ASE - Scottish Conference 2020 CANCELLED
Due to the increasing health concerns and escalating developments that have occurred recently regarding the coronavirus (COVID-19) outbreak, we have made the decision to cancel or postpone all ASE events until after Easter. The health and safety of our attendees, exhibitors, presenters, volunteers, and staff remains our top priority, as well as supporting efforts across the country to stop the spread of this infection. Our sincere apologies for any inconvenience caused and thank you for your understanding. Refunds will be processed within the next 3 weeks.
09.00 - 09.30 Registration and Exhibitions
09.30 – 10.05 Welcome and keynote
10.05 - 11.20 Session A
11.20 - 11.50 Refreshments and Exhibitions
11.50 - 13.00 Session B
13.00 - 14.00 Lunch and Exhibition
13.30 - 14.00 Scotland AGM
14.00 - 15.15 Session C
15.15 - 15.25 Comfort break
15.25 - 16.40 Session D
17.00 Conference closes
Keynote address:Talk, dialogue and questions : Stuart Naylor CSciTeach
This interactive talk explores some aspects of dialogic teaching, including how a growth mindset supports dialogue in classrooms. It focuses especially on the nature of thought-provoking questions and the impact that these can have on learners. Is asking thought-provoking questions the most valuable skill that teachers of science can develop?
Workshop A choices:
A1: Teaching physics through road safety: Jennie Hargreaves, Institute of Physics
A chance to be a road crash investigator and find the cause of a genuine road traffic incident. See how speed, velocity, distance, displacement and momentum can be explained using child playmats, and how road traffic incidents are an application of physics and science.
Suitable for S1-S6 Physics
A2: ‘Edible Chemistry’ : Stephen Hendry, RSC
Explore the science behind every day eating experiences with our range of edible experiments and get your students talking about science that’s relevant and fun, and guaranteed to help to inspire them.
Find out why mustard burns your nasal passages but chillies don’t, the link between beetroot and camels, why you might taste boiled potatoes when you eat cheddar cheese or how beetles can make a surprising contribution to our food.
You will also have the opportunity to learn more about the FREE educational support for chemistry and science teachers from the Royal Society of Chemistry. From our Education in Chemistry magazine, providing an overview of news, articles and teaching resources to our brand new Teach Chemistry website that aims to help you deliver inspirational chemistry teaching inside your classroom, and create a supportive and effective department at your school.
A3: Looking at the B and E in ‘Sustainable’ and the I and Y of Sustainability: Dr Liz Lakin, RSB and University of Dundee
At a time when Environmental issues are regularly in the news, this session explores the Biological aspects and Implications of these issues in terms of the ‘here and now’! The session goes on to suggest whY, as teachers we can raise awareness and promote understanding of what we can do through ‘learning for sustainability’ [LfS]. Case studies include: nurdles and turtles, bacteria and acid drainage; e-waste and why we should recycle our redundant mobile phones and disturbing tales from the ‘Poo Fairy’. The session is applicable to all.
A4: TAPS Scotland: supporting teaching and assessment of scientific skills: Dr Sarah Earle CSciTeach, Bath Spa University
The Teacher Assessment in Primary Science (TAPS) project, now in its 7th year, works collaboratively with teachers across the UK to develop support for teaching, learning and assessment in primary science. This workshop will explore how to select a focus for teaching and learning during practical activities, to support progression and assessment of scientific skills. We will draw on the bank of free TAPS Focused Assessment plans and examples, together with sharing new draft TAPS Scotland materials.
Dr Sarah Earle taught in primary schools for 13 years before moving to Bath Spa University as a PGCE in 2012. She is an active member of the ASE, a Primary Science Quality Mark Senior Regional Hub Leader and leads the TAPS project, working with teachers across the UK.
A5: Timstar DNA Fingerprinting Session: Lucienne McCallum, Timstar
Hands-on practical involving the preparation of agarose gel, pouring the gel and allowing to set. Discuss the theory of PCR before moving on to the practical element using adjustable micropipettes to accurately measure the components; DNA, TAQ and Primer. The PCR samples are then loaded into the PCR machine and you are shown how to load and use the PCR machine. We then prepare and load the gels with amplified DNA doing different diagnostic tests; Crime scene, Paternity tests, Cancer gene detection, Sickle cell anaemia, simulation of a crime scene. We then finish the session looking at the results and relating the techniques in solving real life crimes.
Workshop B choices:
B1: Using research to improve learning in the science classroom: Andrew Bailey, Institute of Physics
Drawing on research from cognitive science, Rosenshine’s Principles of Instruction, and reports such as the EEF’s Improving Secondary Science, this session will explore how lessons and ideas from educational research can be used to improve learning in the science classroom.
Suitable for Primary and Secondary Science
B2: Seaside Chemistry: Stephen Hendry RSC
This workshop will be suitable for both primary and secondary teachers with practical ideas and discussions about learning through simple ideas. The aim is to support teachers to investigate the science of their marine environment and communicate the importance of micro plastic pollution and the impact of global warming to their local community. The session will act as a tool to support topic planning, offering easy to set up practical’s for linking science with the topic of the seaside. Teachers will also have the opportunity for collegiate working with the focus to embed cross-curricular links that are scientifically-accurate and fits best contextually.
B3: Finding global solutions through science: Krissie Davis, Tracey Shaw, Claire Tatar (Secondary Science teachers)
Do you want to inspire young people to find scientific solutions to current global issues? Are you frustrated that materials you find on-line do not match the Scottish Curriculum? Then come along to our hands-on workshop to try a range of activities that set out to meet some of the big global challenges and deliver on the benchmarks of the BGE. Delivered by science teachers in Scotland for science teachers in Scotland as part of an EU project ‘
Global issues Global subjects’ we will share our ideas and techniques from our newly published materials. Topics covered include plastics, sustainable energy and gender balance. All teachers will receive a copy of the resource.
B4: Laying the Foundations of Computer Science: Darren Grant, SSERC
This session will explore some key, foundational principles required to understand computer science. We will be using a range of physical devices as well as “unplugged” activities to explore the wealth of opportunities to develop computational thinking and key Computing Science skills across the curriculum. We will explore different pedagogical approaches for computer science principles, and will gain hands-on experience in using devices to support these principles.
B5: Lets talk about Animals : Stuart Naylor CSciTeach
Teaching about animals isn't as easy as it looks. There's lots of information, not many obvious practical investigations, and didactic teaching can often replace enquiry-based learning. This workshop demonstrates how to use interactive strategies and techniques that promote discussion, encourage systematic research and inspire children
Workshop C choices:
C1: Ideas for science open days, fairs , parents evenings and other informal events: Dr Susan Burr
These hands -on activities can be run by teachers or P6/7 pupils. They could also be used as lesson starters or expanded into pupil investigations.
C2: Safeguards in the School Laboratory: Chris Llyod, SSERC
A lecture with some demonstrations to showcase the launch of the new edition of this invaluable ASE publication and to highlight how it can help you ensure your science laboratory is a safe environment for staff and pupils . . . without cutting back on practical science.
C3: Escape The Classroom - Activities to Challenge and Enthuse : Adrian Allan, Teacher of Chemistry, Dornoch Academy, Highland Council.
In a typical Escape Room game, participants are locked in a room and must solve puzzles as a team to escape. While this is not practical in schools, an alternative format to use in the classroom is to have students working as a group to solve various science based puzzles to open a locked box. This allows them to develop problem solving, practical and knowledge skills in a novel way. This session will provide puzzles for you to try that may inspire you to develop your own puzzles with your students.
C4: Creating and implementing a whole school vision for science: How does effective leadership and an aspirational curriculum impact on the quality of teaching and learning in science?: Associate Professor Jane Turner CSciTeach, PSQM
In this session at ASE Scotland conference I am looking forward to sharing some of what we have learned about great primary science practice from schools in Scotland that have achieved PSQM. Over 500 schools a year achieve a Primary Science Quality Mark by developing and implementing a vision for science that is based on the best evidence available of what works in primary science. As Director of PSQM I am privileged, through our UK wide network, to work each year with 100’s of dedicated, effective subject leaders who have each significantly raised the profile and quality of science teaching and learning in their schools.
Jane taught in primary schools in Hertfordshire and London. She is now the director of the Primary Science Quality Mark award scheme, based at the University of Hertfordshire where she is an Associate Professor in the School of Education. Jane is lead author of the 2011 ASE guide to Science Enquiry; It’s Not Fair Or Is it? , has contributed to several primary and early years education publications and research projects and is series editor for Snap Science. She has worked as an advisor to the DfE, the BBC and the Learned Bodies on primary science assessment and curriculum.
C5: Primary & Secondary Transition workshop: Stephen Hendry RSC
The aim of the workshop is to develop relationships and encourage joint curriculum planning for primary & secondary practitioners. The content of the sessions will include input from the Royal Society of Chemistry regarding our free resources for Primary and Secondary practitioners and sources of funding. There will be a focus for the progression of practical skills, development of new methodologies for teaching science and linking curriculum learning with careers to highlight the relevance for a wide range of future career paths.
Workshop D choices:
D1: How do scientists think? : Stuart Farmer CSciTeach, Institute of Physics
What is so special about the way scientists think? What are the key habits of mind the scientists practise that enable them to make discoveries? Come and explore the process of science and engage in hands-on, inquiry-based activities that will encourage pupils to develop their problem-solving, collaboration and creativity skills. Suitable for Primary and Secondary Science
D2: The perfect enzyme: Dr Doug Macdonald and Dr Alistair Macpherson, Edinburgh Academy
D3: “Science in the Outdoor Classroom; a Toolbox for Educators”: Jack Lucas Field Studies Council (FSC)
Focussing on incorporating STEM skills in outdoor environments, this workshop will be broken down into mini-sessions that outline different activities whereby teachers and educators can obtain tangible techniques, equipment ideas and lesson plans for organising and delivering short outdoor sessions students of all ages. Ideas include nature surveys, outdoor graphs citizen science, DIY fieldwork equipment and more. All attendees will leave will a toolkit of sessions to implement in their own teaching and promote outdoor learning in the STEM subjects.
Jack Lucas is an experienced marine scientist and Senior Tutor at Field Studies Council Millport. He leads field courses for all ages across a range of subjects including primary adventure residentials, high school science trips, university ecology field programmes, natural history courses for adults and CPD courses for teacher and professionals. When not educating groups in the outdoors he can be found offshore conducting marine mammal and seabird surveys or climbing a mountain somewhere in the highlands.
D4: ‘People Like Me Can Do STEM’ (Rolls Royce award): Kate Carter, Castleview Primary School
I am a class teacher at Castleview Primary School in Southeast Edinburgh. My undergraduate degree in physical geography gave me an appreciation that STEM is everywhere and that science does not have to be done in white coats. This love of science all around us and in our lives inspired me to try and engage my pupils with different, perhaps less traditional ideas of STEM in Primary school. Over the last year I led our successful STEM project; ‘People Like Me Can Do STEM’ with the aim of raising STEM aspiration and attainment in our school family (pupils, parents and staff) with a whole community approach. Our project won the Rolls Royce Science Prize 2019 and the Eden Award. This was due to the fact we created real links with the local science community and changed the culture around STEM for our families and staff. Our project is ongoing and outward looking. The inspiration for our project is not only a love of STEM but also a desire for social justice. Through this project I learned about creating partnerships, engaging parents and creating STEM links throughout a busy curriculum.
D5: Reflection and Recognition : Diane Molyneux, CSciTeach, GTCS Professional Recognition for Primary Science development
Why on earth would anyone want to be a chartered science teacher? What are the hidden benefits of professional registration? Why is reflective practice so important? What has Marie Kondo to say about courses and conferences?
This workshop looks at the benefits of professional recognition (through the ASE Chartered science teacher route and also via GTCS professional recognition) and how to go about it. Strategies for tackling the collation of the necessary evidence, as well as the importance of reflective practice, will be presented.
42 Henderson Row
The Early bird rate finishes on Friday 28th February
|ASE Members (Early bird)||Non Members (Early Bird)||Members (Standard)||Non Members (Standard)||Trainee Members||Tainee Non Members|
Exhibition Stands and Delegate Bag inserts
Exhibitors Stands and Delegate Bag inserts are bookable on the BOOK NOW tab above. For further queries, please email email@example.com or telephone 01707 283015.
|Exhibitors Stand 2m x 1m||Exhibitors Stand 3m x 1m||Delegate Bag Insert||Exhibitors Extra Lunch / Refreshments|