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 2019

    18th June 2019

    A national campaign to inspire young people into science and engineering

    Sharing their science questions and investigations with new audiences

    Reaching 40,514 children in 2018 we are excited to see the power of collaboration in 2019.

    We invite each and every teacher, school and pupil to get involved and encourage STEM Education organisations and business partners to join in! 

    How will you get involved this year? 


    To register participation and access information, guidance and free resources visit www.greatscienceshare.org

    Remember you don't have to be in Greater Manchester - satellite and school-led events took place across the 4 UK Nations and even in Korea!


    Pioneered by SEERIH, working in partnership with key campaigns including BBC Terrific Scientific  


    Supported by the Primary Science Teaching Trust and Comino Foundation

    Sponsored by  ‌      

     

     

  • 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 2 is now being planned!
    Are you interested to take part?

    From marble runs in 2018, this year will further engage 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 2019 CHALLENGE will be recruiting schools within and beyond Greater Manchester during October 2018. We are particularly keen to work with new schools and teachers who are looking to develop their practice in engineering for the first time. If you are an experienced hand, you too can play a role - so we're open to all.

     

    To be alerted to this opportunity direct into your inbox register your interest using our Menu of Opportunities or contact us via email using fascinate@manchester.ac.uk using 'GMEC' in the subject line.

     

  • 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 2019 the challenges are now being set! Are you interested to be involved? If you are register your interest HERE 

    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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