I had the chance to sit in on the cross-party group on science, in which there were two presentations on the topic, the first from Rebecca Bell, Scottish CCS1 on Carbon Capture and Storage. The second was given by Richard Gow, Drax2 on Bioenergy with Carbon Capture and Storage. The latter presentation called for policy help in rewarding negative carbon emissions, which are an odd omission from the accounting model used in climate change impact measurement.
Both provided a really useful understanding and overview of what carbon emission and capture is about and how it is working, with an emphasis on what is happening in Scotland within a very clear European context. I found the presentations, both neither slick nor sales-focused, extremely engaging and helpful in thinking about CO\(_2\) emissions.
There was a lively and wide-ranging Q & A session chaired by Craig Denham of the RSE. Questions were both technical and social: there was good representation of young people through, for example, asking about the skills required to find careers in CCS. My own question:
For teachers, are there any behaviours they can model for young people that will enable them to take a specific personal responsibility for action in tackling CO\(_2\) accrual in the atmosphere?
I suspect this was a question outside of the scope of the presentations (focusing on individual action) but it was picked up by Craig, which I am thankful for. Richard picked this up first and acknowleged the criticism of BECCS for being remote from personal action but pushed back against this by linking to personal choices such as taking less flights. Rebecca added to that by pointing to transport choices like taking your bike, or wearing a jumper instead of turning up the heating, which are easily modelled and reinforced by educators. She also pointed to SCCS resources related to CfE, and the LfS Scotland resources. I particularly liked the GeoBus Education Resources site which is designed to provide teachers with an introduction to CCS, providing experiments, activities, lessons and homework ideas as well as links to a number of other useful CCS education resources, which are linked to English Key Stage 3 and Scotland’s CfE: this pdf links the resource to the Experiences and Outcomes.
The resources available in the websites of both organisions are very accessible and immediately useful in schools in, for example, projects within the interdisciplinary topic of sustainable energy production. It is particularly warming to see the interest and promotion of positive problem solving through the cross-party group. I am thankful to them for opening up this session to interested parties and applaud the the work being done by SCCS and Drax.
The header image is part of an infographic available at SCCS.
Scottish CCS is “a partnership of the British Geological Survey, Heriot-Watt University, the University of Aberdeen, the University of Edinburgh and the University of Strathclyde working together with universities across Scotland.” ↩
This is the group that operates Drax Power Station which is moving from coal-fired to biomass and leads on innovation and development in the technologies of Bioenergy with Carbon Capture and Storage (BECCS). ↩
We hope you have managed to enjoy a break in some form over the summer. As we are all returning to a new normal and finding our feet, we are taking a break from providing CLPL for a short while. We are working in the background to develop more CLPL sessions and other exciting STEM opportunities which we hope to bring to you later in the term. For now, we would like to reassure you we are still here for any advice/support you may need, please feel free to contact us.
We would like to share with you some resources you may find useful in this new normal. Prior to the summer we worked as a team with all the RAiSE officers across Scotland to produce a resource for use by teachers on return to school. The reasoning behind the creation of these resources was that pre-summer, there was the possibility teachers could return to a blended learning model. We set to work trying to provide support for this model. As it turns out we are not in a blended learning model, however, the resources created are still valuable in the teaching context we now find ourselves with some limitations on group work, resource sharing and potentially lengthy pupil absences. As a result, we are publishing these resources now for use as you wish.
These context planners are for Early, First and Second level to include Es and Os from across the curriculum (not just STEM). The planners provide opportunities and complete resources for: home based learning, classroom working and IDL (Inter Disciplinary Learning) experiences. Consideration has been given to pupils having to work relatively self-supported, potentially without access to technology and individually rather than in groups for practical work. These resources could prove useful in completing practical work outside of group work. They could be used to support pupils in periods of extended absence or fully in a classroom context and simply provide resources for learning.
Each planner has an overview which outlines the whole context for learning and all the experiences which could be taught. It shows the Es and Os which would be covered, highlights where tasks could be complete at home and which tasks are IDL. The links to the resources for these tasks, worksheets, powerpoints, videos are all in the overview.
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The full resource can be found here. Context planners
Any feedback or questions you have on these please feel free to contact us: Barbara Hanning email@example.com or Laura McCafferty firstname.lastname@example.org
iOrienteering allows us as educators to enhance learners experiences of outdoor education through the use of technology. Once set up it will engage learners with Orienteering, develop a wide range of Significant Aspects of Learning, promote IDL and provide you with the context for a flexible learning environment.
So join us on Thursday 8th October at 3.45pm to find out more about this exciting Outdoor Education experience – Register now in Glow TV.