Pick your resource by topic:

- [[Topics/Algebra|Algebra]]
- [[Topics/Astronomy|Astronomy]]
- [[Topics/Biodiversity|Biodiversity]]
- [[Topics/Blogs|Blogs]]
- [[Topics/Blogs|Blogs]]
- [[Topics/E-skills|E-skills]]
- [[Topics/Copyright|Copyright]]
- [[Topics/Ethics|Ethics]]
- [[Topics/Cloning|Cloning]]
- [[Topics/Genetics|Genetics]]
- [[Topics/E-skills|E-skills]]
- [[Topics/E-safety|E-safety]]
- [[Topics/Sharing practice|Sharing practice]]
- [[Topics/Curriculum development|Curriculum development]]
- [[Topics/Virtual Learning Environment|Virtual Learning Environment]]
- [[Topics/E-skills|E-skills]]
- [[Topics/Wikis|Wikis]]
- [[Topics/Multimedia|Multimedia]]
- [[Topics/ICT|ICT]]
- [[Topics/Human reproduction|Human reproduction]]
- [[Topics/Fertility treatments|Fertility treatments]]
- [[Topics/Games|Games]]
- [[Topics/Genetics|Genetics]]
- [[Topics/ICT|ICT]]
- [[Topics/Multimedia|Multimedia]]
- [[Topics/Study skills|Study skills]]
- [[Topics/Sampling|Sampling]]
- [[Topics/Wikis|Wikis]]
- [[Topics/Wikis|Wikis]]

Relevant resources

Astronomy	Astronomy Master Class
	An overview of of six astronomy-related lessons resources (SC019 to SC0024) The Astronomy Master Class was developed to inspire the next generation of scientists and in particular physicists. Although this course of 6 lessons is framed mostly around the science of astronomy, it draws on many themes from physics and aims to show how they all can link together. Additionally, it is structured so that it deliberately does not cut across material in most standard GCSE science courses and does not aim to answer every question. A deliberate part of the design was to visit each topic area only briefly and leave students hungry for more.
Biodiversity	Using Science to Support Biodiversity
	A virtual field trip to study biodiversity. This is an investigation^(ta) in a virtual field trip to Dartmoor National Park. It involves research, designing a scientific investigation and analysing the results.
Blogs	Getting a buzz out of blogging
	Starting with the basic principles of blogs^(tool) and blogging, this primary course looks at their use within education and how they can be used to improve teaching and learning. The focus is particularly on blogs as an ICT⁽ⁱ⁾ tool for collaboration^(ta) which encourages the effective use of reasoning^(ta) and language^(ta). The unit also discusses practical elements such as e-skills^(topic) and copyright^(topic) issues you might encounter in blogging.
Ethics	Designer Babies
	When does life actually begin? By using an informative web tutorial, this resource aims to stimulate discussion^(ta) on the ethics^(topic) of modern biology. A worksheet asks students where they stand and reassures them that their response might be kept private. You might also consider using a blog, chat room or other ICT tool to record the questioning^(ta) and reasoning^(ta) around this topic. A teaching section offers guidance on 'teaching argument' using 'Toulmin’s model of argument' and 'The IDEAS project'.
Ethics	Cloning
	Cloning - Potential and Issues The topic of the ethics^(topic) of modern biology needs to draw on a wider range of sources than a printed book may provide. This resource uses a web tutorial interspersed with external links to news and comment. Rather than leave the students to explore too many interests, a worksheet with questions enables the teacher to focus the students on a subset of the material. You can adapt this to your particular need, for example, if you wanted students to have a discussion^(ta)in small groups. You might also consider using a blog, chat room or other ICT tools to record the questioning^(ta) and reasoning^(ta) around this topic. The lesson-planning proforma (or draft lesson plan) includes a list of objectives that shows the scope of the material.
Ethics	Ethical issues in human reproduction
	Why does reproduction raises so many ethical issues? When does life begin? This lesson outline stimulates A-level students to engage in discussion^(ta), develop their reasoning^(ta) skills and increase their awareness of the bioethical^(topic) issues involved in human reproduction. Background texts and open-ended questioning^(ta) about human reproduction, contraception and IVF are provided as the stimulus. Small group discussion about these topics, writing on post-it notes, and reading case studies aim to get students reasoning^(ta) to justify their opinions, and to compare and evaluate competing views. Finally, whole class^(ta) discussion synthesises the emerging ideas and encourages students to consider changing their positions or adding additional issues to a recording table.
Games	Introduction to games
	This courses provides an introduction to games^(tool) in the classroom. The course will focus on freely available online games, which can provide a starting point for exploring their use in the classroom without investment in hardware and software. At the conclusion of this course you will have engaged in lesson planning^(ta), ready for implementation in your classroom.
Genetics	How DNA is sequenced: the stages
	The complexity and scale of genome sequencing Students match diagrams of the stages of DNA sequencing with a list of text descriptions of the process. The lesson can involve students discussing in pairs / group work^(ta), followed by a teacher or student-led plenary. Students would share ideas, come to a consensus and check the ‘whole class^(ta) response’ with their version. The teacher's questioning^(ta) can focus on scientific method^(ta) and use of scientific language^(ta). The lesson idea provides opportunities for the effective use of assessment^(ta).
Genetics	Human Genome Project: from Sequencing to Sharing Genomic Information
	Discuss and share economic, political and ethical issues. This resource provides guidance on how to use whole class^(ta) discussion^(ta) and/or small group work^(ta) to engage students with the science and the economic, political, ethical^(topic), legal and social issues of a scientific project such as the HGP. Its focus is on the scientific method^(ta); language^(ta) and the nature of scientific inquiry^(ta).
Multimedia	Working with multimedia
	In this unit, learners develop an understanding of contemporary digital media and how it applies to communication and entertainment ICT⁽ⁱ⁾s. This secondary course will show teachers how to use the e-skills^(topic) teaching and learning resources for this course to deliver the module in 60 teaching hours.
Sampling	Sampling techniques to assess population size
	This lesson offers students an opportunity to use their existing knowledge to analyse a ‘real scientific publication’ and its language^(ta) and link this to scientific method^(ta). They use study skills^(topic) to skim read, make sense of complex language, and use visualisation^(ta) to select relevant information They engage in collaborative^(tool) group work^(ta) using reasoning^(ta) and skills in peer assessment^(ta) They engage in dialogue^(ta) and questioning^(ta) to explore ideas together They also think about how to present information using ICT⁽ⁱ⁾ tools)