Our projects

This sample of our most current innovative projects which are underpinned with educational research. These demonstrate how we work in partnership with teachers to create and support school clusters across Greater Manchester. We are proud to collaborate with other organisations, charities and Learned Societies to bring these projects to teacher networks across Greater Manchester.

  • Great Science Share for Schools 2018

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    19th June 2018

    A national campaign to engage young people in sharing science learning with new audiences

    Reaching 10,000 children last year, we are excited to see the power of collaboration this year. We invite each and every teacher, school and pupil to get involved and encourage STEM Education organisations and business partners to join in! 

    Will you share science on the 19th June? Read the FAQs GSS 2018to give you key information and advice.


    To register interest to be involved email greatscishare@manchester.ac.uk

    Remember you don't have to be in Greater Manchester - this year we've gone national!


    Pioneered by SEERIH, working in partnership with BBC Terrific Scientific


     

    Keep checking for new sign up information for this year's events.  This is due to be live by February half term.

    Additionl information can also be found at www.greatscienceshare.org


    Sponsored by the University of Manchester with

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  • SEERIH Research Projects

    SEERIH's developing profile of academic research offers you inspiration to explore your own professional practice with us. Here are some insights into current studies.

    Across the Divide: the development of school-university professional learning partnerships in STEM

    Across the Divide was a qualitative research study whichhighlights how the development of school-university professional learning partnerships can influence university academics’ pedagogic practice in Science, Technology, Engineering and Mathematics (STEM). Across the Divide has demonstrated approaches that lay the foundation for a professional ‘learning eco-system’ in STEM education (Hannon, 2009; OECD, 2015), where space is afforded to educators from primary schools, secondary schools and the University to reflect on, discuss and develop their practice collaborative, cross-sector forms of reflection-on-practice (Schon, 1983).

    The project succeeded to:

    • and pedagogy, building offer broker professional learning opportunities between  academics from the University and primary and secondary teachers from schools with STEM interests.
    • engage academics and teachers in opportunities for knowledge exchange and discussion about STEM pedagogy and practice.
    • identify the similarities and differences between university and school STEM provision, illuminating the implications for student transition and approaches to teaching and learning in science and engineering at University.
    • stimulate critical reflection between colleagues, SEERIH researchers and teachers about the educational settings in schools and University and the fitness for purpose of STEM courses

    As a result of being able to observe the school practice, academic colleagues began to consider how young people’s  school learning experiences impact on their own expectations as they transition from school to STEM courses at the University.  It is suggested that, as a direct result of their engagement in the project, the academics had started to review their understandings of STEM teaching and learning in schools, and were better able to see the value of school-university professional development partnerships in helping to engage and motivate STEM learners in the HE sector.

    Three key questions have resulted from this study.

    1. Could repositioning STEM continuous professional development as a relational, cross-sector endeavour offer spaces of possibility for reciprocal professional learning that can help meet the STEM teaching and learning needs of universities and schools?
    2. Does providing the opportunity for academics to go into schools as ‘learners’, rather than ‘experts’, generate a different type of professional knowledge exchange about teaching and learning, focusing not only on “professional learning” but also “capacity creation” (OECD, 2015, p.20) through cross-sector knowledge exchange?
    3. What is the role of SEERIH as a change agent and broker in bridging the divide between different education sectors in order to build collaborative, cross-sector professional learning communities to improve STEM teaching and learning for children and young people?

    LEARN MORE

    Project film report: https://www.youtube.com/watch?v=5WaKJt_U8vg&t=4s

    Read the full report at:  Across the Divide Report

     

    Mind the Gap – a follow on study to further develop cross-sector collaboration focused on pedagogical enhancement in STEM

    As a result of these findings a second CHERIL-funded project is already underway. 'Mind the Gap' builds on the Across the Divide Research Project. It responds to academics’ interest in further enhancing their opportunities to critically reflect on STEM teaching and learning in the University of Manchester, and to learn from primary and secondary school colleagues and undergraduate/postgraduate students about the pedagogical approaches that can further improve the learning experiences in these subject areas.

    In using Lesson Study as a model of collaboration, university academics, primary/secondary teachers, and postgraduate students’ research, design and deliver taught sessions through which they will address identified areas of pedagogic development to improve the teaching and learning experience in their area.

    For further information about these and other research projects contact fascinate@manchester.ac.uk. For information about CHERIL visit the University of Manchester's site: http://www.staffnet.manchester.ac.uk/cheril/ (Note: this is for University staff members)

     

     

     

  • Greater Manchester Engineering Challenge

    The Institute of Mechanical Engineers logo

     

    The Greater Manchester Engineering Challenge is an innovative project that will run during the academic year of 2017-18. It aims to engaage and inspire primary and secondary pupils and their teachers in the engineering design process and developing engineering habits of mind. Sponsored by the Institute of Engineering and Technology and the Institute of Mechanical Engineers, this project forms part of the Engineering Education Grant Scheme.

    THE 2018 CHALLENGE will encourage collaboration between teachers, children, engineers and academics to design, prototype, test and build a record breaking marble run!

     

    The project will take part in 2 cycles.

    CYCLE 1 (focused on specifically targetted primary and secondary Greater Manchester schools) will comprise of:

    • A Hackathon for schools new to engineering where teachers and teams of pupils attend the University (9th January 2018). Here they'll be presented with the challenge brief, have time to assembly your project team and with the support of Industry Engineers begin to design, test and prototype marble runs.
    • A school-based phase (January – February 2018), where you will work with your teams, supported by Engineer Ambassadors from Industry, to produce competition entries for submission (beginning of March)
    • A competition final hosted at the University on 20th March 2018 for all participants to present their marble run designs and prototypes in front of a guest judging panel.
    • The GMEC Marble Run Celebratory event (provisionally 19th June 2018), where the combination of every team’s marble runs will be incorporated into a main frame ready for the attempt

     

    CYCLE 2 (open to ALL schools, primary and secondary within or beyond Greater Manchester) will comprise of:  

    • A range of information and resources provided via a bespoke website that will allow teachers and their pupils to find out about the marble run challenge. (Notice of when the website goes live will be announced here, early Febuary 2018)
    • Encouragement that marble run making becomes a core activity your pupils underake in March, perhaps as part of your school's commitment to British Science & Engineering Week (9th-18th March 2018)
    • Sumbission of a Marble Run Massive Share by submitting a powerpoint (of no more than 5 slides, that can incorporate photos/video etc). This will be a pitch to illustrate why your Marble Run should win a range of categories.
    • Winners will be invited to the GMEC Marble Run Celebratory event (provisionally 19th June 2018).

     

    Why get involved?

    This exciting and unique project is a great way to inspire your learners. They will begin to think differently about problem solving and team working; they will be encouraged to think like engineers as they interact with Industry Engineering Ambassadors. As teachers you will have the opportunity to develop as professional leaders and to make contacts and potential partnerships within Greater Manchester. The challenge is completely free of charge to enter and you will receive support throughout the year. You may be interested to explore www.seerih-innovations.org/tinkering4learning to find out more about SEERIH's work in developing teaching and learning in engineering in classrooms in the UK.

     

    How to find out more or get involved...

    Contact us directly, involvement is NOW open. Phone us on 0161 306 3991 or email us at fascinate@manchester.ac.uk using 'GMEC' in the Subject Bar. Please indicate your school and where it is located. We look forward to hearing from you. 

     

     

     

     

     

     

     

     

  • Science for families

    Science for families has been the focus of work for a cluster of schools from Stockport and Manchester with the support of SEERIH. Working to explore how families and communities could engage further with schools and in particular the teaching and learning of science, teachers have written the Science4Families website.

    To find a wide range of ideas that can support teachers and parents access the science4families website at https://seerih-innovations.org/science4families/

     Danielle George visiting Great Moor Primary School 

  • Tinker Tailor Robot Pi, Tinkering-for-Learning

     

    This project explores how through a partnership approach between primary and secondary teachers, and University engineers we can respond to the project question:

    What is primary engineering and how can we develop it in the classroom? Can Tinkering-for-Learning help us?

    The proposition is that together (teachers, curriculum developers, engineers and enthusiasts) we can develop, trial and refine learning approaches/experiences that can work to ‘plug’ the gaps in school classroom practice so that computer science is actively and genuinely used to enhance science and technology, and indeed make real ‘what it means to be an engineer’.

    Visit our new website https://seerih-innovations.org/tinkering4learning/

    Download the project overview (PDF, 120KB)

    Read the Tinker Tailor Robot Pi Report

    Working in partnership with the Royal Academy of Engineering and the Centre for Real World Learning (University of Winchester) this project has shown particular success. Read more at http://www.raeng.org.uk/education/schools/teaching-and-learning-resources and through our most recent publication Learning to be an Engineer  https://seerih-innovations.org/tinkering4learning/ ‌‌

    The Tinkering-for-Learning programme is currently in its 4th year with the launch of the Greater Manchester Engineering Challenge. Supported by the IMECHE and the IET this involves schools across Greater Manchester in exploring the principles for engineering education through an innovative and inspiring engineering challenge. For 2018 that challenge is to create a record breaking marble run. Are you interested to be involved?

    To find out more email fascinate@manchester.ac.uk

  • Deep Dives

    A Deep Dive provides opportunity to support primary school senior leaders to consider the status of science teaching and learning in their school. Working alongside consultants with experience in the field, the Deep Dives approach is a one-day intervention and aims to:

    • explore the delivery of science across a school using informed and 'knowledgeable' others to evaluate activity with SLT
    • use the PSQM framework as a structure for evaluation, in order that the schools see value in the experience in a very practical way
    • consider with SLT the strengths and areas for development for science teaching, learning and assessment.

    SEERIH staff come into your school to support you in understanding how well the teaching and learning in your school matches the principles that you desire for high quality primary science in your school. A fully bespoke day that leaves you with insight and a clear action plan for next steps.

    If you feel you would benefit from a Deep Dive, undertaken with the support of SEERIH and your senior leadership team contact fascinate@manchester.ac.uk

  • Working Wonders

    Exploring the role of wonder in the primary science classroom

    This 6-month project extended the successful work of the Top Marks project.  Primary teachers asked:

    • What will encouraging children to talk about their wonders bring to the science classroom?
    • What is our role as teachers in a child's 'wonderings'?

    Download the Working Wonders article (PDF, 5.3MB)

  • 2016 Supercharged - Fuelling our future

    We are honored again to be working with the 2016 Royal Institution CHRISTMAS LECUTRES which were presented by Professor Saiful Islam Professor of Materials Chemistry at the University of Bath. We have created three inspirational primary school experiences for Key Stage 2 pupils that are inspured by Saiful and the topic of supercharging our futures!  

    Download lesson plans and powerpoint classroom resources for each lecture. 

     

    Lecture 1: Let There Be Light!

    In his first lecture, Saiful investigates one of the most important challenges facing humankind – how to generate energy without destroying the planet in the process

    Lecture 2: People Power

    In his second Royal Institution Christmas Lecture, chemist Saiful Islam continues his exploration of one of the most important questions facing humankind – how to generate and use energy. In this lecture he investigates how humans as living pulsing machines actually use energy, asking whether it’s possible to ‘supercharge’ the human body and increase its performance. 

    Lecture 3: Fully Charged

    In this year’s final Royal Institution Christmas Lecture, Saiful explores of one of the most important issues facing the modern world – how to store energy. 

     

    Karl Byrne, CHRISTMAS LECTURES Manager at the RI said of working with SEERIH:

    "It has been a pleasure working with Lynne and her team at SEERIH. Their experience and passion in primary education is second to none and they have created excellent curriculum resources to go alongside our Christmas Lectures. These resources help open up the Lectures to a new audience and help educate and inspire primary school children in  a wide range of science topics. The resources they created are a great benefit to any teachers planning science lessons and go beyond simply explaining facts, but get the students to think like a scientist . I would highly recommend SEERIH to anyone interested in primary education."

     The Royal Institute Science Lives Here Logo

     

     

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