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A HHMI toolkit to develop an understanding of the quality of information sources.

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Evaluating Science in the News | In this activity, students evaluate a science news article to determine whether it is a trustworthy source of information.

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Low stake debate kits to encourage everyone to participate.

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I'm a Scientist Debate Kits

From this page you can download all of the Debate Kits, and find further resources to use with each kit.
Make sure to sign up to receive copies of the latest kits as they're released!
Forensic Science Debate Kit

Pandemic Prevention Debate Kit

Climate Change Debate Kit

Food Hygiene Debate Kit

Self-driving Cars Debate Kit

Unisex Toilets Debate Kit

Privacy Debate Kit

Mars Mission Debate Kit

Vaccinations Debate Kit

Antibiotic Resistance Debate Kit

Big Data Debate Kit

Electricity Distribution Debate Kit

Food Security Debate Kit

Drugs in Sport Debate Kit

Are We Too Clean Debate Kit

IVF Debate Kit

Stem Cells Debate Kit

Cannabis Debate Kit

Blank Debate Kit Templates

The following files have been designed to enable you create your own debate kits:

A4, four chracters to a page

A4, one character to a page

I want to sign up for a printed kit ❯

I want to download a digital kit ❯

I want to know how the kits work ❯

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I'm a Scientist Debate Kits From this page you can download all of the Debate Kits, and find further resources to use with each kit. Make sure to sign up to receive copies of the latest kits as they're released!

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Incorporate aspects throughout T-level planning!

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Incorporate aspects throughout T-level planning!

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From the Babraham Institute https://www.babraham.ac.uk/discover-and-learn/public/resources

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https://www.rsc.org/our-events/rsc-poster/

Exemplar material.

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#RSCPoster is a global Twitter poster conference, held entirely online over the course of 24 hours. The event brings together the global chemistry community to network with colleagues across the world and at every career stage, share their research and engage in scientific debate.

Why not enter next year?

no registration fees

participate from anywhere with Twitter access

meet researchers from all over the world, at every career stage

spend as little or as much time attending as you like

cash and community prizes for the best posters as judged by our excellent Committees

community prize for the best #RSCPosterPitch as selected by our General Committee

See what 2021 participants had to say about the event
The #RSCPoster Twitter Conference Journal Collection

Following your feedback, we're delighted to introduce our #RSCPoster journal collection, as a year-round display of some of the research presented. Our #RSCPoster Twitter Conference showcases the talent of our global chemistry community.

If you have ever presented a poster at #RSCPoster and have published your presented work as an article in any journal currently published by the Royal Society of Chemistry, please do fill in this survey to be featured in this themed collection.

Do you want to be featured, but your work isn't quite ready for publication? No problem. Once you are ready to publish, please submit your article to one of our journals for consideration - our website contains more information on finding the most suitable journal for your work. Upon submission, please let us know that you are submitting for the #RSCPoster themed collection.

We will be welcoming work from the 2022 #RSCPoster conference as part of this collection in the future, so make sure to register and present your work if you'd like to be featured.

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RSC Poster: a global Twitter poster conference

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RSCPoster is a global Twitter poster conference, held entirely online over the course of 24 hours. The event brings together the global chemistry community to network with colleagues across the world and at every career stage, share their research and engage in scientific debate.

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Educator version also available.

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An example of a of a literature review using the exemplar ESP material and a template I drew up.  The final part of the exercise was to highlight useful information and carry out a RAG rating.  Students found it easier to evaluate information this way and locate useful snippets of information.

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An example of a of a literature review using the exemplar ESP material and a template I drew up.  The final part of the exercise was to highlight useful information and carry out a RAG rating.  Students found it easier to evaluate information this way and locate useful snippets of information.

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Alison Willetts Lakes College

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Download specific datasets (e.g. weather in Norfolk from Met Office, Ebola rates from WHO in 2014 outbreak). Students to assess the data and summarise what it means/tables/graphs. Little instruction once used to excel.

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Use results from any practicals they do such as effect of antibotics or disinfectants, gather all the class results together and do statistics on them. Get them to draw graphs for all practicals that are approriate

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Use results from any practicals they do such as effect of antibotics or disinfectants, gather all the class results together and do statistics on them. Get them to draw graphs for all practicals that are approriate

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Excel/GoogleSheets is not a skill all students have - use excel workshops from Google/self-prepared documents to support their use of the programme.

Include
- Basic formula
- Statistical analysis
- Graph building/editing

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All experiments should have an evaluation step - this means students get used to doing this!

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Make a list of debate topics; students as a collective can choose what topics they will discuss. Allows students to become more confident in discussing their own opinions in a formal setting.

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Again, students may not be comfortable using programs to make posters.

Give students the option to cut and stick their posters - actively try to discourage them from using this step, as takes much longer than online. They will also not get a professional result.

Best poster making program which is accessible and easy to use is PowerPoint. Students are familiar with it, and can simply change the size before beginning. Requires little set up and allows professional posters to be made. Encourage pre-planning of posters/sections to be included.

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What is the best way to eradicate malaria? In this activity you will explore how the different stages of the malaria life cycle can be targeted by different treatments and prevention strategies.

In this activity, you will become an expert in one of the key stages of the malaria life cycle and debate the best ways to eradicate the disease. You will use the multimedia resource Malaria Challenge to identify which methods can be used to target different stages of the parasite life cycle. Using this knowledge, you will then discuss the pros and cons of your intervention methods and debate how they may be used to eradicate malaria.

This discussion-based activity is suitable for anyone wanting to know more about malaria, and the methods used to treat and prevent the disease. It can be used to support the teaching of malaria in the classroom for able GCSE and A-level students alongside the other resources that accompany the multimedia resource Malaria Challenge (see related links below).

Age: 14 years + (KS4 +)

Which of these best describes your occupation?

how old are students / how old are you?

How has the site influenced you (or others)?

Thankyou, we value your feedback!

If you have any other comments or suggestions, please let us know at comment@yourgenome.org

Can you spare 5-8 minutes to tell us what you think of this website? Open survey

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What is the best way to eradicate malaria? In this activity you will explore how the different stages of the malaria life cycle can be targeted by different treatments and prevention strategies. In this activity, you will become an expert in one of the key stages of the malaria life cycle and debate the best ways to eradicate the disease.

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Students are required to write a formal email after their discussion, it is worth going through the basics of writing emails. The British Council has some great tips to feed forward to your students. Worth embedding early.

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Do you need to write emails in English at work? Follow our series of lessons for pre-intermediate or intermediate level learners.

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TQ Science ESP Laboratory 20Sciences Main Pro formas 20v1 1 20copy 20copy

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Students keep a reflective diary throughout the project which is used for the final evaluation. It is worth practising these skills early on and providing feedback to develop self evaluation. The proforma is on page 8 of the official resources

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Science T Level - Maximising success in the Employer Set Project

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Science T Level - Maximising success in the Employer Set Project (ESP)

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From STEM Learning

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These packages of hand-picked resources cover each aspect of the T Level 1 Technical Qualification in Health and Science: Science, with advice and guidance from subject specialists.

Resources listed under core component section A and B are also of direct relevance to T Level Health and Healthcare Science qualifications.

In addition to the resources listed, you will also find all qualification and support assessment materials for the technical qualification on the NCFE CACHE Qualhub.

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T Level science resource packages | STEM

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These packages of hand-picked resources cover each aspect of the T Level 1 Technical Qualification in Health and Science: Science, with advice and guidance from subject specialists. Resources listed under core component section A and B are also of direct relevance to T Level Health and Healthcare Science qualifications.

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A site developed to.... help students embarking on a career in science, to understand "the scientific mind-set".

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The scientific method involves starting with an idea (the hypothesis), designing an experiment to test it, and finally interpreting the results and drawing conclusions.

The Scientific Method

When scientists set up an experiment, we need to know that everything is working properly so that we can have confidence in our results. We need to know what to expect if the experiment works, and what to expect if it does not. To do this, we need controls, references or standards

Validating Experiments - “Controls”

Scientists often want to compare two or more things. We have to design our experiments in such a way that the comparison is fair. Sometimes we have to make additional measurements to make sure we have set up the experiment fairly, even before we start the experiment itself.

Fair Comparisons & Randomisation

Scientists need to be sure they don’t inadvertently favour one interpretation of the results over another. To do this we need to put measures in place to avoid bias.

Bias

Sometimes scientists don’t measure what they are studying but instead measure something closely related to it. Often we do this because it’s the only thing we can do, or it’s more efficient.

Markers & Surrogates

The fact that two things are correlated (follow the same pattern) doesn’t mean one causes the other. There are several reasons why two things may correlate, but in reality one does not cause the other. A correlation is just a starting point for further investigation.

Cause & Correlation

Scientists often express one number as a ratio of another. Although this may seem confusing to understand, it helps eliminate the impact of other factors on what we are trying to measure. This makes our results more meaningful.

Ratios & Normalisation

Whenever we measure something, we rarely get it absolutely correct. The more scattered our measurements are, the more uncertain we are about the true value. All we know is that it is contained within a range which is sometimes called the “margin of error”. This makes it harder to draw firm conclusions. We use statistics to help us determine if the observations we make are likely to be correct.

Accuracy, Precision, Errors & Statistics

In this section we will look at several reasons why scientists are sometimes cautious when interpreting results and presenting conclusions.

Why do scientists have to make things so complicated

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The scientific method involves starting with an idea (the hypothesis), designing an experiment to test it, and finally interpreting the results and drawing conclusions.

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Data Handling Exercise - Age Structure of Ebola Outbreaks

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Data Handling Exercise - Age Structure of Ebola Outbreaks

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This activity guides the analysis of a published scientific figure from a study that investigated demographic patterns in Ebola outbreaks from the Democratic Republic of the Congo.

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employer set project student pack science 20 1 

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Free datasets for the classroom setting, allows for graph drawing and analysis.​

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For Educators: Teaching with CODAP : CODAP - Common Online Data Analysis Platform

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"Data Nuggets are free classroom activities, co-designed by scientists and teachers, designed to bring contemporary research and authentic data into the classroom. Data Nuggets feature a scientist role model and the story of what inspired their research. In a Data Nugget activity, students are guided through the entire process of science, including identifying hypotheses and predictions, visualizing and interpreting data, supporting claims using data as evidence, and asking their own questions for future research."

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Data Nuggets | Bringing authentic research and data into K-16 classrooms

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Free activities that bring real scientific data into the classroom, guiding students through the process of science while building their quantitative abilities.

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Videos, simulations and interactives of techniques that might not be used in the school/college lab but used in industry/research. To help students familiarise themselves with modern methodologies.

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A free online platform for science education from Harvard University

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Students need to be able to reference from first principles i.e. not using an app/ Word function.

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TQ Science ESP Laboratory 20Sciences Main brief

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Although these resources are for the EPQ there are some nice crossovers to the ESP such as smart reading, presenting and use of data.

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Experienced researchers at Manchester have designed a series of bespoke workshops specifically to support students studying for the Extended Project Qualification (EPQ), or undertaking an Extended Project as part of a diploma. These sessions can be used by teachers delivering the taught element of the EPQ to provide students with an excellent grounding in the academic and intellectual skills required. Our EPQ support and resources are also of relevance to students undertaking other research projects or qualifications, such as: HPQs; Welsh Baccalaureates; international EPQs; and extended A-level essays.

Powerpoint presentations for the seven workshops are available to download below, along with accompanying teaching notes, activities and worksheets. They are accessible, adaptable and designed to encourage students to develop as reflective learners, preparing them for the evaluative element of the Extended Project.

Most workshops are suitable for all project types and are appropriate to all exam board specifications. They can also be used to support the teaching of research modules in other A-Level and BTEC qualifications.

All resources are free of charge.

We welcome your feedback on our workshops and resources. Whether you are a teacher or a student, we would like to know how useful you found our presentations and handouts, and any suggestions for future developments. The form will only take you a couple of minute to complete.

1. Making a Start

This session provides some basic pointers that will help students identify a suitable topic and question for their Extended Project. For those students who already have a topic in mind, the session will offer tools to refine and focus their thoughts. It may also lead students to develop ideas they had not previously considered.

2. Smart Reading

Most Extended Projects - whether they involve production of a dissertation, investigation, artefact or performance - will require students to digest and respond to a considerable amount of written information.

This session introduces students to 'active' research. It provides strategies for reading sources and taking notes effectively, and also helps students with the reflective aspects of the Extended Project.

3. Engaging with Visual Culture

This workshop aims to develop students' understanding of how visual culture, including imagery, objects and architecture, can be used within the Extended Project, emphasising the interdisciplinary nature of visual culture. By the end of this workshop, students will understand the differences between different types of media; be able to apply questions to images within any given context; understand the role of codes and signifiers; and respond with confidence to visual material.

Download our Engaging with Visual Culture presentation (PowerPoint file, 1.31MB)

Download our Engaging with Visual Culture handout 1 (PDF document, 152KB)

Download our Engaging with Visual Culture activity 2 worksheet (PDF document, 229KB)

Download our Engaging with Visual Culture activity 3 worksheet (PDF document, 252KB)

Download our Engaging with Visual Culture activity 4 worksheet (PDF document, 143KB)

Download our Engaging with Visual Culture activity 5 worksheet (PDF document, 144KB)

Download our Engaging with Visual Culture extension activity (PDF document, 149KB)

Download our Engaging with Visual Culture further reading (PDF document, 150KB)

Download our Engaging with Visual Culture notes for teachers (PDF document, 127KB)

Download our Engaging with Visual Culture key themes (Word document, 27KB)

4. Referencing, Not Plagiarising

Referencing properly is an important aspect of all research, and this workshop provides students with guidance on how to reference correctly in order to avoid plagiarism. It looks at when and how to cite sources and introduces students to the Harvard style of referencing.

Download our Referencing, Not Plagiarising presentation (PowerPoint file, 1MB)

Download our Referencing, Not Plagiarising activity 2 answers (PDF document, 31KB)

Download our Referencing, Not Plagiarising activity 3 worksheet (PDF document, 160KB)

Download our Referencing, Not Plagiarising activity 3 answers (PDF document, 47KB)

Download our Referencing, Not Plagiarising Frequently Asked Questions handout (PDF document, 34KB)

Download our Referencing, Not Plagiarising notes for teachers (PDF document, 42KB)

5. Report-Writing

The Extended Project covers many different formats of projects, for example, a dissertation, performance or field study. Although this session is aimed at students undertaking the dissertation project (5,000 words), it will be useful for all types of project, as the same principles apply to writing shorter reports. The session encourages students to think about the structure and writing of their report early on in their project planning, and provides tips on critical writing.

6. Effective Presentations

This workshop aims to prepare students for their end-of-project presentation. It focuses on structuring a presentation, using visual aids effectively and delivering a successful presentation.

7. Visualisation and Presentation of Data

This workshop provides advice and guidance on using and presenting data as part of an assignment. The session looks at different types of data and when and how to use such data in assignments and presentations.

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Resources for the Extended Project Qualification at The University of Manchester

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Experienced researchers at Manchester have designed a series of bespoke workshops specifically to support students studying for the Extended Project Qualification (EPQ), or undertaking an Extended Project as part of a diploma. These sessions can be used by teachers delivering the taught element of the EPQ to provide students with an excellent grounding in the academic and intellectual skills required.

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Lesson on Risk Assessments and Matrices Part 1 of 4

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Lesson on Risk Assessments and Matrices Part 1 of 4

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Many thanks to Robyn Adams, City College Norwich for sharing these resources.

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Lesson on Risk Assessments and Matrices Part 2 of 4

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Lesson on Risk Assessments and Matrices Part 2 of 4

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Many thanks to Robyn Adams, City College Norwich for sharing these resources.

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Lesson on Risk Assessments and Matrices Part 3 of 4

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Lesson on Risk Assessments and Matrices Part 3 of 4

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Many thanks to Robyn Adams, City College Norwich for sharing these resources.

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Lesson on Risk Assessments and Matrices Part 4 of 4

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Lesson on Risk Assessments and Matrices Part 4 of 4

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Many thanks to Robyn Adams, City College Norwich for sharing these resources.

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A brilliant resource for developing a critical eye.

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This hands-on activity engages students in asking questions about phenomena using collections of images.

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Alzheimer’s Disease: Piecing Together the Evidence

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Alzheimer’s Disease: Piecing Together the Evidence

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"This interactive module allows students to examine evidence from brain anatomy, tissue histology, and genetic studies to identify possible targets for the treatment of Alzheimer’s disease.

Alzheimer’s disease affects one out of nine individuals over the age of 65 in the United States alone, but currently has no treatment. In this Click & Learn, students analyze and interpret evidence from different fields to learn about the biology of Alzheimer’s disease and the molecules it involves. They also engage in scientific questioning, data analysis, and evaluation of evidence to suggest possible treatments.

"

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Alzheimer's Disease: Piecing Together the Evidence

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This interactive module allows students to examine evidence from brain anatomy, tissue histology, and genetic studies to identify possible targets for the treatment of Alzheimer's disease.

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Data Explorer | This web tool provides a quick and easy way of visualizing and analyzing data without advanced technological requirements. With Data Explorer, students can easily create a variety of plots to visualize data. They can also quickly generate statistical summaries and perform hypothesis testing with a variety of tests.

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TQ Science ESP Laboratory 20Sciences Main brief

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TQ Science ESP Laboratory 20Sciences Main MS

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From the accompanying CPD session.

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Tip courtesy of Zoe Ashton at Burnley College.  

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Tip courtesy of Zoe Ashton at Burnley College.  

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Model an ESP on something low stakes to begin with  Zoe suggested using a project to grow an avocado plant.

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Check this site regularly for updates.

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A Day in the Life Learning Resource

Organisations involved: Activate Learning and South Devon College

Brief: Working with employers from a particular sector produce an employer endorsed 'day in the life' account to showcase to students real working environments and activities. Produce a high-quality, accessible, and detailed account of working within a particular sector, providing access to a range of useful information and visual experiences of different working environments. Develop lesson plans and associated learning materials to demonstrate how this resource could be used effectively in T Level delivery.
Resources
Communities of Practice - Developing pathways from T Levels to local HE

Organisations involved: East Sussex College Group and University of Brighton

Brief: This project was created to support staff to better understand how T level and Degree programmes can align to provide clear progression pathways for students and offer an enhanced student experience.
Resources:
Holistic planning and delivery

Organisations involved: Hopwood Hall College

Brief: This project produced resources to enable a holistic approach to delivery of the Health T Level. Holistic assessments throughout the resources mean that different areas of the specification are covered in a single task, which supports the structure of assessment for T Levels. Development of wider skills, such as digital, presentation and communication skills, was incorporated in the resource development. The resources produced are easily adaptable, can be used in a range of ways and can be supplemented, which will support different teaching styles and learner needs.
Resources:
Pan Leeds Health T Level

Passport to Placement toolkit for Health T Level

Organisations involved: Bolton

Brief: This project will improve teaching practice for the delivery of T-Levels through the creation, development and evaluation of an employer informed and endorsed passport to placement 'tool-kit' for T Level practitioners.

Each partner will engage with health and social care employers in their area and use draft matrix as a baseline for employers to identify skills, behaviors and attributes needed for a learner to succeed in placement. Standard statements and schemes of learning will be divided between partners and will be presented to trust partners for final amendment. A working group will steer the project.
Resource
Sequencing year one - A collaborative approach to planning

Organisations involved: New College Durham, Sunderland College, Hartlepool College and Education Partnership North-East

Brief: This project was designed to help inform the sequencing of the core content for year one of the T Level in Health, including how to prepare learners for the key assessment points and how to best prepare learners for industry placements.
Resources:
Coming soon: Developing strategies to support CEIAG for vocational learners

Organisations involved: East Sussex College Group, East Sussex County Council, SCTP and Plumpton College

Brief: This project was aimed at conducting a systematic review and mapping across East Sussex of existing careers education, information, advice and guidance (CEIAG) arrangements and needs in relation to technical education. The review was driven by key stakeholder feedback, specifically employers, young people and their parents, carers and teachers.
Resources coming soon.

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Health and Science TRIPs - The Education and Training Foundation

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T Level Resource Improvement Projects (TRIPs) are an opportunity for providers and other stakeholders to work together to produce resources that will support the planning and delivery of T Levels.  Below you will find resources created to support the planning and delivery of the Health and Science T Levels: If you are interested in participating [...]

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ETF TRIP City College Norwich  Developing employer informed formative assessment materials to support learner success in the Employer Set Project (ESP). 

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ETF TRIP City College Norwich  Developing employer informed formative assessment materials to support learner success in the Employer Set Project (ESP). 

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From the ETF website login required for the site Health and Science TRIPs - The Education and Training Foundation (et-foundation.co.uk)

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TRIP St John Rigby College Health and Safety 

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TRIP St John Rigby College Health and Safety 

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Downloaded from the ETF TRIP site.

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Contextualised Learning Materials to Support Delivery of Health and Safety Content

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Our students do their posters using the programme Canva. Really professional looking and we give them quite a few practice goes so they are really familiar with the programme. Even our students who wanted to cut and paste lasted yesr converted to canva

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To start with I used the BTEC unit 7 subjects which we had gathered 2 or 3 sources for each subject like alternative power sources, new technology, antibiotics over use etc.

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Science T Level - Maximising success in the Employer Set Project

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Science T Level - Maximising success in the Employer Set Project (ESP)

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exemplar esp science laboratory sciences grade a

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exemplar esp science laboratory sciences grade c

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exemplar esp science laboratory sciences grade e

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Make a template answer for each source

▪ age/relevance of literature

▪ reliability of sources (for example, peer review, conflicts of interest, citations, impact factor)

▪ reliability of data (for example, sample sizes, what collection method was used)

▪ logically ordered discussion of themes, including how the literature relates to each other and to the project

▪ correct use of a recognised referencing system (for example, Harvard.

Remember to reference each source!

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Basic

1. Introduction including references

2. Aim

3. Hypothesis

4. Method (numbered steps): including control variables; independent and dependent variables; number of repeats.

5. Project plan over time

6. Costs and ethical considerations

7. Risk assessment

8. Quality

Detailed

Project deliverables:

o including a project scope statement that clearly and concisely outlines the intended outcomes

o opportunities and benefits

Project inputs:

o people (for example, customers/clients)

o products and materials (for example, samples, raw materials)

o equipment

• A timetable of activities, providing the appropriate level of detail to reflect the project’s purpose,

including:

o total time required for the overall project

o a breakdown of time required for individual scientific activities

o important milestones

o resource availability (for example, people, rooms, equipment)

• a financial forecast, taking into account resource requirements:

o using mathematical processes (for example, calculations, diagrams, data representations) to support forecasting

• Ethical considerations (for example, codes of practice, intellectual property rights)

• A completed risk assessment, including details of how risks will be mitigated:

o written in style and level of detail appropriate to the document’s purpose

• How quality outcomes will be maintained (for example, through complying with relevant ISO standards

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Use series of posters and compare the good/bad points for each. Compile a list of the good points and mark all posters against their chosen criteria. Allow students to analyse data from DataNuggets (following the data handling section) and produce good quality posters. Posters can be printed for discussion/feedback in class from peers.

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CS7.1 Evaluate the Project's Processes and Outcomes

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CS7.1 Evaluate the Project's Processes and Outcomes

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Present as a poster not PowerPojnt slides. Avoid reading directly from the work.

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Here you can find all the materials we have developed for students and teachers, including classroom activities and experiments to try at home. Our activities may be suitable for different age groups depending on student ability.

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Economist Education Foundation Topical Talk

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Economist Education Foundation Topical Talk

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Extensive evidence has proven that oral language approaches have very high impact on pupils' progress. These approaches, including 'dialogic teaching', support children to interact verbally including reasoning, discussing, arguing and explaining rather than just responding to information, to build higher-order thinking and articulacy. Creativity, problem-solving, speaking and listening are linked to improved outcomes from higher wages to better wellbeing.

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Topical Talk - The Economist Educational Foundation

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News literacy is having the knowledge and skills needed to form an accurate picture of what is happening in the world and justify opinions about the news.