Tag Archives: STEM

Assessment, CfE, Early Years, Health and wellbeing, National Qualifications, Research, Responsibility of All, Sciences, Senior Phase

The Sciences 3-18 Curriculum Area Impact Project Report Launches at SLF 2012

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 Yesterday saw the launch of the Sciences 3-18 Curriculum Area Impact Project report in a lively and challenging session at SLF 2012. We were delighted to welcome to the session practitioners, partners, young people and parents as we shared the key messages from the report, and our strategies for taking this forward. Delegates were enthusiastic in joining the debate around the key strengths and aspects for development, talking together and reflecting on these, and on their role in taking forward the sciences 3-18 in Scotland.

 If you haven’t yet seen the report, you can find it on the Education Scotland website and join the debate on our Sciences Curriculum Area Impact Project blog. We have posted the shared outcomes of the discussions at SLF2012, which we hope will inspire you to blog and comment too!

CfE, Senior Phase, Social studies, Technologies

Free CPD from Ellen MacArthur Foundation

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Come along to these free CPD sessions by Colin Webster to learn more about the circular economy: a long-term, regenerative industrial system. The idea is taking off in boardrooms and in governments the world over. The only way to tackle the depletion of raw materials with their associated rise in prices and environmental after-effects, is to take a systems approach and design for disassembly.

Secondary school teachers of Design Technology, Business Management, the Sciences, Geography and other subjects will find the circular economy of great value to the curriculum. These interactive CPD sessions include a look at the free teaching and learning resources of the Ellen MacArthur Foundation.

 Find out more about the Ellen MacArthur Foundation at www.ellenmacarthurfoundation.org.

In each case, teachers from the local authority should sign up for the CPD via the usual channels. Teachers from outwith the authority should contact colin@ellenmacarthurfoundation.org for more information.

Technologies

Get Game Design Software here…

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Education Scotland has a strong record in working to develop, grow and share innovative practice in learning and teaching with digital technologies. Recent work and support materials available in Glow enabled our emerging technologies team to help spread the practice of computer game design and much of this work has gained a strong reputation for being of real worth and value to educators and learners.

We are looking to continue our work in this area so that new ideas and contexts for learning can be offered to our various client groups. As part of our efforts in this area we have arranged a partnership with YoYo Games – a Scottish based computer games design company – who make a game design application called Gamemaker.

YoYo Games have donated a number of full licences for Gamemaker 8.1 to Education Scotland so that we can make those available to educators who wish to make use of them.

Our aim is to make these available to educators but to encourage them to join a collaborative and collegiate community within Glow so that we can continue to grow a culture for teachers and learners of creation and not just consumption of digital assets.

If you feel that Gamemaker 8.1 is something that you would like to use in your educational setting then can you submit a bid for up to a maximum of 30 licences detailing:

  • The context of your educational setting
  • How many licences you would need
  • How you plan to use Gamemaker 8.1  with learners
  • How you would commit to playing a constructive role in our Glow community

The closing dates for bids is Friday 5 October 2012 and the successful schools will be announced on this blog on Friday 12 October 2012.

Bids should be submitted to derek.robertson(at)educationscotland.gov.uk

Assessment, CfE, Early Years, Health and wellbeing, National Qualifications, Research, Responsibility of All, Sciences, Senior Phase

Launch of The Sciences 3-18 Curriculum Impact Project report

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Education Scotland today launches The Sciences 3-18 Curriculum Impact Project report. The sciences and social studies reports are the first two reports in a Curriculum Impact series designed to present a subject-by-subject picture of how children and young people are experiencing learning in different areas of the 3-18 curriculum across the country.

Providing subject-specific analysis and evaluation of current practice, based on a range of independent inspection activities, the report identifies emerging innovative and thought-provoking practice, while highlighting important areas for development. Published on the web, the report will be refreshed from time to time with links to newly-identified, practice and evidence, a dynamic approach that will keep the reviews contemporary on an on-going basis, and relevant to developing needs.

A summary for children and young people has also been published, along with a summary of key strengths and aspects for development.

The publication is intended to provide a focus engagement by children and young people, parents, practitioners and the wider sciences community in Scotland.

Through our Sciences 3-18 Impact Project blog, we want to engage all those involved in the sciences 3-18 to talk together  about how we can work together to take forward the key messages of the report.

This outward facing, public blog is a mechanism to allow engagement by all.

 

 

 

 

Talk with us on bit.ly/sciences3-18.

The STEM Professional Learning Community will also act as a focus for professional dialogue and learning around the Sciences 3-18 Impact Project. Join us, using your Glow login in, on bit.ly/stemhome.

Early Years, Technologies

Wise Up Wednesday: New Parent Resource

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The Scottish Government’s play, talk, read campaign encourages parents and carers to incorporate playing, talking and reading within their daily routines. By playing, talking and reading with their children more often, parents and carers can lay firm foundations for children’s long-term learning, behaviour and life chances.

The play, talk, read website offers a fun, one-stop resource that is easy for parents to use, with lots of handy tips and advice. Digital books, an online community, interactive videos, games and promotions are available for use on the site. Parents can also watch TV advertisements from the campaign and gain top tips and advice from other parents.

Registering with the site allows parents to access a new interactive mobile phone app for parents and children to play together wherever they are. During the game parents are given prompts such as to take turns, and count the bubbles with their child. Having played the game parents are then invited to visit the play, talk, read website for more play ideas.

The app is available for both android and iphones.

Health and wellbeing, Technologies

Science on the Menu

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Do you have an appetite to run a Science Club?  Hungry for new ideas?  Then our mouth-watering menu of food and drink investigations is for you!  Science on the Menu not only dishes up a tasty feast of STEM (Science, Technology, Engineering and Maths) experiments for upper primary, but also a goody box stuffed with science equipment and teachers’ notes.  S1/S2 can also get a slice of the action by requesting a DVD with a full menu of experiments and teachers’ notes (resource kits are limited to primaries only).  

Pick ‘n’ mix from our range of Light Bites experiments or get your teeth into our four multi-week “mains” projects.

Light Bites:

Tongue Twisters – tasting with your nose

Our Daily Bread – “Rise to the Challenge” by investigating yeast

Tootie Frootie – fruit experiments

ThirstQuenchers – purifying water – “The Deserted Island Challenge”

Takeaway – experiments to do at home

 

Mains:

A Lot on Your Plate – investigating starch, sugar, protein etc

Sow ‘n’ Grow – looking at properties of soil

The Chocolate Box – investigating issues at a struggling chocolate factory

The Great Scottish Dessert Challenge – an enterprising project to invent a new frozen dessert – thanks to the wonders of science, no freezer is required!

What’s in the kit?

 

Test tubes and tongs, pipettes, gloves, pH indicator strips, aprons, gloves, beakers, neodymium magnets, funnels, eyeshields, mortar and pestles, scales, digital thermometer, blotting paper, filter papers, chemicals with safety notes, food colouring, bimetallic strips, batteries and battery holders, marbles, croc clip leads, motors, pulleys, buzzers, switches, Teachers’ Notes and pupil report sheets.
 

Whetted your appetite?  Then apply for a free kit by 30 September.  A limited number of free investigation kits (valued at £200 per kit) are available for registered primary Young Engineers and Science Clubs – you can register online at www.yecscotland.co.uk   You will be notified by mid October if your application has been successful.  Secondaries are welcome to apply for the DVD.

CfE, Early Years, Research, Responsibility of All, Sciences, Technologies

SLF 2012: Forensic Rookies, Transition and the AstraZeneca Science Teaching Trust: Scottish Islands and Mainland ICT and Science project

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With a week to go until SLF 2012 kicks off, there are only a few spaces remaining in session N1A “Forensic Rookies”, presented by Professor Susan Rodrigues and Neil Taylor. The workshop will share the findings of a recent project involving 3 pairs of primary & secondary schools from several different local authorities, and the sustained impact in those local authorities where this project is being rolled out further. Learners and practitioners views and feedback will be shared, and delegates can get hands on with forensic investigation activities. This project was supported by funding from AstraZeneca Science Teaching Trust and led by Professor Susan Rodrigues and Neil Taylor as part of the suite of ‘Partnerships in Primary Science’ (PIPS) CPD projects.

There have been a series of videos made using learners and practitioners which will be used within the session, and these will are also available via the ScienceEdResearch channel YouTube.

The individual vodcasts for each school:

Brae High; Blairgowrie; Coupar Angus; Inveralmond Community High; Urafirth; Westfield

Visitor registration for SLF 2012 is now open!

CfE, Mathematics

Support for Mathematics – Twig on Glow Resource

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Mathematics CPD on Glow TV – 10th September at 4pm

Join us for the next Glow TV event to explore new materials supporting learning and teaching in Mathematics.

Twig World Ltd, the company behind the popular Glow Science, has released an additional two subjects – maths and geography – to their online resource. The addition of over 200 films brings the total online content to over 1000 high quality short films with related learning materials.

Twig on Glow can be accessed from www.twigonglow.com as well as from within Glow.

The new maths materials include a range of topics from space, measurement, shape, number, algebra, accuracy and proof, statistics and probability and a history of maths.

Twig films are high quality, inspiring videos to support the curriculum and engage learners using real world images rarely seen in the maths classroom. The everyday application of mathematical concepts provides answers to those pupils who struggle to see ‘why maths matters.’ The support materials complement the videos to explore topics from ‘The Heartbeat formula’ in Algebra to ‘Why do we count in tens’ in Number.

“The resource fits nicely into CfE. The films instigate discussion and that’s a really important thing… it’s about getting the kids to understand and think for themselves.” Maths Teacher, West Lothian

Mathematics CPD – 10th September at 4pm

Join us to find out what’s new, get a tour of the website from Twig staff and speak to teachers who have been using the materials.

To find out more and sign up click here.

Mathematics, Sciences, Technologies

If you could be an engineer…what would you do?

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Engineers touch every aspect of our lives but frequently we do not recognise who they are or what they do. To inspire young people to become engineers we must first help them to understand what it is that engineers do, what inspires them and what it takes to become one. Engineering as a rich, stimulating and challenging context for learning in sciences, technologies and maths is the basis of Education Scotland’s STEM Central resource.

Today saw the launch of a challenge for learners in primary schools in Scotland. Scottish Engineering and The Leaders Award for STEM are challenging learners to become Leaders for STEM in their schools by considering what they would do if they were an engineer.

Engineers will visit schools and answer questions from learners, hoping to inspire a generation with their experiences.

Learners are challenged to draw or write ‘What I would do if I was an engineer in Scotland.’ Competition closing date is 30th November 2012 with winners announced on the 7th December 2012 and all shortlisted entries displayed in The Barony Hall at the University of Strathclyde  Glasgow on 15th and 16th December.

For more information how to enter visit: www.leadersaward.com.

Leaders Award co-ordinator: Susan Loxley susan.loxley@leadersaward.com

Health and wellbeing, Literacy, Responsibility of All, Sciences, Senior Phase

Advice and Guidance to support National Qualifications in Sciences

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Yesterday, we published new advice and guidance associated with National 5 Biology associated with Inheritance.

There are a number of areas in this advice and guidance which would lend themselves to discussion in the classroom. What does this look like? What is the difference between learners talking, and discussing? Arguing and debating? What tools and approaches can be used to ensure learners are developing their skills in discussion, argumentation, and debate?

The teacher’s handbook from the English-Speaking Union (ESU) Scotland may be of use in planning for learning and teaching for the senior phase. 2012 is the year of the ESU’s Speak up Scotland! Science Debating project. Within the easily digestible, practical teacher’s handbook are a range of techniques and approaches which can be used to structure debate within the science classroom, and include all learners within the class. It explains how to plan and structure a formal debate, if that is what you are looking for, including how to structure a speech, a format for judging the content and skills of the participants – useful for teacher observation or peer evaluation. Other approaches described include balloon and role play debates. Exemplification is given for role playdebates in bio-prospecting and badger culling.

The booklet also contains starters for debates such as:

“this house would ban research on embryonic stem cells” – ties in with the National 4/5 qualifications in Biology and our published advice and guidance on Health and Disease.

Each section includes “fast facts”, and suggested questions to ask – does an embryo have human rights? how do we know how old the universe is? how do we control nanoparticles in our environment; or artificial organisms we create?

All of this is also available on the project website where you can find out how schools are using the debates and the feedback from learners.

If your learners need support in building confidence to speak in front of others, why not look back to our Debating in Schools resources published in 2007 which include Building Speaking Confidence: Guidance for first-time speakers.

CfE, Health and wellbeing, Literacy, Sciences, Technologies

SLF 2012: Forensic Rookies, Transition and the AstraZeneca Science Teaching Trust: Scottish Islands and Mainland ICT and Science project

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We’ve been keeping you up to date with this inquiry based science project since last December. Don’t forget that you can find out more by joining us at session N1A at SLF 2012, presented by Professor Susan Rodrigues and Neil Taylor. A vodcast overview of the project can be found on the scienceedresearch channel on YouTube.

The workshop will share the findings of a recent project involving 3 pairs of primary & secondary schools from several different local authorities, and the sustained impact in those local authorities where this project is being rolled out further. Learners and practitioners views and feedback will be shared. This project was supported by funding from AstraZeneca Science Teaching Trust and led by Professor Susan Rodrigues and Neil Taylor as part of the suite of ‘Partnerships in Primary Science’ (PIPS) CPD projects.

The workshop will include an opportunity for delegates to have hands on experience of the six investigative tasks, using the kit provided to schools, funded by AstraZeneca Science Teaching Trust. There have been a series of videos made using learners and practitioners which will be used within the session, and these will are also available via the ScienceEdResearch channel YouTube.

The individual vodcasts for each school:

Brae High; Blairgowrie; Coupar Angus; Inveralmond Community High; Urafirth; Westfield

Visitor registration for SLF 2012 is now open!

Sciences, Technologies

STEM Central Games context and a festival of games in Dundee

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If our recently published STEM Central Games context, celebrating Scotland’s position in this diverse and creative industry, has sparked your interest, an ideal opportunity to find out more this weekend at the three day computer games festival in Dundee. Running from today until Sunday 12th August, this event at Dundee’s Caird Hall provides an opportunity for visitors to try out some games, including those developed especially for the games.

Mathematics, Sciences, Technologies

STEM Central: supporting you to enhance learning and teaching

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Our STEM Central Electric Transport context is currently aimed at third and fourth level. In the next school year, we will be publishing an extension to the context for second level. Offering opportunities to embed sustainable development and give insight into STEM in everyday life, the second level extension will highlight green buses on Scottish roads. Last year 15 buses engineered at Alexander Dennis Ltd in Falkirk took to the streets of Edinburgh, with partial funding from the Scottish Government’s Green Bus Fund.

The video Electric Vocabulary from TEDEd’s YouTube channel tells the story of how “charge” and “battery” became part of our everyday language of “electricity”. Useful for your own background and understanding, or for learners at second level.

Sciences, Technologies

STEM Central

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Is the BBC Focus Magazine using STEM Central’s contexts for inspiration? In this month’s edition, two articles which might be of interest if you are planning for learning and teaching using STEM Central.

In February 2012 we published our Bioengineering context. Something to extend this context is an article “Grow your Own Body” about advances in regenerative medicine, and use of our own stem cells to grow new body tissue to order.

Coming soon is our early years to fourth level journey through Sound. “Souped-Up Sound: Are these the most high-tech headphones ever” suggests another use for the learning within our fourth level journey.

Early Years, Sciences, Technologies

STEM Central Sound context…a holographic link

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Holoxica, a company based at the University of Edinburgh, has used sonar scan data to build a 3D hologram of the HMS Royal Oak, where it sank on the seabed near Orkney having been hit by torpedoes in October 1939. The 3D holographic image is expected to go on display to the public around Scotland. A perfect link to our soon to be published EY to fourth level context on Sound.

Early Years, Expressive Arts, Sciences, Technologies

Sound Context Goes Live on STEM Central

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STEM Central makes connections between sciences, technologies and mathematics through the context of engineering allows learners to broaden their understanding of the applications of concepts and skills developed in curriculum subjects. It allows learners to develop solutions to problems and demonstrate creativity through inquiry.

We are delighted to annouce that our Sound Context for learning is live on STEM Central.

Sound is an important part of our lives and we are constantly surrounded by it. From talking in the classroom, to animal sounds in the forest, from listening to music to hearing a fire engine siren, different sounds can make us feel different emotions; they can trigger memories and remind of us of key events in our lives. It can also affect how we remember different events. Animals and humans use sound to communicate with each other in a variety of forms including song, voice, ultrasound, and the telephone. Sound can be about survival and can warn us of danger but it can also be used for relaxation and entertainment through the medium of music.

The learning journeys with a Sciences and Technologies focus within early and first levels will give learners the opportunity to investigate a variety of sound making materials. They will recognise and produce different sounds through constructive play, design and construct their own instruments and create and record sounds. There will also be second and fourth level learning journeys coming soon.

Click here to visit the new Sound Context on STEM Central.

Sciences, Technologies

Games Context on STEM Central

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STEM Central makes connections between sciences, technologies and mathematics through the context of engineering allows learners to broaden their understanding of the applications of concepts and skills developed in curriculum subjects. It allows learners to develop solutions to problems and demonstrate creativity through inquiry.

We are delighted to annouce that our Games Context for learning is live on STEM Central.

The games industry in Scotland is thriving. Providing jobs for skilled professionals of all nationalities, games companies are at the forefront of Scotland’s electronic technologies and software industry. Games have been used throughout the ages to teach, entertain and amuse. In some respects games have changed over time with changes in technologies, tools and materials, yet in other ways simple games that resemble those from past societies are still played.

In the Games Development Second Level Learning Journey learners are offered stimulating experiences and the opportunity to develop their understanding not only of the history of gaming in Scotland, but will also encourage them to explore technological developments in society, and ultimately how to design, create and market their own game.

The Electrifying Games Second Level Learning Journey offers a range of opportunities for learners enquiry based learning and to develop and apply knowledge, understanding and skills in relation to circuits and components, and to engineering of a 3D game which demonstrates energy transfer and movement.

Click here to visit the new Games Context on STEM Central.

CfE, Sciences, Technologies

Invitation to the Fibonacci Project

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The Europe-wide Fibonacci Project promotes and supports Inquiry-based Learning in Science Education (IBSE). It aims to help pupils develop concepts that enable them to understand the scientific and technological aspects of the world around them through their own thinking, using critical and logical reasoning about evidence that they have gathered. This involves group work, making arguments, dialogue and debate, as well as direct exploration and hands-on experiments. Meaningful contexts are provided by making links with the local community (companies, museums, science centres, associations, etc), where parents, scientists and industrialists can be involved.
During 2011 a number of primary teachers developed Engineering Challenges, in collaboration with members of the University of Glasgow Fibonacci Project team.
Inquiry-based approaches are at the heart of the Curriculum for Excellence Sciences and Technologies curricula and contribute very strongly to developing the four “capacities” which Curriculum for Excellence aims to promote.

The Project Team would like to invite primary school practitioners to participate, in collaboration with the team, in implementing Inquiry-based Learning in Science and/or in developing further activities/materials.

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You are invited and encouraged to take up the opportunity to continue (or begin) to put inquiry-based approaches into practice from August 2012 and/or to develop new activities, with support from the Fibonacci team.

For more information or to discuss the project, please contact Ernie Spencer Ernest.Spencer@glasgow.ac.uk

CfE, Health and wellbeing, RME, Sciences

Organ Donation and You

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Join us on Wednesday 20th June at 11am live from Holy Cross High School South Lanarkshire to hear how schools have been using the ‘Organ Donation Teaching Resource Pack’ and find out how important organ donation can be with a live panel including;

John Forsythe – Scotland’s Lead Clinician for Organ Donation and Transplantation. He has worked in the field of transplantation since 1991 when he was appointed as a consultant surgeon at the Royal Victoria Infirmary in Newcastle before transferring to the Royal Infirmary of Edinburgh in 1995 where he is currently a Consultant Transplant Surgeon. Mr Forsythe will outline the facts about organ donation, as well as address any myths which learners might believe on the issue e.g. ‘organ donation will hurt’.

Neil Healy – a Specialist Nurse for Organ Donation (SNOD). SNODs work closely with intensive care and emergency department staff to identify potential donors as well as supporting bereaved families through the organ donation process. Mr Healy will talk about facts surrounding organ donation, including the process itself.

Gill Hollis – Gill received a single lung transplant in 2004 due to a rare lung disease. She lives in Edinburgh and regularly visits schools across Scotland to talk about the importance of organ donation and transplantation. She will be able to talk from the point of view of someone who has had a transplant and how it has changed her life.

Find out about their different experiences in the field of Organ Donation, ask the panel any questions that you are curious about on a very thought provoking subject.

Sign up and join us in Glow TV.

Early Years, Literacy, Sciences, Technologies

STEM Central: Have you heard about our new Sound context?

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By the time the new school year starts in August, you’ll find our newest STEM Central context “Sound” available!

Helping practitioners to understanding learning around the science of sound as it progresses through early to fourth level, these learning journeys incorporate sciences and technologies, with everything from listening walks to the X-factor! So if you’re looking for materials to inspire you, or help you to understand the levels and progression within the broad general education (BGE) check back here, or on the STEM Central website for publication info.

Don’t forget that the Glow Science videos and fantastic mind map tool can provide inspiration and CPD.

Health and wellbeing, Literacy, Research, Responsibility of All, Sciences, Social studies, Technologies

SLF 2012: Forensic Rookies, Transition and the AstraZeneca Science Teaching Trust: Scottish Islands and Mainland ICT and Science project

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We’ve been keeping you up to date with this inquiry based science project since last December and we are delighted to confirm that you can find out more by joining us at session N1A at SLF 2012, presented by Professor Susan Rodrigues and Neil Taylor.

The workshop will share the findings of a recent project involving 3 pairs of primary & secondary schools from several different local authorities, and the sustained impact in those local authorities where this project is being rolled out further. Learners and practitioners views and feedback will be shared. This project was supported by funding from AstraZeneca Science Teaching Trust and led by Professor Susan Rodrigues and Neil Taylor as part of the suite of ‘Partnerships in Primary Science’ (PIPS) CPD projects.

The workshop will include an opportunity for delegates to have hands on experience of the six investigative tasks, using the kit provided to schools, funded by AstraZeneca Science Teaching Trust. There have been a series of videos made using learners and practitioners which will be used within the session, and these will also be available via YouTube after the session for delegates to follow up.

Visitor registration for SLF 2012 is now open!

CfE, Health and wellbeing, Sciences

Ready for Emergencies?

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The Ready for Emergencies website which launches on the 13th June is a new and exciting context for learning in line with Curriculum for Excellence.

This session that follows the launch will be interactive with opportunities for learners to share their thoughts and experiences and reflect on emergencies and ask questions in relation to key topics such as emergency situations arising from severe weather, flooding and security preparations for the Olympic Games and Torch relay by the police forces across the country.

Presenters on the day will include the Stewart Borthwick (Strathclyde Emergency Coordination Group), Stewart Prodger (SEPA) and Sally Dempsey (Red Cross) who will be providing exiting background information on a variety of national as well as international approaches to emergency situations and will answer any questions on the issues arising.
This Glow TV event is aimed at learners from upper primary to upper secondary (but relevant for senior school as well)
Sign up and join us in Glow TV.

Sciences

Have you used Glow Science yet?

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TES Scotland takes a look at this high quality, film-led resource perfect for teachers right on time: http://www.tes.co.uk/article.aspx?storycode=6210994.

The resource includes over 650 short films that hundreds of teachers are using to enrich and support their teaching in the sciences and technologies. Tailored to Curriculum for Excellence – and tagged to levels 2, 3 and 4 – the films provide teachers with accurate and engaging visuals for the teaching of science, technology and HWB.

Created by Twig – and rigorously checked by teachers and academics – all films come complete with supporting materials, including quizzes, extension questions, transcripts and diagrams.

Teachers and students alike love the quick and intuitive design of Twig, which is user friendly and simple to use.

“I introduced my colleague to Twig yesterday and she nearly wept with delight”  P7 Teacher, West Lothian

All resources can be accessed at www.glowscience.org.uk and are FREE with your Glow log-in.

Why not check out some sample films to get an idea of what’s available? www.glowscience.org.uk/films

Early Years, Mathematics, Sciences, Senior Phase, Technologies

Ask an Astronaut with the Scottish Space School…or an Evening with NASA

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Wednesday 13 June 10:00 – 10:45  http://glo.li/MsbNg9

Join us again this year for a fantastic opportunity to explore space travel and meet three NASA guests all in one day. Find out about what they’ve done, ask your own questions, take part in space quizzes and use this unique opportunity to enter the world of space exploration.

The University of Strathclyde’s Scottish Space School runs from 10-15 June for learners in S5. Find out more at the Scottish Space School web page.

The Scottish Space School will also be hosting its annual  public lecture on Wednesday 13th June 2012 from 18:30 to 20:00, when the guest speakers will include two astronauts with six space missions between them, and a lead engineer on spacesuit design. If you would like to attend this event please apply for an e-ticket by clicking on to the link: E-ticket application

Did you know Scotland is active in space research? STEM Central’s Exploring Engineering is aimed at learners and practitioners for CPD and includes interviews with Scottish and global engineers, working in Scotland, round the world, and beyond!

CfE, Religious and Moral Education, Religious Education in Roman Catholic schools, RME, Sciences, Social studies

Join our Glow meet from Rio

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11am – 12pm Tuesday 19th June 2012

WATCH again: See our Glow meet live from Rio+20 where young people from across Scotland put questions to Stewart Stevenson MSP, Minister for the Environment and Climate Change. 

What are your green dreams for the future?

What message will you send to world leaders?

How can Scotland become more sustainable?

What can we expect from this globally important event?

Over 150 heads of state and world leaders will gather in Rio de Janeiro from 20-22nd June 2012 for crucial talks at the United Nations Conference on Sustainable Development. Stewart Stevenson MSP, Minister for the Environment and Climate Change, will be one of those travelling to Rio as part of the official UK delegation.

Education Scotland, through Glow, is giving you the chance to link with the Minister live from Rio to learn more about the event and the hopes and expectations of the UK delegation.

The conference, referred to as Rio+20, will mark 20 years since the historic Earth Summit in the same city in 1992 which put issues such as climate change and the protection of biodiversity on the map and gave birth to Agenda 21 – an action plan for a sustainable future which was adopted by national governments, cities and local authorities across the world. Rio+20 will focus on seven priority areas including: decent jobs, energy, sustainable cities, food security and sustainable agriculture, water, oceans and disaster readiness.

Rio+20 provides an opportunity to move away from business-as-usual and to take bold steps to end poverty and address environmental destruction.

This will be an interactive Glow meet so get your questions, messages, ideas and green dreams ready for Rio! 

  • What is Scotland doing to protect the environment and promote sustainable development? What more could we be doing?
  • What are your green dreams and ideas for the future? What should we have achieved by the time Rio+40 comes around?
  • What messages would you like the Minister to pass onto other government officials and world leaders when he meets them for discussions?

 This Glow meet will be suitable for learners in primary and secondary schools.  

Free Rio+20 resources are available at: http://bit.ly/JxZr5G

Assessment, CfE, Early Years, Health and wellbeing, Mathematics, Moderation, Responsibility of All, Sciences, Technologies

Sharing learning and teaching ideas for early to second level

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Participating in in-service today provided an opportunity to talk with practitioners around learning and teaching in science and share some of the ways in which Education  Scotland can provide support. Issues explored included assessment and moderation, a shared understanding of standards, progression, meeting the needs of learners, transitions, using effective partnerships and keeping the curriculum alive and relevant to inspire young learners.

The following were used to exemplify support for practitioners:

STEM Central

Weather and Climate Change

Exploring Climate Change

Marks on the Landscape

Glow TV

Education Scotland Learning blog – sharing by the Development Officers in Education Scotland

STEM Central in Motion blog – sharing by practitioners and partners

Food for Thought leaflet and poster – we will shortly be developing the new Food Security context for STEM Central

STEM Central Learning Journeys from the Sound context, early years and first level due for publication later this month, and the draft second level journeys due for publication within the next few months

Journey to Excellence

NAR (National Assessment Resource)

and

Glow Science

Practitioners shared resources they also find useful such as Planet Science , I’m a Scientist, get me out of here and I’m an Engineer, get me out of here.

Mathematics, Sciences, Technologies

Learning in the Broad General Education for EY to Second Level: Speak up Scotland! A Year of Science Debating

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We had the opportunity to participate in a local authority in-service today, working with early years and primary practitioners from a cluster. One aspect of this was to discuss how we are supporting teachers in achieving the vision of Curriculum for Excellence in sciences, and STEM.

One important aspect of learning and teaching in sciences is to create opportunities or learners to gain confidence in using scientific language, and to be able to express informed views within discussion and debate. What tools and approaches can be used to ensure learners are developing their skills in discussion, argumentation, and debate?

A teacher’s handbook from the English-Speaking Union (ESU) Scotland came across my desk recently and I thought this was something worth sharing at the session. 2012 is  the year of the ESU’s Speak up Scotland! Science Debating project. Within this easily digestible, practical handbook are a range of techniques and approaches which can be used to structure debate within science, and include all learners within the class. It explains how to plan and structure a formal debate, if that is what you are looking for, including how to structure a speech, a format for judging the content and skills of the participants – useful for teacher or peer evaluation. Other approaches described include balloon and role play debates. Exemplification is given for role playdebates in bio-prospecting and badger culling.

The teachers who reviewed this booklet immediately saw opportunities to use this to support learning and teaching, to enrich the development of our learners as scientific thinkers.

The booklet also contains starters for debates such as:

 ”this house believes the government should fund research on planet earth rather than the cosmos”

“this house would ban research on embryonic stem cells”

Each section includes “fast facts”, and suggested questions to ask – does an embryo have human rights? how do we know how old the universe is? how do we control nanoparticles in our environment; or artificial organisms we create?

All of this is also available on the project website where you can  find out how schools are using the debates and the feedback from learners.

If your learners need support in building confidence to speak in front of others, why not look back to our Debating in Schools resources published in 2007 which include Building Speaking Confidence: Guidance for first-time speakers.

National Qualifications, Sciences, Senior Phase, Technologies

Learning for the new NQs: Beyond the X-ray machine

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If the X-ray machine is a 20th Century icon, is this high tech surgical “ipad” an icon for the 21st century? This touchscreen “operating table”, the brainchild of Jack Choi of Anamotage, is in use in a UK hospital where applications include training future surgeons and planning real-life surgery. Interested in hearing Jack Choi talk about his virtual dissection table? Try this short TED Talk from February 2012.

This could raise some interesting questions for learners: what are the principles behind the imaging techniques used? Is this £60k equipment really an advance over the traditional X-ray?

Sciences, Technologies

STEM Central Sounds Amazing!

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We are progressing the development of our new contexxt on STEM Central “Sound”. Early years and first level learning journeys will be published within the next few weeks. Something to think about in preparation: what distinguishes music from noise? Why not view the Glow Science video “How do Musical Instruments work?” and explore this further? 

The Sound context will continue to be developed to incorporate second and fourth level journeys. We’ll be bringing you vodcasts on bats, robots and echolocation and sharing the experiences of learners at Balfron Primary School, when they worked with the Engineering the Future project.  The fourth level journey could be used to support your planning for learning and teaching for National 4 Physics.

And, it might sound like something from Dr Who but researchers at the University of Dundee have recently announced the invention of a “sonic screwdriver”, an ultrasonic device which has potential for developing new, more precise surgical techniques. Sounds amazing? More on this from the BBC. Unsure about ultrasound? Why not use the Glow Sciences videos Beyond the Range of Human Hearing, or Medical Marvels: Ultrasound for a bit of background?

Sciences

Forensic Rookies, Transition and the AstraZeneca Science Teaching Trust: Scottish Islands and Mainland ICT and Science project

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Last December, we blogged about an exciting project “Forensic Rookies” involving primary and secondary schools in West Lothian, Shetland and Perth & Kinross. Collaboration via Glow Wikis and culminating in a Glow meeting in February was the key to success for the learners, in this ASZTT funded project.

The first of a series vodcasts with feedback and reflections from learners and practitioners is available on YouTube’s ScienceEdResearch channel. In this first vodcast Janette Kean and learners from Westfield Primary in West Lothian share their experiences of the project. Each of the authorities is taking the “Forensic Rookies” project forward with a variety of approaches being used to meet the needs of the learners within each setting.

This TESS article “Young Sleuths get right on the case” discusses the project further.

National Qualifications, Sciences, Technologies

STEM Central Electric Transport and a context for learning for the new NQs

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Many thanks to our Engineering the Future colleagues for highlighting this link which could be used to enrich learning around the STEM Central electric transport context. In Meet the Inventor of the World’s Fastest Electric Motorcycle Michael Czysz talks about making his dream a reality, and what it feels like to travel at 200 mph on a motorbike hearing only the sound of the air.

Thinking about sustainable transport as a context for learning for the new NQs? Along with the world’s fastest electric motorcycle, what about freight ships towed by massive kites to reduce fuel demand? Scope for creative design and practical investigative work with learners in sciences and technologies?

For more on electric transport see  our 13th May blog post STEM Central Electric Transport, the smater Smart car and a context for learning for the new NQs.

Literacy, National Qualifications, Sciences, Senior Phase

Learning for the new NQs: Will Bioenergy play a part in our secure energy future?

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Exploring Bioenergy could feature within your plans for learning and teaching for the new NQs in Environmental Science, Physics or Science. What is it? Could it form part of our strategy for energy security in Scotland and the UK?

The Department of Energy and Climate Change (DECC) has published the UK Bioenergy Strategy with  handy “key facts” on the front page. In addition the Frequently Asked Questions highlights issues such as ‘Shouldn’t land used for food production rather than energy crops?’ which could form the basis of debate and investigative work with learners.

This DECC website has, under the “Meeting Energy Demand” tab, information on everything from hydrogen fuel cells to nuclear power, along with easily accessible useful links to relevant websites. This could provide a rich source of background material for your planning associated with our recently published advice and guidance on energy security.

Literacy, National Qualifications, Sciences, Senior Phase

Learning for the new NQs: Speak up Scotland! A Year of Science Debating

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Within our recently published advice and guidance associated with the new NQs in science, there are a number of areas which would lend themselves to discussion in the classroom. What does this look like? What is the difference between learners talking, and discussing? Arguing and debating? What tools and approaches can be used to ensure learners are developing their skills in discussion, argumentation, and debate?

A teacher’s handbook from the English-Speaking Union (ESU) Scotland came across my desk this week. 2012 is  the year of the ESU’s Speak up Scotland! Science Debating project. Within this easily digestible, practical handbook are a range of techniques and approaches which can be used to structure debate within the science classroom, and include all learners within the class. It explains how to plan and structure a formal debate, if that is what you are looking for, including how to structure a speech, a format for judging the content and skills of the participants – useful for teacher observation or peer evaluation. Other approaches described include balloon and role play debates. Exemplification is given for role playdebates in bio-prospecting and badger culling.

The booklet also contains starters for debates such as:

 ”this house believes the government should fund research on planet earth rather than the cosmos” – ties in with the new National 4/5 qualifications in Physics

“this house would give up non essential flying to help curb dangerous climate change” – ties in with the sustainability elements across a number of the new NQs including Environmental Science

“this house would ban research on embryonic stem cells” – ties in with the National 4/5 qualifications in Biology and our published advice and guidance on Health and Disease.

Each section includes “fast facts”, and suggested questions to ask – does an embryo have human rights? how do we know how old the universe is? how do we control nanoparticles in our environment; or artificial organisms we create?

All of this is also available on the project website where you can  find out how schools are using the debates and the feedback from learners.

If your learners need support in building confidence to speak in front of others, why not look back to our Debating in Schools resources published in 2007 which include Building Speaking Confidence: Guidance for first-time speakers.

Sciences, Technologies

STEM Central and the Bionic Eye invented to help restore sight

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Since publication of our STEM Central Bioengineering context earlier this year, there has been no shortage of advances in this field to incorporate into learning and teaching within this context.

This BBC News article Light-powered bionic eye invented to help restore sight describes innovation at Stanford University in California, using near infrared signals and photovoltaic cells. This is being reported as an advancement on the patient trials blogged on 5th May – an opportunity for learners to examine the two technologies, and compare and contrast.

National Qualifications, Sciences, Senior Phase

Learning for the new NQs in Environmental Science, Physics or Science: Energy Security and Sustainable Living

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If you are planning learning and teaching for the new NQs around themes of energy security and sustainability, the Institute for Public Policy and Research website might be a good port of call. Bringing together articles, publications, reports and rich data this site provides a wealth of information which could be used in your planning, or for learners incorporating numeracy and literacy into learning.

For example, will our household energy bills be increased by use of renewables? What are the options given our increasing energy demands? Is media reporting of renewables fair and balanced? Articles such as Telegraph distorts the truth on energy bills , ITV must show BBC the way on accurate green reporting  and Three ways we can face up to ‘green energy’ backlash make for interesting reading.

National Qualifications, Sciences, Senior Phase

Learning for the new NQs: Carbon Capture and Storage

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If you are planning for learning and teaching associated with the new National Qualifications in Environmental Science, Physics or Science, the BBC’s short video “Norway tests carbon capture and storage” may be of interest. What is the science behind carbon capture? What are the risks associated with use of this technology? Do we need it?  NASA scientist Dr James Hansen discussed the future of coal-fired power stations with carbon capture technologies in a Scottish and UK context at the recent Edinburgh International Science Festival, ahead of his award of the prestigious Edinburgh Medal. As experimental capture gets underway in Scotland, the Zero Emissions Platform website provides a wealth of information.

CfE, Health and wellbeing, National Qualifications, Research, Sciences, Senior Phase

Learning for the new NQs: Research tie in with Food Security

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At the beginning of May, The James Hutton Institute announced the award of £1.25 million to work towards more sustainble, disease resistance crops to enhance our future food security.

This ties in with Education Scotland’s recently published work on Food Security for National 4 Science and National 5 Biology, along with work associated with Inheritance for National 5 Biology.  Published advice and guidance is intended for use by practitioners in creative and innovative ways, to plan approaches to meet the needs of learners. Flexibility within the new National Qualifications offers the ideal opportunity to plan for learning and teaching which incorporates cutting edge Scottish and global research, and builds in meaningful partnerships from the rich STEM landscape in Scotland.

Looking ahead to the forthcoming school year, we are developing the theme of Food Security for first through to fourth level as a context in STEM Central, providing scope for working within clusters to build a continuous learning journey. More news will be published on the ES Learning Blog later this year.

Literacy, National Qualifications, Sciences, Senior Phase

Learning for the new NQs in Sciences

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Have you had an opportunity to explore the advice and guidance published to support practitioners in planning for learning and teaching for the new National Qualifications? Education Scotland has published a suite of advice and guidance exemplifying skills, teaching approaches, challenge, the use of context and incorporation of literacy, numeracy and ICT in learning and teaching in sciences.

The published advice and guidance is intended for use by practitioners and is non-mandatory. It is intended that practitioners will use it in a reflective and selective manner.

Throughout, reflective questions for learners are provided to aid practitioners in planning learning and teaching to meet the needs of learners. In many cases, investigative work and inquiry-based practical learning will supplement the learning and teaching described.

Health and wellbeing, National Qualifications, Sciences, Senior Phase

Learning for the new NQs: X-ray machines – a 20th century icon

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Is the x-ray machine a 20th century icon? If you are planning for learning and teaching using the published advice and guidance associated with Nuclear Chemistry and Physics then this 7 minute video from The Guardian’s Newton Channel “X-ray machines – a 20th century icon” may be of interest. What is the connection between the work of Marie Curie and this crucial advancement in diagnostic and therapeutic healthcare?

National Qualifications, Sciences, Senior Phase

STEM Central Renewables and Learning for the new NQs: A Bright Solar Future?

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Are you working with learners using the STEM Central Renewables context? Or planning for learning and teaching in the context of Energy Security associated with Physics or with Environmental Science?

The Guardian’s Newton Channel includes an 11 minute video about the world’s first commercial solar power plant, in Spain. Could this technology be used more widely to help the world build a sustainable, low carbon future? What are the limitations of this technology? What are the limitations of our ability to harness the sun’s energy? How much energy are we talking about? Learners in sunny places could try to recreate Sir John Herschel’s 1838 experiment or watch Brian Cox Measuring a Sunbeam.

National Qualifications, Sciences, Senior Phase, Technologies

STEM Central Electric Transport, the smarter Smart car and a context for learning for the new NQs

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Electric cars – are they a viable option as we seek a low carbon future? What are the limitations of the technologies currently available? If you are working with learners using the STEM Central Electric Transport context The Guardian’s Newton Channel includes a 6 minute video “Making Smart cars smarter” may be of interest. Scientists at the University of Newcastle are working to enhance Smart cars to allow them to travel longer distances without recharging.  

If your learners are interested in technologies associated with driving and transport, research from Newcastle University using an adapted electric car may also be of interest.

Or perhaps you are exploring Energy Security in the context of the new National Qualifications for Environmental Science, Physics or Science? In future, will we be plugging our electric cars into the Smart Grid to sell our excess  energy to others at times of peak demand? The University of Strathclyde is working in conjunction with leading energy companies to kick start Smart Grid development here in Scotland, with world class facilities under development in Cumbernauld.

Energy, energy security and our sustainable future, whether exploring the future of transport or the National Grid, offers an exciting and engaging context for planning learning and teaching to meet the needs of a range of learners, working within a range of levels.

Health and wellbeing, National Qualifications, Sciences, Senior Phase

Learning for the new NQs: The rise of performance-enhancing genes

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A recent article from The Guardian “The rise of performance-enhancing genes” provides a link between advice and guidance to support planning for learning and teaching associated with National 5 Biology and the 2012 Olympics.

An athlete’s performance can be enhanced significantly by a single ‘super’ gene, but is it fair?

CfE, Health and wellbeing, National Qualifications, Research, Sciences, Senior Phase

Learning for the new NQs and forthcoming Glow meet on Stem Cells

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The forthcoming special edition of Talking Stem Cells Ethical Dilemma series featuring Dr Bill Ritchie who was involved in the creation of Dolly the Sheep is coming up on Thursday 17th May from 1100-1230. You can sign up and join in via Glow Tv – please drop in even if you can’t attend for the whole event.

This Glow meet, which incorporates an input from a patient who may benefit from stem cell therapy, comes at an ideal time to tie in with recent publication by Education Scotland of advice and guidance associated with the new National Qualifications in Biology. Why not take this opportunity for your current S2 learners who will be entering the Senior Phase in 2013/14 to learn more about a topic on which they can build for NQs in Biology? Or why not sign up as part of your own CPD, and consider how you can plan for forming partnerships with cutting edge research in Scotland to enhance learning and teaching?

 Background on Dolly the Sheep can be found at The Roslin Institute webpages.  

This event will be coming live from Gairloch High School in the Highlands and you can find a Student pack associated with this event in the Stem Cell Glow Group.

Sign up and join us in Glow TV on Thursday 17th May from 11-12.30pm – or for as long as you can!!

 

National Qualifications, Sciences, Senior Phase

Learning for the new NQs: Inheritance

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University of Sheffield research published in the Proceedings of the National Academy of Sciences indicates that Darwinian theories of evolution and natural selection continue to affect humans. This short article from The Independent “Humans still evolving” could be included in plans for learning and teaching associated with our forthcoming advice and guidance for National 5 Biology on Inheritance. More information on the research work associated with this publication can be found on the University of Sheffield website Human Life-History.

CfE, Sciences

The Ethical Dilemma- Special Edition

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This is a special edition of the Talking Stem Cells Ethical Dilemma series with this event featuring Dr Bill Ritchie who was involved in the creation of Dolly the Sheep.

This workshop event is aimed at S1-S3 pupils (but is also suitable for P6/7 who would like to ask Dr Ritchie questions about his work) and is a mix of a short presentation from Dr Ritchie, interactive enquiry, student debate activities and live questions and answer interaction.

The Scientist

Dr Bill Ritchie is best known as the embryologist who, with a team of experts, produced the first cloned lambs from cultured cells, Morag and Megan. The following year he and his colleagues produced Dolly the first cloned animal from an adult cell. Following this success they produced Poly etc. the first cloned animals from transgenic cells. Later he produced the first cloned animal with a gene knocked out. This proved the principal that disease genes could be deleted from animals. There will be plenty of opportunity for the students to interact with the scientist.

The Patient

In addition to the scientist there will be input from a patient suffering from a disease who might have the potential to be treated by stem cell treatment.

This event will be coming live from Gairloch High School in the Highlands and you can find a Student pack associated with this event in the Stem Cell Glow Group.

Sign up and join us in Glow TV on Thursday 17th May from 11-12.30pm – or for as long as you can!!

Health and wellbeing, National Qualifications, Sciences, Senior Phase

Learning for the new NQs :Nuclear Power and Energy Security:

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This week sees the shutdown of Japan’s last working nuclear reactor, in a country previously dependent on nuclear power for 30% of its energy needs.

Tomari shutdown leaves Japan without nuclear power

Energy Security is a rich context for learning which could meet the needs of learners for National 3, National 4, National 5 or Higher, in Environmental Science, Physics or Science. Advice and guidance aimed associated with Energy Security for National 4 Physics can be found on the Education Scotland website.

Advice and guidance associated with Nuclear Chemistry for National 5 has also been published. This has been written to intertwine the work of Albert Einstein and Marie Curie, exploring the issues associated with harnessing the power of the atom over the last 100 years and equally addressing the learning associated with National 5 Physics.

Throughout the advice and guidance, reflective questions are included to help you plan for learning and teaching to engage and challenge your learners. Does nuclear power play a role in our future? What about harnessing the atom’s power for other uses such as medical applications?

Health and wellbeing, Sciences, Technologies

STEM Central Bioengineering and a Marathon Achievement

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Following on from our post about our most recent STEM Central context “Bioengineering” great news from the BBC about Claire Lomas’ successful completion of the London Marathon.

Claire was paralysed in a horse riding accident in 2006, and is the first person to complete a marathon in a “bionic” suit, taking 16 days to complete the 26.2 mile course.  Find out more about how bioengineering and technology can change lives from BBC News Paralysed Woman Claire Lomas treasures 16-day London Marathon and “‘Bionic’ woman Claire Lomas completes London Marathon”  and from the company which made the “bionic” suit ReWalk Bionics Research.

National Qualifications, Sciences, Senior Phase

Learning for the new NQs: Food Security

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Recent headlines on GM food from the BBC tie in with the Food Security published advice and guidance for National 4 Science and National 5 Biology. Food Security and sustainability as contexts also lend themselves to planning for learning and teaching associated with Environmental Science.

The advice and guidance includes reflective questions to aid you in planning for topical, relevant and challenging learning appropriate for your learners. What is GM? Will it play a role in feeding the world’s population of 7 billion and rising?

Health and wellbeing, Sciences, Technologies

STEM Central Bioengineering: Mind controlled robots and robot legs

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Our most recent published context for STEM Central “Bioengineering” provides a rich basis for learning in sciences and technologies.

The BBC reports on Claire Lomas. Following an horse riding accident in 2006, Claire was told she would never walk again. Now, using the ReWalk bionic walking device, Claire has set off on her Marathon challenge, aiming to finish within three weeks of the start on 22nd April 2012.

Paralysed Woman to tackle marathon on robot legs

Paralysed Woman continues London Marathon with bionic legs

The Telegraph reports on “Mind-controlled robot for paraplegics unveiled” tying in the Brain Computer Interfacing learning journey with recent news which provide hope for paraplegics.

Early Years, Mathematics, National Qualifications, Sciences, Social studies, Technologies

STEM Central and The James Hutton Institute’s Water Works

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Earlier this year, we blogged about this exciting opportunity which can be used in many contexts, including to enrich the STEM Central water context.

A trickling burn, a flooded street, a horse’s trough or a grand Scottish loch – no matter what comes to mind when you think of water the Water Works competition wants your photographs. The James Hutton Institute has now announced the March winner of the competition,  John Smith, Age 8, from Orkney. His picture, shown above, is called “The Flood at the Pumping Station” and shows his local pumping station at North Stronsay, flooded due to the nearby loch overflowing.

The James Hutton Institute’s Facebook page has more information on the March entries and how you can take part in May’s competition.

Need some more inspiration on water? 

Whether you are working with the STEM Central Flood Management learning journeys in the context of social sciences, technologies or maths, or planning learning and teaching around themes of sustainability for new National Qualifications, this article published in The Telegraph, by James Dyson “Engineering can save us from drought” might provide information or inspiration. Perhaps you could use this year’s Dyson Challenge as a basis for learning, maybe your learners hold the key to saving water for a more sustainable future?

If your learners are considering the current drought and flood situation in large parts of England, why not use it as an opportunity to explore the role of engineers in sustainability? We would love to hear your ideas on our STEM Central in Motion blog.

Or try using the mindmap tool in Glow Science to kickstart thinking for you or your learners.

The James Hutton Institute via the Centre of Expertise for Waters  are running a year long competition aimed at raising awareness of water and water-related issues across both primary and secondary ages. The competition, with monthly prizes, aims to encourage learners to think about the natural environment and make the link between CfE curriculum areas Sciences, Technologies and Expressive Arts. The competition page gives background on the competition and entry instructions.

Mathematics, National Qualifications, Sciences, Senior Phase

Learning in the new NQs: numeracy in sciences

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Education Scotland’s recently published advice and guidance includes exemplification of skills appropriate to National 4 and National 5. These have been exemplified in a biological context for National 4 Science, and in a physics context for National 5 Physics and can be used by practitioners to consider the level of challenge appropriate to N4 and N5 in terms of Building the Curriculum 4: Skills for Learning, Life and Work, the SQA’s Skills Framework, and the Scottish Credit and Qualifications Framework.

One area of numeracy you may be planning to explore with learners is the issue of causality and correlation. Can we use data to draw conclusions? Among the examples included in the advice and guidance for science is a consideration of whether or not there is a link between Type 2 diabetes and obesity. A starting point for discussion comes from the BBC’s Go Figure series in this article Watching out for Wimbledon-washing machine links. Does Wimbledon fortnight really affect demand for washing machine repairs?

Health and wellbeing, Sciences, Technologies

STEM Central and a Focus on the Eye: Electronic Eye Implant Trials Prove Successful

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Another UK first which you could link into learning around the STEM Central Bioengineering context. The Glasgow Herald, The Telegraph and the BBC have reported on this breakthrough, in which the 3mm x 3mm electronic implant fitting with over 1500 light sensitive pixels replaces the function of the rods and cones. In this short video ‘How pioneering eye implant helped my sight’, Robin Millar explains how the implant works for him.

This clinical trial ties in with the BBC’s Bionic Body series which provides information, videos and images which perfectly complement our most recent STEM Central Bioengineering context exploring how bionics can transform lives.

Perhaps the learning and teaching you are planning is focused on the eye? This could be an opportunity to compare and contrast advances in sight restoration by learning about the electronic implant approach, compared with the other recent advances, for example in stem cell therapies.

BBC News Scientists restore sight in blind mice

BBC News Acid attack modelKatie Piper gets sight back

BBC News Hope for eye treatment using STEM Cells

Who would benefit from each of the different approaches? Are the risks and benefits of the different approaches comparable in terms of development and for patient use?

Sciences, Social studies, Technologies

Circular economy event – resources now on Glow

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Cross post from Global Citizenship Blog.

Education Scotland hosted an event in partnership with the Ellen MacArthur Foundation and the University of Edinburgh on 30th March 2012 at the Menzies Hotel in Glasgow to explore how the concept of a circular economy can be used as a focus for sustainable development education and interdisciplinary learning.

The circular economy is a generic term for an industrial economy that is, by design or intention, restorative and in which materials flows are of two types, biological nutrients, designed to re-enter the biosphere safely, and technical nutrients, which are designed to circulate at high quality without entering the biosphere. The circular economy proposes a coherent framework for re-thinking and re-building a positive vision of the future.

Find out more about the Ellen MacArthur Foundation and the circular economy by watching this short video.

The presentations and resources from the event are now available on Glow (Glow log in required).

National Qualifications, Technologies

Advice & Guidance for NQ Technologies

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As you will no doubt know, the SQA have published their final documents for National 2 – Higher. In order to support schools in the delivery of key aspects of the new qualifications, Educations Scotland have published published a suite of practical advice and guidance for teachers and lecturers.

There are new materials to help practitioners deliver their national 4 and 5 courses, although with some amendment, practitioners could use these materials at other levels too. Practitioners can also use the ideas and suggestions to apply them to their own materials as they see fit.

I think all teachers who will be delivering the new qualifications will find them useful and we would be delighted to receive your feedback. To access the advice and support from Education Scotland please click here.

To access the SQA website pages containing the final documents for Technologies please click here and selct your subject from the drop down menu.