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Bioengineering context in final QA stages – live Feb / March 2012 Third and fourth level sciences and technologies outcomes Highlighting connections with: University of Strathclyde Rehabilitation Engineering Strathclyde MedTech Touch Bionics, Livingston Generation Science Glasgow Science Centre BodyWorks Scottish industry landmine clearance work STEM Ambassador opportunities www.educationscotland.gov.uk

Sound context in writing / early QA stages – live April / May 2012 EY, first, second and fourth level sciences and technologies outcomes Development in partnership with SSERC Fourth level sound engineering supporting learning and teaching for N4 (based on draft information currently available) Context to be built: highlighting sound engineering careers www.educationscotland.gov.uk

Rescue vehicles in writing stages – live May/June 2012 Second level experiences and outcomes focussed around floating and sinking Mainly sciences outcomes RNLI, Search and Rescue helicopters Scottish boat design companies – design for stability, fit for purpose, safety www.educationscotland.gov.uk

Games in writing stages – live August / September 2012 Second level experiences and outcomes focussed around energy transferred electrically / circuits in sciences and technologies Highlighting: Games technologies in Scotland e.g. Dundee’s gaming development, University of Abertay research www.educationscotland.gov.uk

Forth Replacement Crossing – live 2012/13 Second and third level outcomes in maths, technologies, sciences (materials) Highlighting environmental issues and sustainable development Institute of Civil Engineering and working in conjunction with Forth Crossing Bridge Constructors consortium Education programme Capturing this as an on-going piece of work Primary learners questions www.educationscotland.gov.uk

Electric Transport – live 2012/13 Extension of the electric transport context Second level experiences and outcomes focussed around energy transferred electrically / circuits in sciences and technologies Highlighting Hybrid bus technologies funded by Scottish Government Green Bus Fund Scottish engineering (Falkirk) Simple electronics and role in efficient use of energy resources Sustainable development education www.educationscotland.gov.uk

Eco housing – live 2012/13 Extension of the eco housing context for second level Sustainable development education Water – live 2012/13 Extension of the water context for EY, first and second level SDE www.educationscotland.gov.uk

Invisible Worlds – live 2012/13 Exploring what is going on in biological terms that we cannot see but can use technologies to measure and diagnose. Potential for connection with Axis Shield, SSERC Food Security – live 2012/13 Connection with relevant MRPs, HWB / food agenda, National 4 Science, SDE www.educationscotland.gov.uk

Engineering videos going live in Feb/Mar 2012 http://staging.ltscotland.org.uk/stemcentral/careers/videos/index.asp CPD – helping practitioners navigate the complex landscape CPD – raising awareness of the scope of STEM careers Learners – short and to the point, informative – edits completed by S5/6 learners www.educationscotland.gov.uk

CPD – helping practitioners navigate the complex landscape CPD – raising awareness of the scope of STEM careers Discussions in place to incorporate work of Opito’s My Oil and Gas Careers and Energy and Utility Skills forthcoming Energy Gateway within CPD for practitioners www.educationscotland.gov.uk

Education Scotland’s Learning Blog – straightforward and searchable way of keeping practitioners up to date Links tagged with STEM appear on front page of STEM Central All teams categorise and tag sciences, technologies, mathematics, STEM so shows rich connections and opportunities – again helping practitioners navigate the complex landscape of STEM in Scotland Glow based public blog www.educationscotland.gov.uk

STEM Central in Motion – opportunity for practitioners and partners to share ideas and materials they have used that are related to the STEM Central Learning Contexts or enriching STEM in the classroom context. The materials on this blog have not been quality assured but have been used or recommended by practitioners and partner organisations. Recognition of number of challenges, resources, ideas out there so this is a chance to demonstrate how they enrich learning and teaching and aid progression of conceptual understanding and skills. Blog news appears on front page of STEM Central. www.educationscotland.gov.uk

Examples of development work with schools and local authorities Partnership working with SSERC to support Physics teachers in professional dialogue around understanding implementation of CfE including NQs, and sharing new ideas for practical work Working with a cluster of schools to support work by a group of teachers to develop rich tasks which enhance conceptual development of scientific understanding, and development of skills, possibly through connection with Eco-Schools programme and sustainable development

Advice and guidance to support new NQs IN DRAFT STAGE Think of a Learner: improving understanding of the vision of Curriculum for Excellence from the perspective of the learner

Think of a Learner: A toolkit for professional dialogue This toolkit is designed in line with Education Scotland’s key aims to: support implementation of Curriculum for Excellence increase the capacity for self-evaluation and self-improvement amongst education providers and practitioners promoting high quality professional learning and leadership through professional dialogue stimulate innovation, sharing successful approaches with others

Think of a Learner: A toolkit for professional dialogue Using this toolkit will: provide an structured approach for professional dialogue which can be used by individuals, or as part of in-service or CPD support practitioners in planning for progression from the broad general education (BGE) to the senior phase, which may include national qualifications (NQs) bring together key messages from national policy for discussion and reflection by practitioners

Think of a Learner: A toolkit for professional dialogue Each area for consideration is structured in the same way. There is reference to an extract from published policy or guidance to Read on which to Reflect about which to Share on which to Take Action All text on coloured slides such as this one is quoted from Published policy or guidance.

Who is your Learner? Before progressing with the toolkit, first identify the learner around whom you will structure your dialogue. Consider the following extract from the OECD Review of National Policies for Education (2007) “A number of challenges remain, however. Notwithstanding the overall success rate of the Scottish educational system, gaps in achievement have opened up, beginning in primary education and widening throughout junior secondary years. Another concern is the increasing number of young people leaving school with minimal qualifications, a tendency found amongst students from lower socio-economic backgrounds”

Who is your Learner? For the purpose of this dialogue, consider a learner: It is likely that it is not immediately obvious that he/she will progress to select your subject(s). Perhaps it is not clear where his/her strengths lie. Perhaps he/she is disengaged in your learning environment. Perhaps he/she exhibits challenging behaviour.

Who is your Learner? Perhaps when writing reports, it is not immediately clear what to put in this learner’s report, or perhaps only negatives spring to mind. Perhaps you are the one teacher who is thinking about how to ensure the very best outcome for this learner?

Who is your Learner? Sharing information Discuss with a partner the characteristics of this learner, and try to build a picture of his/her educational experience in your learning environment, from his/her perspective. This is the learner you will consider at each stage of this process.

Who is your Learner? A Case Study Approach In addition to considering the learner for whom you have personal experience of his or her learning journey, the Case Studies (link) provide an opportunity to examine the experiences of a variety of learners within a range of models for the Broad General Education and Senior Phase being implemented across Scotland. Return to the index

Think of a Learner: A toolkit for professional dialogue There are 10 areas for consideration and discussion, and guidance is given on next steps. Entitlement to the Broad General Education in S1-S3 Curriculum for Excellence: A Transformation in Education Assessment within the BGE Building the Learner’s Portfolio of Qualifications Transition from BGE to Senior Phase: Learner Choices Skills for Learning, Skills for Life and Skills for Work Framework Meeting the Needs of Learners in the Senior Phase Robustness and moderation Planning for Transitions under Contingency Arrangements Pathways through the Senior Phase: Building the Learner’s Portfolio of Qualifications Think of a Learner: next steps

Think of a Learner: A toolkit for professional dialogue The areas for consideration were identified as a result of: Education Scotland / SQA CfE Engagement events in Nov / Dec 2011 Questions and Queries from delegates in workshops Questions submitted by delegates for follow up SQA published feedback from the “Have Your Say” Jan 2011- Jan 2012 Education Scotland “Have Your Say” feedback Dec 2012 Feedback on Support for new NQs Discussion with practitioners in schools .

Think of a Learner: experiencing the Broad General Education (BGE) Building the Curriculum 3 (2008) specifies as an entitlement A broad general education will include all of the experiences and outcomes across all curriculum areas up to and including the third level. These should be experienced by all pupils, as far as this is consistent with their learning needs and prior achievements. The arrangements for assessment should enable and motivate learners to develop to their fullest across the four capacities. Most learners will progress into the fourth level in many aspects of their learning before the end of S3, laying strong foundations for more specialised learning, qualifications and lifelong learning. For those learners whose needs are best met through learning at levels below the fourth level, the framework provides the opportunity to build on their prior learning and provide breadth, depth and enrichment.

Think of a Learner: experiencing the Broad General Education (BGE) Reflection How is this entitlement being delivered for the individual learner you have identified? Will this learner have an opportunity to experience all the experiences and outcomes up to and including third level by the end of S3 (the end of the BGE)? Are the needs of the learner such that this would not be appropriate for the learner? How are you ensuring he or she experiences a rich BGE appropriate to his or her needs? Transforming lives through learning

Think of a Learner: experiencing the Broad General Education (BGE) • Sharing • How has your planning for • topics • units • courses • choice points • within the BGE in your learning community or school ensured the best possible outcome for this learner? Transforming lives through learning

Think of a Learner: experiencing the Broad General Education (BGE) Taking action Your reflection and sharing may have helped identify areas for action. What are these actions? By whom should action be taken? For example: is there a need to review the transitions to S1 to ensure prior learning is fully evaluated and built upon? Is this an action as a department, or for you as an individual practitioner? For example: are the structures of the BGE, or identified choice points, allowing this learner to achieve his/her potential? Is this an action for a department, a Faculty or a whole school? Return to the index Transforming lives through learning

Think of a Learner: A toolkit for professional dialogue At the end of this dialogue, it is important to communicate actions to take forward. It may be useful to revisit the toolkit to better evaluate the impact of actions taken. It may also to be useful to use the toolkit more than once for a range of different learners to evaluate plans for learning and teaching.

Advice and guidance to support new NQs On track to meet publication deadlines for areas in which support commissioned: 2 x Biology 2 x Chemistry 2 x Physics 1 x Environmental Science 1 x Science

Advice and guidance to support new NQs Suite of advice and guidance to add greatest value for learners and support practitioners in meeting the needs of learners.

Example 1: Energy Security Advice and guidance to support new NQs

Advice and guidance to support new NQs How might you use this with a learner? Advantages and disadvantages of different methods of electricity generation and distribution. The potential role of different methods of electricity generation in future sustained energy supply. The concept of energy efficiency and energy efficiency issues related to generation, distribution and use of electricity.

Advice and guidance to support new NQs How might you use this with a learner? Electrical power as a measure of the energy transferred electrically by an appliance every second. Power consumption of different appliances, qualitative and quantitative. Use of the appropriate relationship between power, energy and time to justify energy saving measures. Energy efficiency as a key factor in energy generation, distribution and use. Calculation of efficiency given input and output power/energy.

Advice and guidance to support new NQs How might you use this with a learner? Principle of ‘conservation of energy’ applied to examples where energy is transferred between stores. Identify and explain ‘loss’ of energy where energy is transferred. Electrical current as the electrical charge transferred per unit time. Use appropriate relationship to carry out calculations involving charge, current and time. Difference between alternating and direct current.

Advice and guidance to support new NQs How might you use this with a learner? Use of an energy, power and time relationship. Use of an appropriate relationship to determine the power, voltage, current and resistance in electrical circuits. Might some learners overtake work previously held back for Higher, and begin the learning towards achievement at the next level?

Advice and guidance to support new NQs Example 2: Food Security aimed at National 4 Science including sustainable development and local, national and global perspectives (Fragile Earth) Could also play a role in developing learning and teaching in Biology.

Advice and guidance to support new NQs Exploring this journey with a group of learners, allows a rich and contextual learning experience, with opportunities for skills development. A learner might overtake skills and content which would be appropriate for N4 (nitrogen cycle, fertiliser design, environmental impact, genetic modification)

Advice and guidance to support new NQs Another learner in that group may take the learning further and overcome work which includes a more in-depth understanding of the biochemistry of the nitrogen cycle, fertilisers and pesticides including environmental impact. There may be greater understanding of transfer of genetic information and genetic engineering. In this area of work it may be clear that the learner is overtaking N5 outcomes.

Advice and guidance to support new NQs As you plan for learning and teaching which learner focused as opposed to cohort focused you will be planning for differentiated e.g. range of case studies, some text, some video e.g. different practical work and sharing results and information e.g. differentiation of skills demand

Advice and guidance to support new NQs The learner may also progress from N4 Science into N5 Chemistry to add to this context with work on agri-chemicals.

Advice and guidance to support new NQs Extensive advice and guidance available through e.g. STEM Central, Sustainable Development and Developing Global Citizens resources, Glow Science.

lauren.boath@educationscotland.gov.uk marie.mcadam@educationscotland.gsi.gov.uk www.educationscotland.gov.uk

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