answer in a number of formats from a simple drawing, painting or report to something more complex such as a video, website or photographic essay; be as creative as you want!

The competition is open to all young Scots aged between 5 and 18 years old and you can enter as an individual or as a group e.g. Eco Group, class, youth group. The closing date is 31 March 2014 so there is still time to enter – what are you waiting for?

Your entry may also be eligible for the Young Reporters for the Environment competition. It is being run in Scotland by Keep Scotland Beautiful and is open to young people aged 11 to 21 years.

March 10, 2014
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Bucksburn Academy Sciences Conversation Day

Delegates attending our fourth conversation day at Bucksburn Academy identified three key themes for improving science education.

Discussions focussed on: 

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

 Education Scotland is keen to hear your views regarding the second theme which addressed identifying partnerships that work.

Identifying partnerships that work

Delegates identified various partner organisations that they were engaging with including subsea 7, forest rangers, ABC, mentoring John Lewis, STEM ambassadors, car safety, BP renewable, Forvie Nature reserve, university medical students, Zoo lab, forensic scientists, “curious about chemistry”. Learners at Bucksburn Academy had also set up a programme of advanced level lunchtime lectures in relation to STEM.

Delegates put forward suggestions for successful partnership working. It was agreed that this had to be mutually beneficial, providing support, resources and expertise for the school, whilst meeting the business needs of the organisation. In addition delegates highlighted the following:

  • organisation must provide support in the classroom and visit the school (not the other way)
  • partnerships should be innovative, curriculum led, embedded in the curriculum
  • personnel involved are enthusiastic individuals with a willingness to commit extra time to establish short/long term working relationship
  • investment and funding through the partnership provides opportunities for all

Delegates identified areas of partnership working which they regarded as requiring further development:

  • not enough organisations/partnerships to support early years
  • more visiting scientists lecturing at a high level – aspirations needed to be raised
  • speakers need to be able to pitch talk at right level for young people
  • mixture of input needed for different levels of interest required

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

March 10, 2014
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March NQ Science Update

Nominations for the next three rounds of cross authority working groups are due by 5pm on Monday 10th of March. If you’re interested in attending please contact your local authority organiser.

Glow TV events:        Ask the Expert – Neil Kermode    11 March 10.30      http://bit.ly/1g9zh90

As part of the Get Energised with the ScottishPower Foundation project, this series of broadcasts from the National Museum of Scotland will help N4/5 students in STEM subjects to learn more about renewables in Scotland. Hear from leading experts in the field and ask them about their work. 

Past papers identified by Education Scotland and SQA as appropriate for N5 Biology have been collated and shared by Invergordon Academy. These are posted on the Sciences Glow 365 site.

Geneious software suitable for case studies, a free download suitable for case studies in the Genome key area of DNA and the Genome unit at cfe Higher Biology is available from.

http://geneious.com/

A free online Environmental Studies textbook, Earth’s Dynamic Systems is available at http://earthds.info/ particularly good for Geosphere, Hydrosphere etc.

Dave Edwards from the Open University asked Education Scotland to publicise this MOOC.

The OU’s free Moons MOOC is at;   https://www.futurelearn.com/courses/moons  and I am gearing up to facilitate some of the discussion. It starts on 17 March.

We envisage it taking around 3 hours per week, for the eight week presentation.

Aberdeen Biodiversity Centre have a S1-3 poster competition running currently, copies can be downloaded from their website under secondary education – http://www.abdn.ac.uk/biodiversity/education/secondary/cfe-support/

March 4, 2014
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New Water Learning Journeys for STEM Central

STEM Central supports the delivery of teaching in science, technology, engineering and mathematics.   

Through Learning in Context, practitioners can source information, resources, learning journeys and videos for nine learning contexts, including Food Security, Transport and Water.

To support and enhance the existing Water context section we have added three new learning journeys:

Changing States – Early Level

  • learners explore the changing states of water as they investigate freezing, melting, boiling and evaporation.

Travelling on Water – First Level

  • learners investigate floating, sinking and buoyancy and develop their understanding of the concept of density and Archemides’ Principle.

Uses of Water – Second Level

  • through science challenges and investigations learners improve their knowledge and understanding of the different uses of water in Scotland and the world e.g. as source of power or use in recreation.

The new water learning journey format incorporates the Design Principles demonstrating their relevance to planning enjoyable, contextualised and challenging learning experiences and in identifying appropriate forms of assessment.

There are supporting resources for each new journey and links identified for additional learning and teaching opportunities.  

Access the water learning journeys and supporting resources on STEM Central  

http://www.educationscotland.gov.uk/stemcentral/contexts/water/index.asp

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 19th March and all day Thursday 20th March 2014. Venue: Stirling Management Centre, Stirling

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

Session 3 – Tuesday 27th 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 10th 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 10th March.

 Other updates:

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.

 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 12th 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:

  1. Priorities for sciences education
  2. Identifying partnerships that work
  3. 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 17th 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

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