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ISSUE 04 • AUTUMN 2016
stem
primary in this issue
SHINE THE LIGHT ON STEM THIS DIWALI 5
ASSESSMENT IN PRIMARY SCIENCE 6
KEEPING CHILDREN SAFE ONLINE 14
HIGH QUALITY STEM CPD LISTING 18
L EARNING
How we
opened a
museum at
our school
Encouraging children to
become eager to build,
research, write and analyse
World-class CPD and resources from the National STEM Learning Centre and Network
5
WELCOME CONTENT
Welcome 8
Get in Welcome to the fourth edition of STEM Learning magazine.
touch... There is always something exciting about the beginning of the new
academic year. As the leaves begin to turn and the nights start to
Features
draw in, autumn brings with it a fresh start, full of new challenges and One size does not fit all 4
CPD LISTING
We would welcome your
feedback on our magazine: opportunities. This September we’re pleased to announce that we are
feedback@stem.org.uk Seeds in Space 4
making it even easier for you, as teachers and others who are crucial Shine the light on STEM this Diwali 5
to inspiring the next generation in science, technology, engineering and mathematics
VISIT US: Assessment in primary science 6
DESIGN AND
7
(STEM), by bringing together even more STEM support in one place for the very first time.
ExoMars: bringing Mars
exploration to the classroom 8 TECHNOLOGY 20
As well as continuing to offer high-impact, career long, subject-specific support to
teachers and others across the UK through the National STEM Learning Centre and
MATHEMATICS 20
12
Network, we are now supporting you and your students through access to STEM
Ambassadors and STEM Clubs. The STEM Ambassador network is a true national
www.stem.org.uk treasure, which brings thousands of people working in STEM fields, (scientists, engineers, SCIENCE 20
zoologists, architects, set designers, nuclear physicists and more), all of whom are
FOLLOW US ON TWITTER:
passionate about supporting you and your students in STEM. STEM Clubs provide
excellent opportunities to build students’ skills, confidence and excitement around STEM
through practical activities. Evidence shows both programmes can help build young
15
people’s employability skills as well as STEM understanding and enthusiasm, and open
their eyes to a whole range of possibilities, including careers.
14
@STEMLearningUK
You may have heard about Science Minister Jo Johnson naming the new, state-of-the-
LIKE US ON FACEBOOK: art polar research ship, named after world-renowned naturalist Sir David Attenborough.
We are delighted to be working with BEIS and others in supporting educational activity
around this exciting project through the Polar Explorer Programme. There will be lots
10
of activities you and your students can get involved in during the run up to the RRS Sir
David Attenborough’s launch in 2019, so watch this space!
9
/STEMLearningUK We’re thrilled to be bringing you all these exciting new opportunities to inspire your
students/pupils to study and perhaps go on to work in STEM-related fields. Who knows?
Articles
Perhaps the next Tim Peake, Dr Helen Sharman, Sir David Attenborough or Dr Alice
Feel the force: the effect of using a pulley 9
Roberts could be sitting in one of your classes this term…
STEM Learning Ltd operates the National Driving science education in primary schools 10
STEM Learning Centre and Network;
providing support locally, through Science How we opened a museum at our school 12
Learning Partnerships across England, and
partners in Scotland, Wales and Northern Keeping children safe online 14
Ireland; alongside a range of other projects
including STEM Ambassadors, supporting Awe and wonder 15
STEM education.
What can a STEM Ambassador do for you? 16
This is made possible by the generous
support of the Wellcome Trust, Gatsby
YVONNE BAKER, CHIEF EXECUTIVE, NATIONAL STEM LEARNING CENTRE AND NETWORK
Calendar and Social media 17
Charitable Foundation, Department for
Education, our partners in Project ENTHUSE
and other funders of related STEM projects.
2 Primary STEM Learning magazine Primary STEM Learning magazine
Magazine 3
BESPOKE FEATURE
One size does not fit all: Shine the light on STEM
How bespoke CPD could help your school
Do you ever attend CPD and think to
yourself: “This does not seem relevant to
me at all!” It can sometimes feel like the
modules are not tailored to suit individual
to have CPD from Helen regarding mechanisms
as we felt this was an area we needed refreshing.
Helen brought several types of pulleys, levers,
cogs and other types of mechanics. We looked at
this Diwali
teacher’s and school’s needs. how to incorporate using mechanics into other Primary Professional Development Lead,
parts of the curriculum, such as a castle with a by KAREN BRUNYEE National STEM Learning Centre and Network
However Poppleton Road Primary School in York pulley drawbridge.
have been undertaking bespoke training, designed
just for them – will it make a difference? “We are using the skills taught to launch a
design and technology project across the
We were very lucky to obtain an ENTHUSE school, culminating in a ‘Dragons’ Den’ style
bursary to pay for some CPD in design and presentation.” - Katy Kelly, teacher at Poppleton The festival of lights, Diwali, SCIENCE
technology for all our teaching staff. We had Road Primary School.
two sessions run by experts focusing on the begins on the 30 October. Three Light is of course an
design process and mechanisms. We felt that Impact reports show that within primary easy way to introduce
staff expertise in design and technology needed education, bespoke training has further fostered religions celebrate this five-day the science of Diwali.
to be updated and refreshed. The training we confidence, particularly in relation to assessing There are so many
received from Helen and Karen was excellent. and tracking progress made by pupils. The holiday, which incorporates fantastic experiments
bespoke options are vast – so next time you are you can do with your
“Karen delivered fantastic CPD about the design considering booking some CPD for your school, New Year – Hindus, Sikhs class – looking at
process and different methods of design for use why not try out bespoke CPD? diya oil lamps and
with different ages in KS1 and KS2. She focused and Jains, with over a billion how the light travels
on design and technology having a purpose ■■ www.stem.org.uk/bespoke-cpd away from the flame;
within lessons to develop prototypes using followers across the globe. repurposing old CDs
different materials. We were also lucky enough ■■ www.stem.org.uk/mp/cx4w3 to make bases for
Diwali at its core celebrates diya lamps so you can
discuss reflections from
the triumph of good over evil, shiny surfaces. Why
not, whilst studying
Seeds in space
light over darkness, and the electricity, design a
Having a keen interest in plants and all things circuit that will light
green I volunteered to carry out the experiment. word ‘Diwali’ translates in a an electrical diya lamp
I collected empty milk bottles to make the labels, or even a string of them. Get your
bought compost and made sure I had sufficient number of languages to ‘row pupils designing parallel circuits to
modular seed trays. I was well equipped for light up multiple diyas and see if they can
the experiment, as we are fortunate to have a of lights’. Why not incorporate solve the problem if one lamp blows.
greenhouse on the roof of our building in York.
by GILL COLLINS Senior Laboratory Technician, National STEM Learning Centre and Network STEM subjects into the study
There were two packets of seeds in the folder DESIGN AND TECHNOLOGY
– one red and one blue. One of the packets had of Diwali and get your class
travelled to the ISS with Tim Peake, but no one Diyas, the small lamps that are displayed in
At last, the news we had been anticipating for involved in the experiment knew which one! experiencing this beautiful homes, can be designed and created in the
classroom. Try getting your pupils to design
weeks had reached us: the rocket seeds I carefully planted one seed per module, festival in a practical way. one that will be safe even if knocked over.
noticing odd numbers in each packet therefore Many families celebrate the New Year by
had returned safely to Earth after I only planted 91. I found this stage quite wearing new, colourful clothes. Challenge
tricky as rocket seeds are very small, and felt children to design a new outfit for a member SEE THE LIGHT WITH THE HELP
spending seven months on the a twinge of sympathy and admiration for the of the family. You will have plenty of scope OF THESE RESOURCES AND CPD :
teachers conducting this task with excited MATHEMATICS for embedding your food technology as many
International Space Station (ISS) children (possibly with sweaty palms!) in the foods are eaten to celebrate the holiday,
school environment. Rangoli patterns are beautiful and allow for a allowing the children to perform taste tests. ■■ www.stem.org.uk/mp/diwali
with astronaut Tim Peake and study of shapes and patterns. Ask the children to ■■ www.stem.org.uk/mp/audience/primary
The seeds grew really well and I entered my create their own rangolis using specific shapes COMPUTING
were now in the hands of the results into the online national database and reflective symmetry and look at repeat NEW TO LEADING PRIMARY MATHEMATICS
and am now looking forward to finding out patterns. In the Hindu story of Diwali a Coding is a huge part of the new computing ■■ www.stem.org.uk/my004
Royal Horticultural Society which seeds were sent to space. Tim Peake ten-headed demon king, Ravana, kidnaps a curriculum. Why not get your class using Logo
will be revealing the identity of the seeds princess. Challenge your class to count the to code a simple rangoli pattern; the repeat MAKING POWERFUL CONNECTIONS
being prepared for distributing in a specially recorded video. My personal demon’s heads and perhaps perform some brutal command will come in handy and they will BETWEEN LITERACY AND SCIENCE
prediction is that it was the blue packet! subtraction problems based on the part of the need to learn some basic shape construction. ■■ www.stem.org.uk/rp114
to more than 8,000 schools in narrative where Hanuman, the monkey king, There are also great online games where they
■■ Tim Peake Primary Project resources: removes Ravana’s heads in the epic final battle. can plan and coordinate firework displays.
the UK. www.stem.org.uk/mp/lxpta
4 Primary STEM Learning magazine Primary STEM Learning magazine 5
FEATURE
Assessment in primary science:
by JANE TURNER
@PSQMTurner
Director Primary Science Quality Mark, University of Hertfordshire
why, what and how?
Over 500 schools a year gain a Primary Good formative assessment means that teachers for learning and evaluate achievement when And what is the reporting for? Schools’
Science Quality Mark award, through a and children have clear evidence of their learning. the topics and skills are taught. They provide teacher assessment data in science made
rigorous process of self-evaluation. This When a child states “I used to think that…, but a good starting point for moderation between against the Teacher Assessment Framework is
awareness of excellent practice from across now I know that…”, and can explain why or how teachers to ensure that assessment judgements not used for formal accountability, but will be
the UK is invaluable to my role as Director they know, their teacher has clear evidence that are consistent. Many local authorities and science available for scrutiny at individual school level
Primary Science Quality Mark and as an learning has taken place. This evidence of learning networks are compiling their own exemplification and to monitor attainment in science more
independent science curriculum expert for enables teachers to make summative assessment collections to use alongside the DfE versions. generally. If a school is selected to be part of
the DfE Standards and Testing Agency, where judgements against the national curriculum. These the biannual sample testing in science the
I have recently co-led the interim teacher are judgements of whether the child has achieved results are not reported at school level.
assessment and its exemplification. the learning that the teacher planned for, not
a judgement of what level they have achieved. If your school understands and uses
There is a good, shared understanding of This does not require an end of unit test, nor for There is help and assessment formatively to help learning, and
why we assess in science. Ofsted and the teachers to record every formative judgement, summatively to report on learning, then you
Commission on Assessment Without Levels but it does require them to ensure that there are can be confident that you have answered
have both issued clear guidance: day-to- opportunities for children to represent or express guidance available. the important questions about assessment
day formative assessment is essential for their understanding, in what they do, say, write in primary science.
teachers to respond to and extend learning; or draw.
in-school summative assessment is required The DfE has published
to monitor children’s achievement and End of key stage summative reporting of
WHAT QUALITY MARKS
progress over time; national summative science teacher assessment data is statutory
assessment is used by the government to for 2016. The DfE has published interim Teacher collections of ARE AVAILABLE FOR SCHOOLS
hold schools to account. Assessment Frameworks for KS1 and 2 which
summarise the concepts and skills in the national PRIMARY SCIENCE QUALITY MARK
How to assess becomes more curriculum in sets of statements beginning ‘The children’s work to ■■ www.stem.org.uk/psqm
challenging. The Nuffield report pupil can’. At the end of each key stage teachers
for Teacher Assessment in Primary need to report whether children are working at SPACE EDUCATION QUALITY MARK
Science proposed that teachers the expected standard for all the statements exemplify working ■■ www.stem.org.uk/seqm
should use formative assessment as in the framework, but don’t need to report
part of their everyday practice to individually against each statement. Year 2 and LIST OF CURRICULUM ASSESSMENTS
help pupils achieve the learning that Year 6 teachers should not test children against at the expected TO SUPPORT YOU:
is set out in the school’s curriculum these statements, but use the assessment ■■ www.stem.org.uk/
for science. In practice this means judgements that were made when the topic curriculum-assessments
that when planning science lessons or skill was last taught, based on a range of standard for all of the
teachers need to ask themselves the evidence, to compile this summative data.
following questions:
There is help and guidance available. The statements within FANTASTIC CPD TO
What do I want the children to DfE has published collections of children’s
HELP WITH ASSESSMENT
1 learn about this concept or to be work to exemplify working at the expected
able to do? standard for all of the statements within the the KS1 framework
KS1 framework and some of the statements ASSESSMENT AND PROGRESSION
How can I find out what they in the KS2 framework. IN PRIMARY SCIENCE:
2 already know about it and what and some of the ■■ www.stem.org.uk/rp102
skills they already have? The exemplifications include real work from
children in different contexts, reflecting the DEVELOPING THE EXPERIENCED
What do I need to do to help variety of ways they express and represent statements in the KS2 SCIENCE SUBJECT LEADERS:
3 them develop their understanding understanding and skills in science. Each piece ■■ www.stem.org.uk/ny003
and skills? of work should be looked at alongside the
commentaries that explain the learning context framework.
How will I, and they, know and the reasons why it meets the statement.
4 they have developed their The examples are useful documents to support
understanding and skills? formative assessment, helping teachers to plan
6 Primary STEM Learning magazine Primary STEM Learning magazine 7
FEATURE HOW TO
ExoMars: bringing Mars Feel the force:
exploration to the classroom a demonstration of the
by RACHEL JACKSON Primary Specialist, National STEM Learning Centre and Network effect of using a pulley
@JacksonR141
Professional Development Leader at CIEC (York University),
by JANE WINTER National STEM Learning Centre and Network, Schools Advisory Teacher
@janewinter115
Is there life on Mars? Children always ask this EXPLORE MARS FROM YOUR CLASSROOM
when we talk about space. Soon the European THINK LIKE A SCIENTIST
Space Agency (ESA) might be able to give Discuss the characteristics of living things and ask the
children how we could look for evidence of these life
us all the answer: their new ExoMars processes on Earth. For example: we could observe
evidence of movement on Earth – but how could this
programme, due to arrive in October, plans be done when exploring a distant planet? What about Levers, pulleys and gears are a STEP ONE STEP FOUR
other evidence of life, such as gases? The ExoMars
to search for evidence of life on Mars. orbiter will try to detect methane, a gas produced by the relatively new edition to the
degradation of living things.
primary science curriculum.
The mission plans to use sensors to search for
WORK SCIENTIFICALLY To help children to understand
gases such as methane, which could indicate life
Most likely any life found on Mars will be microscopic, simple machines we need to let
in the Martian atmosphere. In 2020, a rover so ask children to test samples of ‘Martian soil’ for
the presence of microorganisms and investigate them experience their effects.
will drill down two metres under the surface the conditions affecting their growth. They can also
compare and test the samples identifying properties Ask two of your volunteers to stand opposite Now loop the rope a second time around the
of the planet to search for evidence of life that indicate characteristics of ‘Martian soil’. These I’ve used an effective pulleys each other holding the sticks parallel to the handles as shown.
activities from the resource ‘Is there anyone out there?’ ground and to each other, about 60cm apart.
underground. So there couldn’t be a better are perfect for the ExoMars mission. demonstration in class and
STEP FIVE
time to explore the red planet in your here’s all you need to do STEP TWO
BECOME A SPACE ENGINEER Ask them to again try to pull the broom handles
own classroom! it with your pupils: Arrange the rope as shown, inside the volunteers’ together. This time the mechanical advantage
Research the landscape of Mars and create your model hands. Explain to them that whatever happens should mean that they will be able to do this
of it in class. Think about where would be best to land, • two stout sticks such they must not let the sticks get closer together. easily. To show that to move the sticks 60cm
then design a rover to move across this landscape. they will actually have to pull the rope 120cm
Rovers could be programmed to avoid obstacles. as broom handles or ask your volunteer to keep hold of the same part
Sensors can be used to detect different colours to STEP THREE of the rope so that they have to move at the
represent different rocks on the planet. lengths of PVC pipe same time as the sticks.
Now ask your third volunteer to hold the free end of
These activities provide opportunities for working • a length of rope the rope. Their job is to pull the two sticks together.
scientifically, robotics, data logging and engineering, as well as Because they are pulling against the combined STEP SIX
hopefully inspiring some space scientists and engineers of the future. • three volunteers strength of two people they should be
unable to move the sticks at all. If they are still unable to pull the sticks together
an extra loop can be added. Now pulling them
GET A LIFT WITH YOUR CPD together will be easier still, but the third volunteer
RESOURCES DESIGNED TO EXPLORE OUR SPACE CPD AND will have to walk even further to pull them the
SUPPORT YOUR TEACHING SEE WHERE IT COULD TAKE YOU same distance. This is exactly how a pulley works.
IS THERE ANYONE OUT THERE: SPACE AND ASTRONOMY - THIS RESOURCE DEMONSTRATES POPULAR MECHANICS: This demonstration works really well if
■■ www.stem.org.uk/mp/rxxhr A CONTEXT TO TEACH PRIMARY STEM: BECOMING A DESIGNER OF MACHINES there is a mismatch in the strength of the
■■ www.stem.org.uk/ny017 ■■ www.stem.org.uk/rx34t5 two volunteers holding the sticks and the
AURORA - EUROPE’S JOURNEY TO MARS: one pulling the rope; asking adults to hold
■■ www.stem.org.uk/mp/cx5ymf BRING MARS EXPLORATION INTO THE HELP CHILDREN TO SEARCH OUTSIDE THE CLASSROOM the sticks together, or pitching two Year 6
PRIMARY CLASSROOM: FOR INSPIRATION: SUPERMARKET SCIENCE children against a much younger one
■■ www.stem.org.uk/cy010 ■■ www.stem.org.uk/rp125 would also be fun.
8 Primary STEM Learning magazine Primary STEM Learning magazine 9
OPINION
Driving science education
in primary schools
by Cheryl Cawkwell Year 6 Teacher/Science and Computing Subject Leader, Oasis Academy Henderson Avenue
Children’s engagement and curiosity in science is enhanced if you have staff who are inquisitive and curious
themselves. In my opinion a school’s most valuable resource is its well-qualified, enthusiastic and inquisitive
teachers who can drive excellent science education in primary schools. So we must engage our staff!
The initial question I asked myself as a new I introduced ‘wow’ science to our staff in grew. Staff and children alike couldn’t wait to
science subject leader back in 2010 was inset, where they completed investigations share their investigations with me and often
‘How do I engage and enthuse our children?’ like they would if they were in the classroom. accosted me down the corridors. Children began
Science is no longer a subject tested by SATs The staffroom became a hive of activity and I to question, predict and test theories of their
and, as a result, the perceived importance of just stood back and watched the staff engage, own. They began to lead their own learning.
teaching science in school has declined over enquire and genuinely enjoy their science They loved their science experience!
the subsequent years. Working in an academy experience. ‘Wow’ science allowed staff the
where raising the standards of reading, writing freedom to be creative and develop children’s Fortunately, the introduction of the new
and mathematics were the main priority, I curriculum came at a great time for us. Staff and
found myself in a difficult situation. I remember children were now on board with science due
thrusting the ‘Maintaining Curiosity’ document to the ‘wow’ science and children were having
under the head teacher’s nose and to my a greater experience of science in school. Staff
surprise, she read and digested its findings I had to change took to the new curriculum really well.
with great interest. Around the same time an
email landed in my inbox inviting applicants to my approach. I needed So where are we at today? Well, children
apply for the ‘New and aspiring primary science and staff are now engaged and becoming
specialist’ pilot. I really needed to do this for to make my insets ever more curious about science. We have
my own CPD and improve my own subject just been awarded the silver Primary
knowledge. I was successful! Spending the next memorable to get my Science Quality Mark and science has a very
two years developing myself as a subject leader important status in our curriculum.
with the help and support of the National science message across. I
STEM Learning Centre in York gave me the
confidence and determination to lead change needed my staff to walk OPEN THEIR MINDS WITH
in science in our academy. THESE GREAT CPD ACTIVITIES
away thinking “Yeah, I
I needed to get my staff on board this science
train. They were the key drivers in my vision. want to do that!” GET YOUR COPY OF THE MAINTAINING
How many times are we told teaching needs to CURIOSITY DOCUMENTS:
be hands on and interactive? Passive learning ■■ www.stem.org.uk/
was a definite no-no. Yet how many times have maintaining-curiosity
you sat in an inset thinking about the pile enquiry in a fun and exciting way. The staff were
of marking you have to return to and you asked to deliver a science investigation each IF YOU’RE QUICK YOU MIGHT STILL BE
clearly haven’t listened to anything that week from then on. It only had to be 10 to 20 ABLE TO ATTEND THE NEW AND ASPIRING
has been said? What a waste! I had to minutes a week, so I wasn’t asking too much of PRIMARY SCIENCE SPECIALIST CPD:
change my approach. I needed to them. They didn’t need to complete a detailed ■■ www.stem.org.uk/ny010
make my insets memorable to get plan either, which was a definite hit and we
my science message across. I stocked our resource cupboard full so the buying SUPPORT YOUR TEAM WITH OUR
needed my staff to walk of resources wasn’t an issue either. This was a DEVELOPING THE ROLE OF THE SCIENCE
away thinking “Yeah, I turning point for science in our academy. Our SUBJECT LEADER CPD:
want to do that!” staff relished these opportunities to have fun ■■ www.stem.org.uk/rp101
in science and the enthusiasm for science soon
10 Primary STEM Learning magazine Primary STEM Learning magazine 11
HOW TO
How we opened a museum at our school
by ZOE GIANNOULIS Science Leader; Year 5 and 6 Phase Manager, Prior Weston Primary School and Children’s Centre
In the run-up to Science Week I was faced
journalists, filmmakers, artists and
with a dilemma. Children could tell me web designers for our cause. We END POINT BE BRAVE
created exhibition guides and I
used my background in heritage
where we see science in action, that to train the children up for our
night at the museum. It was
hard work, it was tiring, but
nurses, doctors and engineers use the end result was incredible.
It was a joy to watch children
science in their work, yet they still take visitors on a journey. They
ran workshops for KS1 and talked
eloquently about what they
saw science as something ‘mad’ had learnt to over 900 people.
Although a commitment, this Have an end point in mind from the very Don’t be afraid to develop an app or
project was well worth doing and has beginning and share this with the children – audio guide. There are great sites such as
and explosion heavy. become a new tradition at our school. knowing they are responsible for the content SoundCloud and Twitter, which can help you
and running of such an event is a big motivator, reach a wider audience, and Google Apps are
If you would like to have a go yourself, especially if people from ‘real life’ are involved. easy to use for the uninitiated. Being able
the following tips might be of some use. Proving they can successfully run a prestigious to reach out of their local community really
event does wonders for their self-esteem. motivated the children.
After a lot of thought, a plan came together: we would open our own museum.
The museum would encompass all areas of the curriculum; science would lead OPEN YOUR MUSEUM
the way and children would become experts. UTILISE WHAT YOU’VE GOT DOCUMENT EVERYTHING
GET CREATIVE IN THE CLASSROOM:
We contacted the Museum of London, who Now we needed to take our discoveries SCIENCE AND THE CREATIVE ARTS
are located five minutes away, and spoke and share them with the whole school. ■■ www.stem.org.uk/ny008
to their archaeology department. Eager to The goal was simple: to create a
help us, we soon had forensic osteologists, welcoming, rich and interactive CREATING A BUZZ AND RAISING THE
archaeologists and chemists coming into space that reached as many PROFILE OF SCIENCE IN YOUR SCHOOL
classrooms. Children handled skeletons and different people as possible. We ■■ www.stem.org.uk/rp117
learnt to spot the causes of death – they began to think big.
used their research skills to link the bones
to historical periods and find evidence The children created an audio
in the streets surrounding us that could guide, using a recorded AVAILABLE RESOURCES Think about your area, Keep a record of everything – it is a great
support their ideas. interview with the from gardeners to museums, evaluation tool to look at photographs and videos
osteologist. We tentatively BRITISH SCIENCE WEEK there will always be an of the experience; it also brings home to the
We went mudlarking, scavenging for entered the world of app PRIMARY ACTIVITY PACKS: organisation that would love children just what a feat they have accomplished!
interesting objects on the riverbank of development and created ■■ www.stem.org.uk/cx62h to do a project in your school.
the Thames, with Museum of London ‘Thamestastic!’ which Are you in an historically rich area?
Archaeology (MOLA) archaeologists, and included the children’s RUNNING SCIENCE AND Natural area? Sometimes just being SHOUT ABOUT YOUR ACHIEVEMENTS
used our knowledge of materials and tides research. This was ENGINEERING EVENTS: cheeky enough to email and ask for a favour
to identify artefacts. Suddenly the streets downloaded all over the ■■ www.stem.org.uk/rxxec is all you need to do – secondary schools are We were so thrilled to have such a fantastic
that we had walked down a thousand world, including in the US, great for this and are often happy to run lab response to our project and I hope by sharing our
times were alive with voices from every Africa and Hong Kong. STEM AMBASSADORS: sessions for Years 5 and 6. success it will inspire you to try a project like this
era, discoveries and events that had been ■■ www.stem.org.uk/mp/cx597 in your school! So Tweet, blog and show other
dormant up until this point. Children We started a Twitter feed The same motto could be used for the actual schools what you’ve been up to.
followed in the footsteps of Brunel, Snow and harangued MOLA STEM CLUBS: set-up of the museum – we were lucky to
and Bazalgette. They could explain the and the scientists we ■■ www.stemclubs.net borrow some display cases from the Museum of ARE YOU PLANNING AN EXCITING
structural integrity of The Globe Theatre had met to follow London, but we also used gymnastic apparatus PROJECT LIKE THIS IN YOUR SCHOOL?
and how the drainage systems worked in and retweet us; we STEM PRIMARY CAREERS TOOLKIT covered in blackout curtains, table tennis We’d love to hear about it. Tweet us using
Elizabethan buildings. They became eager plundered our parent ■■ www.stem.org.uk/mp/rx57e5 boards backed in sugar paper and school lunch @STEMLearningUK and share your ideas
to build, research, write and analyse. base and drafted any tables as the structural body of our space. and successes
12 Primary STEM Learning magazine Primary STEM Learning magazine 13
OPINION OPINION
Keeping children safe online Awe and wonder
Making science exciting for early years children
Curriculum Innovation Consultants,
by STEVE DALE AND PAUL SCOTT Curriculum Innovation Service
@Stevedale @Pederosa
Head Teacher,
by LUCY HUDSON Hunsley Primary
@HunsleyPrimary
The online world is increasingly inhabited
by children. Ofcom’s recent study,
‘Children and Parents: Media Use and
Attitudes’ (2015), reports that 8 to 11
year olds spend up to 11 hours a week
online, with one in seven of all 3 to 4s
and half of 5 to 15s playing games online.
Smartphone ownership is 24% for 8 to 11s. This interactive and skills-based teaching strategies are necessary policy, process and practice to ensure all I recently found myself with a new challenge: as head teacher of a brand new primary free school
means that children have easy access to a wide used, and that the school effectively monitors and technology systems are used safely and securely,
variety of online content (including social media) evaluates its own online safety provision. and that there are robust systems in place to specialising in mathematics and science, this is not an unusual position to be in, and one I am usually
that could lead to the access and creation of monitor, record and respond appropriately to any
inappropriate sexual content (including sexting), Several useful sites available for parents are eSafeguarding incidents. quite adept at embracing. But this time, I really had to think – our Friday assembly was coming up fast,
online bullying, grooming and extremism. 17% of 9 the Childnet parental control website, Internet
to 16 year olds in the UK say they have seen sexual Matters.org and Common Sense Media. These Safeguarding, including eSafeguarding, is the and was focused on science. Could we make science exciting for our early years pupils?
images online or offline within the past 12 months, sites explain how to make children’s devices most important role of an educator and just
according to ‘Net Children Go Mobile’, a 2014 safe, provide information on social media sites like we teach pupils from an early age to be
international report on children’s online behaviour. and give verdicts by educators and parents on cautious in the real world we also need them During the week, our nursery nurse set up the Friday arrived. I positioned the visualiser and
games, apps and films that the children may to be aware of the potential dangers when large water tray experiment in the continuous big screen, ready for our assembly, to show our WE CAN SUPPORT
Parents often say that they have little or limited be watching and using. Training teachers to online and using connected technologies. provision area, and it proved to be very popular Reception class one little boy’s take on ‘sinking YOUR STEM LESSONS
knowledge about the technologies, sites and apps deliver the important messages and expected with the children’s prediction and the results and floating’: an apple bobbing in a beaker of
that their children use. Educating parents and the behaviours is key to the success of keeping chart filled up with predictions like ‘rolling water, now enlarged to impressive proportions at
local community with regard to online safety is pupils safe online and CEOP runs courses to train USE THESE RESOURCES pin – sinks’, ‘water bottle – floats’, ‘boat – sinks’ the front of the room for all to see. MATHEMATICS FOR THE EARLY YEARS:
essential to ensuring our children remain safe at all ambassadors and also ‘Think You Know’ trainers. AND ACTIVITIES IN YOUR (bit controversial, that one) in blotched ink, ■■ www.stem.org.uk/my008
times when using connected technologies. CLASSROOM well-splashed by eager five year olds. As the children filed in, giving the desired gasp
Clearly, it is important to have a whole school of awe and wonder at the sight of the magnified PUTTING SCIENCE AT THE
Most school systems ensure children have access approach to eSafeguarding, where all the We fully embrace the ‘characteristics of floating apple, huge on the screen, a member of HEART OF EARLY YEARS:
to appropriate online content through the use of contributing factors can be monitored and 360 DEGREE SAFE TOOL effective learning’ – they are very much akin the team said: “And why does it float, children?” ■■ www.stem.org.uk/rp120
suitably configured filters and firewalls but this is evaluated. We strongly recommend schools use the ■■ www.360safe.org.uk to ‘working scientifically’ approaches: playing A cartoon question mark had suddenly appeared
often not the case in most homes or when children free 360 Degree Safe online safety audit tool from and exploring; active learning; creating and above all our heads. Many eager faces looked HERE ARE SOME FUN
are using 3/4G data-enabled devices such as the South West Grid for Learning which allows a USING DATA LOGGERS AND DIGITAL thinking critically. Children should develop back, and a number of risk-taking hands shot RESOURCES TO INSPIRE YOU:
mobile phones and some tablets. school to assess, develop and monitor its whole TECHNOLOGY IN PRIMARY SCIENCE essential curiosity and concentration, enjoy the up – where to start? Their answers were at
school eSafeguarding provision and quickly identify ■■ www.stem.org.uk/ny011 reward of persistence, make links and develop once imaginative, profound, funny, improbable, SCIENCE FROM WATER PLAY
The PSHE Association, together with the Child strengths and areas of development. new strategies. Such is the intrinsic value of challenging and intelligent; they really made me ■■ www.stem.org.uk/rxwx3
Exploitation and Online Protection Centre (CEOP), HOW TO USE DIGITAL TECHNOLOGIES investigative learning that it pervades our think. I became highly aware of the physicist
have identified 11 key areas to successfully This tool helps schools ensure that they have an TO SUPPORT SCIENCE whole curriculum from Foundation to Year 6 sitting at the back of the room, our initial teacher EVERYDAY MATERIALS
support online safety in schools and show that appropriate curriculum in place meeting the needs ■■ www.stem.org.uk/rp115 and beyond into our secondary school. This is trainee, volunteering each Friday to support our ■■ www.stem.org.uk/rxuat
interventions are most likely to be effective if of the computing curriculum including online crucial if the Foundation Stage is to be just that: STEM curriculum. He gave a wry smile – we would
parents and the wider community are engaged, safety and online bullying. It also identifies the a ‘foundation for lifelong learning’. be extending this experiment into next week.
14 Primary STEM Learning magazine Primary STEM Learning magazine 15
What can A STEM Ambassador can open your students’
minds to the excitement of science, technology,
CALENDAR SOCIAL MEDIA
Let’s take a peek at what
Our top picks for you
engineering and mathematics and the life changing
a STEM opportunities that a career in the STEM industries
can bring. STEM Ambassadors are enthusiastic and
to put in the calendar...
people have been tweeting:
@STEMLearningUK
Ambassador
knowledgeable role models, who can help support
Followers: 20K
you and your students across STEM subjects.
Even better, their support is completely free.
do for you? OCTOBER 2016 NOVEMBER 2016
BRINGING FIRST-HAND EXPERIENCE OF CAREERS IN STEM:
By broadening your students’ learning in STEM , you can
inspire them to consider new avenues and set new goals for “The pupils get to see the STEM @jogstem @STEMLearningUK we had great fun
using our ESERO grant to make gym equipment for ISS
themselves. Exposure to STEM Ambassadors has been proven Ambassador’s flight path… hearing
to positively impact problem solving abilities, communication a real person’s experiences, it’s much
and social skills as well as teamwork, resilience and confidence. WORLD TEACHERS’ DAY EDITOR’S
more powerful.” 5 OCTOBER 2016
STEM Ambassadors can help build the skills CREATING INNOVATIVE STEM PROJECTS: Did you know that World Teachers’ Day will TOP
needed in the world of work, as well as
be taking place on 5 October? This is a perfect
opportunity to celebrate the amazing work that PICK
demonstrating the range of opportunities
“The excitement they add to the you and your colleagues do every day! CHOICE
that open up through studying science, project... it gives more credibility ■■ www.stem.org.uk/teacher-day
PRINCIPIA SCHOOLS’ CONFERENCES
technology, engineering and mathematics. to what you are doing” 2 AND 5 NOVEMBER 2016 QsteveJLyon Still loads of people having fun
STEM Ambassadors can work with you in NOVEMBER 2016 playing games at the STEM centre in York
DELIVERING PRACTICAL DEMONSTRATIONS AND EXPERIMENTS: Taking place in November, pupils have the @STEMLearningUK #maths
many ways. Here’s what teachers, pupils opportunity to present their work to leading
space experts and, if his schedule allows,
and employers who have worked with “You can see STEM in action. You Tim Peake himself. @astro_timpeake @GM_Science
STEM Ambassadors have to say. @STEMLearningUK Never stop learning,
don’t have to visualise it, you can ■■ www.principia.org.uk/schools-conference #STEM careers are what keeps humans
advancing and creating better ways of living
actually make it and see how it’s done.”
JANUARY 2017
“No matter what I’ve been looking for @yvonne baker
ASE ANNUAL CONFERENCE 2017
there has been someone to fit the bill.” 4-7 JANUARY 2017 Outside No.10 - honor to
meet @astro_timpeake
and update him on the
What better way to start 2017 than by
impact of our TP work
ROLLS-ROYCE SCIENCE PRIZE discovering new teaching ideas and resources
with primary
NOVEMBER 2016 that you can use in your lessons?
@STEMLearningUK
The Rolls-Royce Science Prize helps teachers ■■ Visit today: www.ase.org.uk/
to implement science teaching ideas in their conferences/annual-conference/
From architects to zoologists; engineers to set designers; schools and colleges. In November this year, the
winners of the 2015/16 Rolls-Royce Science Prize BETT SHOW 2017
and farmers to nuclear physicists – STEM Ambassadors awards will be announced. 25-28 JANUARY 2017
@sciencejo A privilege to see the National STEM
are a source of inspiration for your students.
Open to all schools and colleges in the UK, you This is your annual opportunity to experiment Learning Centre and to experince the Centre’s
can apply for the 2016/17 award. with the latest technology, hear from inspirational commitment to sharing best practice with teachers.
figures and network with other people.
F ind a STEM Ambassador to ■■ Find out more:
Follow us @STEMLearningUK and let us
inspire your students today: www.stem.org.uk/rolls-royce-science-prize ■■ Visit today: www.bettshow.com
know what STEM related things you’re up to!
www.stem.org.uk/stem-ambassadors Primary STEM Learning magazine 17
CPD LISTING FOR MORE DATES AND VENUES VISIT www.stem.org.uk/cpd • CPD LISTING
High quality We have chosen a
selection of key themes
professional and activities for you:
development SS ERC
SUPPORTING NEW ENTRANTS TO THE PROFESSION
■■ Working scientifically in the new curriculum................................................................... Page 22
that has impact
■■ Strengthening subject understanding in... ........................................................................ Page 22
■■ Massive Open Online Courses............................................................................................... Page 22
■■ Mathematics for the early years........................................................................................... Page 20
■■ New to leading primary mathematics................................................................................ Page 20
■■ How to use digital technologies to support science...................................................... Page 21
■■ Primary Conference.................................................................................................................. Page 22
■■ Using iPads and other tablet devices in the classroom................................................. Page 20
You can access our CPD nationally, locally and online. Our ENTHUSE Award bursary
funded residential courses are run at the National STEM Learning Centre in York and EANI
National SUPPORTING ESTABLISHED PRIMARY TEACHERS
our network of school-based Science Learning Partnerships (SLPs) provide support STEM ■■ Assessment without levels..................................................................................................... Page 21
locally across England. SLPs combine local expertise and knowledge with national Learning ■■ Subject specialism courses..................................................................................................... Page 22
Centre ■■ Linking the core subjects......................................................................................................... Page 21
standard provision to provide you with a range of courses and support to suit ■■ Working scientifically in the new curriculum................................................................... Page 22
■■ Enriching primary science....................................................................................................... Page 22
needs. Nationally and locally we can also tailor our CPD to meet the ■■ Developing mastery in primary mathematics.................................................................. Page 20
■■ Space and astronomy - a context to teach primary STEM........................................... Page 21
individual needs of your department, school or network through our bespoke provision. ■■ Teaching primary science outdoors..................................................................................... Page 21
To find your local SLP go to www.stem.org.uk/science-learning-partnerships SUPPORTING SUBJECT LEADERS
■■ Primary science subject leaders’ network.......................................................................... Page 22
■■ Assessment without levels..................................................................................................... Page 21
■■ Developing the role of the science subject leader.......................................................... Page 21
■■ Extending thinking and talking in primary science......................................................... Page 20
■■ Developing the experienced science subject leader....................................................... Page 20
■■ New to leading primary mathematics................................................................................ Page 20
Bursary support for all state funded schools and colleges ■■ Putting science at the heart of Early Years........................................................................ Page 22
■■ Leading an effective design and technology curriculum............................................... Page 20
Techniquest
ENTHUSE Awards
ENTHUSE Awards contribute towards the costs of attending
world-class professional development provided by the
National STEM Learning Centre.
All fees and award values are valid for state funded schools and
are correct at the time of print (August 2016). See www.stem.org.uk for
ENTHUSE Awards are provided by Project ENTHUSE which is Science Learning
a unique partnership of government, charities and employers fee paying for schools and the latest information.
that have come together to bring about inspired STEM Partnerships
teaching through the professional development of teachers,
technicians and support staff across the UK.
www.stem.org.uk/project-enthuse
18 Primary STEM Learning magazine Primary STEM Learning magazine 19CPD LISTING • FOR MORE DATES AND VENUES VISIT WWW.STEM.ORG.UK/CPD FOR MORE DATES AND VENUES VISIT WWW.STEM.ORG.UK/CPD • CPD LISTING
DESIGN AND MATHEMATICS SCIENCE SPACE AND ASTRONOMY - A ENGAGING SCIENCE IN KEY STAGE 1 PRIMARY CONFERENCE
CONTEXT TO TEACH PRIMARY STEM
TECHNOLOGY INTENSIVE SUBJECT-SPECIFIC CPD INTENSIVE SUBJECT-SPECIFIC CPD Try out ideas for practical science that can be Our primary conferences always provide
Accommodation and meals included Accommodation and meals included Using inspirational elements of space and used with young children to develop a range outstanding learning opportunities linked
INTENSIVE SUBJECT-SPECIFIC CPD astronomy, you will engage in activities to of scientific skills and explore opportunities to to topical developments in primary science
Accommodation and meals included DEVELOPING MASTERY IN PRIMARY DEVELOPING SCIENCE IN THE extend pupils’ knowledge. promote children’s social skills. teaching, alongside plenty of time to talk and
MATHEMATICS EARLY YEARS FOUNDATION STAGE • Your school receives: £700 ENTHUSE Award • Various dates and venues online share ideas with other primary practitioners.
LEADING AN EFFECTIVE DESIGN • Activity fee: £500 (ex VAT) ■■ www.stem.org.uk/rp109 • Various dates and venues online
AND TECHNOLOGY CURRICULUM Gain an understanding of what mastery is Aimed at science subject leaders and early years • 13 Mar 2017 2 days ■■ www.stem.org.uk/rp124
and how it can be used to challenge pupils practitioners, this very practical CPD activity will help ■■ www.stem.org.uk/ny017 USING COMPUTING AND DATA
Develop your own subject knowldege and and investigate strategies and resources identify and demonstrate good teaching and learning. LOGGING TO SUPPORT SCIENCE PRIMARY SCIENCE SUBJECT
identify the role subject leaders play in that promote a deeper understanding in • Your school receives: £1,400 ENTHUSE Award TEACHING PRIMARY SCIENCE LEADERS’ NETWORK
developing a whole school approach to mathematics. • Activity fee: £1,000 (ex VAT) OUTDOORS Gain hands-on practical experience using digital
teaching design and technology. • Your school receives: £700 ENTHUSE Award • 10 Jan 2017 4 days technologies in science and be able to decide These meetings are a chance for subject leaders
• Your school receives: £700 ENTHUSE Award • Activity fee: £600 (ex VAT) ■■ www.stem.org.uk/ny012 Teach science activities in the great outdoor on the best use of the technology and integrate to learn about the latest local and national
• Activity fee: £600 (ex VAT) • 2 Mar 2017 2 days environment and bring the fun back into them into your science lessons. initiatives in science and keep abreast of
• 9 Feb 2017 4 days ■■ www.stem.org.uk/my002 DEVELOPING SUBJECT KNOWLEDGE teaching. Explore ideas to excite your children • Various dates and venues online developments within the subject.
■■ www.stem.org.uk/ty011 THROUGH PRACTICAL ENQUIRY that will encourage learning. ■■ www.stem.org.uk/rp115 • Various dates and venues online
MATHEMATICS FOR THE EARLY • Your school receives: £1,400 ENTHUSE Award ■■ www.stem.org.uk/rp121
USING IPADS AND OTHER TABLET YEARS Teaching primary science can be daunting, • Activity fee: £1,000 (ex VAT) MAKING POWERFUL
DEVICES IN THE CLASSROOM we will support your needs and increase your • 5 Apr 2017 4 days CONNECTIONS BETWEEN PROMOTING THINKING AND
Explore how children learn within mathematics confidence. Improve your subject knowledge ■■ www.stem.org.uk/ny009 MATHEMATICS AND SCIENCE TALKING IN PRIMARY SCIENCE
Learn how teaching with iPads and other tablet and develop mastery in numbers. with practical enquiry-led activities.
devices in your classroom can improve pupil • Your school receives: £700 ENTHUSE Award • Your school receives: £1,050 ENTHUSE Award USING DATA LOGGERS AND DIGITAL Maximise your pupils’ opportunities to develop Consider the key elements of thinking, talking
engagement and motivation. • Activity fee: £500 (ex VAT) • Activity fee: £750 (ex VAT) TECHNOLOGY IN PRIMARY SCIENCE their numeracy skills and improve attainment and communicating in science and develop these
• Your school receives: £600 ENTHUSE Award • 15 Mar 2017 2 days • 27 Mar 2017 3 days in science by planning lessons in which children skills to create an effective learning environment.
• Activity fee: £600 (ex VAT) ■■ www.stem.org.uk/my008 ■■ www.stem.org.uk/ny040 Explore how data loggers and other forms of digital effectively handle data. • Various dates and venues online
• 2 Feb 2017 2 days technology can support learning in science. • Various dates and venues online ■■ www.stem.org.uk/rp116
■■ www.stem.org.uk/ty700 NEW TO LEADING PRIMARY DEVELOPING THE EXPERIENCED • Your school receives: £700 ENTHUSE Award ■■ www.stem.org.uk/rp113
MATHEMATICS SCIENCE SUBJECT LEADER • Activity fee: £500 (ex VAT) PUTTING SCIENCE AT THE
• 20 Mar 2017 2 days MAKING POWERFUL HEART OF EARLY YEARS
Explore the mastery approach to mathematics, Explore best practice and interact with research ■■ www.stem.org.uk/ny011 CONNECTIONS BETWEEN
develop your skills, knowledge and change the at local, national and international levels. LITERACY AND SCIENCE Increase your confidence in using a range of
“I found implementing D&T way the subject is taught in your school. • Your school receives: £3,150 ENTHUSE Award ASSESSMENT AND PROGRESSION approaches and assessment strategies to meet
• Your school receives: £1,050 ENTHUSE Award • Activity fee: £2,250 (ex VAT) IN PRIMARY SCIENCE Explore the curriculum links between science children’s needs in Early Years.
in the national curriculum • Activity fee: £750 (ex VAT) • 23 Jan 2017 11 days and literacy and how to develop literacy skills • Various dates and venues online
• 2 Feb 2017 3 days ■■ www.stem.org.uk/ny003 Evidence shows that effective assessment for to improve the quality of children’s written ■■ www.stem.org.uk/rp120
most useful as it has helped ■■ www.stem.org.uk/my004 learning leads to raised attainment. Identify explanations in science.
EXTENDING THINKING AND how you can integrate and embed assessment • Various dates and venues online
to develop my knowledge TALKING IN PRIMARY SCIENCE practices into your science teaching. ■■ www.stem.org.uk/rp114
“All sessions were extremely • Various dates and venues online
of D&T curriculum. I feel Increase your confidence in teaching science ■■ www.stem.org.uk/rp102
useful and I will take away a lot and develop methods to stimulate curiosity,
that I now have a greater discussion and thinking in the primary classroom. CREATING A BUZZ AND RAISING
of practical ideas and strategies THE PROFILE OF SCIENCE IN YOUR
understanding of what • Your school receives: £1,400 ENTHUSE Award
to use in the classroom.” • Activity fee: £1,000 (ex VAT) SCHOOL Bespoke CPD tailored to your needs
the national curriculum • 19 Jan 2017 4 days
■■ www.stem.org.uk/ny001 You will leave full of practical ideas to enrich
requirements are in school - Developing Mastery in Primary primary science in your school. You will be
Our comprehensive range of support can
Mathematics, 2016 participant SCIENCE AND THE CREATIVE ARTS inspired to enthuse your pupils about the thrill
and what I can do to ensure of scientific ideas and enquiry. be requested as a bespoke offer for your
Encourage creative approaches to curriculum • Various dates and venues online
that this requirements planning and discover innovative methods of ■■ www.stem.org.uk/rp117 department, school or network. We can make the
communicating through science. CPD more effective and tailored to the specific
are being met across the “I have learned many • Your school receives: £1,400 ENTHUSE Award DEVELOPING THE ROLE OF THE
• Activity fee: £1,000 (ex VAT) SCIENCE SUBJECT LEADER challenges and needs your school faces.
school. I also found that the strategies and ideas from • 28 Feb 2017 4 days
information on planning today that I can take back to ■■ www.stem.org.uk/ny008 Explore a range of strategies to audit and lead
science in your school, understand your role
We have a proven track record of highly evaluated,
impactful professional development and a wealth of
(long, medium and short) school, implement and share more fully and be able to identify and promote experience in supporting teachers, technicians and
effective primary science. support staff in all aspects of STEM education.
term very helpful.” with colleagues.” • Various dates and venues online
■■ www.stem.org.uk/rp101 ■■ www.stem.org.uk/ms/bespoke-cpd
- Leading an effective design and technology - Developing Mastery in Primary
curriculum, 2016 participant Mathematics, 2016 participant
20 Primary STEM Learning magazine Primary STEM Learning magazine 21CPD LISTING • FOR MORE DATES AND VENUES VISIT WWW.STEM.ORG.UK/CPD
Primary Rolls-Royce
SCIENCE continued USING YOUR OUTDOOR ONLINE
LEARNING ENVIRONMENT
RAISING ATTAINMENT IN SCIENCE Get to grips with one or all three of these free
Using the outside world, you can create exciting online cpd activities. we are offering high quality,
Identify teaching and learning strategies that will and inspiring investigations that will motivate online professional development delivered by
move good lessons to outstanding lessons by focusing and engage your pupils to learn. world-leading experts.
Science Prize
on the learning that happens in the classroom. • Various dates and venues online
• Various dates and venues online ■■ www.stem.org.uk/rp111 DIFFERENTIATING FOR LEARNING
■■ www.stem.org.uk/rp103
WHY CHILDREN NEED TO WORK • 16 Jan 2017
STRENGTHENING SUBJECT SCIENTIFICALLY AND HOW THEY CAN ■■ www.stem.org.uk/online-cpd
UNDERSTANDING IN...
Learn to implement strategies for enquiry in ASSESSMENT FOR LEARNING
Focus on the big ideas in primary science, helping order to improve children’s outcomes through
you make a difference to children’s learning by effective teaching of scientific enquiry. • 27 Feb 2017
identifying and challenging misconceptions. • Various dates and venues online ■■ www.stem.org.uk/online-cpd
• Various dates and venues online ■■ www.stem.org.uk/rp107
■■ www.stem.org.uk/rp112 BEHAVIOUR FOR LEARNING
WORKING SCIENTIFICALLY
SUPERMARKET SCIENCE IN THE PRIMARY CURRICULUM - • 24 Apr 2017
PUPIL LED INVESTIGATIONS ■■ www.stem.org.uk/online-cpd The Rolls-Royce Science Prize
This practical CPD will provide you with a bank
of easy to use ideas that you can take away Explore a range of techniques to draw out pupil
with you to enable your pupils to conduct ideas and develop strategies to incorporate these supports teachers and technicians
experiments and have fun. into your science lessons.
• Various dates and venues online
■■ www.stem.org.uk/rp125
• Various dates and venues online
■■ www.stem.org.uk/rp108
to implement mathematics and
“The course highlighted many important factors and the sessions were highly science teaching ideas into their
thought provoking. Furthermore, they have given me much to think about in schools. The awards programme
terms of application to my own school and practice.”
culminates with a gala dinner
- Developing the experienced science subject leader, 2016 participant
celebration in November which is
the highlight of many calendars.
Tim Peake inspires Past winners have shown how excellence related to a life in space. This led to pupils vegetable parade, looked at the water cycle,
Have you and your pupils been inspired by Tim Peake’s in mathematics and science teaching is who are motivated and want to come to grew mushrooms and much more. This linked
recognised. They promote innovative and school in the morning understanding more into year-round learning, the outdoor classroom
mission to the International Space Station (ISS)? sustainable strategies for teaching science about STEM subjects and careers. They said: and building children’s scientific vocabulary.
across the full spectrum, from special “We have nurtured a restless curiosity in
educational needs to high ability students. our children, turning them into creators • F ind out more:
ESERO-UK has created a page dedicated • The magic of light - study light ■■ To explore the full range of free, as opposed to users of technology”. www.stem.org.uk/mp/rolls-royce-science-prize
STEM related resources visit:
to the educational resources linked in to and colour using spectroscopes One winner, who managed to speak to
Tim’s mission and human spaceflight. and colour wheels. www.stem.org.uk/ astronaut Tim Peake live on the International Another recent winner developed a ‘seed
These resources include: Space Station, was Rode Heath Primary to supper’ project with their pupils. At the
• Explore the ISS with our great esero/mp/tim-peake School. Their aim was to inspire children Argyle Primary School they built links across
• Rosetta primary resource book - seven collection of resources looking at to engage with STEM subjects through the the curriculum and all year groups, allowing
activities themed around the mission, life aboard this flying laboratory exciting context of space, to awaken them children to gain an improved understanding
using interact games that will help to to the possibilities that could be part of of healthy eating, nutrition and improved
engage your class. their future. The children were encouraged community awareness of issues related to
to design and make purposeful products sustainability. Children made pizzas, had a
Primary STEM Learning magazine 23You can also read
