Two workshops covering what mental health is and how to promote it – aimed at learners aged 11 to 14. Includes workshop plans with presentations. Educational Level 3 (HWB 3-01a, HWB 3-02a, HWB 3-03a, HWB 3-04a, HWB 3-05a, HWB 3-06a, HWB 3-07a) This resource bundle includes lesson plans (pdf and editable word version) and presentation for: Workshop 1: What is mental health? Self-reflection activity What influences by mental health? What is influenced by mental health? Workshop 2: Title Self-reflection activity Strategies for maintaining good mental health Red flags in mental health What is depression? What is anxiety? Quiz This resource was created as part of Psychology Outreach and Engagement which allows undergraduate psychology students to develop new projects aimed at meeting the needs of local community partners as part of their degree. Author: Melina Zavali Unless otherwise stated, all content is released under a CC BY 4.0 license. Cover image is Mental Health by Wokandapix, licensed under the Pixabay license.

‘Psych Research Methods’ is a resource that ties into the Scottish National 5 Psychology curriculum. It includes detailed presentation slides and notes covering 2 lessons, including student worksheet and in class activities. The full contents of this resource will download as a zipped folder containing multiple sub-folders. A selection of preview images are included outwith the main folder to give a better view of the resource via the tes website. Key words: Psychology, Research Cover image: ‘person writing on brown wooden table near white ceramic mug’ by Green Chameleon on Unsplash, used under the Unsplash Licence, with text and logo overlay.

This interdisciplinary approach using STEM/ STE(A)M subjects involves the learners being ‘hooked’ by a plea from the head of their Council to design a new school sustainably. Ideas of fair trading and fair testing are explored in the resource. This resource comprises five sessions: auditing your school’s current sustainable features, learning about fair trading using: a maths building game, designing and then making a sustainable school t-shirt (fast fashion) building a windmill with easy materials applying the fair test principle in which scenario the windmill works better. This resource includes: • A teacher block overview for the five sessions (Auditing your School’s sustainability, Fair Trade building, Sustainable School Clothing, Building Wind turbines, Fair test on a wind turbine) • Learner log-book (learner planning sheet) • Teacher guide for each session with any associated material (worksheet for lesson 1, ppt slide for lesson 2) • Learner ‘hook’ letters (This can be customised to your situation) Learning outcomes in the Curriculum for Excellence TCH 2-02b, TCH 2-04b, TCH 2-06a, TCH 2-07a, TCH 2-09a, MNU 2-10b, MNU 2-20b, MTH 2-16c, SCN 2-04a, SCN 2-20b, SOC 2-08a, SOC 2-20a, EXA 2-06a, LIT 2-02a, LIT 2-07a. Sustainable schools – an IDL STEM design challenge, has been created as a teaching resource for the City of Edinburgh Council’s ‘Curiosity Club’, an Intervention Strategy initiative, aimed at promoting regular attendance in primary schools. This resource was created as part of the GeoScience Outreach Course, which is a 4th year undergraduate course in the School of GeoSciences aiming to provide students with the opportunity to develop their own science communication and engagement project. Author: Nicole Campbell, adapted by Kay Douglas and Charlie Farley. Unless otherwise stated, all content is released under a CC-BY-SA 4.0 license.

This resource contains PowerPoint slides for a lifelong learning course which introduces different democratic theories and traces the development of modern mass democracy from ancient Greece to the present. The course is intended for adult learners and taught at university foundation level (Scottish Credit and Qualifications Framework level 7). Democracy in Theory and Practice is offered as part of the Short Courses programme at the University of Edinburgh’s Centre for Open Learning. More information on our Short Courses can be found on our website. Learning outcomes On completion of this course, students will be able to: • Distinguish different models of democracy and their normative assumptions; • Apply democratic theories to critically assess political institutions and practices; • Reflect on the nature of citizenship and identify ways to participate in public life; • Engage in dialogue about the meaning and value of democracy; • Present arguments clearly and coherently. Content This resource bundle includes nine PowerPoint presentations: Introduction Classic Models I: Athenian Democracy Classic Models II: Civic Republicanism Classic Models III: Liberal Constitutionalism Modern Democracy I: Representative Government Modern Democracy II: The Role of the State Modern Democracy III: The Global Context The Future of Democracy I: Alternative Models The Future of Democracy II: Innovations and Reforms Author: Max Jaede All content is released under a CC BY-SA 4.0 license. Cover image: Greek Rally Against Troika, by D. Byrne, CC BY 2.0.

This open educational resource contains PowerPoint slides for a lifelong learning course which introduces the major schools of classical Chinese philosophy, including Confucianism and Daoism. Philosophical texts are approached in English translation, focusing on how the ancient Chinese thought about philosophical topics which concern us today. The course is intended for adult learners and taught at university foundation level (Scottish Credit and Qualifications Framework level 7). Introduction to Chinese Philosophy is offered as part of the Short Courses programme at the University of Edinburgh’s Centre for Open Learning. More information on our Short Courses can be found on our website. Learning outcomes On completion of this course, students will be able to: identify different approaches in classical Chinese philosophy; describe the positions of Chinese philosophers on philosophical issues; read and analyse extracts of Chinese philosophical texts in English translation. Content This resource bundle includes four PowerPoint presentations. Please click the links below to download them. Confucianism I: General Background and the Analects Confucianism II: Mencius and Xunzi Daoism I: Daodejing Daoism II: Zhuangzi Author: Lee Wilson All content is released under a CC BY-SA 4.0 license. Cover image: silk painting depicting a man riding a dragon, public domain image on Wikimedia Commons.

This resource is a set of 4 lessons where pupils will learn about ocean biodiversity, food webs, human impacts on the ocean environment and different marine habitats around the UK. The target audience for this resource is level 2 learners in Scotland, corresponding to 10-12 years old (P5-P7 classes). This resource guides the class through topics related to the ocean, finishing with the opportunity for students to reflect on their own experiences with the ocean. This resource aims to broaden pupils’ knowledge and understanding about the ocean and life within it and give them an appreciation of marine habitats around the British Isles. Pupils will also enhance their understanding of different experiences of the ocean between people and cultures. This resource bundle includes 4 lesson videos narrated by Teresa Ikpe, the resource author, on Media Hopper Create (links provided on the Teacher’s Guide), as well as pdf and editable versions of the following: Lesson plans in the Teacher’s guide: Lesson 1: Biodiversity & Food Webs in the Ocean Lesson 2: Human activities & impacts on ocean biodiversity Lesson 3: Marine habitats in the UK and Scotland Lesson 4: Personal reflection on the ocean 5 worksheets: Diverse Species, Ocean Food Web, The Noise Problem, Marine Habitats, The Ocean and Me Model answer booklet containing worksheet answers Learning Outcomes in the Curriculum for Excellence: SCN 2.01a - I can identify and classify examples of living things, past and present, to help me appreciate their diversity. I can relate physical and behavioural characteristics to their survival or extinction. SCN 2.02a - I can use my knowledge of the interactions and energy flow between plants and animals in ecosystems, food chains and webs. I have contributed to the design or conservation of a wildlife area. SCN 2.02b - Through carrying out practical activities and investigations, I can show how the ocean has benefited society. SCN 2.11a - Through research on how animals communicate, I can explain how sound vibrations are carried by waves through air, water and other media. SOC 2.08a - I can discuss the environmental impact of human activity and suggest ways in which we can live in a more environmentally-responsible way. SOC 2.10a - Having explored my local area, I can present information on different places to live, work and relax and interesting places to visit. SOC 2.13a - I can explain how the physical environment influences the ways in which people use the ocean and shoreline by comparing my local area with a contrasting area. This resource was created by Teresa Ikpe and adapted by Amy Cook at The University of Edinburgh. Unless otherwise stated, all content is released under a CC BY-SA 4.0 license.

This resource is on comets and includes a twelve-minute video and a PDF with four follow up activities. Including: recommended books to borrow, watching a video, doing a quiz, researching and conducting your own experiment. The target audience for this resource is children aged 8-11 years-old. There is also another session which follows the same structure but is about forces, called: Forces Fiona Asks about Gravity. This project focuses on space, which is a key area of physics outlined in the Science Benchmarks, Experiences & Outcomes (Es & Os) in the Curriculum for Excellence (CfE). The activities reinforce the knowledge introduced during the stories and range from less to more involved so the participants can progress through them, but they also serve as standalone activities. This resource bundle includes the following: • The Space Video is available to watch via the link on the Word document, ‘Spaceman Sam and Comets’ on Media Hopper Create, the University of Edinburgh. The twelve-minute video is a story written and told by Amy Cook following Sam, who lives on the moon, as he meets the Astronomer Caroline Herschel who introduces him to comets through a telescope! • The follow up activities sheet accompanying the video is available in a downloadable PDF. SCN 2-06a: By observing and researching features of our solar system, I can use simple models to communicate my understanding of size, scale, time and relative motion within it. SCN 2-20a: Through research and discussion I have an appreciation of the contribution that individuals are making to scientific discovery and invention and the impact this has made on society. LIT 2-04a: As I listen or watch, I can identify and discuss the purpose, main ideas and supporting detail contained within the text, and use this information for different purposes. LIT 2-07a: I can show my understanding of what I listen to or watch by responding to literal, inferential, evaluative and other types of questions, and by asking different kinds of questions of my own. ENG 2-12a: Through developing my knowledge of context clues, punctuation, grammar and layout, I can read unfamiliar texts with increasing fluency, understanding and expression. LIT 2-14a: Using what I know about the features of different types of texts, I can find, select and sort information from a variety of sources and use this for different purposes. To find more Open Educational Resources from the University of Edinburgh, visit open.ed.ac.uk. This resource was created as part of the GeoScience Outreach Course which is a 4th year undergraduate course in the School of GeoSciences aiming to provide students with the opportunity to develop their own science communication and engagement project. This resource was originally developed for the City of Edinburgh Libaries. Author: Amy Cook, adapted by Alysha Wilson. Unless otherwise stated, all content is released under a CC BY-SA 4.0 license.

A set of three posters aimed at Primary School learners that lay out different techniques for finding averages, using the example of Pokemon Hit Points. The posters cover mean, mode and median methods, include graphs to visually show averages and information about the advantages and disadvantages of each. Also included are versions of the posters that are editable in PowerPoint. For these to display correctly users will need to download the free font ‘Pokemon Normal’ designed by Neale Davidson (available on urbanfonts.com). Key words: Mean, Mode, Median, Average, Graphs, Pokemon Created as part of the School of Geosciences’ Outreach Programme, which allows students in their final year to work in partnership with a local school to develop a set of lesson plans. Authors: Kay Douglas, Tomas Sanders and Rebecca Shannon Unless otherwise stated all content is released under a CC-BY 4.0 license

The development of these grade-related marking criteria has been led by Dr Nina Morris (School of GeoSciences) and Dr Hazel Christie (Institute for Academic Development). They are an outcome of a University of Edinburgh Principal’s Teaching Award funded project ‘Every student a researcher: supporting the use of blogging as a form of student assessment’. They provide a marking template for academic staff who wish to incorporate assessed blogs into their undergraduate or postgraduate curriculum and are designed to be adapted to suit individual course needs; not all comments will be relevant to every blog assessment – please delete elements as appropriate. If you adopt these marking criteria (regardless of how you adapt them) we would be grateful if you could let us know at N.Morris@ed.ac.uk or Hazel.Christie@ed.ac.uk. The assessment criteria for each grade include paragraphs relating to: CONTENT: knowledge (i.e. range, command of material, awareness of scholarship), application of theory (i.e. use and relevance of examples, connection of course themes to wider world), argument/analysis (i.e. focus, clarity of structure, analytical skills, evaluation and evidence), self-reflection (i.e. progress of project, contribution to group, group performance). PRESENTATION: language and expression (i.e. clarity and accuracy, grammar and syntax, spelling, fluency of writing), genre-specific features (i.e. content indicators, use of images and/or audio-visual material, use of hyperlinks), scholarly apparatus (i.e. accuracy and consistency of referencing, accuracy and consistency of bibliography, due consideration of data protection with regards to images and audio-visual material, image copyright), and accessibility (i.e. overall appearance, media, writing). PRACTICE: self-reflection and critical reflection on group efficacy. The original template for these criteria was the University of Edinburgh Geography Degree Programme Grade Related Marking Criteria. We have also drawn on: Badenhorst, C. & Mather, C. (2014) Blogging geographies, Journal of Geography in Higher Education, 38(2), 193-207. Brendell, N. (2017) Using weblogs to determine the levels of student reflection in global education. In C. Brooks, G. Butt and M. Fargher (Eds.) The Power of Geographical Thinking. London: Springer, pp.119-135. Dunleavy, P. (2014) Shorter, better, faster, free: Blogging changes the nature of academic research, not just how it is communicated. LSE Blogs. We are grateful to colleagues at the University of Edinburgh, Andrew Gardiner (Royal (Dick) School of Veterinary Studies), Karen Howie (Information Services), Kate Saunders (School of GeoSciences), Iraklis Pantopoulos (Edinburgh College of Art), and Kirsten Lloyd (Edinburgh College of Art), for their comments on an earlier version. June 2020

This resource is on forces, specifically gravity, and includes a ten-minute video and a PDF with four follow up activities. Including: recommended books to borrow, watching a video, doing a quiz, researching and conducting your own experiment. The target audience for this resource is children aged 8-11 years-old. There is also another session which follows the same structure but is about forces, called: Spaceman Sam and Comets. This resource aims to encourage borrowing books from the library - particularly books relating to STEM subjects. This project focuses on forces which is a key area of physics outlined in the Science Benchmarks, Experiences & Outcomes (Es & Os) in the Curriculum for Excellence (CfE). This project also utilises principles of active learning by following the stories with a variety of activities. These are very versatile and aim to reinforce the knowledge introduced during the stories. The activities range from less to more involved so the participants can progress through them, but they also serve as standalone activities. This resource bundle includes the following: The Forces Video is available to watch via the link in the Word document, titled ‘Forces Fiona asks about Gravity’ on Media Hopper Create website, the University of Edinburgh. The video is written and read by Amy Cook The follow up activities sheet accompanying the video is Forces Fiona Activities, it is available in a downloadable PDF. SCN 2-08a I have collaborated in investigations to compare magnetic, electrostatic and gravitational forces and have explored their practical applications. SCN 2-20a (Topical Science): Through research and discussion I have an appreciation of the contribution that individuals are making to scientific discovery and invention and the impact this has made on society. LIT 2-04a: As I listen or watch, I can identify and discuss the purpose, main ideas and supporting detail contained within the text, and use this information for different purposes. LIT 2-07a: I can show my understanding of what I listen to or watch by responding to literal, inferential, evaluative and other types of questions, and by asking different kinds of questions of my own. ENG 2-12a: Through developing my knowledge of context clues, punctuation, grammar and layout, I can read unfamiliar texts with increasing fluency, understanding and expression. To find more Open Educational Resources from the University of Edinburgh, visit open.ed.ac.uk. This resource was created as part of the GeoScience Outreach Course which is a 4th year undergraduate course in the School of GeoSciences aiming to provide students with the opportunity to develop their own science communication and engagement project. This resource was originally developed for the City of Edinburgh Libaries. Author: Amy Cook, adapted by Alysha Wilson. Unless otherwise stated, all content is released under a CC BY-SA 4.0 license.

This resource by Louise Litrico uses works of art to explore key concepts in ecology in an accessible way. It is comprised of 2 lessons, with a video being the main part of each. Each session focuses on different ecological notions through different pieces of art. The first session uses a painting of a dreamscape ‘Jungle’ to explore food chains, and interactions between species. The second session examines different environments through trying to grow a banana tree from Kenya in Scotland. The activities and questions posed within the video make the sessions interactive, and are in the form a worksheet which has a matching version with answers, as well as PowerPoints for use. These two sessions are aimed at second level students. Learning outcomes SCN 2-01a I can identify and classify examples of living things, past and present, to help me appreciate their diversity. I can relate physical and behavioural characteristics to their survival or extinction. SCN 2-02a I can use my knowledge of the interactions and energy flow between plants and animals in ecosystems, food chains and webs. I have contributed to the design or conservation of a wildlife area. SCN 3-01a I can sample and identify living things from different habitats to compare their biodiversity and can suggest reasons for their distribution. EXA 2-05a Inspired by a range of stimuli, I can express and communicate my ideas, thoughts and feelings through activities within art and design. In this resource This resource bundle includes editable versions of the following: A teachers guide which has notes that can be read out that explain the key concepts, along with instructions for all the activities. As well as details of exact times to pause the videos for the students to go through worksheets. Lesson 1: How species interact together to form a community -The 15-minute videos where Louise explains key concepts and sets activities, on Media Hopper Create, the University of Edinburgh (links provided on the Teacher’s guide.) -A PowerPoint -A worksheet -A version of the worksheet with answers -a handout for activity F for session 1 Session 2: How communities change due to the environment -The 15-minute video where Louise explains key concepts and sets activities, on Media Hopper Create, the University of Edinburgh (link provided on the Teacher’s guide) -A PowerPoint -A worksheet -A version of the worksheet with answers This resource was created as part of the GeoScience Outreach Course which is a 4th year undergraduate course in the School of GeoSciences aiming to provide students with the opportunity to develop their own science communication and engagement project. This resource was originally developed for Mauricewood Primary School in Penicuik, as two science lessons. To find more Open Educational Resources from the University of Edinburgh, visit open.ed.ac.uk. Author: Louise Litrico, adapted by Alysha. Unless otherwise stated, all content is released under a CC BY 4.0 license.