November 18, 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 final session of the conversation day participants were encouraged to write down ideas and suggestions as to how science education could be further improved nationally. Suggestions included:

Resources – Raise awareness of support and resources available from external partners to support and enhance science learning and teaching in schools and how to access these. Create a cohesive bank of locally and nationally available resources including easy-share resources, equipment, ideas and teaching materials
Industry links – Supporting teachers to make industry links – identify particular areas of the curriculum where industry could input
Rural outreach – Support outreach by science education providers such as science centres, Edinburgh Zoo etc. to remote and rural communities to deliver and facilitate programmes. Financial support would be required for this
Assessment – A continuum of assessing and moderation in relation to significant aspects of learning
Skills – Progression of skills for life, and thinking skills, for 3-18 in context of the sciences e.g. investigation, fair tests and no gaps in first level Es and Os. Looking at progressive methods to build up skills – models from various schools/authorities to view and discuss. Need to explore more opportunities for embedding higher order thinking skills and ways to evaluate the pupil/staff recognition of their learning in the broadest sense
Exemplification – a clear, easily-searchable database of good practice is required which is regularly updated. Include pupil-voice section
Local authorities – Education Scotland should promote and support professional learning communities within authorities. If science is a national priority, funding should reflect that to ensure all authorities have a science QIO to increase teacher confidence, help moderation, sharing and development of practice etc.
Pupil voice and citizenship – discovering “pupil voice” as a meaningful constructive tool in improving learning. Develop Informed participation – recognising right to learn in United Nations Convention on the Rights of the Child. Valuing wider learning also. Take on board message from young people about problems. Focus on citizenship
Time/Finance to help make science a national priority – Scottish Government should support this financially to take science forward. Financial input should also be sought from sponsorship from public/private sectors to invest in in the future of STEM.
High quality CPD programme for practitioners which is not generic but science specific and accredited. SSERC do a fantastic job but we need more info about available courses as we don’t all know what’s available – what about a central info point? We need access to web -based learning resources through Education Scotland courses. Need to support teachers in a coordinated way to develop skills, resources, links, assessment methods…
Public engagement – need outreach programmes involving all stakeholders in activities that are science based e.g. parents invited in to take part with their pupils
Sharing – we need a good way to share expertise, (written and physical) resources and course materials across Scotland with feedback inbuilt into the system. For instance, need a feedback mechanism built into the NQ Glow site so schools and authorities can improve their materials. Need more collaborative working. Develop primary as well as secondary science sharing.
Education Scotland – need to simplify the quantity of advice on its websites and make sure that new glow is user friendly. Also, should ask the whole science profession via survey monkey about views on improving science education
National qualifications – Can we have clear, agreed timings for Nat 4 and Nat 5 courses please! Can we have guidance on how teachers are to deliver Nat 3/4/5 in the same class? Sadly, this is the reality in our school.
Science in the news blog page – items in news, press releases are good to use in lessons but access to a ‘schools version’ on Education Scotland website would be a huge benefit. This would need good links between Education Scotland and industry. Visits to schools are not always possible and there is regular items in the news that can be used as a hook for learning.
More choice – access to wider range of courses through online resources to improve choice and access for learners. Being aware that one size doesn’t fit all.
Remove layers of bureaucracy! Decide what can go to create space we need.

STEM North of Scotland – web links to resources and programmes available for schools in the North of Scotland provided by Pat Kieran, STEM Ambassador who participated in the conversation day.

http://www.stemnorthofscotland.com/activities-and-experiments/activities-and-resources.html

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

November 16, 2013
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Money for nothing, and trips for free… @DundeeSciLearn

Wednesday 12^th March 2014 1615 – 1830

There is money out there but how can you get hold of it and use it to enhance learning and teaching? In this session, find out about how to be successful in applying for grants for resources for learners aged 3-18

We will help you go through the process of applying for a Royal Society grant of up to £3000 to carry out a small scale sciences project in your school.

Get help with developing and discussing ideas and support in completing an application to this fund. The session will be attended by representatives of the Royal Society for Science, a former recipient of a Royal Society grant and a STEM ambassador. If you want to engage your learners in sciences through exciting projects, but lack th finances to do so, then this is the workshop for you!

Recommended for: Practitioners planning for learning and teaching in sciences with learners aged 3-18

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 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

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

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.