Alphabetical links

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n	o	p	q	r	s	t-u	v-w	x	y	z
To find a link click on it's start letter or type Ctrl-F then enter a text portion of what you are looking for. If it's an attainment target you're after, the coded, underlined link next to a Target menu will take you to the place in the Guidelines where the target sits.

5-14 Online (at LTS)
Aberdeen City - Environmental Studies CPD
Abiotic factor, describe what is meant by & give some examples of how these can be measured - Target menu LT-F3.3
Acids & Metals - Group 23 - Planning Framework
Acids & Metals (level E) - Topic from Glasgow 5-14 Science Programme
Acidity, describe the use of pH to measure - Target menu ES-E3.3
Acoustics & Optics (levels E/F) - Topic from Glasgow 5-14 Science Programme
Active Learning in science (video, 65.5 Mb) - the promotion of active learning in a secondary school. Assessment is for Learning is an important feature of this science classroom.
Active Learning - Learning Trail (pdf, 245 K) - key document from The Journey to Excellence website.
Learning: an active approach in a primary school (video, 37 Mb) - Teachers describe how active learning situations are set up throughout the school.
Learning: an interdisciplinary approach (video, 45 Mb)- Senior management and pupils describe the benefits of using interdisciplinary approaches in learning.
Promotion of active learning (video, 34 Mb) - Highlights some of the key features of excellent practice in schools including: using a wide range of learning and teaching approaches; promoting learners' willingness and confidence as seekers of new knowledge, understanding and skills; developing the ability to think, liking new knowledge to what learners already know and can do; providing opportunities to respond to 'open' questions; and collaborative learning.
Air Resistance, Friction & - Group 16 - Planning Framework
A ir resistance, describe in terms of friction - Target menu EF-C3.3
Amplitude & loudness, describe the relationship between - Target menu EF-F1.3
Analyse the functions of everyday electronics systems in terms of input & output conditions - Target menu EF-F1.5

Animals & Plants - Group 8 - Planning Framework
Animals & plants, name some common ones using simple keys - Target menu LT-C1.3
Animals, Living on Earth - Group 14a - Planning Framework
Articulation with Standard Grade Sciences - Chemistry, Physics, Biology
ASE (national)
ASE (Scotland)
Assessment file (Teacher / Pupil) - Renfrewshire 5-14 Science Pack - links on Planning Spreadsheet
Assessment is for Learning Projects - FOR, AS, OF.
Assessing Learning - Learning Trail (pdf, 47 K) - key document from The Journey to Excellence website.
Assessment is for Learning - Glossary of terms
Assessment of Achievement Programme Report - Survey of Science (2003)
Associate the seasons with differences in observed temperature - Target menu ES-B1.1
AstraZeneca Science Teaching Trust
AUTHORITY-BASED APPROACHES, PLANNING FOR IMPROVEMENT (Strategy from Improving Science Education CPD through Practical Activities, TSEC)
Attainment Levels - background
Atmospheric gases, name & describe some of their uses
Atomic structure, describe some features of - Target menu ES-F2.1
Atomic Theory (levels E/ F) - Topic from Glasgow 5-14 Science Programme

B alanced and unbalanced forces, describe the effects of - Target menu EF-E3.1
Biotechnology - Group 32 - Planning Framework
Biotechnology, outline the principles of modern - explain its significance now & in the future - Target menu LT-F1.2
Biotechnology, Developments in (RAISING ETHICAL ISSUES strategy, TSEC START materials)
Borders 5-14 Material - links on Planning Spreadsheet
Brain Gym - Learning about Learning website (video, near end, 62.3 Mb)
Breathing & Digestion, Level D - Topic from Glasgow 5-14 Science Programme
Breathing, describe the role of lungs in - Target menu LT-D2.1
Browser Font Size, Changing
B urning fossil fuels, describe the effect of - Target menu ES-D3.3
Burning materials, describe what happens - Target menu ES-D3.1

Early 1st 2nd 3rd 4th

Care for living things & the environment, give example of how to - Target menu LT-A3.2
Carrying Out for Task (DEVELOPING SKILLS strategy, TSEC START materials)
Cartoons (DEVELOPING UNDERSTANDING strategy, TSEC START materials)
Cells - Group 33 - Planning Framework
Cell Processes (levels E/F) - Topic from Glasgow 5-14 Science Programme
Cells, plant & animal - identify & give the functions of the main structures found in - Target menu LT-E2.1
Cellular reactions, describe the function of enzymes in the control of - Target menu LT-F2.3
Cells, describe how different ones are adapted to their functions - Target menu LT-F2.1
Challenges and Success in Taking Science Forward (Views of Principal Quality Improvement Officer, QIO & a Service Manager, PLANNING FOR IMPROVEMENT - AUTHORITY-BASED APPROACHES strategy, TSEC START materials)
Challenge Targets, Negotiation of (Sharing Learning Criteria using critical skills, INTERACTIVE TEACHING strategy, TSEC START materials)
Challenging Responses (Quality Questioning, INTERACTIVE TEACHING strategy, TSEC START materials)
Checklist for Quality Learning (Sharing Learning Criteria using critical skills, INTERACTIVE TEACHING strategy, TSEC START materials)
Chemical energy changes, give some examples of - Target menu EF-E2.2
Chemical Reactions - Group 29 - Planning Framework
Chemical Reactions (levels E/ F) - Topic from Glasgow 5-14 Science Programme
Chemical reactions, give examples using using word equations - Target menu ES-F3.3
Chemical reactions, simple - give examples explaining them in terms of elements & compounds - Target menu EF-D1.3
Chemical reaction rates, give examples of the ways in which they can be changed - Target menu ES-F3.1
Chemical & physical changes, distinguish between - Target menu ES-F3.2
Chemistry Demonstrations for 5-14 - DUSC (CPD)
Chromosomes & genes in inheritance, explain the role of - Target menu LT-F1.3
Classify materials as electrical conductors or insulators and describe how they are related to the safe use of electricity - Target menu EF-C1.5
Classifying metals & non metals, describe how physical properties are used in - Target menu ES-E2.3
CLEAPSS (Primary)
Clip-Art Collections (SSERC)
Cognitive Acceleration Programme (CASE - Cognitive Acceleration through Science Education)
Cognitive Acceleration - the 5 pillars of
Collaborative Techniques (INTERACTIVE LEARNING strategy, TSEC START materials)
Collaboration: promoting peer assessment (Learning about Learning website) - Focuses on critical skills. The class teacher and pupils within a secondary school review key features and benefits of critical skills, in particular collaborative learning (video, 54.7 Mb).
Collaborative Learning - Learning about Learning website (video, 92.2 Mb)
Collaboration: group working in a primary setting (Learning about Learning website) - Focuses on critical skills. The class teacher and pupils within a primary school review key features and benefits of critical skills, in particular collaborative learning (video, 59.4 Mb)
Collaboration: challenge learning (Learning about Learning website) - More on collaborative working. Staff and pupils review the benefits of a whole school contextualised collaborative approach within a primary school.
Collaboration: joined up approach (Learning about Learning website) - Staff and pupils develop a whole school approach to challenge learning within a primary school (video, 94.9 Mb).
Collaboration: fostering critical skills (Learning about Learning website) (video, 46.9 Mb).
Collaboration: a critical skills approach (Learning about Learning website) (video, 39.2 Mb).
Coloured filters on white light, explain the effect of - Target menu EF-F1.2

Early 1st 2nd 3rd 4th

Competition between plants & between animals, describe examples of - Target menu LT-E3.2
Competition & Food Webs (levels E/F) - Topic from Glasgow 5-14 Science Programme
Concept Cartoons / Spotlight Science Cross-Match
Concept Cartoons (CPD)
Concept Cartoons - Thinking & Learning (Powerpoint Presentation - 33.5K)
Concept mapping, Developing understanding through by Jim Murdoch & Johanna Carrie
Concrete Modelling (DEVELOPING UNDERSTANDING strategy, TSEC START materials)
Conduction & convection, describe the differences between the flow of heat by - Target menu EF-E1.1
Correlation with National + USA Curricula
Construct a parallel circuit, following diagrams - Target menu EF-E1.6
Construct and explain food pyramids - Target menu LT-F3.1
Construct & interpret simple food webs and make predictions of the consequences of change - Target menu LT-E3.1
Construct a series circuit following diagrams using conventional symbols - Target menu EF-D1.5
Construct simple food chains - Target menu LT-B3.2
Construct simple battery operated electrical circuits, identifying the main components - Target menu EF-C1.4
Cosmos, The (levels E/F) - Topic from Glasgow 5-14 Science Programme
CPD materials, GALLUS - intensive 5-day course
CPD_Newsletter 1 (Autumn Winter 2003/2004) (pdf)
CPD_Newsletter 2 (Summer 2004) (pdf)
CPD, Science - Making it accessible for All - Highland
CPD development record (Word)
Create and use keys to identify living things - Target menu
Creative thinking - (Video, 62 Mb) - Reviews different ideas about creative thinking and outlines some of the main theories and models that have shaped classroom practice in recent years. This movie highlights aspects of the Creativity section within Learning about Learning.
Developing creativity - (Video, 72 Mb) - Reviews some of the strategies and practices implemented by schools that aim to raise levels of creativity amongst learners. This movie highlights aspects of the Creativity section within Learning about Learning.
Creativity - Dylan Wiliam - (Video, 29 Mb) - Reviews the changing nature of literacy in our society and the importance of developing creative thinking skills in young people.
Critical Skills Programme, Overview of (INTERACTIVE TEACHING strategy, TSEC START materials)
Criteria, Sharing Learning (INTERACTIVE TEACHING strategy, TSEC START materials)
Cross-border traffic: THE SCOTTISH �ISE 5�14� PROGRAMME - ASE
Curriculum for Excellence - Review (pdf) Reflection Guide, Science Rationale Home Page NEW * Experiences & Outcomes *NEW
Curriculum, Planning the (PLANNING FOR IMPROVEMENT - SCHOOL-BASED APPROACHES strategy, TSEC START materials)

Dangers associated with the use of electricity identify some of the - Target menu EF-A1.4
Data Logger (Using ICT, DEVELOPING SKILLS strategy, TSEC START materials)
Day and night, describe how they are related to the spin of the Earth - Target menu ES-B1.2
D ay, month & year, explain in terms of the relative motion of the Sun, the Earth & the Moon - Target menu ES-E1.1
Describe air resistance in terms of friction - Target menu EF-C3.3
Describe broad functions of the main parts of flowering plants - Target menu LT-C2.4
Describe examples of competition between plants & between animals - Target menu LT-E3.2
Describe examples of human impact on the environment that have brought about beneficial changes & examples that have detrimental effects - Target menu LT-D3.1
Describe how day and night are related to the spin of the Earth - Target menu ES-B1.2
Describe how different cells are adapted to their functions - Target menu LT-F2.1
Describe how electrical energy is distributed to our homes - Target menu EF-D2.2
Describe how energy is transferred by radiation - Target menu EF-F1.1
Describe how everyday materials can be changed by heating or cooling - Target menu ES-B3.1
Describe how metal elements can be extracted from compounds in the Earth�s crust - Target menu ES-E3.6
Describe how physical properties of elements are used to classify them as metals & non metals - Target menu ES-E2.3
Describe how soils are formed - Target menu ES-D2.4
Describe how solids of different sizes can be separated - Target menu ES-C3.2
Describe in simple terms how lenses work - Target menu EF-D1.2
Describe in simple terms the changes that occur when water is heated or cooled - Target menu ES-C3.4
Describe some examples of the interconversion of potential & kinetic energy - Target menu EF-E2.1
Describe some features of the structure of the atom - Target menu ES-F2.1
Describe some of the characteristic features of the Periodic Table - Target menu ES-F2.1
Describe some of the ideas used to explain the origin & evolution of the Universe - Target menu ES-F2.2
Describe the broad functions of organs of the human body - Target menu LT-C2.3
Describe the changes when materials are mixed - Target menu ES-C3.1
Describe the differences between the flow of heat by conduction & convection - Target menu EF-E1.1
Describe the differences between solids, liquids & gases - Target menu ES-C2.1
Describe the effect of burning fossil fuels - Target menu ES-D3.3
Describe the effect of changing the number of components in a series circuit - Target menu EF-D1.6
Describe the effect of pH & temperature on enzyme activity - Target menu LT-F2.4
Describe the effect of temperature on solubility - Target menu ES-E3.2
Describe the effect that a push or pull can have on the direction, speed or shape of an object - Target menu EF-B3.1
Describe the effects of balanced and unbalanced forces - Target menu EF-E3.1
Describe the energy conversions in the components of an electrical circuit - Target menu EF-C2.2
Describe the function of enzymes in the control of cellular reactions - Target menu LT-F2.3
Describe the harmful and beneficial roles of microorganisms - Target menu LT-F1.1
Describe the interaction of magnets in terms of the forces of attraction & repulsion - Target menu EF-B3.3
Describe the internal structure of the Earth - Target menu ES-D2.1
Describe the main stages of human reproduction - Target menu LT-D2.4
Describe the main stages in flowering plant reproduction - Target menu LT-D2.5
Describe the main changes that occur during puberty - Target menu LT-D2.3
Describe the particulate nature of solids, liquids & gases and use this to explain their known properties - Target menu ES-E2.1
Describe the process of neutralisation & give some everyday applications - Target menu ES-E3.4
Describe the process of respiration - Target menu LT-F2.2
Describe the processes that led to the formation of the three main types of rock - Target menu ES-D2.2
Describe the relationship between force, area & pressure - Target menu EF-F3.3
Describe the relationship between pitch & frequency and between loudness & amplitude - Target menu EF-F1.3
Describe the relationship between the Earth�s gravity & the weight of an object - Target menu EF-D3.2
Describe the role of lungs in breathing - Target menu LT-D2.1
Describe the Solar System in terms of Earth, Sun & planets - Target menu ES-C1.1
Describe the structure and function of an electromagnet - Target menu EF-F1.4
Describe the Universe in terms of stars, galaxies & black holes - Target menu ES-E1.2
Describe the use of pH to measure acidity - Target menu ES-E3.3
Describe what happens when light passes through different materials - Target menu EF-E1.4
Describe what happens when materials are burned - Target menu ES-D3.1
Describe what happens when metals react with oxygen, water & acids - Target menu ES-E3.5
Describe what is meant by an abiotic factor & give some examples of how these can be measured - Target menu LT-F3.3
Describe what is meant by an element - Target menu ES-E2.2
DEVELOPING SKILLS (Strategy from Improving Science Education CPD through Practical Activities, TSEC)
DEVELOPING UNDERSTANDING (Strategy from Improving Science Education CPD through Practical Activities, TSEC)
Developing Understanding through mapping by Jim Murdoch & Johanna Carrie
Developments in Biotechnology (RAISING ETHICAL ISSUES strategy, TSEC START materials)
Digestion, outline the process of - Target menu LT-D2.2
Digital Microscope (Using ICT, DEVELOPING SKILLS strategy, TSEC START materials)
Distinguish between chemical and physical changes - Target menu ES-F3.2
Distinguish between gravitational potential & chemical potential energy - Target menu EF-F2.1
Distinguish between heat and temperature - Target menu EF-D1.1
Distinguish between mass and weight - Target menu EF-F3.1
Distinguish between materials which are soluble & insoluble in water - Target menu ES-C3.3
Draft Experiences and Outcomes in Science (September 2007) - Feedback form Cover paper (pdf) Info
Other draft outcomes - Numeracy, Mathematics, Gaelic
Draw and Write (DEVELOPING UNDERSTANDING strategy, TSEC START materials)

Early Primary Experience - Early Years' Matters
Early years peer assessment (Peer and Self Assessment, INTERACTIVE LEARNING strategy, TSEC START materials)
Earth & its Resources - Group 15 - Planning Framework
Earth's crust, give examples of useful materials that we obtain from the - Target menu ES-D2.3
Earth, describe the internal structure of the - Target menu ES-D2.1
Earth�s gravity & the weight of an object, describe the relationship between - Target menu EF-D3.2

Early 1st 2nd 3rd 4th

Edinburgh Grid for Learning - Learning and Teaching Home Page
Edinburgh Science Festival
Effective Displays (CPD) - from Astra Zeneca Science Teaching Trust
Equipment Lists (Excel Spreadsheet)
Electrical circuits, construct simple battery-operated - identify the main components - Target menu EF-C1.4
Electricity - Group 13 - Planning Framework
Electricity, Measuring (levels E/F) - Topic from Glasgow 5-14 Science Programme
Electricity - Series circuit, construct following diagrams using conventional symbols - Target menu EF-D1.5
Electricity - Series circuit, describe the effect of changing the number of components in a series circuit - Target menu EF-D1.6
Electricity - Parallel circuit, construct by following diagrams - Target menu EF-E1.6
Electric Circuits - Group 20 - Planning Framework
Electric circuit - describe the energy conversions in the components of an - Target menu EF-C2.2
E lectrical energy, describe how it is distributed to our homes - Target menu EF-D2.2
Electricity & Microelectronics - Group 30 - Planning Framework
Electricity generation, g ive some examples of energy conversions involved in - Target menu EF-D2.1
Electricity, safe use of - classify materials as electrical conductors or insulators and describe how they are related to - Target menu EF-C1.5
Electricity, give examples of everyday appliances that use - Target menu EF-A1.3
Electromagnet, describe the structure and function of an - Target menu EF-F1.4
Electronics systems, analyse the functions in terms of input & output conditions - Target menu EF-F1.5
Electronics (level F) - Topic from Glasgow 5-14 Science Programme
Elements & compounds, give examples of simple chemical reactions, explaining them in terms of - Target menu EF-D1.3
Element, describe what is meant by an - Target menu ES-E2.2
Energetic, give examples of being - Target menu EF-B2.1
Energy - Group 4 - Planning Framework
E nergy being converted from one form into another, give examples of - Target menu EF-C2.1
Energy changes, chemical - give some examples of - Target menu EF-E2.2
E nergy conversions, describe them in the components of an electrical circuit - Target menu EF-C2.2
Energy conversions involved in the generation of electricity, give some examples of - Target menu EF-D2.1
Energy Flow & Living Things - Group 26 - Planning Framework
Energy for Living Things - Group 5 - Planning Framework
E nergy, how is it transferred by radiation? - Target menu EF-F1.1

Early 1st 2nd 3rd 4th

Energy, describe some examples of the interconversion of potential & kinetic - Target menu EF-E2.1
Energy resources, renewable & non-renewable - explain the differences between - Target menu EF-E2.3
Energy resources, name some - Target menu EF-D2.3
Energy Sources - Group 19 - Planning Framework

Early 1st 2nd 3rd 4th

Environment, Our - Group 21 - Planning Framework
Environmental & inherited causes of variation, give examples of - Target menu LT-E1.3
E nzymes, describe their role in the control of cellular reactions - Target menu LT-F2.3
Enzyme activity, describe the effect of pH & temperature on enzyme activity - Target menu LT-F2.4
ETHICAL ISSUES, RAISING (Strategy from Improving Science Education CPD through Practical Activities, TSEC)
Evaporation & filtration, explain how they can be used in the separation of solids from liquids - Target menu ES-D3.2
Everyday uses of solids, liquids and gases, give examples of - Target menu ES-C2.2
Everyday uses of good & poor conductors of heat, give examples of - Target menu EF-E1.2
Everyday uses of heat, light & sound, give examples of - Target menu EF-A1.2
Everyday appliances that use electricity, give examples of - Target menu EF-A1.3
E veryday materials that dissolve in water, give examples of - Target menu ES-B3.2
Evolution, Towards - Group 27 - Planning Framework
Exemplification of Skills - levels A to F
Explain day, month & year in terms of the relative motion of the Sun, the Earth & the Moon - Target menu ES-E1.1
Explain friction in simple terms - Target menu EF-C3.2
Explain how gravity on the moon & other planets affects the weight of an object - Target menu EF-E3.2
Explain how living things in the environment can be protected, & give examples - Target menu LT-C3.2
Explain how responses to changes in the environment might increase the chances of survival - Target menu LT-D3.3
Explain how evaporation & filtration can be used in the separation of solids from liquids - Target menu ES-D3.2
Explain the difference between renewable & non-renewable energy resources - Target menu EF-E2.3
Explain the effect of coloured filters on white light - Target menu EF-F1.2
Explain the effect of a prism on white light - Target menu EF-E1.3
Explain the role of chromosomes & genes in inheritance - Target menu LT-F1.3
Explain the water cycle using the particulate model - Target menu ES-F2.3
Explain what happens when sound passes through different materials - Target menu EF-E1.5
Explain why water conservation is important - Target menu ES-B2.3
External parts of the bodies of humans & other animals, name & identify the main - Target menu LT-A2.1
External Providers (OUTWITH THE CLASSROOM, TSEC START materials)

Feedback, Quality (INTERACTIVE TEACHING strategy, TSEC START materials)
Feeding relationships found in the local environment, give examples of - Target menu LT-B3.1
Field Studies Council
Fife Education Website - Supporting School Science
File 101
Filtration & evaporation, explain how they can be used in the separation of solids from liquids - Target menu ES-D3.2
Flavours of Science, getting a taste for the many
Floating & sinking, pushing and pulling, give examples of - Target menu EF-A3.1
Flowering & non-flowering plants, give the main distinguishing features of the major groups of - Target menu LT-D1.1
Flowering plants, identify the main parts of - Target menu LT-B2.4
Flowering plants, describe broad functions of the main parts of - Target menu LT-C2.4
Flowering plant reproduction, describe the main stages - Target menu LT-D2.5

Early 1st 2nd 3rd 4th

Food chains, construct simple - Target menu LT-B3.2
Food pyramids, construct & explain - Target menu LT-F3.1
Food webs, simple - construct & interpret - make predictions of the consequences of change - Target menu LT-E3.1
Food Webs & Competition (levels E/F) - Topic from Glasgow 5-14 Science Programme
Forces - Group 7 - Planning Framework
Forces (levels E/F) - Topic from Glasgow 5-14 Science Programme
Force, name the newton as a unit of & explain its relationship to mass - Target menu EF-F3.2
Force, area & pressure, describe the relationship between - Target menu EF-F3.3
Forces of attraction & repulsion, describe the interaction of magnets in terms of the - Target menu EF-B3.3
Forces, balanced and unbalanced forces - describe the effects of - Target menu EF-E3.1
Force & Gravity - Group 31 - Planning Framework
Forces, gravitational - relate the movement of planets around the Sun - Target menu ES-D1.1

Early 1st 2nd 3rd 4th

Formative Assessment Techniques
Formative Assessment, Investigative Approach &
Forums - Because of technical problems and the limited use to which they are put, the Forums are discontinued until further notice.
Forum plea & pseudonym service
Fossil fuels, describe the effect of burning - Target menu ES-D3.3
Framework for Planning (Science) - background
Frequency & pitch, describe the relationship between - Target menu EF-F1.3
Friction & Air Resistance - Group 16 - Planning Framework
Friction, give some examples of - Target menu EF-C3.1
F riction, explain in simple terms - Target menu EF-C3.2
Friction, describe in terms of - air resistance - Target menu EF-C3.3

Gaelic Resource Database - Educational resources are categorised according to 3-14 National Guidelines, Secondary 3-6 stages and Higher Still where applicable
GALLUS CPD materials - intensive 5-day course
G ases of the atmosphere, name & describe some of their uses
Genetics & Variation (levels E/F) - Topic from Glasgow 5-14 Science Programme
Genes & chromosomes in inheritance - explain the role of - Target menu LT-F1.3
Give a simple description of the theory of evolution & explain how species survive or become extinct - Target menu LT-F3.2
Give common causes of water pollution - Target menu ES-B3.3
Give examples of being energetic - Target menu EF-B2.1
Give examples of chemical reactions using word equations - Target menu ES-F3.3
Give examples of energy being converted from one form into another - Target menu EF-C2.1
Give examples of everyday uses of heat, light and sound - Target menu EF-A1.2
Give examples of everyday appliances that use electricity - Target menu EF-A1.3
Give examples of everyday uses of good & poor conductors of heat - Target menu EF-E1.2
Give examples of everyday materials that dissolve in water - Target menu ES-B3.2
Give examples of feeding relationships found in the local environment - Target menu LT-B3.1
Give examples of how plants & animals are suited to their environment - Target menu LT-D3.2
Give examples of how the senses are used to detect information - Target menu LT-B2.1
Give examples of how to care for living things & the environment - Target menu LT-A3.2
Give examples of inherited and environmental causes of variation - Target menu LT-E1.3
Give examples of light being reflected from surfaces - Target menu EF-C1.2
Give examples of living things that are rare or extinct - Target menu LT-C3.1
Give examples of magnets in every day use - Target menu EF-B3.2
Give examples of pushing and pulling, floating & sinking - Target menu EF-A3.1
Give examples of simple application of lenses - Target menu EF-D1.3
Give examples of simple chemical reactions, explaining them in terms of elements & compounds - Target menu EF-D1.3
Give examples of streamlining and explain how this lowers resistance - Target menu EF-D3.1
Give examples of the ways in which the rates of chemical reactions can be changed - Target menu ES-F3.1
Give examples of useful materials that we obtain from the Earth�s crust - Target menu ES-D2.3
Give some everyday uses of solids, liquids and gases - Target menu ES-C2.2
Give some examples of chemical energy changes - Target menu EF-E2.2
Give some examples of friction - Target menu EF-C3.1
Give some examples of seasonal changes that take place in the appearance of plants - Target menu LT-A3.3
Give some examples of the approaches taken to space exploration - Target menu ES-D1.2
Give some examples of energy conversions involved in the generation of electricity - Target menu EF-D2.1
Give some of the more obvious distinguishing features of the major groups of invertebrates - Target menu LT-B1.1
Give examples of some materials based on simple properties - Target menu ES-A2.2
Give examples of sources of heat, light & sound - Target menu EF-A1.1
Give some of the more obvious distinguishing features of the five vertebrate groups - Target menu LT-C1.1
Give the main distinguishing features of the major groups of flowering & non-flowering plants - Target menu LT-D1.1
Give the main distinguishing features of microorganisms - Target menu LT-E1.1
Give the main uses of water - Target menu ES-A2.3
Give the conditions needed by animals & plants in order to remain healthy - Target menu LT-A2.3
Glasgow Science Centre
Glasgow Science Festival
Glasgow 5-14 Science Programme Overview - Science Topic Books, Tests and Marking Schemes
Glossary of terms - Assessment is for Learning
Glow - formerly the Scottish Schools Digital Network
Good web sites
Gravity, Force & - Group 31 - Planning Framework
G ravity on the moon & other planets, explain how it affects the weight of an object - Target menu EF-E3.2
Gravitational forces, relate the movement of planets around the Sun to - Target menu ES-D1.1
Guide - ISE 5-14 Website
Guidelines for Primary Schools (HEALTH & SAFETY strategy, TSEC)
Guidelines for Secondary Schools (HEALTH & SAFETY strategy, TSEC)
General Teaching Council (Scotland) - magazines (see June 2005 issue for focus on science)

Heads Together (Online Community)
HEALTH & SAFETY (Strategy from Improving Science Education CPD through Practical Activities, TSEC)
Health Education Interactive Guidelines - Level A, B, C, D, E, F

Early 1st 2nd 3rd 4th

Heat, give examples of everyday uses of good & poor conductors of - Target menu EF-E1.2
H eat and temperature, distinguish between - Target menu EF-D1.1
Heat flow, describe the differences by conduction & convection - Target menu EF-E1.1
Heat & light, identify the Sun as the main source of - Target menu EF-B1.1
Heat, light & sound, give examples of sources of - Target menu EF-A1.1
Heat Energy Transfer (levels E/F) - Topic from Glasgow 5-14 Science Programme
Heat Transfer - Group 25 - Planning Framework
Help - ISE 5-14 Website Guide
Higher Order Questions (Quality Questioning, INTERACTIVE TEACHING strategy, TSEC START materials)
Highland Schools Virtual Library
Highland Science Sacks - links on the Planning Spreadsheet
Homework Exemplars (Scientific & Media Issues, OUTWITH THE CLASSROOM, TSEC START materials)
Homework/Extension (S1/S2) Exercises
Homework, Innovative (OUTWITH THE CLASSROOM strategy, TSEC START materials)
HOPS - Home Opportunities for Practical Science (Scientific & Media Issues, OUTWITH THE CLASSROOM, TSEC START materials)
Huddle (Peer and Self Assessment, INTERACTIVE LEARNING strategy, TSEC START materials)
Human Body & Reproduction - Group 17 - Planning Framework
Human reproduction, describe the main stages of - Target menu LT-D2.4
Humans & other animals, name & identify the main external parts of the bodies of - Target menu LT-A2.1
Humans & other animals, name the life processes common to - Target menu LT-C2.1
Human life cycle, recognise the stages in the - Target menu LT-B2.2
Human reproductive system - identify, name & give the functions of the main organs of the - Target menu LT-E2.2

ICT Interactive Guidelines - Level A, B, C, D, E, F
ICT - Top Tips for a New Teacher
ICT Advice for teachers (BECTA)
ICT, Using (DEVELOPING SKILLS strategy, TSEC START materials)
ICT - Technology and learning (Learning about Learning website) - Reviews a range of new technologies and the way that ICT has changed the nature of learning experiences for young people and the skills required to develop digital literacy (video, 62.4 Mb).
ICT - Digital Learning: the potential of ICT (Learning about Learning website) - Teaching staff and pupils from a primary school describe how ICT helps to motivate pupils as well as to develop critical thinking and boost confidence (Video, 113.9 Mb).
ICT - Learning: skills for the 21st century (Learning about Learning website) - How a large primary school engages young people in the highest quality learning experiences. Staff and pupils review and evaluate the creative and innovative use of ICT (Video, 35.4 Mb).
ICT - Digital Learning: joined up learning through ICT (Learning about Learning website) - Staff and pupils in a small primary school describe the importance of using all available ICT and the diverse benefits of embedding ICT in the classroom (Video, 106.2 Mb).
ICT - Ambition: creative use of ICT (Learning about Learning website) - Using ICT to provide structure and depth to the curriculum within a primary school (Video, 75.6 Mb).
ISE 5-14, what is it all about?
Identify & give the functions of the main structures found in plant & animal cells - Target menu LT-E2.1
Identify, name & give the functions of the main organs of the human reproductive system - Target menu LT-E2.2
Identify some of the common dangers associated with the use of electricity - Target menu EF-A1.4
Identify the main organs of the human body - Target menu LT-C2.2
Identify the main parts of flowering plants - Target menu LT-B2.4
Identify the raw materials, conditions & products of photosynthesis - Target menu LT-E2.3
Identify the Sun as the main source of heat and light - Target menu EF-B1.1
Identify the Sun, the Moon and the stars - Target menu ES-A1.1
IMPROVING ACHIEVEMENT IN SCIENCE IN PRIMARY AND SECONDARY SCHOOLS
Improving Science Education 5-14 Report
Improving Science Education 5-14 Programmes
Inclusion - Learning Trail (pdf, 50 K) - key document from The Journey to Excellence website.
Increased wait time (Quality Questioning, INTERACTIVE TEACHING strategy, TSEC START materials)
Inheritance, explain the role of chromosomes & genes in - Target menu LT-F1.3
Inherited and environmental causes of variation, give examples of - Target menu LT-E1.3
Initial Teacher Education, Review of (report, ministerial response)
Initiating Discussion (RAISING ETHICAL ISSUES strategy, TSEC START materials)
Innovative homework (OUTWITH THE CLASSROOM strategy, TSEC START materials)
Interactive Guidelines - background
INTERACTIVE LEARNING (Strategy from Improving Science Education CPD through Practical Activities, TSEC)
INTERACTIVE TEACHING (Strategy from Improving Science Education CPD through Practical Activities, TSEC)
Interactive Whiteboard (Using ICT, DEVELOPING SKILLS strategy, TSEC START materials)
Internet Safety - Can you recommend a good resource for internet safety?
Introducing materials - Group 1 - Planning Framework
Introducing living things - Group 2 - Planning Framework
Invertebrate groups - name some common members of the - Target menu LT-B1.2
Invertebrates, give some of the more obvious distinguishing features of the major groups of - Target menu LT-B1.1
Investigative Approach & Teaching Strategies
ISE 5-14 Photos
ISE 5-14 Site Guide
ISE 5-14 Support Materials - Overview Advice
ISES CPD bulletin covering January - March 2005

Journey to Excellence website (HMIe)

Key Ideas Progression - Earth & Space, Energy & Forces, Living Things
Keys, simple, name some common animals and plants using - Target menu LT-C1.3
Keys, create & use to identify living things - Target menu LT-E1.2
KWL Grid (What I Know, What I Want to find out, What I have Learnt - TSEC START Materials - Developing Skills Teaching Strategy)

Latest Links page
Learning & Teaching Scotland
Learning about Learning website
Active Learning - Learning Trail (pdf, 245 K) - key document from The Journey to Excellence website.
Learning Criteria, Sharing (INTERACTIVE TEACHING strategy, TSEC START materials)
Leading Learning - Learning Trail (pdf, 50 K) - key document from The Journey to Excellence website.
Learning: an active approach in a primary school (video, 37 Mb) - Teachers describe how active learning situations are set up throughout the school.
Learning: an interdisciplinary approach (video, 45 Mb)- Senior management and pupils describe the benefits of using interdisciplinary approaches in learning.
Promotion of active learning (video, 34 Mb) - Highlights some of the key features of excellent practice in schools including: using a wide range of learning and teaching approaches; promoting learners' willingness and confidence as seekers of new knowledge, understanding and skills; developing the ability to think, liking new knowledge to what learners already know and can do; providing opportunities to respond to 'open' questions; and collaborative learning.
Lenses, simple - describe how they work - Target menu EF-D1.2
Lenses, give examples of simple application of - Target menu EF-D1.3

Early 1st 2nd 3rd 4th

Life processes common to humans & other animals, Name the - Target menu LT-C2.1
Life cycle of familiar plants & animals, recognise stages in the - Target menu LT-B2.3
Light & Sound - Group 10 - Planning Framework
Light & heat, identify the Sun as the main source of - Target menu EF-B1.1
L ight, heat & sound, give examples of sources of - Target menu EF-A1.1
Light being reflected from surfaces, give examples of - Target menu EF-C1.2
Light, white - explain the effect of coloured filters on - Target menu EF-F1.2
Light passes through different materials, describe what happens when - Target menu EF-E1.4
Link intake of food to movement of the body - Target menu EF-B2.2
Link light and sound to seeing and hearing - Target menu EF-B1.2
Link light to shadow formation - Target menu EF-C1.1
Link sounds to sources of vibration - Target menu EF-C1.3
Link the pattern of day and night to the position of the Sun - Target menu ES-A1.2
Link the temperature of the planets to their relative position & atmospheres - Target menu ES-C1.2
The Living Field - Linking Science & the Environment (SCRI)
Living on Earth, Animals - Group 14a - Planning Framework
Living on Earth, Plants - Group 14p - Planning Framework
L iving things, sort into broad groups according to easily observable characteristics - Target menu LT-A1.2
L iving things in the environment, how can they be can be protected, & give examples - Target menu LT-C3.2
Living things & the environment, give examples of how to care for - Target menu LT-A3.2
Living Things, Introducing - Group 2 - Planning Framework
Living Things, Energy Flow & - Group 26 - Planning Framework
Living Things, Energy for - Group 5 - Planning Framework
Living Things, create & use keys to identify - Target menu LT-E1.2
Living things that are rare or extinct, give examples of - Target menu LT-C3.1
Logos & Links - background
Loudness & amplitude, describe the relationship between - Target menu EF-F1.3
Lungs, describe their role in breathing - Target menu LT-D2.1

M agnets, describe their interaction in terms of the forces of attraction & repulsion - Target menu EF-B3.3
M agnets in everyday use, give examples of - Target menu EF-B3.2
Make observations of the ways in which some materials can be changed by processes such as squashing, bending, twisting and stretching - Target menu ES-A3.1
Make observations of the differences in the properties of common materials - Target menu ES-B2.1
Making Science CPD Accessible for All - Highland
Mapping, Developing Understanding through by Jim Murdoch & Johanna Carrie
M ass and weight, distinguish between - Target menu EF-F3.1
Mass, name the newton as a unit of force & explain its relationship to - Target menu EF-F3.2
Materials from living & non-living sources, recognise and name some common materials from - Target menu LT-A3.1
M aterials are burned, describe what happens when - Target menu ES-D3.1
Materials are mixed, describe the changes when - Target menu ES-C3.1
Materials, classify as electrical conductors or insulators and describe how they are related to the safe use of electricity - Target menu EF-C1.5
Materials can be changed by processes such as squashing, bending, twisting and stretching, make observations of the ways in which some - Target menu ES-A3.1
Materials, make observations of the differences in the properties of common - Target menu ES-B2.1
Materials, describe what happens when light passes through different - Target menu EF-E1.4
Materials, Introducing - Group 1 - Planning Framework

Early 1st 2nd 3rd 4th

Materials - Through playing with familiar objects of different shapes and materials, I can ask questions, test out my ideas and report the findings back to my group. CfE (Forces and Motion) (Level Early) - SCN 008L
Materials - I have investigated some of them around me and I can sort them for re-use or recycling - CfE (Planet Earth - Sustainability) (Level Early) - SCN 001A
Materials - Through creative play I have experienced a range of different materials. I can show that different materials are useful for different purposes, giving reasons for my ideas - CfE (Materials - Properties and uses) (Level Early) - SCN 013X
M aterials, give some examples of based on simple properties - Target menu ES-A2.2
Materials, everyday - relate uses to properties of - Target menu ES-B2.2
M aterials, everyday - explain how they can be changed by heating or cooling - Target menu ES-B3.1
Materials, everyday - give examples that dissolve in water - Target menu ES-B3.2
Materials, making them change - Group 3 - Planning Framework
M aterials, useful - give examples that we can obtain from the Earth�s crust - Target menu ES-D2.3
M aterials which are soluble & insoluble in water, distinguish between - Target menu ES-C3.3
Materials, different - explain what happens when sound passes through - Target menu EF-E1.5
Matter (levels E/F) - Topic from Glasgow 5-14 Science Programme
Matter, Model of - Group 22 - Planning Framework
Metals, Acids & - Group 23 - Planning Framework
Metal elements, describe how they can be extracted from compounds in the Earth�s crust - Target menu ES-E3.6
Metals react with oxygen, water & acids, describe what happens when - Target menu ES-E3.5
Microbiology (levels E/F) - Topic from Glasgow 5-14 Science Programme
Microelectronics, Electricity & - Group 30 - Planning Framework
Microorganisms, describe the harmful and beneficial roles of - Target menu LT-F1.1
Microorganisms, give the main distinguishing features of - Target menu LT-E1.1
Microscope Review - Intel QXL
Mind mapping, Developing understanding through by Jim Murdoch & Johanna Carrie
Mind Mapping (DEVELOPING UNDERSTANDING strategy, TSEC START materials)
Minibeasts - Group 11 - Planning Framework
Mixing & Separating - Group 12 - Planning Framework
Model of Matter - Group 22 - Planning Framework
Motivating Learners - Learning Trail (pdf, 50 K) - key document from The Journey to Excellence website.
M ovement of planets around the Sun, relate to gravitational forces - Target menu ES-D1.1
Museums in Scotland, by area

Name & identify the main external parts of the bodies of humans & other animals - Target menu LT-A2.1
Name some common members of the invertebrate groups - Target menu LT-B1.2
Name some common members of the vertebrate groups - Target menu LT-C1.2
Name some common animals and plants using simple keys - Target menu LT-C1.3
Name some common animals using simple keys - Target menu LT-C1.3
Name some common plants using simple keys - Target menu LT-C1.3
Name some energy resources - Target menu EF-D2.3
Name the gases of the atmosphere & describe some of their uses - Target menu ES-D2.5
Name the life processes common to humans & other animals - Target menu LT-C2.1
Name the newton as a unit of force & explain its relationship to mass - Target menu EF-F3.2
National Archives of Scotland
National Priorities in Education website
National Register of CPD Providers
Negotiation of Challenge Targets (Sharing Learning Criteria using critical skills, INTERACTIVE TEACHING strategy, TSEC START materials)
NESSC (7-day course for Science co-ordinators - Tutor Pack)
Neutralisation, describe the process & give some everyday applications - Target menu ES-E3.4
New teacher - Top ICT Tips for a
N ewton as a unit of force, name & explain its relationship to mass - Target menu EF-F3.2
NGfL
No hands up (Quality Questioning, INTERACTIVE TEACHING strategy, TSEC START materials)
North East Scotland Science Consortium (NESSC)
Nursery / Primary 1 Transition - Learning about Learning website (video, 46.4 Mb)

Observation exercises - 1, 2, 3
Online Assessment Issues
Optics & Acoustics (levels E/F) - Topic from Glasgow 5-14 Science Programme
Oral work (Quality Feedback, INTERACTIVE TEACHING strategy, TSEC START materials)
O rigin & evolution of the Universe, describe some of the ideas to explain - Target menu ES-F2.2
Organs of the human body, describe the broad functions of - Target menu LT-C2.3
Organs of the human reproductive system - identify, name & give the functions of - Target menu LT-E2.2
Orkney International Science Festival
Our Dynamic Earth
Our Environment - Group 21 - Planning Framework
Outline the principles of modern biotechnology & explain its significance now & in the future - Target menu LT-F1.2
Outline the process of digestion - Target menu LT-D2.2
OUTWITH THE CLASSROOM (Strategy from Improving Science Education CPD through Practical Activities, TSEC)

Pair and Share (Collaborative Techniques, INTERACTIVE LEARNING strategy, TSEC START materials)
Parliamentary Office Report on Primary Science (pdf file - 260K)
Past Masters
P arallel circuit, construct by following diagrams - Target menu EF-E1.6
Particulate model, explain the water cycle using the - Target menu ES-F2.3
Peer and Self Assessment (INTERACTIVE LEARNING strategy, TSEC START materials)

Early 1st 2nd 3rd 4th

Early 1st 2nd 3rd 4th

Early 1st 2nd 3rd 4th

Periodic Table - Group 28 - Planning Framework
Periodic table, describe some of the characteristic features of - Target menu ES-F2.1
pH & temperature, effect of - on enzyme activity - Target menu LT-F2.4
pH, describe the use of - to measure acidity - Target menu ES-E3.3
Photos - archive of useful photographs (just started)
Photosynthesis, identify the raw materials, conditions & products of - Target menu LT-E2.3
Physical & chemical changes, distinguish between - Target menu ES-F3.2
P hysical properties of elements, describe how they are used to classify them as metals & non metals - Target menu ES-E2.3
Pitch & volume, use these terms to describe sound - Target menu EF-D1.4
Pitch & frequency, describe the relationship between - Target menu EF-F1.3
Planet Science

Early 1st 2nd 3rd 4th

PLANNING FOR IMPROVEMENT - AUTHORITY-BASED APPROACHES (Strategy from Improving Science Education CPD through Practical Activities, TSEC)
PLANNING FOR IMPROVEMENT - SCHOOL-BASED APPROACHES (Strategy from Improving Science Education CPD through Practical Activities, TSEC)
Planning for Science - Guide for Teachers & Managers (Science)
Planning for Staff development (PLANNING FOR IMPROVEMENT - SCHOOL-BASED APPROACHES strategy, TSEC START materials)
Planning for Resource Management (PLANNING FOR IMPROVEMENT - SCHOOL-BASED APPROACHES strategy, TSEC START materials)
Planning materials from 5-14 Online
Planning Spreadsheet (Excel - 1.9 Mb), Guide on Planning Spreadsheet layout (Word)
Planning the Curriculum (PLANNING FOR IMPROVEMENT - SCHOOL-BASED APPROACHES strategy, TSEC START materials)
Plants, appearance of - give some examples of seasonal changes that take place in - Target menu LT-A3.3
Plants & Animals - Group 8 - Planning Framework
Plants & animals, recognise stages in the life cycle of familiar - Target menu LT-B2.3
Plants & animals found in the local environment, recognise & name common - Target menu LT-A1.1
Plants & animals, name some common ones using simple keys - Target menu LT-C1.3
Plants & animals, give the conditions needed in order for them to remain healthy - Target menu LT-A2.3
Plants & animals, give examples of how they are suited to their environment - Target menu LT-D3.2
Plant & animal cells, identify & give the functions of the main structures found in - Target menu LT-E2.1
Plants, Living on Earth - Group 14p - Planning Framework
Plants, flowering - identify the main parts of - Target menu LT-B2.4
Polish/English science words (Word - 27K)
Plant reproduction, flowering - describe the main stages in - Target menu LT-D2.5
Pollution, water - give common causes of - Target menu ES-B3.3
Preparing for Task (DEVELOPING SKILLS strategy, TSEC START materials)
Primary School, Planning the Curriculum - Single Teacher School, Small School, Medium/Large School (PLANNING FOR IMPROVEMENT - SCHOOL-BASED APPROACHES strategy, TSEC START materials)
Primary School, Planning for Staff Development - Single Teacher School, Small School, Medium/Large School (PLANNING FOR IMPROVEMENT - SCHOOL-BASED APPROACHES strategy, TSEC START materials)
Primary School, Planning for Resource Management - Single Teacher School, Small School, Medium/Large School (PLANNING FOR IMPROVEMENT - SCHOOL-BASED APPROACHES strategy, TSEC START materials)
Primary Network
Primary Science & Technology Bulletins
Problem Solving & Enquiry: 5-14 (LTS)
Problem Solving Exercises for S1 & S2 with Marking Scheme - Fife ScienceWeb
Processes, Cell (levels E/F) - Topic from Glasgow 5-14 Science Programme
Progression Pathways - Earth & Space, Energy & Forces, Living Things
Pseudonym service, Forum plea &
Puberty, describe the main changes that occur during - Target menu LT-D2.3
P ush or pull, describe the effect it can have on the direction, speed or shape of an object - Target menu EF-B3.1
Pushing and pulling, floating & sinking, give examples of - Target menu EF-A3.1

Questioning in the classroom (CPD)
Quality Assurance(PLANNING FOR IMPROVEMENT - SCHOOL-BASED APPROACHES strategy, TSEC START materials)
Quality Assurance Procedures (Views of Principal Quality Improvement Officer, QIO & a Service Manager, PLANNING FOR IMPROVEMENT - AUTHORITY-BASED APPROACHES strategy, TSEC START materials)
Quality Feedback (INTERACTIVE TEACHING strategy, TSEC START materials)
Quality Questioning (INTERACTIVE TEACHING strategy, TSEC START materials)
Quality Learning, Checklist for (Sharing Learning Criteria using critical skills, INTERACTIVE TEACHING strategy, TSEC START materials)
Questioning, How to improve your (Quality Questioning , INTERACTIVE TEACHING strategy, TSEC START materials)
Questions, Types of - Bloom's Taxonomy (Higher Order Questions - TSEC START materials)
Quizdom - Learning about Learning website (video, near middle, 62.3 Mb)

Rainfall Radar (Met. Office)
RAISING ETHICAL ISSUES (Strategy from Improving Science Education CPD through Practical Activities, TSEC)
Rare or extinct, give examples of living things that are - Target menu LT-C3.1
Rates of chemical reactions, give examples of the ways in which they can be changed - Target menu ES-F3.1
Reactions, Chemical - Group 29 - Planning Framework
Reactions, Chemical (levels E/ F) - Topic from Glasgow 5-14 Science Programme
Recognise and name some common materials from living and non-living sources - Target menu LT-A3.1
Recognise & name common plants & animals found in the local environment - Target menu LT-A1.1
Recognise similarities and differences between themselves and others - Target menu LT-A1.1
Recognise the stages in the human life cycle - Target menu LT-B2.2
Recognise stages in the life cycle of familiar plants & animals - Target menu LT-B2.3
Reflected light from surfaces, give examples of - Target menu EF-C1.2
Relate uses of everyday materials to properties - Target menu ES-B2.2
Relate the movement of planets around the Sun to gravitational forces - Target menu ES-D1.1
REM Software - Primary Science - Target menu ES-B2.2
Renewable & non-renewable energy resources, explain the differences between - Target menu EF-E2.3
Renfrewshire 5-14 Science Pack - Assessment file (Teacher / Pupil) - links on Planning Spreadsheet
Renfrewshire 5-14 Science Pack / Highland - Support materials - links on Planning Spreadsheet
Renfrewshire Planning Framework (RPF)- see tag at the bottom of the Planning Spreadsheet - links to Target menus exclusive to RPF
Reproduction (Levels D/E) - Topic from Glasgow 5-14 Science Programme
Reproduction, Human Body & - Group 17 - Planning Framework
Reproduction, human - describe the main stages of - Target menu LT-D2.4
Reproduction, flowering plant - describe the main stages in - Target menu LT-D2.5
Resistance, lowers - give examples of streamlining and explain how this - Target menu EF-D3.1
Resource Management, Planning for (PLANNING FOR IMPROVEMENT - SCHOOL-BASED APPROACHES strategy, TSEC START materials)
Respiration, describe the process of - Target menu LT-F2.2
Responses to changes in the environment, explain how they might increase the chances of survival - Target menu LT-D3.3
Reviewing & Reporting (DEVELOPING SKILLS strategy, TSEC START materials)
Rock, describe the processes that led to the formation of the three main types of - Target menu ES-D2.2
RSPCA Education Online (excellent website with free resources)
Rubrics (Sharing Learning Criteria using critical skills, INTERACTIVE TEACHING strategy, TSEC START materials)

S1/S2 Homework/Extension Exercises
Safe use of electricity - classify materials as electrical conductors or insulators and describe how they are related to - Target menu EF-C1.5
SAPS
SCHOOL-BASED APPROACHES, PLANNING FOR IMPROVEMENT (Strategy from Improving Science Education CPD through Practical Activities, TSEC)
Science Centres - Glasgow, Sensation (Dundee), Satrosphere (Aberdeen)
Science Clubs (OUTWITH THE CLASSROOM, TSEC START materials)
Science - Draft Experiences and Outcomes in Science (September 2007) - Feedback form Cover paper (pdf) Info
Other draft outcomes - Numeracy, Mathematics, Gaelic
Science Education 3-18

1st 2nd 3rd 4th

Science - Framework for Planning (Science) - background
Science Interactive Guidelines - Guide Notes - Level A, B, C, D, E, F
Science Matters in Moray - AstraZeneca Science Trust Project
Science-Physical - references on Planning Spreadsheet to Dance CD
Science Sacks, Highland - links on the Planning Spreadsheet
Science Sacks (Scientific & Media Issues, OUTWITH THE CLASSROOM, TSEC START materials)
Science Strategy for Scotland
Science Transitions in Scotland
Scientific and Media Issues (RAISING ETHICAL ISSUES strategy, TSEC START materials)
SCIFUN - Scottish Science & Technology Roadshow
Secondary School (Planning the Curriculum, PLANNING FOR IMPROVEMENT - SCHOOL-BASED APPROACHES strategy, TSEC START materials)
Glow - formerly the Scottish Schools Digital Network
Scottish Schools Online - find a school site etc.
Self Evaluation of Teacher's Questioning Techniques (TSEC START Materials)
Sharing Learning Criteria (INTERACTIVE TEACHING strategy, TSEC START materials)
Soluble & insoluble in water, distinguish between materials which are - Target menu ES-C3.3
Sort living things into broad groups according to easily observable characteristics - Target menu LT-A1.2
Search Engines
Search the ISE 5-14 website
Seasons, associate with differences in observed temperature - Target menu ES-B1.1
Seasonal changes that take place in the appearance of plants, give some examples of - Target menu LT-A3.3
Sensation - The LIVE Science Centre, Dundee
S enses, give examples of how they are used to detect information - Target menu LT-B2.1
Separation of solids from liquids, explain how filtration & evaporation can be used in the - Target menu ES-D3.2
Series circuit, construct following diagrams using conventional symbols - Target menu EF-D1.5
Series circuit, describe the effect of changing the number of components in a - Target menu EF-D1.6
Setpoint Scotland - resources, organisations and activities
SETT Exhibition, Glasgow Science Centre, September 2004
S imilarities & differences between themselves & others, recognise - Target menu LT-A1.1
Site Guide to ISE 5-14
Skills Exemplification - levels A to F
Skills, Developing (TSEC START Materials - Teaching Strategy - Preparing & Carrying out task, Reporting & Reviewing)
Social Subjects Interactive Guidelines - Level A, B, C, D, E, F
Skills, Thinking - Fife ScienceWeb
Space & the Solar System - Group 18 - Planning Framework

Early 1st 2nd 3rd 4th

Early 1st 2nd 3rd 4th

S oils, describe how they are formed - Target menu ES-D2.4
Solids of different sizes, describe how they can be separated - Target menu ES-C3.2
Solids, liquids & gases, describe the differences - Target menu ES-C2.1
Solids, liquids & gases, describe the particulate nature & use this to explain their known properties - Target menu ES-E2.1
Solids, liquids & gases, give some everyday uses of - Target menu ES-C2.2
Solubility, describe the effect of temperature on - Target menu ES-E3.2
Solar System, Space & the - Group 18 - Planning Framework
Solar System, describe in terms of Earth, Sun & planets - Target menu ES-C1.1
Songs and Raps (DEVELOPING UNDERSTANDING strategy, TSEC START materials)
Sound & Light - Group 24 - Planning Framework
Sound, use the terms �pitch� and volume to describe - Target menu EF-D1.4
Sound, heat & light, give examples of sources of - Target menu EF-A1.1
Sound passes through different materials, explain what happens when - Target menu EF-E1.5
South East Earth & Space (SEES) CPD project
Space exploration, give some examples of the approaches taken to - Target menu ES-D1.2
SSERC Science & Technology Equipment News (Primary Newsletters)
SSERC Website
SSERC Clip-Art Collections
Staff Development Activities (HEALTH & SAFETY strategy, TSEC)
Staff development, planning for (PLANNING FOR IMPROVEMENT - SCHOOL-BASED APPROACHES strategy, TSEC START materials)
St. Andrew's Day links -
Strategies, teaching (TSEC START materials)
Streamlining, give examples of and explain how this lowers resistance - Target menu EF-D3.1
STEM Partnership (Tayside) - Science, Technology, Engineering and Mathematics
Storing Energy (levels E/F) - Topic from Glasgow 5-14 Science Programme
Structure of the Earth, internal - describe the - Target menu ES-D2.1
Sun, identify as the main source of heat and light - Target menu EF-B1.1
Sun, Moon & Stars - Group 6 - Planning Framework
Sun, Moon & the stars, identify the - Target menu ES-A1.1
Supporting Physics Teaching 11-14 - IOP CDs
Supporting School Science - Fife Council website

Talking Partners (Collaborative Techniques, INTERACTIVE LEARNING strategy, TSEC START materials)
Target Groups & Menus - background
Tayside STEM Partnership - Science, Technology, Engineering and Mathematics
Teachers' hints & tips
Teachers' TV Freeview Schedule
Teaching Strategies (TSEC START materials)
Techfest-Setpoint NorthEast Scotland (a charitable organisation which aims to inspire young people about Science Technology, Engineering and Mathematics (STEM).
Technology Interactive Guidelines - Level A, B, C, D, E, F
Temperature & heat, distinguish between - Target menu EF-D1.1
Temperature, associate the seasons with differences in observed - Target menu ES-B1.1
Temperature & pH, effect of - on enzyme activity - Target menu LT-F2.4
Temperature, describe the effect of - on solubility - Target menu ES-E3.2
Theory, Atomic (levels E/ F) - Topic from Glasgow 5-14 Science Programme
Thinking Skills
A curriculum for thinking - (video, 35 Mb) - Considers some of the issues associated with embedding thinking skills as an integral part of the curriculum.
A framework for thinking - (video, 71 Mb) - Reflects on the growth of the thinking skills movement in schools and how teachers and support staff can foster different types of thinking in learners.
Assessing thinking skills - (video, 31 Mb) - Contrasts traditional ways of assessing children's knowledge and understanding with new approaches that examine the quality of their thinking.
Collaborative thinking - (video, 66 Mb) - Reflects on how learners develop collaborative thinking skills through working with others towards achieving group goals.
Developing thinking at home - (video, 66 Mb) - Discusses how parents and carers can foster a climate that helps young people to develop their ability to think.
Teachers and thinking styles - (video, 46 Mb) - Reviews some of the considerations facing teachers when planning for thinking skills and she also highlights some stereotypes and common assumptions about thinking within the curriculum.
Teaching thinking skills - (video, 76 Mb) - Compares the approach of infusion with the discrete teaching of thinking skills and how teachers can create a climate for thinking.
The case for thinking skills - (video, 42 Mb) - Puts forward the case for developing thinking skills in all learners and highlights the importance of transferring knowledge and understanding to new learning situations.
Thinking and metacognition - (video, 106 Mb) - Outlines some of the main considerations for schools seeking to develop metacognition amongst learners.
Thinking skills & metacognition - Learning about Learning website (video, near start, 62.3 Mb)
Thinking Skills - Fife ScienceWeb
Thinking Skills (DEVELOPING UNDERSTANDING strategy, TSEC START materials)

1st 2nd 3rd 4th

Top o' the Target Menus
Traffic Lighting (Peer and Self Assessment, INTERACTIVE LEARNING strategy, TSEC START materials)
TSEC Strategies for Teachers of 5-14 Science - Improving Science Education CPD through Practical Activities
TV (Teachers') Freeview Schedule

Universe, origin & evolution of - describe some of the ideas to explain - Target menu ES-F2.2
Universe, describe in terms of stars, galaxies & black holes - Target menu ES-E1.2
USA/Scotland survey (Word file)
Use the terms �pitch� and volume to describe sound - Target menu EF-D1.4
Use the terms voltage, current & resistance in the context of simple series circuits - Target menu EF-E1.7
Using prefabricated subsystems, construct simple electronic systems to solve given problems - Target menu EF-F1.6

Variation, give examples of inherited and environmental causes of - Target menu LT-E1.3
Variation & Genetics (levels E/F) - Topic from Glasgow 5-14 Science Programme
Vertebrate groups, name some common members of the - Target menu LT-C1.2
Vertebrate groups (5), give some of the more obvious distinguishing features of the - Target menu LT-C1.1
Videos - Teaching Strategies (TSEC START materials)
Volume & pitch, use these terms to describe sound - Target menu EF-D1.4

Walk about Talk about (Collaborative Techniques, INTERACTIVE LEARNING strategy, TSEC START materials)
Water - Group 9 - Planning Framework
Water, give the main uses of - Target menu ES-A2.3
W ater conservation, explain why it is important - Target menu ES-B2.3
W ater cycle, explain using the particulate model - Target menu ES-F2.3
W ater, describe in simple terms the changes when it is heated or cooled - Target menu ES-C3.4
Water, give examples of everyday materials that dissolve - Target menu ES-B3.2
Water pollution, give common causes of - Target menu ES-B3.3
Webs, Food & Competition (levels E/F) - Topic from Glasgow 5-14 Science Programme
Web Cameras across Scotland
W eb sites, good
Website Guide - ISE 5-14
Weight & mass, distinguish between - Target menu EF-F3.1
Weight of an object and the Earth's gravity, describe the relationship between - Target menu EF-D3.2
Weight of an object, explain how gravity on the moon & other planets affects the - Target menu EF-E3.2
What is ISE 5-14 all about?
White light, explain the effect of coloured filters on - Target menu EF-F1.2
Whiteboard, Interactive (Using ICT, DEVELOPING SKILLS strategy, TSEC START materials)
Word equations, give examples of chemical reactions using - Target menu ES-F3.3
Words (Science) List (suitable for 11-14 year olds) - Fun Size (pdf, 83K)
Written work (Quality Feedback, INTERACTIVE TEACHING strategy, TSEC START materials)