November 15, 2013
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Engineering Academy

A new collaboration between the University of Strathclyde, partner colleges and industry will provide a pathway to BEng Honours or MEng-level programmes in an engineering discipline within one of the Faculty of Engineering’s participating departments.

Through the Engineering Academy, students will initially undertake an HNC within partner Colleges and those who achieve the required performance will be guaranteed transfer to an undergraduate degree within one of the following Faculty of Engineering departments:

As well as continuing their studies, students will benefit from industry-funded scholarships and paid summer placements during the course of their undergraduate programme.There will be 80 funded places per year.

For further information access:

http://bit.ly/HQowPb or contact engineering-academy@strath.ac.uk

November 15, 2013
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Engineering Development Trust

The Engineering Development Trust provides STEM (science, technology, engineering and mathematics) enrichment activities for UK youth.

Work related learning schemes provide opportunities for 11-21 year olds to enhance their technical, personal and employability skills through industry-led projects, industrial placements and specialised courses.

EDT develops partnerships, build links between education and industry and helps organisations reach talent and connect with young engineers and scientists across the UK.

The EDT portfolio includes:

First Edition Hands-on STEM activity days for Year 7-11 & S1-S5 (11-16 yr old) students. Providing opportunities for under-represented groups (girls, ethnic minorities, first in family to consider higher education).

Open Industry Curriculum focused in-company educational experiences for students of all ages.

Go4SET Environmental themed 10 week STEM projects for Year 8/9 & S2 (12-14yr old) pupils.

Engineering Education Scheme (England & Scotland) Real life 6 month STEM projects for Year 12 (16-17yr old) students.

Headstart STEM experience courses at university for Year 12 & S5 (16-17yr old) students.

The Year in Industry Paid career development work placements for students completing

A levels/Scottish Highers/equivalent qualifications or as part of a university sandwich year.

Download further information regarding EDT’s events programme:

EDT Schools Programmes 2013-14

edt scotland events calendar 2013-14

To access EDT’s website:

http://bit.ly/1cvayeN

November 13, 2013
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Young Engineers & Science Club Scotland

The Young Engineers & Science Clubs Scotland is a Scotland wide primary and secondary programme run by the Scottish Council for Development and Industry and supported by many of its members including BP, Skills Development Scotland and the Lloyd’s Register Foundation.

Through a network of over 700 science, engineering and technology clubs throughout Scotland, from Orkney to Dumfries, pupils from P5-S2 test their problem-solving skills on a number of themed investigations. So far 12,000 members have worked alongside their teachers, real engineers and scientists on a variety of STEM projects.

Projects include:

Junior Saltire Awards – 2014 Marine Energy Challenge
Science on the Menu – experiments and investigations to explore the world of food and drink through science
Carbon Capture and Storage – S1/S2 interdisciplinary project to engage learners in the global challenge of limiting CO2 emissions
Ping Pong Pentathlon – STEM sporting challenge to mark the Glasgow 2014 Commonwealth Games

Participating schools are fully supported by YESC in the form of start-up grants, free resource kits, advice and assistance.

Further information, advice and contact details can be accessed through the YESC website: http://bit.ly/1cU2F7H

November 13, 2013
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Sciences Conversation Day 3

Delegates attending our third conversation day at Millburn Academy were asked to reflect on the findings of Education Scotland’s Sciences 3-18 Curriculum Impact Report and, through group discussion, identify what they saw as the key priorities for action.

In the second session of the day, participants were given the opportunity to use the Implemento planning tool to further explore one of the main themes emerging from the group activity in the morning. The following action was chosen as focus for this activity:

Ensure learners are empowered to determine how they learn.

Participants identified the following as the worst outcomes that could arise should this action not be implemented:

The status quo persists
Negativity and lack of motivation coupled with poor behaviour – time and opportunities are wasted and learners don’t enjoy or value science and are not given a choice in their learning. Don’t develop as global citizens
No aims/goals resulting in learners not achieving their potential and schools failing to raise attainment and ensure progression
Disillusioned students and teachers coupled with detrimental effect on health and well-being
Learners are disengaged and lack independence and are wholly dependent on quality and enthusiasm of the teachers. See science as not being relevant to them and take no responsibility for their learning! Maybe then not accountable either and learners become unable to make informed choices
Sausage machine approach to learning – one size fits all
Learners don’t develop necessary skills for leaning life and work resulting in national skill shortage – learners not opting for STEM career. Advances in technology may be slower and economy suffers. Society becomes more divided.
Unsuitable tertiary courses.

The following actions were suggested to help recover from these negatives outcomes:

Create courses that are relevant and interesting to pupils – learners need flexibility and choice to experience all types of learning in order to know what they’re good at
To ensure learners are empowered to determine how they learn, participation in planning learning must be structured and iterative. Needs to be part of constant cycle of improvement. Supporting pupils to make choices is necessary – building their capacity so they are aware of their skills and can identify next steps in learning. Need to create opportunity for choice e.g. research questions, how to present, peer tutors, methods of gathering info and so on
Teachers need training in order to offer these opportunities and are updated with current/real life science so that it is relevant. They must deliver on promises of learner engagement and be honest with what is possible
Negotiated and competence-based assessment is required as are more opportunities for collaborative learning
Use role models to show case relevant use of science
The John Muir Award offer learners a flexible approach to learning
Speak to wider community/customer about what they need/want to learn
Provide further opportunities to get back to education in later life (more advice/awareness).

Participants saw the following as the best possible outcomes of the action to empower learners:

Highly professional, confident teaching workforce able to maximise potential of empowered learners by guiding/facilitating learning rather than being the centre of attention
Less stress and more positive classroom ethos. More time spent learning resulting in better progress, achievement, attainment and results! Balanced partnership between teachers and pupils with ethos of mutual respect
Relevant, useful learning at school resulting in improved health and wellbeing, better community links and spirit and more parent helpers.
Systematic approach to offering professional learning opportunities to school science educators at all levels supported by the appointment of a science officer for every authority
Aspirational students with tools to get there. Pupils would know more about how they learn best as individuals. Every learner values themselves and their skills/abilities. And develops as responsible and independent citizens who are lifelong learners with a positive, can-do attitude.
Scotland will be globally competitive with a skilled workforce which brings inward investment and creates new business. There will be less unemployment with better prospects and equity in society
More flexible resources and approaches to learning (incl. online resources) with an increase in peer support across the school.

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

November 13, 2013
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Scotland’s Environment Website

Get Interactive with data

A whole range of new tools and resources to view, analyse and visualise data and information have been launched on Scotland’s Environment Web.

Map View where you can look at any combination of 165 published map layers,
Discover Data applications for the latest Household Waste and Water Classification data
Resources produced by different organisations providing interactive data
Environmental Games that make finding out about the environment more fun.

The team at Scotland’s Environment Web are always interested to hear about new ideas for links to resources, games, data visualisation applications, map layers or even mobile app’s that record observations about Scotland’s Environment.

Contact seweb.administrator@sepa.org.uk. with your ideas.

November 11, 2013
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Scottish Power Foundation Challenge Days

National Museums Scotland and The Scottish Power Foundation have joined together to offer 3rd and 4th Year students studying for National Physics Qualifications a unique opportunity to apply their classroom studies to challenges in real life.

Five Challenge Days will take place during National Science and Engineering Week, 14^th-25^th March 2014, bringing students together with experts from science and industry to design, build and test their ideas for meeting Scotland’s future electricity demand through renewable energy sources.

The Challenge Days are free to all participating schools.

The winning team will receive equipment for their department, a framed certificate and publicity for their school’s achievement. There will also be runner up prizes in a range of categories.

For further information regarding venues and how to apply download: Get Energised schools marketing

November 9, 2013
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Does maths in sciences = sciences in maths? @DundeeSciLearn

Wednesday 5^th March 2014 1615 – 1830

What are the mathematical processes required for teaching sciences? Exploring the teaching of maths in sciences for second, third and fourth level

Using a context within biological sciences, we will explore the mathematical processes required for teaching science and consider if we should alter our approach when doing so.

We take it for granted that the maths in sciences is the same as the science in maths. Join us to consider numeracy across learning, number and number processes, data and analysis, measurement, fractions and percentages in the context of sciences.

Recommended for: Practitioners planning for learning and teaching at second to fourth level in sciences and mathematics

This event will be held at Dalhousie Building, University of Dundee, DD1 4HN. A number of charitable trust funded places are available. If you are interested, please contact us on learning@dundeesciencecentre.org.uk. The session runs from 1630 – 1830 with arrival for registration and refreshments from 1615.

November 6, 2013
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Chick and the Egg

Emerging scientists in Kilwinning Early Years Centre have been learning about biological science, through experiencing the life cycle, growth and development of a chick.

The centre sourced the embryo eggs from an online company which were just a few days away from hatching. Chick eggs were housed in an incubator and the children cared for each egg and then nurturing the chicks once hatched.

The children recorded their prior knowledge of chicks and chickens through mind maps, researched information about how to care for the eggs and chicks using the internet and gained knowledge and understanding of the concept of a particular life cycle.

Observations and discussions about the life cycle of the chick were recorded on cameras and iPads.

The project has enhanced their skills in enquiry and investigation and encouraged their curiosity about the world around them.

November 5, 2013
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Sciences Conversation Day 3

Priority areas for action

The priorities below are listed in order of prevalence. Those mentioned more frequently in group responses appear closest to the top of the list.

1. Cluster approach – Local cluster science improvement plans should be developed – early years/primary/secondary school links, including links with further and higher education institutions, should be further developed to allow staff access to specialist equipment and expertise and to facilitate dialogue between practitioners.
Primary science – There is a lack of specialist knowledge in primary schools. There is a need to increase access to and quantity of science learning pre-secondary by building confidence of primary practitioners. Science should be made explicit in primary schools – not just taught through interdisciplinary learning. There is a role for science champions in primary.
Transitions between early years, primary and secondary and into work/FE/HE need to be improved. There should be planned progression through increased dialogue within and between centres and clear maps of learning and contexts.
Leadership for sciences within schools at every level, including learners, should be developed to ensure support is in place and to facilitate good communication.
Pupil voice should be strengthened at departmental and whole school level – the experiences of learners, and their involvement in decision-making, can be used to drive improvement. There is a need to develop a culture of talking to learners and including them in evaluation of learning. Facilitation of informal feedback should be encouraged and programmes of learning should be explained to learners.
Better and more accessible links with industry, including STEM ambassadors, are required – it is essential to secure the involvement of people with real experience of STEM subjects. A coherent approach, and mapping process, is required to pull together different agencies and employers to ensure support structures are in place and to make young people aware of job opportunities.
Learning and teaching in sciences needs to be dynamic and up to date so that learners understand the relevance and applications of their learning. More outdoor learning and interdisciplinary/multidisciplinary learning (IDL) should be encouraged to put science into context. There should be consistency in terms of the provision of high quality learning and teaching in sciences.
Increased opportunities for science related career-long professional development, including through initial teacher education, should be made available to develop enthusiastic, confident and skilled practitioners who employ effective teaching strategies.
Resources – Practitioners need to know about the resources out there. Funding to local authorities and partner agencies should be prioritised to ensure all centres are well equipped. Effective dissemination of available resources is required including online resources, outdoor spaces for learning etc. Education Scotland should consider developing a resource bank with download log and feedback.
Practitioners would benefit from increased sharing of good practice at all stages.
Skills – There is a need to improve knowledge and expectations in terms of wider skills development.
Science a priority – Raising the awareness of education leaders, directors of education, head teachers, councillors of the importance of science is necessary. They should all recognise that science and STEM is a priority.

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

November 5, 2013
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Chemistry Week 16th-23rd November 2013

Chemistry Week is a themed week of nationwide events that is held every two years to promote chemistry and increase the public understanding of the importance of chemical science in our everyday lives.

This year the theme selected by the Royal Society of Chemistry is health, with a particular emphasis on five areas of health that provide some of the greatest challenges and opportunities for chemical research.

Ageing
Hygiene
Lifestyle
Nutrition
Global Challenges

Part of the week’s events include the Global Experiment which this year is Measuring the Vitamin C Content of Fruit and Veg looking at, for example, the effect of aging, type of food and country of origin.

It is a practical experiment suitable for upper primary and S1 to S6 pupils, which links the Sciences with the theme of Health and Wellbeing. Results obtained are uploaded onto the RSC web site and compared to results from schools all over the globe!! Pupils are also awarded a certificate for completing/participating in the experiment.

Further information can be obtained through:

http://www.rsc.org/learn-chemistry/resource/res00001280/global-experiment-instructions-2013

The RSC are providing free resources for schools for Chemistry Week. These include bunting, pens, bugs, balloons, stickers, posters and write on posters.

Schools can view the resources and download an order form to order their own free resources using the link : http://www.rsc.org/ConferencesAndEvents/RSCEvents/chemistry-week/2013/promotional-items.asp

Please note the deadline for ordering free resources for Chemistry Week is the 11th November.