Category Archives: CfE

CfE, Glow TV, Mathematics

Game on Scotland – Maths and Numeracy

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How can Game On Scotland support your planning in numeracy and mathematics?

Looking for inspiration for IDL projects to develop numeracy and mathematics in the context?

In this ‘Game On’ Glow session, we will spend time exploring what the Game On Scotland website has to offer to support your planning.

For the rest of the session, we will be joined by the Glasgow 2014 team, talking about numeracy challenges they have faced and setting two challenges for you to explore with your learners.

Join the Numeracy and Mathematics team for this exciting problem solving Glow meet on Tuesday 7th January at 4pm – sign up and join us in Glow TV.

CfE

Show Racism the Red Card Creative Competition

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2013/2014 marks the 10th anniversary of the annual Show Racism the Red Card’s Anti-Racism/Anti-Sectarianism Creative Competition in Scotland. The Creative Competition is an integral part of the Show Racism the Red Card’s work in Scotland and has become a central feature in the calendar with almost 1 in 5 of Scotland’s schools having participated in the competition. Entries are welcome from both individuals as well as class groups and the closing date for all entries is Friday 31 January 2014.

To enter, school and college students must develop a piece of creative work that gets across loud and clear the important message that racism and/or sectarianism is not welcome in Scotland. This could be artwork, poetry, a short story, creative writing, music, a dance/drama performance, research project or multimedia presentation.

Competition winners will be invited to a star-studded award ceremony at Hampden Park in March, attended by the elite of Scottish football, to receive public acclaim for their work and receive their prizes.

For further information, please visit the Show Racism the Red Card Scotland website.

CfE, Community Capacity Building, Community Resilience, Early Years, Health and wellbeing, Health and wellbeing, Outdoor Learning, Responsibility of All, Sciences, Senior Phase, Social studies, Young people, children & families

Power cuts and flooding after gales hit west coast. Are you Ready for Emergencies?

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Severe weather has caused disruption through utility failures and signifiant flooding in various areas throughout Scotland.

Winds of up to 90 mph hit parts of the country last night causing power cuts, rough seas and heavy swells. Those regions partcularly badly affected include Glasgow, Aberdeen, the Western Isles, Shetland, Orkney and Dumfries and Galloway among others.

For further details go to: http://bbc.in/1klW9Yb

The Scottish Environmental Protection Agency (SEPA) has been issuing regular flood warnings urging the public to take immediate action against the predicted flooding.

The ‘Ready for Emergencies’ website contains free teaching resources to help young people and their local commuitites to prepare and cope in extreme weather situations like these. For severe weather learning journeys go to: http://bit.ly/1gmTEml

Make sure you are signed up for SEPA’s free flood alert service. Register at: http://bit.ly/1cCJ2uB

CfE, Expressive Arts

Dancing for diversity!

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Education Scotland is taking forward capacity building activities to promote diversity and equality. At the end of November we held a very successful national conference on this in Glasgow, which was attended by over 150 participants.

The agenda included 13 workshops of best practice in eliminating discrimination, advancing equality of opportunity and fostering good relations; several displays and stalls; an update from Education Scotland; and a keynote address from the Minister for Learning Dr Alasdair Allan, welcomed and introduced by Mary Hoey.

David Watt, Lead Officer for Diversity and Equality in Education Scotland said, ‘The day proved a great success for all who attended. Education Scotland was very pleased with the quality of the workshops and the tremendous range of equality issues featuring across the 13 workshops from early years to further education. Education Scotland’s corporate plan sets out our aim of eradicating inequity. The workshop presenters promoted the set of inclusive practices that contribute to this aim’.

Stalls exhibited materials from a number of our key groups such as Black and Ethnic Minority Infrastructure in Scotland (BEMIS), Scottish Traveller Education Programme (STEP) who act on behalf of Gypsies and Travellers, EIS Equalities Committee, Show Racism the Red Card and Scotland’s Commissioner for Children and Young People.

Highlights of the conference included children and young people giving their views of how they are successfully gaining the capacities of Curriculum for Excellence in the context of promoting diversity and equality. Young people from Bellahouston Academy set out a wide range of peer support, children from St Stephen’s Primary mentioned their pride in their International Day, children from Thorntree Primary highlighted the positive contribution they make as children of Showpeople and young people from Broxburn highlighted how they educated the educators about LGBT issues in their community.

As well as the children and young people contributing, delegates were able to choose from a truly diverse set of workshops from early years to colleges and communities. St Peter’s Primary Early Years staff shared their practice in working with the Polish community in Edinburgh and workshops from staff and students from further education mapped out their successes with learners who benefitted from more chances in their education. Bridging the Gap from Glasgow indicated their work with its underlying consideration of social justice in the south side of Glasgow. Kyle Academy staff and partners showed the impact in closing the gap and reducing the effect of inequalities. Grange Academy spoke and signed their approaches to inclusive practices for diverse groups of learners including young people who are deaf. Our conference was accessed by a number of participants through the provision of BSL interpreters.

As well as workshops delegates were treated to the dance performance from young people from Pilrig Park School in Leith. The young people’s enthusiasm, grace, intensity and pride was evident in their performance which was around the theme of Children’s Rights. They danced the dance of putting Children’s Rights into action! Their next show in June in the Festival Theatre in Edinburgh will draw inspiration from the Commonwealth Games.

Evaluations and tweets from participants were very positive and many commented that they looked forward to the next event.

Assessment, CfE, Sciences

Sciences Conversation Day 3

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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

Assessment, CfE, Sciences

Sciences Conversation Day 3

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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.

Assessment, CfE, Sciences

Sciences Conversation Day 3

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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.

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. 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.
  2. 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.
  3. 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.
  4. Leadership for sciences within schools at every level, including learners, should be developed to ensure support is in place and to facilitate good communication.
  5. 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.
  6. 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.
  7. 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.
  8. 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.
  9. 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.
  10. Practitioners would benefit from increased sharing of good practice at all stages.
  11. Skills – There is a need to improve knowledge and expectations in terms of wider skills development.
  12. 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.

Assessment, CfE, Sciences

Sciences Conversation Day 2

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Delegates attending our second conversation day at Bishopbriggs Academy identified four priority theme for sciences:

  1. Equity in education – science for all
  2. The importance of planning across school clusters
  3. Career long professional learning and support for practitioners
  4. Partnerships

Education Scotland is keen to hear your views regarding the third priority which addressed career long professional learning and support for practitioners.

Delegates viewed that:

  • More emphasis needs to be placed on recognition of lifelong learning for all practitioners:
    • Need to provide support from FE, HE and industry
    • There should be a clear opportunity for teachers to extend learning to master’s-level
    • Drawing together of HE and other organisations to facilitate a move towards accreditation.
  • Specialist support for teachers may be of benefit – potentially in the form of a visiting specialist.  Children age 9 + would be appropriate target audience.
  • There is often an artificial connection between formal and informal science education – and a recognition that the structured/rigid way which science is taught in secondary schools needs to change to reflect the realities of the wider world.
  • Promoting science in the classroom is not solely about teaching resources – teaching method (pedagogy) and leadership are key to success:
    • Need to ensure that there is a focus on STEM skills, rather than just content
    • Role of interdisciplinary learning is important – Bishopbriggs Academy has been undertaking an interdisciplinary project on the Commonwealth Games which connected with science learning.
  • Initial Teacher Education has to recognise importance of STEM specialism – primary schools need access to teacher specialism
  • Important to influence the work of the National Implementation Board to ensure needs of education system in relation to sciences are met
  • Need to ensure that newly qualified teachers (NQTs) have appropriate level of support to ensure their practice aligns to principles of CfE
  • Teacher support in sciences:
    • How does a leader create an environment for a practitioner to thrive?
    • Need to involve learners in prioritising improvements
    • We need to move away from tick box approach in identifying outcomes.
  • Practitioners in primary schools are mostly not science graduates but the question was raised whether practitioners need a science background to be able to teach science effectively?
  • CLPL in science needs to be targeted at all staff – not single practitioners.

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

Assessment, CfE, Sciences

Sciences Conversation Day 2

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Delegates attending our second conversation day at Bishopbriggs Academy identified four priority theme for sciences:

  1. Equity in education – science for all
  2. The importance of planning across school clusters
  3. Career long professional learning and support for practitioners
  4. Partnerships

Education Scotland is keen to hear your views regarding the second priority which addressed the importance of planning across school clusters.

Delegates saw cluster working as being important for a number of reasons:

  • It is a key way of ensuring primary and secondary colleagues can learn from each other, and also build an understanding of learning and expectations for learners in each sector
  • It provides opportunities to support the professional development of practitioners
  • Issue of priorities – will clusters have science on their list of subjects to cover?
  • Pressures of resource and time to establish and continue effective clusters.  Teacher cover can be an issue, despite local authorities provide funds to pay
  • Need to give teachers adequate time for professional learning. Could an allocation be offered for a ‘block’ of cover for science?
  • Stronger cluster work could help address lack of consistency in primary experiences across a local authority – benefits for secondary in terms of ensuring good pupil progression.

 Primary and primary/secondary transition should be seen as a priority for cluster working:

  • STEM needs to be on school improvement plans
  • Will see benefits for learners once they reach secondary school in terms of seamless transition/progression
  • We need to avoid the fresh start approach in secondary schools – a greater focus on transition and progression is required
  • More time is required for secondary teachers teaching S1 secondary classes to work with primary counterparts
  • How can we encourage schools to use exemplification, and build on what is already being done?
  • Pressures of asking primary schools to take on development of all subjects
  • Signposting of support needed – what’s the best use of school funds and time?
  • Important to ensure smooth transitions, not just from primary to secondary, but also beyond school education into HE/FE or work.

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

CfE

Scotland’s Environment Web Competition – extended entry

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Scotland’s Environment Web is running an exciting competition for young people, with fantastic prizes, and the closing date for entries has now been extended until 31st March 2014.

What is the competition about?

What needs to change in your local community that will make a difference to your environment and what role can you play in making it happen?

We want you to answer the question above. Tell us how you could make your environment better. Planet Earth faces tough environmental challenges which will directly impact your future. Everyone can be a part of the solution to these challenges and Scotland’s young people have a key role to play.

During our recent Glow Meet, which you can access through Watch Again T.V. at http://bit.ly/SEWeb , you told us how you are already getting involved in caring for and improving Scotland’s environment. 

The extended closing date of 31st March 2014 will provide more opportunity for young people to participate. The awards ceremony will be held in June.

Who can enter?

This competition is open to all young people throughout Scotland between the ages of 5-18, whether through your school, as part of a group or as an individual.

You can also enter the Young Reporters for the Environment competition if you are eligible.

For more information, visit www.environment.scotland.gov.uk/yd

 

 

 

 

 

Further links:

Scotland’s Environment website http://www.environment.scotland.gov.uk/

Scottish environment youth discussion http://bit.ly/19dnExK

CfE

Natural Partners: Forests and Education

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Forests, trees and woodlands, and all aspects of wood as a material,  offer fantastic opportunities for learning. Explore a number of hands-on activities suitable for all ages e.g. working with wood to  make presents to take away, building bee hives, forest bridge design  and testing, digital games exploring forest  stewardship.

There will be samples of work in progress, by student teachers, in the theme of  STEM: Natural Partners exploring teaching and Learning for  Sustainability.

This event is hosted and designed by students from Moray House  School of Education (Edinburgh University), and staff from Forest  Research and Forestry Commission Scotland. Please do come along and drop in!

SATURDAY 7TH DEC AND SUNDAY 8TH DEC
Time: 12.30 pm-3.30 pm
Location: Royal Botanic Garden Edinburgh
Venue: Real Life Science Studio, John Hope Gateway
Age: 5+ALL WELCOME
Booking: No booking required

For further information regarding this event and the Royal Botanic Garden Edinburgh:
http://www.rbge.org.uk/whats-on/event-details/3057

Natural posters (1)

To access last year’s student units of work: 
http://www.ltl.org.uk/resources/results.php?id=716

CfE

Languages and STEM skills – opening doors!

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SCILT, Scotland’s National Centre for Languages, is working with businesses and schools in Scotland to promote languages as a key skill for employment.

Operating effectively in a global economy relies on many skills and includes the right language skills. People who can communicate, at least conversationally, can make all the difference in the conduct of business, consolidating relationships with existing suppliers and customers and opening the way to new overseas contacts. When combined with STEM skills, the career opportunities in a vast array of sectors widens.

Key facts from the CBI Education and Skills Survey 2013

Seven out of ten (70%) businesses value foreign language skills among their employees

  • French(49%) and German(45%) are the leading languages in demand, but those geared to businesses in China feature increasingly prominently – of those valuing staff with foreign language skills, 28% value Manderin and 16% Cantonese
  • STEM skills are in high demand and nearly two in five firms (39%) are having difficulties recruiting staff. 41% expect this to persist over the next three years
  • Shortages of STEM qualified technicians (29%) and graduates (26%) are widespread among firms in engineering, hi-tech/IT and science areas
  • Businesses recognise that they have a key role in encouraging more young people to study STEM subjects, enthusing young people about STEM (55%) and working with Universities to ensure the business relevance of the course (50%).

Read about people who have combined their STEM and language skills in the pharmaceutical industry, technologies and the Scottish Football Association and find out why they consider that learning a language is really important.

http://www.scilt.org.uk/Business/Jobprofilesandcareers/tabid/2867/Default.aspx

 

CfE, Sciences, Technologies

Bringing Sustainability to Life

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Year of Natural Scotland: working in partnership to bring sustainability to life at Dundee Science Centre Science Learning Institute.

Last Friday, Dundee Science Centre were joined by over 200 children from P6/7 at Kinross Primary School, St Mary’s RC Primary School Dundee and St Vincent’s RC Primary School Dundee. Children experienced an informative, hands-on day of learning about renewable energy and low carbon living.

Renewable energy scientists from Marine Scotland took the children on a journey from ancient Greece, through the discovery of electricity, to renewable and non-renewable energy sources. Children learned about the differences between renewable and non renewables, and explored amazing new technologies being developed to tap into our natural wind, tidal and wave energy sources. A Pelamis wave snake, and functioning model wind turbine really grabbed their attention.

Sustrans attended with their electric bikes and all children took part with great gusto in an energy challenge with Solar Cities Scotland. Taking it in turns, the children attempted to use muscle power to charge a capacitor to make music and smoothies, learning about the cost of power the hard way!

Dundee Science Centre is delighted to be working in partnership as part of Year of Natural Scotland to bring sustainable, low carbon technologies alive for children.

CfE

iSpot, You Spot, We all Spot Together!

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www.ispot.org.uk is the place to learn more about wildlife and to share your interest in a friendly community.  iSpot, developed by The Open University, allows you to upload photos of your observations and get help identifying what you have seen.

It’s perfect for those plants, fungi or mini-beasts that you’ve seen whilst outdoors whether it be in the playground or on a school trip, but are not sure what they are.  iSpot can be used as an aid to educating children and adults alike.  Just make sure you have a camera with you and then at home, the office or school, the photos can be uploaded on to iSpot. 

The website also has handy keys to help aid identification, once you register gain points as your reputation grows, and use the forums for discussions.  iSpot is your place to share nature. What have you spotted today?

iSpot is part of The OpenScience Laboratory. Follow us on twitter @ispot_uk

CfE, Senior Phase

CfE Tackling Transition Events Series

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HEA Scotland: CfE tackling transition events series – Biological Sciences

3rd Dec 2013, 17.45-20.15  

This event, which forms part of the Higher Education Academy Scotland CfE Tackling Transitions Series, will facilitate networking and dialogue between school, college and university Biological Sciences educators, to best support students throughout their learner journeys.

It is crucial that educators delivering university programmes have an in-depth understanding of developments and seek to build on these to achieve long-term improvements in the quality of the student experience in Scotland.

 The HEA is keen to facilitate dialogue, to promote greater understanding of the developments that are taking place, and to assist university staff in preparing to meet the changing needs of future students.

 The event will include contributions from the HEA’s Curriculum for Excellence Scholars in the Biological Sciences, who will be presenting outcomes from their work. 

Location

The event will be held in Level 7 Conference Room in the Sir Duncan Rice Library at the University of Aberdeen, Tillydrone  Avenue , Scotland, AB24 2TZ and a buffet reception will be provided. The event will begin at 17.45 and conclude at 20.15.

Event costs

This event is free of charge to attend

Booking

Please book a place on this event at http://www.heacademy.ac.uk/events/detail/2013/03-Dec-CfE-TacklingTransition-Biosciences-Aberdeen

CfE, Early Years, Sciences, Senior Phase

Sciences conversation day, Aberdeen 12th Dec 2013

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Improving Science Education – Conversation Day

10:00 – 15:30, Thurs 12th Dec 2013

Venue: Bucksburn Academy, Kepplehills
Road, Bucksburn, Aberdeen AB21 9DG. 

 

Education Scotland has been holding a series of face-to-face
conversations this year with the Scottish education community to engage schools
and stakeholders in the findings of the Sciences
3-18 Curriculum Area Impact Project report and
to determine key priorities for sciences education. The three events that have
already taken place have engaged a wide variety of people from all
school sectors as well as industry, colleges, universities, parent groups, and
science organisations.

 

Places are still available for the event on the 12th
December for those who would like to join discussions and help shape the future
of sciences education in Scottish schools. Please contact Jennifer Moore on Jennifer.Moore@educationscotland.gov.uk
to book your place.

CfE, Community Capacity Building, Community Resilience, Early Years, Health and wellbeing, Health and wellbeing, Outdoor Learning, Responsibility of All, Sciences, Social studies, Young people, children & families

Scottish Water – Play safe around water this winter!

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Scottish Water is reminding teachers and learners of the importance of playing safe this winter.

In recent years Scotland has witnessed some of the coldest winters for generations, so there’s no telling what the coming weeks may bring. Scottish Water is advising customers that they should remain vigilant and should not take any risks around freezing cold watercourses.

While it’s important that youngsters enjoy their school holidays and that people across Scotland take pleasure in the country’s beautiful lochs, rivers and reservoirs, it is also vital that they stay safe. Latest figures show 22 people died accidentally or from natural causes around water in Scotland last winter, but there are easy ways to prevent tragedies, and equipping yourself with the knowledge of what to do in an emergency can save a life.

For further details of Scottish Water’s recent release and advice on how to stay safe around water this winter, go to: http://bit.ly/1b4agsG

CfE, Expressive Arts, Mathematics, Technologies

The Queen’s Baton Design

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Game on Scotland : Learning Zone Glow Meet: The Queen’s Baton Design

This session allows learners to:

  • hear from the Queen’s Baton designer Will Mitchell (4cDesign) & share their own a baton design ideas
  • find out more about the challenges of producing lawn bowls from Grant Heron Taylor bowls
  • learn how they can get involved in the Scottish Engineering Special Leaders Award from Angela Greene from Primary Engineers.

In order for your learners to get involved most effectively in this session why not:

  • set your class a baton design challenge
  • prepare a 2 minute pitch of your idea to Will Mitchell from 4cDesign (Dragons’ Den Style) on the day.

Register for the Glow Meet either before Tuesday 26th November or join us on the day, 11 am – 12 noon, for the second of our Game on Scotland Technologies Glow Meets.

Glow meet sign-up: http://bit.ly/gostechnologieslearningzone

For more information email Kirsty McFaul (DO Technologies) kirsty.mcfaul@educationscotland.gov.uk

CfE, Social studies

National Competition Helps Pupils Bring History To Life

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Primary schools in Scotland have until December 1, 2013 to sign up to a national competition that will see pupils turn detective to uncover the real life stories of ex servicemen and women.

The Scottish Primary School War Memorial competition, run by the Royal British Legion Scotland, will see hundreds of pupils investigating stories of soldiers – whose names are on local memorials – and their families from World War One and conflicts since.

Pupils will bring history to life as they work with local veterans from RBLS branches as part of the project. And they will get a chance to trace living relatives of war heroes as part of their research, which starts with a visit to the local war memorial.

Newburgh Primary School in Fife won the first competition in 2007. Head Teacher, Susan Mitchell said: “As a result of their research they spoke to living relatives of local boys and former pupils of the school, killed in action at 19. They also won a community award and Friends of the Forces.

She added: “The competition opens up so many opportunities. Pupils develop skills across the curriculum from literacy to IT. And ultimately it helps pupils learn the real value of history, as young citizens of their local community.”

To enter, pupils need to research a local war memorial within the school’s area and find out as much information as they can about the servicemen and women, the battles they were in and the stories of their service.

A great prize is up for grabs too – the winning school will win a trip for ten pupils to London to tour and sleep on board World War Two warship HMS Belfast moored on the Thames. Pupils will also present their winning entry to veterans from across Scotland.

To enter, teachers need to visit www.rblscotland.com/schools and fill in the entry form.

CfE, Health and wellbeing, Mathematics, Outdoor Learning, Responsibility of All, Sciences, Technologies

The Royal College of Surgeons Christmas Lecture

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RCSEd Christmas Lecture :

“The work of the Sports Doctor; Tales of the Unexpected”

Join Dr James Robinson in a Glow meet  on Monday 2nd December, 1.55pm-2.55pm, where he will outline the role of exercise in health, both to the individual and the population.

Dr Robson has been team doctor on the last six consecutive tours by the British and Irish Lions. He joined the Scotland team as doctor at the start of season 2002/2003 and has now been team doctor for more than 100 Scotland Test matches, including the Rugby World Cup competitions in 2003, 2007 and 2011. 

He will endeavour to bring to life through his own experiences, over many years of International rugby, the life and times of the team doctor. From the lows of injury, to the highs of sporting victory, the lecture will touch on some moments of drama for those whose work is sport, and for those who care at pitch side.

For further details regarding registration: http://bit.ly/rcschristmaslecture

CfE, Mathematics, Sciences, Technologies

The Engineering Development Trust

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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

 

CfE, Glow TV, Social studies

Ancient Egypt – Ask the Curator

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Join us for the second in the Ancient Egypt Glow TV series on Monday 18th November at 1.30pm at with the National Museum of Scotland. Meet our ancient Egypt curator who will reveal some exciting stories, help you explore some real artefacts and answer your questions about life in Ancient Egypt. Sign up and join us in Glow TV.

Before joining the experts and asking your questions on the day why not take part in some of the following activities?

Land of the Egyptians
Explore the Egyptian landscape using an interactive map and learn more about life and death along the Nile.

Can you read hieroglyphics?
Discover more about the stela and its meaning.

Dress like an Egyptian
Dress like an Egyptian queen or craftsman and learn about Egyptian clothing.

Build a pyramid
How quickly can you help the craftsmen find their basic supplies?

The Three Pyramids
Can you prepare our high priest for the afterlife before the sun rises? Navigate around the pyramid maze in a race against time to collect up everything you need to mummify his body and send him on his way

Egyptian tomb adventure
Become an online archaeologist excavating an ancient tomb.

Coffin and mummy-masks
Explore the detail of coffins and mummy-masks from Ancient Egypt.

CfE, Community Capacity Building, Community Resilience, Early Years, Health and wellbeing, Health and wellbeing, Outdoor Learning, Responsibility of All, Sciences, Social studies, Technologies

FREE to your school!! Urban Flooding Model Workshops

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What is it?

An interactive, free workshop has been developed to explain the processes involved with urban flooding and flood prevention. It also introduces the concept of community resilience and the role that individuals can play in protecting themselves and their neighbours.

The main element of the workshop is an interactive physical model, representing a typical town with a river, houses, shops, industrial units, roads and parks. The model simulates rainfall, with water being fed to sprinklers and the river via a system of pumps. Workshop participants are able to change certain elements of the urban fabric to help reduce the severity of flooding.

Is it any good?

Since 2009, over 5000 people have participated in the workshop, most of whom were young people. Independent evaluation of the workshop “…yielded strong evidence for the learning that took place during audiences’ interaction with the project”.

Work with the Scottish Government and SEPA has supported on-going flood risk awareness raising, and again the feedback has been very positive.

Can it come to my school?

Sure. The Scottish Government have commissioned Heriot-Watt University to take the workshop to Scottish schools in 2013/14.

We can visit you to run our interactive workshop for your pupils for free; all you have to do is provide us with some space to run the workshop and some interested children. We will also leave you with a follow up lesson plan to reinforce some of the key workshop messages

Contact Grant Wright to arrange a visit (Tel: 0131 4518261, Email: g.b.wright@Hw.ac.uk)

For more information go to http://urbanfloodmodel.wordpress.com/

CfE, Glow TV, Health and wellbeing, Health and wellbeing, Responsibility of All

Choices for Life Live Is Back!

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Choices for Life Online is pleased to announce its first event for the 2013 – 2014 school year!

The live broadcast is aimed at all P7 pupils and their teachers in Scotland with a focus around the risks and dangers of alcohol, negative peer pressure and substance misuse.
Choices for Life provides credible information to our young people on a range of important issues facing them in 21st Century Scotland in an inclusive, engaging and thought-provoking manner, to help them make positive lifestyle decisions and maximise their future potential.

Join us to see drama, video clips, music and have the opportunity to join a Glow Chat where pupils can comment on what they have seen in relation to key themes (drugs, alcohol and tobacco).

Watch ‘Liam’s Story’ which explores the issues around negative peer pressure and smoking. After this specially commissioned film there will be a chance for you to ask questions to a panel of studio guests examining the range of issues,including family,negative peer pressure, substance misuse, aspirations and regret.
There are also teaching resources available on the website to help you have a classroom discussion about Liam’s Story or do some further activities around the drama – Teaching Resources

The event will be live and presented by Mark Martin and Laura Marks from our very own Choices for Life TV studio and will also include some other fantastic video clips and messages from other inspirational role models and sporting stars.

The event will be delivered twice on the same day, to maximise and facilitate as many pupils as possible to view. Sign up for Wednesday 20th November – Morning Event at 10.30am OR Wednesday 20th November – Afternoon Event at 1.30pm.

We look forward to hearing from you on the day!

CfE, Glow TV, Literacy and English

Daily What Newsround – Children in Need Special

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Fraser Falconer, head of Children in Need Scotland will be in the studio on Children in Need Day 2014 on Friday 15th November at 11am to answer questions from viewers. And pupils from St Bernadette’s Primary School in Larbert will be sharing all their enterprising ideas live in the studio.

Stephen English from Kingspark Academy and Lauren Muir from St Aiden’s High School in Wishaw are co presenting this week’s Children in Need Special.

Don’t miss this unique opportunity to share your fundraising plans with other schools and to tell Fraser all about what you have been doing.

And you can quiz him on how all the money will be spent this year, as well as catch up on a few stories from last year.

Plus we’ll have the usual guess the headline quizzes and we’ll announce our caption competition winners!

Sign up and join us in Glow TV!

CfE, Glow TV, Health and wellbeing, Social studies

Commonwealth Live

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From Australia to Zambia, Heads of Government from across the Commonwealth will meet in Sri Lanka this week to discuss the important issues of the day.

What do you think they should be discussing?

Join us for a special international Glow meet on Thursday 14th November at 9.45am as we welcome pupils from Holy Trinity College in Sri Lanka to discuss the Commonwealth Games and Scotland’s role as a good global citizen.

Hear from our very own Minister for Commonwealth Games and Sport Shona Robison and the president of the Commonwealth Games Federations HRH Prince Tunku Imran as we explore ways in which we can build strong friendships with our Commonwealth neighbours.

Sign up and join us in Glow TV!

Assessment, CfE, Sciences

Sciences Conversation Day 3

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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.

CfE, Sciences, Technologies

Scottish Power Foundation Challenge Days

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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, 14th-25th 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

 

 

CfE, Early Years, Outdoor Learning, Sciences

Chick and the Egg

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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.

CfE, Community Capacity Building, Sciences

Sciences Conversation Day 3

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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.

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.
  2. 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.
  3. 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.
  4. Leadership for sciences within schools at every level, including learners, should be developed to ensure support is in place and to facilitate good communication.
  5. 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.
  6. 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.
  7. 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.
  8. 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.
  9. 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.
  10. Practitioners would benefit from increased sharing of good practice at all stages.
  11. Skills – There is a need to improve knowledge and expectations in terms of wider skills development.
  12. 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.

CfE, Sciences

Chemistry Week 16th-23rd November 2013

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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.

CfE, Sciences

SSERC Residential Courses

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SSERC, a Local Authority shared-service providing support across all thirty-two Scottish Education Authorities, is offering  practical hands-on CPD courses for primary practitioners.

A few places still remain on two residential courses.  

Science Rocks Our World is a 3 day residential course for primary teachers, taking place 21st -23rd November 2013.

Practitioners will engage in practical activities to support learning & teaching across CfE Sciences Experiences and Outcomes from the Planet Earth Organiser and develop their skills and expand their knowledge in this area of science. In addition, participants will be given equipment and resources to support them in the classroom.

Together with the SSERC team, Education Officers from various organisations will explore the lines of development within the themes of; Space, Processes of the Planet, and Biodiversity and Interdependence.

For further information and an application form download:Science_Rocks_2013_flyer

“Science for the Newly Qualified Primary Teacher’ is a 2 part residential course, with part 1 on 31st January – 1st February 2014 and part 2 on 12th May 2014.

The course will offer recently qualified primary practitioners, including probationers, the opportunity to share good practice, explore some of the “big ideas” in science and develop a variety of strategies to support delivery of the sciences within a Curriculum for Excellence. A major part of the course will involve exploring ways in which practical activities can be used to enhance teaching across Early, First and Second Levels.

For further information download the flyer: PrimProb_flyer_v3  

Course fees are £450 which includes meals, accommodation and course materials.Local Authority schools will be entitled to receive an ENTHUSE Award which will cover the cost of the courses. This grant is administered through the National Science Learning Centre.

 A complete listing of CPD opportunities can be accessed through the SSERC website: http://bit.ly/1aHrkVV

 

CfE, Glow TV, Literacy, Literacy and English, Responsibility of All

NLN Conference November 2013

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The NLN Conference is taking place in Stirling Management Centre on Wednesday 6th November and for those of you who are unable to attend we will be broadcasting two sessions live from there on the day.

Our first live broadcast is a showcase from learners from Duncanrig Secondary School who will demonstrate how they developed and applied their listening and talking skills by participating in the School Radio Station.

This session will be broadcast from 10am – sign up and join us in Glow TV.

Our second live broadcast is the popular 5 minute presentation slot. Practitioners from a range of establishments will share ideas and practice related to Listening and Talking.

This session will be broadcast from 11.40am – sign up and join us in Glow TV!

We hope that you can join us live on the day but if not the recordings will be available in Watch Again.

CfE, Early Years, Health and wellbeing, Health and wellbeing, Outdoor Learning, Young people, children & families

Grounds for Learning – Parent Play

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Following the success of its Nurturing outdoor play project, Grounds for Learning has compiled a series of 30 simple and low-cost outdoor play ideas for parents/carers for early years professionals to share with the families they work with.

This is a great way to continue to encourage parents to play outside with their children.Learning through Landscapes

CfE, Responsibility of All, Sciences, Technologies

National Science and Engineering week 2014

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NSEW 2014 event registration is now open!

National Science & Engineering Week (NSEW) is a ten-day national programme of science, technology, engineering and maths events and activities across the UK aimed at people of all ages.

Anyone can organise an event or activity and the British Science Association supports organisers by providing:

  • Activity packs
  • Funding
  • NSEW Event Awards worth £600
  • National school poster competition
  • Mass participation in Flusurvey project
  • Case studies
  • How to guides

National Science & Engineering Week 2014 takes place from 14th – 23rd March.

This year organisers can celebrate anything related to science, technology, engineering and maths. The sky is the limit!

However, for schools, Explore the Future will be the common theme across competitions, new resources and online projects, to encourage teachers and other educators to look forward to the world their students will lead.

For further information and details regarding registration click on the link : http://bit.ly/17gU8cI

CfE, Glow TV, Health and wellbeing, Responsibility of All

Choices for Life Live Is Back!

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Choices for Life Online is pleased to announce its first event for the 2013 – 2014 school year!

The live broadcast is aimed at all P7 pupils and their teachers in Scotland with a focus around the risks and dangers of alcohol, negative peer pressure and substance misuse.
Choices for Life provides credible information to our young people on a range of important issues facing them in 21st Century Scotland in an inclusive, engaging and thought-provoking manner, to help them make positive lifestyle decisions and maximise their future potential.

Join us to see drama, video clips, music and have the opportunity to join a Glow Chat where pupils can comment on what they have seen in relation to key themes (drugs, alcohol and tobacco).

Watch ‘Liam’s Story’ which explores the issues around negative peer pressure and smoking. After this specially commissioned film there will be a chance for you to ask questions to a panel of studio guests examining the range of issues,including family,negative peer pressure, substance misuse, aspirations and regret.
There are also teaching resources available on the website to help you have a classroom discussion about Liam’s Story or do some further activities around the drama – Teaching Resources

The event will be live and presented by Mark Martin and Laura Marks from our very own Choices for Life TV studio and will also include some other fantastic video clips and messages from other inspirational role models and sporting stars.

The event will be delivered twice on the same day, to maximise and facilitate as many pupils as possible to view. Sign up for Wednesday 20th November – Morning Event at 10.30am OR Wednesday 20th November – Afternoon Event at 1.30pm.

We look forward to hearing from you on the day!

CfE, Glow TV, Social studies

What is Remembrance?

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As remembrance day approaches on 11th November join the staff from Poppyscotland and the Lady Haig Poppy Factory in this question and answer session exploring the theme of remembrance and what this really means. As well as the panel discussion, there will be a showing of “The Poppy Story” animated film and join in our interactive quiz.
“The Poppy Story” is an excellent introduction to the journey of the poppy and what it means to wear one.

This session is an ideal chance to explore remembrance and the Scottish Poppy Appeal.

Join us on Friday 8th November at 10.45am – Sign up and join us in Glow TV!

CfE, Expressive Arts, Literacy and English

Daily What Newsround – Kelpies Special!

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Kelpies special with internationally renowned sculptor, Andy Scott

If you are not too full of Hallowe’en sweets this morning then please join Andrea and guest presenter Michaela for a very special Daily What Newsround with Scottish sculptor Andy Scott.

P4-7 at Bothkennar Primary School wrote a report about their visit to The Kelpies which you can read here – Kelpies Report on Daily What

Thanks to them we are devoting a whole Daily What Newsround to The Kelpies and Andy Scott will be live in the studio to answer all your questions on Scotland’s newest and most ambitious public art project.

Don’t miss this unique opportunity to speak to Scotland’s renowned artist!

Sign up and join us on Friday 1st November at 11am in Glow TV!

CfE, Literacy, Literacy and English

Authors Live – Storytelling Relay

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To celebrate the Queens Baton Relay setting off on its journey around the Commonwealth the Scottish Book Trust has brought together storytellers, Peter Chand, Lari Don and Mara Menzies (India, Scotland & Kenya) to share traditional tales from their homeland in this storytelling relay. This event will be taking place on the BBC Author’s Live website on Thursday 31st October at 11am and is suitable for Primary 4-7 or 8-12 years.

Find out more about this exciting event in Glow TV.

CfE, Glow TV, Modern Languages

SCHOLAR Homework Session – Tackling Translation

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Glow TV is delighted to offer pupils the opportunity to join homework revision sessions on Modern Languages provided by SCHOLAR.

This session on Tuesday 29th October entitled Tackling Translation is for both Higher and Advanced Higher pupils and will be presented by Douglas Angus, SCHOLAR Online Tutor for Modern Languages.

Find out more about how to get involved these two sessions in Glow TV:

Tacking Translation – Higher Modern Languages 7.30 – 8.15pm
Tackling Translation – Advanced Higher Modern 8.15 – 9pm

CfE, Sciences

Science for the Newly Qualified Primary Teacher

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SSERC, a Local Authority shared-service providing support across all thirty-two Scottish Education Authorities, is offering a practical hands-on CPD course for newly qualified Primary practitioners.

‘Science for the Newly Qualified Primary Teacher’ is a 2 part residential course, with part 1 on 31st January – 1st February 2014 and part 2 on 12th May 2014.

 The course will offer recently qualified primary practitioners, including probationers, the opportunity to share good practice, explore some of the “big ideas” in science and develop a variety of strategies to support delivery of the sciences within a Curriculum for Excellence.

This course is supported by the National Science Learning Centre.  Delegates from Local Authority schools will be granted an ENTHUSE Award, which covers the cost of the course on completion of all tasks and requirements.

For further information download the flyer: PrimProb_flyer_v3

A complete listing of CPD opportunities can be accessed through the SSERC website:   http://bit.ly/1aHrkVV

CfE, Health and wellbeing, Responsibility of All

Game On Scotland Inverness event: 18 November 2013

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When? Wednesday, 18 November 2013

Where? Drumossie Hotel, Inverness

With around 300 days before the biggest multi-sport and cultural event ever to come to Scotland, we invite practitioners to join us and find out more on how the Commonwealth Games may provide help you to create stimulating learning opportunities across the curriculum and beyond.

It will showcase inspirational initiatives from schools across the board and highlight programmes available to teachers to ensuring that, together, we deliver a lasting legacy for learning. A variety of engaging workshops delivered by practitioners and organisations experienced in Games Legacy work will provide practical, hands-on exemplification on the impact of using the Games as a context for learning. Workshop sessions will include:

  • exemplification from primary and secondary schools,
  • inspirational address by people directly engaged with the Games and its legacy ,
  • international education and partnerships
  • funding opportunities around food education in the context of the Games
  • cluster and local authority initiatives.

View the Game On Scotland Event draft programme – 18 Nov, Inverness

Who should attend?

Teachers, lead staff and those with a whole school responsibility for Games Legacy, including cluster initiatives and wider curriculum remits related to the Games (e.g. active schools coorindator, health and wellbeing).

How to register:

We invite you to join us for an inspirational day of sharing and collaborative thinking around a variety of exciting opportunities by registering for the event on line or directly with Diane Carson: Diane.Carson@educationscotland.gov.uk

CfE, Mathematics, Sciences, Technologies

Scotland’s Environment Web Competition

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Your environment, your views – get involved!

Scotland’s Environment Web is running exciting competition for young people with fantastic prizes!

What is the competition about?

What needs to change in your local community that will make a difference to your environment and what role can you play in making it happen?

We want you to answer the question above. Tell us how you could make your environment better. Planet Earth faces tough environmental challenges which will directly impact your future. Everyone can be a part of the solution to these challenges and Scotland’s young people have a key role to play.

Who can enter?

This competition is open to all young people throughout Scotland between the ages of 5-18, whether through your school, as part of a group or as an individual.

You can also enter the Young Reporters for the Environment competition if you are eligible.

Join our Glow meet too at 11am on 6th November to share your story and ideas and to have the chance to win a further exciting prize of £200 to purchase Citizen Science equipment for your establishment: http://bit.ly/1daPP4b

For more information, visit www.environment.scotland.gov.uk/yd

CfE, Health and wellbeing, Outdoor Learning, Social studies

Lantra Scotland Secondary School Awards

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Launched in 2012 by Lantra Scotland, with sponsorship from Royal Highland and Agriculture Society of Scotland (RHASS), the new Lantra Scotland Secondary School Awards are aimed at any secondary school delivering an environmental, aquaculture or land based project.

Lantra Scotland are seeking nominations from schools participating in, for example, creating a school garden, working in a community woodland, working on a food and drink project or any other project or activity involving pupils in horticulture, forestry, aquaculture, agriculture or environmental works.

The Lantra Scotland Secondary School Awards run alongside Lantra’s successful Land-based and Aquaculture Learner of the Year Awards ’which are now in their 11th year.

Details of the awards can be found online at – Lantra Land Based Learner of the Year Scotland

The awards are open to all secondary schools and there will be a £250.00 prize for the winning school in each of the two categories- one for urban schools and one for rural schools. Closing date for nominations is Friday 8th November 2013.

CfE, Health and wellbeing, Mathematics, Responsibility of All, Sciences, Technologies

Remember, remember the 6th of November!! SEWeb Glow Meet

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Scotland’s Environment – Glow Meet

11am – 12pm, Wednesday 6th November 2013

Calling all citizen scientists!!!

Trying to change, protect and improve your local environment for the better? Collecting information to contribute to our knowledge of the natural environment?  Ready to share your research, data and ideas with us?

Scotland’s environment is world-famous and draws tourists and visitors from across the globe. It needs to be protected but many of the challenges facing our environment are complex, and can only be solved in partnership; a partnership which involves children, young people and adults working together as citizen scientists.

This Glow meet will explain how you can get involved and to better understand, care for and improve Scotland’s environment. We want to hear about:

  • All the ways you have been collecting, measuring, observing and recording information about your local environment
  • Your views and ideas on what needs to change to improve our environment and what role you are playing making it happen.

You will be able to question and share you information and ideas with our panel of experts and the school which most impresses the judges will win a superb prize!

The session will be led by:

  • Debbie Bassett, Head of the Biodiversity Team in Scottish Natural Heritage
  • Martin Marsden, Head of Environmental Quality in the Scottish Environment Protection Agency. 
  • Nick Wright, Scottish Wildife Trust

Visit http://bit.ly/SEWeb to register and join the Glow meet on the day.

Further links:

Scotland’s Environment website  http://www.environment.scotland.gov.uk/

Scottish environment youth discussion  http://bit.ly/19dnExK

Competition details :http://www.environment.scotland.gov.uk/get_involved/young_people/youth_discussion.aspx

CfE, Outdoor Learning

National Tree for Scotland

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Scotland boasts truly wonderful trees, woods and forests.

Some trees are native to Scotland, while others have found a home here after being introduced for the purposes of tourism, recreation or the timber industry. These trees fulfil vital roles in our environment – all whilst locking away millions of tonnes of carbon from the atmosphere.

It has been suggested that Scotland should have a national tree to symbolise the importance of our forests and woodlands.

Forestry Commission Scotland is running a National Consultation for a National Tree for Scotland on behalf of Paul Wheelhouse, Minister for Environment and Climate Change.

The consultation aims to find out the public’s opinions via two questions;

  • Should there be a national tree for Scotland? And why?
  • If you would like a national tree for Scotland, what species would you like and why?

The consultation runs until 3rd December and the Minister would like to engage with as many schools and education establishments as possible.

There are two main ways for schools to get involved:

There are a range of connections to the curriculum that could be made depending on what angle teachers wish to make: political literacy, studying Scotland, learning for sustainability for example.

All details, including interesting facts can be found at  www.forestry.gov.uk/scotlandsnationaltree

For further information click: www.forestry.gov.uk/yearofnaturalscotland   

       

CfE, Sciences

Sciences Conversation Day 2

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Delegates attending our second conversation day at Bishopbriggs Academy identified four priority themes for the sciences:

  1. Equity in education – science for all
  2. The importance of planning across school clusters
  3. Career long professional learning and support for practitioners
  4. Partnerships

Education Scotland is keen to hear your views regarding the second priority which addressed the importance of planning across school clusters.

Delegates saw cluster working as being important for a number of reasons:

  • It is a key way of ensuring primary and secondary colleagues can learn from each other, and also build an understanding of learning and expectations for learners in each sector
  • It provides opportunities to support the professional development of practitioners
  • Issue of priorities – will clusters have science on their list of subjects to cover?
  • Pressures of resource and time to establish and continue effective clusters.  Teacher cover can be an issue, despite local authorities provide funds to pay
  • Need to give teachers adequate time for professional learning. Could an allocation be offered for a ‘block’ of cover for science?
  • Stronger cluster work could help address lack of consistency in primary experiences across a local authority – benefits for secondary in terms of ensuring good pupil progression.

 Primary and primary/secondary transition should be seen as a priority for cluster working:

  • STEM needs to be on school improvement plans
  • Will see benefits for learners once they reach secondary school in terms of seamless transition/progression
  • We need to avoid the fresh start approach in secondary schools – a greater focus on transition and progression is required
  • More time is required for secondary teachers teaching S1 secondary classes to work with primary counterparts
  • How can we encourage schools to use exemplification, and build on what is already being done?
  • Pressures of asking primary schools to take on development of all subjects
  • Signposting of support needed – what’s the best use of school funds and time?
  • Important to ensure smooth transitions, not just from primary to secondary, but also beyond school education into HE/FE or work.

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

CfE, Community Capacity Building, Community Resilience, Early Years, Health and wellbeing, Outdoor Learning, Responsibility of All, Sciences, Social studies, Young people, children & families

Ready for Emergencies? – Resilience Education Web Resource

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Have you ever been affected by difficulties such as severe winter weather, flooding, utilities failures or pandemics (amongst others)? What would you do if you were? Would you know how to cope in an emergency situation and what procedures to follow? How could you ensure that you and your community were fully prepared for times of crisis?

The ‘Ready for Emergencies’ website provides information on all of the above and is a valuable resilience education resource to help develop resilient attitudes and pro-active strategies among young people to prevent and deal with emergency situations.

The site contains a wide range of links to free downloadable teaching and learning materials http://bit.ly/1gmTEml including learning journeys, challenges and media files covering numerous real-life emergency contexts linked to the experiences and outcomes of Curriculum for Excellence.

For further details – visit: http://bit.ly/GJ8CWz

CfE, Community Capacity Building, Community Resilience, Early Years, Health and wellbeing, Health and wellbeing, Outdoor Learning, Responsibility of All, Sciences, Technologies

Scottish Water – Science/Resilience Education Resources and Volunteer Programme

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The Scottish Water organisation provides a range of educational resources through their website http://bit.ly/GKSF1Z These include:

Scottish Water Volunteer Programme – Launched in Spring 2011, Scottish Water has a team of enthusiastic volunteers located across different locations in Scotland to deliver a range of talks and presentations to schools and organisations. http://bit.ly/1bGKYYB The programme is highly rated and praised by local communities who have benefited from its input to date.

Teaching and Learning Modules – Recently developed teachng ideas in relation to experiences and outcomes from Early to Fourth level of CfE, covering topics ranging from water safety to climate change and pollution. http://bit.ly/1gpAJaG

All About Water Factfiles – Teaching notes to help practitioners deliver learning around water themes. These contain useful links to other relevant websites, downloadable posters and other resources to enhance practice. http://bit.ly/18Otp4m

Discover More Section – Further edcuational resources including water films and links to the Water Ways exhibit at the Glasgow Science Centre.

Partnership Work with Go Safe Scotland

Scottish Water has also been recently working in partnership with Glasgow City Council and Go Safe Scotland to launch an education programme and resources in conjunction with members of the emergencies services. Find out more at http://bit.ly/1bYDRaH

Assessment, CfE, Mathematics, Sciences, Technologies

Resource Guide for the Sciences

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Following on from the STEM programme of events at the Scottish Learning Festival Education Scotland has produced a resource guide for the sciences.

The guide provides links to useful websites, relevant documentation, on line resources and methods of communicating about the sciences.

For example:

access the updated 3-18 sciences impact report

visit STEM Central to explore a wide variety of activities and learning experiences

keep up to date with STEM news through our twitter feed

To access and download a copy of the science resource guide click  Education Scotland Sciences Resource Guide

Assessment, CfE, Early Years, Outdoor Learning, Responsibility of All, Sciences, Technologies

Sciences 3-18 curriculum impact report 2013 update

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This week Education Scotland published an update of the 3-18 Sciences Impact Report. The updated report evaluates current practice, supplements the good practice exemplars, reports on progress made regarding aspects of development in the 2012 report and highlights important areas for discussion and further development.

The evidence presented in this report tells us that children and young people are developing a range of knowledge, understanding and skills in the sciences and achievement is strong and improving.

The report is intended to continue to help practitioners reflect on how well they are developing these capacities, how much more needs to be done and act as a hub for ongoing professional dialogue and development.

There is a summary of the report written specifically for children and young people and, in response to practitioner feedback, there is now a separate document outlining the examples of good practice.

Education Scotland is keen to hear your views about the report and its findings. Visit the Talk with us blog http://bit.ly/GCHeZw   to share your thoughts on how best we can improve sciences education for all learners in Scotland. 

To download the report and associated documentation visit: The Sciences 3-18

CfE, Early Years, Sciences

A Cross Sector Approach to Science

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For the past 3 years the 16 schools in Perth High School Local Management Group (LMG) have been working collaboratively to develop learning and teaching in science. The aim of their partnership working has been to:

  • Support primary/secondary transition
  • Provide a progressive, cohesive science experience for all learners
  • Build staff partnerships and understanding across primary and secondary
  • Build staff confidence in teaching science
  • Promote science as being exciting and fun
  • Promote interdisciplinary learning
  • Support eco work and careers education.

A comprehensive science programme has now been produced comprising of rich tasks from Early to Second Level as well as a skills progression framework, a science glossary and teachers’ guide. The science programme that has been produced also incorporates a number of the learning journeys from STEM Central.

Each rich task suggests a range of activities that teachers can choose from to enable their pupils to learn about science through active learning and practical hands on experiences.

Perth and Kinross Local Management Group report positive benefits from the collaboration including the development of leadership capacity and growth in confidence amongst practitioners with regards to the sciences.

Learners have reported enjoying science, seeing its relevance to their everyday lives and felt they had a better understanding of their strengths and next steps in science.

All resources can be downloaded from Glow. See folder entitled A Cross Sector Approach to Science PHS LMG in the national Sciences Glow Group http://bit.ly/17ACPk8

Some of the work undertaken by the cluster has also been awarded a Quality Mark for moderation and can be downloaded from the Education Scotland NAR

http://bit.ly/1bDFU3M

CfE, Glow TV, Health and wellbeing, Literacy and English, Responsibility of All

Daily What – Deep Fried Mars Bar Special!

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Have your say on Scotland’s favourite (or should that be least favourite?) snack.

And and learn some new healthier Mars recipes too with guest presenter and kitchen gourmet Graeme Kerr, S6 from Springburn Academy.

Plus our usual round-up of top stories from the Daily What News.

Hope you can join us on Friday 4th October at 11am – Daily What Newsround Friday 4th October 2013

CfE, Sciences

Generation Science Schools Programme 2014

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Edinburgh International Festival is an educational charity. Each year it delivers one of Europe’s largest science festivals, a primary school education programme and a variety of international projects.

 A key part is Generation Science.

Generation Science shows tour all over Scotland bringing educational and entertaining performances and hands on activities to the classroom.

Shows are constantly developed to meet the needs of teachers in line with the Curriculum for Excellence, with the aim of  helping to improve the teaching of Science in Scottish primary schools and support teachers in delivering the curriculum. Schools can be supported thorugh science weeks, transition projects or individual science days.

This year Generation Science  are presenting two revised versions of the popular Fizz, Boom, Bang workshop so it can be enjoyed by younger pupils and older pupils alike, as well as introducing the Space Base show as a brand new edition to the programme.

You can find further information on these activities alongside some Generation Science favourites like Little Giants and Body Builders, in the schools programme brochure.

Click on the link below to view and download the  Generation Science  Schools Programme 2014 brochure:  http://bit.ly/17rfYYj