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A new pathway, identifying essential STEM skills to support busy teachers to prioritise foundational STEM learning.

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Primary STEM Scottish Borders Winter/Spring 2026 Newsletter

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A short (9 minute) video introducing the STEM skills pathway and how to use it.

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Try this interactive pathway, detailing each step along the STEM journey.

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STEM Skills pathway documents: Early Level Tracker

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STEM Skills pathway documents: Early Level Tracker

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STEM Skills pathway documents: First Level Tracker

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STEM Skills pathway documents: First Level Tracker

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STEM skills Pathway April 2025 tracker sheet First Level

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STEM skills Pathway April 2025 Second Level Tracker

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STEM Skills pathway documents: Second Level

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STEM Skills pathway documents: Second Level

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STEM skills Pathway April 2025 tracker sheet second level b

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The STEM skills pathway Showbie class is available by using the code EWCPKM to add the class to your Showbie account.

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STEM recipe card videos using the STEM Nation Award elements.

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STEM recipe card videos using the STEM Nation Award elements.

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Find all the supporting videos through this link.

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Share your videos with friends, family, and the world

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Watch this short (5 minute) video to get an overview of the content of this Padlet.

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Meta-skills are innate, timeless, higher-order skills that create adaptive learners and promote success in whatever context the future brings.

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Never has there been a more crucial time than now to focus on the skills development within young people.

Providing a learning environment where; visibility of skills, meaningful discussion and reflection on skills, and the opportunity to profile skills experiences, will support young people with their ability to understand, recognise and articulate their skills development. Adopting this as a natural part of everyday learning teaching will empower young people to be - successful learners, confident individuals, responsible citizens and effective contributors - ultimately allowing them to reach their fullest potential throughout their learner journey and beyond.

This toolkit has been developed through consultation with educators and other partners to create a suite of resources that will support practitioners embed skills in a manageable and sustainable way.

This approach is not mandatory and the toolkit is provided as a resource for those who would like support, are struggling for time or ideas, or who are looking for some inspiration and guidance as they develop their own approach to embedding skills across the whole curriculum. Please feel free to use them as you would like.

We have developed the following resources:

Collaborative opportunities

If you are interested in collaborating with us, please register your interest and we will be back in touch as opportunities arise.

Register your interest

Sign up to our newsletter

Our newsletter provides regular updates to teachers and practitioners across Scotland.

Teachers' newsletter sign up

Contact the Education team

Contact the Education team to discuss your requirements and how we can support you in your ambitions around career education.

Opens in a new window Get in touch

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Providing a learning environment where; visibility of skills, meaningful discussion and reflection on skills, and the opportunity to profile skills experiences, will support young people with their ability to understand, recognise and articulate their skills development.

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The Vital Role of Embedding STEM within the Primary Curriculum

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The Vital Role of Embedding STEM within the Primary Curriculum

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Chris Hald is Head of Infant & Junior at Sheffield Girls' School, and has written an exclusive blog with ideas to demonstrate that STEM can be integrated into all aspects of the primary curriculum to create a model for building knowledge, skills and resilience in primary pupils through investigation and problem-solving.

The blog first appeared on STEM Community here.

'In the 21st century, scientific and technological innovations have become increasingly important as we face the benefits and challenges of both globalization and a knowledge-based economy. To succeed in this new information-based and highly technological society, students need to develop their capabilities in STEM to levels much beyond what was considered acceptable in the past.' National Science Foundation

'The top skills and skill groups which employers see as rising in prominence in the lead up to 2025 include groups such as critical thinking and analysis as well as problem-solving, and skills in self-management such as active learning, resilience, stress tolerance and flexibility.' WEF Future of Jobs Report

'This White Paper sets out how we will reform further education so it supports people to get the skills our economy needs throughout their lives, wherever they live in the country. Focusing post-16 skills on this core mission will increase productivity, support growth industries, and give individuals opportunities to progress in their careers.' DfE White Paper: Skills for Jobs: Lifelong Learning for Opportunity and Growth, January 2021

When reading statements such as the above from some of the national and global think tanks about the importance of developing skills within our young people, many, if not all, of us will wholeheartedly agree. All aspects of education, curriculum, super-curriculum, pastoral care, pedagogy, must work together in preparing young people to take up the challenges of the future.

Unlike, however, the focus of a number of articles and papers that task secondary and post-16 establishments with the development of transferable, and in turn employability skills, I argue that the foundations of skills development must begin in the primary sector. Primary teachers, including the Early Years practitioners, fully acknowledge and embrace their responsibility in preparing their pupils for not only the next steps in their education, but also for their future. In order to fulfil this obligation, primary teachers provide an accessible curriculum for all pupils which combines pedagogy based in research and best practice, with the very best of engagement, curriculum planning, assessment and tracking. Education at primary level is inclusive and promotes diversity and equality - this should be a given.

It should also be accepted that education is not solely about acquiring knowledge and understanding. From the early years, teachers seek to provide exceptional pupil experiences and enrichment opportunities - that increase their pupils' awareness of themselves and others - including developing talents and skills. Primary teachers harness the momentum and energy of the pupils, colleagues, parents and the learning environment, developing and consolidating knowledge and understanding, which in turn, builds key character attributes and skills in the pupils.

One mechanism for developing skills is to create a curriculum with STEM as a core aspect of the content and driver behind the curriculum. Undoubtedly, STEM permeates every part of our lives. Science is everywhere in the world around us. Technology, including AI and robotics, is continuously expanding into every aspect of our lives. Engineering extends from the basic design of roads, to creating smart cities, as well as tackling the challenges of the human impact of global climate and population change. Mathematics is in every occupation, every activity we do. Discoveries in all aspects of STEM move at such a rapid pace and are constantly changing our perceptions and use. In equipping pupils to meet these challenges, primary education with the integration of STEM at its core, builds skills.

Introducing STEM into the primary curriculum
Building opportunities for primary pupils to do STEM activities enriches the curriculum, builds knowledge and understanding and develops skills. This is achieved by intertwining STEM with the curriculum topics, forging practical, connected and where possible real-life learning situations. In establishing these opportunities, pupils are able to see how scientific and mathematical concepts relate to the world around them. Computing becomes something beyond the keyboard and search engine and develops logic and step-by-step processing skills. Technology is a means to innovation, discovery and creativity.

STEM activities that are hands-on and minds-on develop key competencies such as collaboration, creativity, critical thinking and problem solving, good listening and communication skills. There are opportunities to promote values that are needed in the world of further education and eventually work - respect, resilience, risk-taking and resourcefulness. As pupils explore and investigate, and begin to see the STEM-related connections to their world - their interests will be sparked and they will develop confidence, passion, knowledge, understanding and the skills to succeed in life.

STEM-centred learning gets pupils to examine situations, including global problems, and work methodically and at pace to find multiple solutions. After evaluating these, pupils propose real and appropriate steps to confront and resolve the problem. They question why things are as they appear and evaluate impact. They appreciate the world around them in its fullness.
Enquiry Skills
Linked to Problem Solving, effective STEM-centred learning requires pupils to analyse information, evaluate designs, reflect on their decisions, synthesise new ideas, and propose creative solutions. All of these skills are vital to becoming an independent, critical thinker.
Creativity and Confidence
STEM-centred learning requires hands-on, active participation. Pupils develop their skills of questioning, proposing the ideas, generating and testing solutions. In doing this they tap into and develop their ability to set up an experiment or enquiry, measure and record results or data, and present it in a variety of forms. Scientific, technical and mathematical skills learnt in school are the foundations for effective STEM enquiry. Within design, pupils use engineering skills of building prototypes, testing and redesigning - with each step in the process moving closer to a functional solution and building pupil resilience along the way.
Communication
In being a problem solver and critical thinker, STEM pupils need the ability to be innovative and novel in their ideas and find creative ways to present them. In STEM-centred learning, mistakes and failed attempts should be viewed as positive experiences, offering opportunities for deeper learning and the opportunity to develop a confident, positive growth mindset.
Independence and Collaboration
STEM learners develop the skills to be good listeners, as well as good communicators. They are able to express their ideas with clarity, using technical and scientific terminology correctly and with confidence. They are able to take constructive criticism and build on the feedback given by others. They do not shy away from debate and questioning.
STEM for All
STEM learners show independence when necessary. They are self-motivated and will apply their abilities to achieve the best possible results. They are also self-aware and will realise that big challenges are often collaborative challenges. Working on STEM problems also involves learning to work as a productive part of a collaborative team. This will build risk-taking, resourcefulness and respect for the opinions of others.
How can STEM Learning help?
STEM-centred learning should be inclusive and promote STEM as an area of study, now and into the future, for all pupils. It should look to pull down environmental, economic and social barriers - including stereotypes, gender bias, deprivation and lack of social capital.

In developing a high quality, inter-connected curriculum schools place STEM alongside English as the core curriculum aspects in the school. STEM is then integrated into as many topics as possible, and inter-connects so that learning becomes frequent, multi-faceted and relevant. Connecting topics enables the development of STEM-related skills and transferable skills throughout the school, allowing for progression and the positive impact of these to emerge in all aspects of the curriculum.

Rich in vocabulary, discussion and seeing the practical applications of STEM, the learning is embedded and accessible for all learners.

STEM Learning is able to provide expert advice, resources and training through its programme of CPD, the Regional Network Leads, STEM Ambassadors and ENTHUSE Partnerships. STEM Learning creates connections for school leaders, teachers, learning assistants to explore and develop their knowledge and understanding, whilst constantly improving the outcomes for pupils. Beginning these initiatives at the primary level sets a foundation for continued learning as well as the development of knowledge, mastery of understanding, inspiration and aspiration, and the building of skills.

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The vital role of embedding STEM within the primary curriculum

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Chris Hald is Head of Infant & Junior at Sheffield Girls' School, and has written an exclusive blog with ideas to demonstrate that STEM can be integrated into all aspects of the primary curriculum to create a model for building knowledge, skills and resilience in primary pupils through investigation and problem-solving.

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Primary STEM Scottish Borders Newsletter June 2025

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Bright Green Nature Funding: Small grants for schools

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Bright Green Nature Funding: Small grants for schools

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Wild Your School by Bright Green Nature offers a poster and activity perfect for Outdoor Learning Day. Take your class outside and tick off a few Planet Earth Es and Os with our School Grounds Bioblitz. Adaptable for any age group and with minimal preparation required, simply follow the instructions and use the local species spotter sheets included.  Why not use the survey as an opportunity to apply for a grant from Bright Green Nature to boost biodiversity on your school grounds?

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"Wild your Space" Microgrant Our microgrant funding is available to households in the Scottish Borders and aims to help people to bring wildlife into their gardens, connect with other green spaces and to restore natural ecosystems. Call 9 of our Wild Your Space Microgrant is now open for applications!

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Schools Enrichment Fund

The Schools Enrichment Fund exists to provide financial support for mathematical activities which fall outwith the normal school curriculum. The aim of the fund is to encourage talented young people to develop an interest in mathematics through imaginative projects or events. Anyone, whether or not they are a member of the Society, may apply for a grant from this fund for a Scotland-based mathematical activity.

What sort of activities do we fund?

In the past we have supported a wide range of activities. The following list is not exhaustive nor in any order of priority, and we would be very happy to receive applications for other types of activity.

Transport for pupils from isolated rural schools to attend events such as Enterprising Maths.

Maths Days for pupils from feeder primaries to help ease the primary-secondary transition.

Maths clubs and "puzzle of the week" competitions.

Mathematics Masterclasses.

Revision events and study camps for Higher and Advanced Higher pupils.

Whole-school maths "roadshow" events.

Cross-curricular projects with a substantial mathematical element, such as mapping and building a scale model of the school.

Writing a good case for support

A good case for support makes it easy for the Committee to identify what the expected benefits of the activity are and confirm that it represents good value for money. The case for support should not normally exceed three pages of A4 and should cover the following points.

1. A description of the activity proposed. If it is in response to a particular need or if similar events have run successfully in the past then it would be helpful for us to know this.

2. Who will benefit from the activity and in what way. It is helpful for us to know how many pupils, of what age group(s), will be involved. We are happy to support events for small groups as long as it is clear why this is appropriate.

3. A financial breakdown of the total expenditure involved. We appreciate that it is often unrealistic to provide a very detailed budget a long time in advance, but please supply as much information as possible. In particular, if you are applying for money to purchase resources, please include details of the supplier and of the particular resources you intend to buy. (If an online catalogue reference is available then this is particularly helpful!) If the resources you have in mind are from a commercial supplier, we also advise you to check whether equivalent but less expensive resources are available elsewhere. For many activities, the FunMaths Roadshow material produced by the Liverpool Mathematical Society may be appropriate, and has been used successfully in the past; note that this requires photocopying / printing, so you would need to include these expenses in your application.

4. Details of any other applications made to support the activity and the dates when the results of such applications will be known. If non-financial support has been offered from other sources (e.g. staff giving up their free time to run an event, or another institution providing free accommodation for it) then it would also be helpful to know this. We are especially keen to support events when there is evidence of strong support from the school or from the wider community, although we recognise that this is not always possible.

5. An explanation of why normal school funds will not provide support.

Applicants are welcome to discuss their proposal before submission with the Convener of the Education Committee, Dr Steven O'Hagan ( s.ohagan@ed.ac.uk).

Application procedure

1. Awards will be considered on an ongoing basis. Each institution will be restricted to at most two applications with a total limit of £600 in a single school year, although note that one application can cover multiple activities and it is expected that many applications will be for smaller amounts. Note also that there is a limit of £125 payable as a fee to commercial organisations or individuals.

2. Applications should be made on the accompanying form. There are no closing dates but early submission of applications is strongly encouraged. (The review process may take up to two months from the receipt of an application, and we cannot support events retrospectively.) Applications will be considered at any time until the fund's budget is exhausted. After completion, the application form should also be signed by the applicant's Head Teacher/Head of Department (or other appropriate person) to indicate their support.

3. A self-contained case for support should be provided, following the guidelines above. It should not exceed three sides of typescript. Importance is placed on supporting activities for which funding is not available from normal school sources.

4. Applications will be discussed by the Education Committee; decisions are made in batches to allow the merits of different applications to be compared. Decisions should normally be reached within two months. We can't guarantee to deal with applications more rapidly than this, so please allow plenty of time unless the circumstances are exceptional. In some cases we may offer part-funding or conditional funding, or invite applicants to submit a modified version that meets concerns raised by the Committee.

5. Awards will normally be paid to the applicant's school/institution.

6. If an award is made, then once the activity has taken place a short report should be sent to the Society. This should include a brief, but complete, financial statement. The support of the Society should be acknowledged in any publicity material associated with the activity. Any profit from any activity supported by the Fund should first of all be used to refund the grant (pro rata with other awards received).

After reading the Application Procedure and Notes above, please complete the below electronic form accessed through the below link. Please also ensure that you email your Case for Support to Georgie Colt ( georgie.colt@icms.org.uk).

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Schools Enrichment Fund The Schools Enrichment Fund exists to provide financial support for mathematical activities which fall outwith the normal school curriculum. The aim of the fund is to encourage talented young people to develop an interest in mathematics through imaginative projects or events.

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Schools use our Grants for School Science to purchase equipment so that students can enjoy practical science, to run science enrichment projects in schools, or to enable students to participate in science events and competitions.

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Schools use our Grants for School Science to purchase equipment so that students can enjoy practical science, to run science enrichment projects in schools, or to enable students to participate in science events and competitions. Our industrial partner TWI The Welding Institute has devised a Welding With Chocolate activity to support Science, Design & Technology learning at KS1-4. You can download Teachers' Notes and Student Guidance at the bottom of this page.

"I had an amazing three days on the course. It was a unique experience and I got so much out of it. The talks were fascinating and the practicals meant I could apply my new knowledge ... I now really want to study Materials Science at university." Student's feedback from the Magic of Materials Summer School organised by St Paul's School sponsored by Armourers & Brasiers.

"One of our Upper Sixth Formers took part in the project last year. She said it was a real highlight of her time at school and one of the reasons she is now off to study Materials at Oxford. What a result!" Teacher's feedback on the Armourers & Brasiers Tata 6th Form Materials Prize

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Armourers Hall is home to the Armourers and Brasiers Company, a leading charity supporting materials science education. The Hall is available for corporate hire.

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The Primary Science Capital Teaching Approach

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The Primary Science Capital Teaching Approach

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While science can be interesting and enjoyable, evidence shows that many children experience school

science as abstract, disconnected and irrelevant to their lives1. As a result, many children see science as

something that is ‘not for me’. Studies show that these perceptions can start early on in a child’s primary

school career.

This handbook introduces the Primary Science Capital Teaching Approach (PSCTA) – a teaching framework

that helps teachers to reflect on and develop new ways to promote children’s engagement and identification

with science.

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STEM ScotBorders Newsletter April/May 2025

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STEM ScotBorders Newsletter April/May 2025

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Primary STEM Scottish Borders Newsletter April/May 2025

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STEM ScotBorders Newsletter January/ February 2025

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STEM ScotBorders Newsletter January/ February 2025

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Primary STEM Scottish Borders Newsletter January/February 2025

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Science capital helps us to understand why some young people see science as ‘for me’ and other do not.
Science Capital

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STEM Self- Evaluation Framework Summary Version

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STEM Self- Evaluation Framework Summary Version

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Evaulate where your school is on your STEM journey: This is a great place to start!

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Improving diversity in STEM pathways and jobs

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Improving diversity in STEM pathways and jobs

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Diversity and Equity in STEM

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Inequity is an ongoing and important issue for schools. Research shows the impact of injustices on students’ experiences, attainment, progression and well-being

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Guidance and resources to support teaching and assessment

The Teacher Assessment in Primary Science (TAPS) project is based at Bath Spa University and funded by the Primary Science Teaching Trust (PSTT). TAPS aims to develop support for a valid, reliable and manageable system of primary school science assessment which will have a positive impact on children’s learning.

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The PSTT advises teachers to refer to either the CLEAPSS website or SSERC website for up to date health and safety information when planning practical activities for children.

The PSTT is not liable for the actions or activities of any reader or anyone else who uses the information in these resource pages or the associated classroom materials. The PSTT assumes no liability with regard to injuries or damage to property that may occur as a result of using the information contained in these resources. The PSTT recommends that a full risk assessment is carried out before undertaking in the classroom any of the practical investigations contained in the resources.

All materials are ©Primary Science Teaching Trust (PSTT) and are freely available to download and share for educational purposes. Whilst educators are free to adapt the resources to suit their own needs, acknowledgement of copyright on all original materials must be included. Rights to images included in the resource have been purchased for PSTT use only - as such, these images may only be used as part of this resource and may not copied into or used in other materials.

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Guidance and resources to support teaching and assessment.

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The STEM Nation Award has been developed by Education Scotland to celebrate, promote and build on effective practice in STEM education within and across sectors.

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General information about the STEM Nation Award

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The STEM Nation Award has been developed by Education Scotland to celebrate, promote and build on effective practice in STEM education within and across sectors. All early learning and childcare (ELC) settings, primary schools, secondary schools and providers of community learning and development (CLD) are eligible to apply for the STEM Nation Award.

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The Young STEM Leader Programme (YSLP) aims to inspire more young people to develop an interest in STEM and pursue the study of STEM subjects and relevant future pathways.

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STEM Ambassadors are volunteers from a wide range of science, technology, engineering and mathematics related jobs across the UK. They offer their time and enthusiasm to help bring STEM subjects to life.

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We know from our teacher community it can be difficult to travel for professional learning so we're changing our professional learning (PL) model and bringing our workshops to schools in the Edinburgh and South East of Scotland area (Fife, Edinburgh, West Lothian, Midlothian, East Lothian, Scottish Borders). If you are based outside of these authorities we hope you will continue to take advantage of our resources, National Progression Award in Data Science programme, and our events.

About our workshops

Our free workshops for 2022-23 (and 2023-24) will be bookable on Friday afternoons. Other days can be arranged - just ask by emailing dataschools@ed.ac.uk using 'PL workshops' in the subject field.

We'll bring everything we need with us for each session or we will let you know if a workshop requires you to provide specific facilities.

The more the merrier. You can host a workshop for your school or your entire cluster!

If you would like, our university student volunteers can also run a session for your learners. This can be arranged once we've confirmed the date for your PL workshop.

How to book

1. Identify which workshop(s) you're interested in from the descriptions below.

2. Complete the workshop booking form

3. We will get in touch to answer any queries you may have, and to confirm which of your preferred dates the workshop will take place on.

4. Confirm the date with those you've invited from your school/cluster.

5. Make yourself a cup of tea and put your feet up - we'll arrange the rest!

Data and information handling across the curriculum

Data literacy is increasingly important for understanding our world and a crucial skill for our learners moving into the workplace. But what is data literacy and how can we teach it? This session will introduce you to fun activities that cover outcomes in numeracy, literacy, science, Computing Science and other STEAM subjects.

Find out how learners can explore sustainable development goals such as plastics in the ocean, or topical issues such as refugees using data skills. Encourage learners to be critical activists by investigating issues in their communities then use data to propose and implement solutions.

Aimed at Primary and Secondary teachers. Can be tailored for particular levels.

You will need to provide: The workshop will involve a presentation and several practical activities. No computers required. We will need seats for all participants and tables for groups to use for practical activities.... and space to fly some paper airplanes!

Intro to Micro:bits

Learn about the new Micro:bits and how they can be used to support learning across the whole curriculum. We will show you how to use these little computers, how to code them using drag and drop blocks, and how to support your learners in a range of activities from making a musical jukebox to competing in a radio beacon treasure hunt! Learners can then use the micro:bits to sense and track changes in the world around them.

Aimed at teachers of BGE Level 2-3.

You will need to provide: A computer classroom or laptops/tablets for all participants. We can provide Micro:bits or we can use the sets that have been sent to your schools.

More Micro:bits and Data

Make data shine! Learn how to use Micro:bits to create data visualisations using LEDs. Gather data then illuminate a pie chart then make a visual sound meter in this step-by-step workshop using Micro:bits and Zip Halos. You will then be able to borrow our Zip Halo kit and accompanying lessons to use with your learners.

Aimed at teachers of BGE Level 2-4.

You will need to provide: A computer classroom or laptops / tablets for all participants. We can provide Micro:bits or use the sets that have been sent to your schools. We will bring a set of 'Zip Halo' to use during the workshop and you will be able to borrow this kit to use with learners afterwards.

Data Escape Room

Use your data skills to save your team from the evil Vikings! You and your team will need to sneak in and find the plans to the Vikings' WMD (Weapon of Maths and Data) and foil their plans by stealing the laser-targeting diamond from the safe, using only your wits and your data interpretation skills to solve the puzzles.

In this workshop we will have a short presentation to showcase our escape room activities for learners, then teams of teachers compete to see who can 'escape' the fastest! Liven up departmental time by trapping your staff in a room*?!

*Room not actually locked!

Aimed at teachers of BGE Level 2-4.

You will need to provide: a couple of small rooms or offices to use to host the escape rooms. We can run two escapes rooms concurrently, each for five people. This can run alongside departmental/faculty time or personal development time.

My Data and Art

Find out how to teach learners to gather and use data about themselves and their interests through different drawing and visualisation techniques. Bring together art and information in a gentle and beautiful way using our 'Dear Data' set of STEAM lessons.

We will also showcase our live lesson on ' Data Selfies ' where Learners share data about themselves including their height, eye colour and hobbies.  Running the code produces a visualisation which learners can then send to a virtual portrait gallery.

Aimed at teachers of BGE Level 2-4.

You will need to provide: A computer classroom or tables and laptops for all participants.

Using Data Around Us:

How can you detect a volcanic eruption on the other side of the world using a pressure sensor? How can you predict when your class feel snoozy using a CO2 monitor? Learn more about the  Internet of Things (IoT) project  and the use of classroom sensors that gauge CO2, temperature, humidity, air pressure and light levels to support data learning.

You will need to provide: The workshop will involve a presentation and several practical activities. No computers required. We will need seats for all participants and tables for groups to use for practical activities.

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Professional Learning workshops for Schools - Data Education in Schools

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We know from our teacher community it can be difficult to travel for professional learning so we're changing our professional learning (PL) model and bringing our workshops to schools in the Edinburgh and South East of Scotland area (Fife, Edinburgh, West Lothian, Midlothian, East Lothian, Scottish Borders). If you are based...

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We can provide you with a digital, online farm visit experience in your classroom! We have a number of fantastic CfE linked videos and associated resources.

Find Out More

Our Early Years Boxes can now be booked. Please contact your local RHET coordinator to book. We also have a fabulous new Early Years resource covering real life farming.

Find Out More

For a full list and links to all our current accessible resources suitable for 3-18 years olds, please visit our interactive Wakelet which is continually updated.

Find Out More

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The Royal Highland Education Trust are a non-profit, education charity that help young people develop food literacy through experiential learning. We work with farmers, teachers, educators and businesses alike to provide the best possible learning experience for children aged between 3 and 18 in Scotland.

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The Great Tapestry of Scotland | Scotland's history like never before

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See Scotland's history - from prehistoric to the present - in a whole new way at the Great Tapestry of Scotland. Book your tickets today.

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The Outdoor Essentials Grant is an award to UK state-funded Primary, Special and Secondary Schools to enable them to get their pupils learning outdoors.

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Outdoor Essentials Grant - The Ernest Cook Trust

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Primary STEM Scottish Borders Autumn Newsletter

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Home | Berwickshire Marine Reserve | Eyemouth

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Located between the historic fishing towns of Eyemouth and St Abbs, the Berwickshire Marine Reserve was established by the local community to protect the habitats and species found here and to ensure that all users are responsible in their activities. The Berwickshire Marine Reserve (BMR) is a registered charity and is Scotland's only voluntary Marine Reserve.

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What's Here?

For outdoor activities, family days out, House tours full of history and art, weddings, private events and field sports, you'll find this is a truly magical place. Make it top of your list of places to see in the Borders and you won't be disappointed.

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One Of Scotland's Finest Country Estates | Bowhill House

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Deep in the heart of the Scottish Borders, beside winding glens and heathery hills, the enchanting Bowhill House & Grounds awaits you.

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Preserving nature for present and future generations

We restore and preserve our natural places. We work to protect our natural and cultural heritage, engaging and inspiring people of all ages to cherish our world.
We rely on the help of our valued volunteers and partners to achieve our ambitions.

Get in touch to learn how you can make a difference at Bright Green Nature!

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Bright Green Nature Connecting People and Nature for a Better World Explore What we do Preserving nature for present and future generations We restore and preserve our natural places. We work to protect our natural and cultural heritage, engaging and inspiring people of all ages to cherish our world. We rely on the help of […]

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Assessment and Moderation in the Science: 

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Assessment and Moderation in the Science: 

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This document draws on various sources of existing assessment guidance. It seeks to provide a succinct and useful summary to support discussion, professional learning and improvement at setting and departmental level. It was initially developed to support Education Scotland’s national Broad General Education (BGE) Sciences Assessment and Moderation Event which took place in Glasgow on 23 January 2024. Changes have been made to the document following feedback from the event. The document is expected to continue to evolve in response to further assessment activity and events planned for 2024/25.

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outreach@hw.ac.uk

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Heriot-Watt University is dedicated to inspiring and engaging the next generation of learners through a variety of dynamic schools outreach activities.

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Go Wild For Fish

Go Wild For Fish is our education programme for schools throughout the Tweed catchment. The programme offers a variety of different lessons and activities - all of which are matched to both the Scottish and English curriculums - aiming to enthuse young people with the river and the organisms living in it.

Ian Gregg River Academy

The Ian Gregg River Academy is an education facility in which you can learn all about the River Tweed and the organisms living in it.  Whether you are a school group, taking part in our citizen science programme, or just out for a wonder, come and work your way through interactive online material, observe the Tweed's different fish species in our fish tank and study freshwater invertebrates through our microscopes.

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The Tweed Foundation wants to engage and enthuse people of all ages with the river Tweed. Our broad educational programme includes – our schools initiative “Go Wild For Fish”, our angling initiative “TweedStart”, visiting shows and events, getting you involved with our work through citizen science, and Tweed TV.

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The Crest Awards: Lots of Science/Engineering resources

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The Crest Awards: Lots of Science/Engineering resources

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CREST Awards

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Inspire through STEM

Whether learning at home or in the classroom, there has never been a more important time for students to learn about STEM. Teachers and parents, check out our amazing range of projects here.

Inspire primary school students with short, hands-on activities that challenge them to explore the world around them.

Perfect for 5-7 year olds who are starting their STEM journey.

Most suitable for upper primary students who are looking for a challenge.

Develop your students' communication, problem solving and teamwork skills by addressing a real-world challenge over the course of a day.

A one-day STEM project perfect for encouraging your 10-14 year-old students to explore student-led work.

Empower your students to run their own investigation from start to finish - let them run the project they want to do!

An introduction to STEM project work for 11+ year olds working in teams.

Challenge your 14+ year-old students to run their own STEM projects in teams or individually.

Awaken your 16+ year-old students' potential with a long-term, open-ended project, ideal for enhancing their UCAS applications.

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Whether learning at home or in the classroom, there has never been a more important time for students to learn about STEM. Teachers and parents, check out our amazing range of projects here. Inspire primary school students with short, hands-on activities that challenge them to explore the world around them.

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This video highlights how to get involved in Education Scotland's STEM Nation Award, and the benefits of using STEM Ambassadors in the classroom.

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UHI STEM Outreach Programme - Further STEM Support

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Primary STEM Scottish Borders Winter Newsletter

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This way to the STEM resources Padlet!

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Free membership for all Scottish teachers

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Advisory Service Professional Learning STEM Engagement Technicians Resources STEM Bulletin Early Years & Primary Bulletin STEM Technician Latest See All News Twitter

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FORD BRITAIN TRUST Working with our local communities to sow the seeds of change. We are committed to supporting the communities that we work and live in. That is why we created the Ford Britain Trust. Since April 1975 we have been able to help fund the education and advancement of our neighbours. We pay special attention to projects focusing on education, environment, children, the disabled, youth activities and projects that provide clear benefits to the local communities close to our UK locations. The Ford Britain Trust particularly encourages applications supported by Ford employees, but is open to all, provided that the qualifying organisations meet our selection criteria. We have five cycles each year for grant donations. Small grant applications, up to £250, are welcomed three times a year during: 1st April to 30th June for review in July 1st August to 31st October for review in November 1st December to 28th February for review in April  Grant applications supporting the following activities will be considered: • Work that has clear benefits to the local community/environment • Work with young people/children • Education/schools (mainstream) • Special education needs • People with disabilities

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Working with our local communities to sow the seeds of change.

We are committed to supporting the communities that we work and live in. That is why we created the Ford Britain Trust. Since April 1975 we have been able to help fund the education and advancement of our neighbours.

We pay special attention to projects focusing on education, environment, children, the disabled, youth activities and projects that provide clear benefits to the local communities close to our UK locations. The Ford Britain Trust particularly encourages applications supported by Ford employees, but is open to all, provided that the qualifying organisations meet our selection criteria.

There are two types of grants to apply for:

Small grants for amounts up to £250

We will be accepting applications for small grants from 1st April to 30th June for review in July 2023.

Large grants for amounts over £250 and up to a maximum of £3000

We will be accepting applications for large grants from 1st March to 31st July for consideration in September/October 2023.
Please note applications received after these dates will not be accepted and will, instead, be put forward for inclusion in the next application cycles. Download Brochure (PDF 4.2MB)

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The Ford Britain Trust provides grants for local education and other charitable projects. Find out how your school or charity could benefit today.

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This SBCway self-evaluation tool has been designed to support schools to consider their practices in relation to (1) the SBCway STEM curriculum and (2) the Education Scotland STEM nation award. By aligning these 2 frameworks, schools can be confident that their next steps will achieve both local and national expectations.

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Royal Society of Chemistry Empowerment Fund

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Royal Society of Chemistry Empowerment Fund