Bluedot Festival First

Finding your first festival feet is always a little exciting and daunting but having braved a few nights in a tent with every element of humanity breathing and swarming around you, I think I have decided I would do it all again.

IMG_2186I was invited by Practical Action to deliver two days of workshops to support their education, enrichment and outreach programme. The Bluedot festival has been running for many years and next year celebrates the 50th anniversary of the lunar landings in 1969. Jodrell Bank Discovery Centre and surrounding area is a fantastic venue and brings the very best of scientific thinking together with a most eclectic range of music, theatre, poetry and fun activities. I decided to take my 8 and 10-year-old daughters and there was plenty to keep them busy and plenty of things to spend hard earned cash on!

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The workshops were sold out and fully attended and provided a great platform for exploring real issues that affect people’s lives in some of the poorest regions of the world. Practical Action provides support to these vast numbers of people through the integration of technology, community partnerships and engineering expertise that makes a sustainable difference to the lives of people in places as far apart as Lima, Kathmandu, Khartoum and Dacca. The first workshop was called The Floating Garden Challenge and allows people to design, build and test a floating platform that could rise with flood waters and keep crops out of flood waters. They might even be able to house chickens. The designs were built and then tested using 100g masses to examine buoyancy and stability. You can download the high-quality free resources here. 

IMG_2214The second activity on Sunday was called Ditch The Dirt and involved understanding how precious water is as a resource. Clean water is essential for good health and millions of people just don’t have access to it. In fact, they might have to walk miles to dig for, retrieve and collect water with a return journey carrying up to 20 kg of potentially unclean water. The Ditch The Dirt challenge requires people to design a simple water filtration system that could be used in the field. Investigating which materials work best and how they affect the water cleanliness and rate of flow is all part of the challenge. You can download the excellent free resources here.

Both of these challenges form part of a suite of STEM activities that are highly engaging, stimulating and challenging for all ages from 6-18, with appropriate differentiation. Each challenge is designed by teachers and is accompanied by excellent PowerPoint presentations, posters, teacher notes, certificates and additional resources such as video and photos. Over the last three years, one of the primary schools I have worked extensively with has created the UK’s first STEM Leaders’ Conference which allowed Year 5, 6 and 7 pupils to work on these challenges over days and weeks and then present their projects in short presentations to the rest of the conference. With over 20 schools and more than 200 pupils involved, it has been nominated for a STEM Learning Inspiration Award. You can find out more here and here.

Running these incredibly successful workshops also gave me a chance to talk to parents and engage them in discussions about the challenges and the wider global context. With the United Nations global goal Number 6 – to provide clean water and sanitation to all people by 2030 – it is clear we have some way to go, yet with every action that Practical Action takes we are potentially getting closer.

Practical Action is a registered charity and can only carry out its work through generous donations from everyday people. If you’d like to find out more about what they do just visit their website.

If you are interested in running workshops that bring engagement, challenge and a global perspective then just get in touch through twitter @ICanTeach_UK or via email at ideas@icanteach.co.uk and I can help you get started.

Also, check out the Bluedot festival. A fascinating journey into the unknown world of festival life for me, which has left me scientifically curious to see what it might be like next year!

Want a better world?

Nearly 50 pupils from across Eastbourne and Seaford gathered to discuss and debate ideas on global issues such as clean water, renewable energy and sustainable technologies. They presented their ideas to the conference of pupils and teachers and then shared their ideas with other pupils in true science conference style. Eastbourne College again hosted the second STEM Leaders’ Conference on Thursday 26 April at the prestigious Birley Centre in Eastbourne and it was a great success for all involved.

The schools attending included Seaford Head School, Willingdon Primary School, St John’s Meads CE Primary School, Parkmead CE Primary School, Pevensey and Westham CE Primary School and The Haven VA CE Primary School. Pupils had been working on a variety of projects over the last few weeks inspired by a wide range of resources created by the global STEM charity Practical Action. These projects included The Squashed Tomato Challenge (where pupils find a way to transport tomatoes down a Nepalese mountainside to take them to market without squashing them), The Floating Garden Challenge (where pupils design, build and test different forms of floating garden so that people in Bangladesh can still grow crops even in flood waters) and Ditch The Dirt (where pupils create a water filtration system to clean dirty water).

Conference Organiser, Marcus Cherrill of I Can Teach Ltd, who created the conference on behalf of Pevensey and Westham School said, “The STEM Leaders’ Conference is all about sharing ideas and allowing pupils from local schools to work on engaging and stimulating projects. They can then develop their leadership, teamwork and presentation skills through the Conference. It is a very supportive and non-competitive environment which allows pupils to really develop their confidence. We also had support from a number of local and national companies who provided prizes for the pupils, their teachers and their schools.”

St John’s Meads CE Primary School won a VIP Tour of local pharmaceutical company TEVA, where they dress up in overalls, face masks and hair nets and see how engineering and science skills are put into practice.

Richard Thomas, Headteacher of Pevensey and Westham School said, “We were delighted to run this event again this year. The response from the schools that attended was excellent and it is clear that these kinds of events have a lasting impact on the profile of STEM in local schools.” Aoife Cherrill, acting as a reporter for Ocklynge Junior School, was “impressed with the quality of presentations and the range of ideas presented by the schools. It was great fun and really interesting.”

For more info on the charity Practical Action’s free STEM resources for schools go to www.practicalaction.org/schools

Differentiation and Beyond

Dragonfly Training offer practical courses designed for teachers across the world.

Teaching teachers. A piece of cake they said.

I spent a day with teachers from St. George’s English International School in Munich last week. A wide range of nationalities, skills, teaching backgrounds and experience and a whole host of previous training days under their belts. For the teachers, the new term promised a brand new school building, slightly out of the centre of Munich, but with so much to do and only so many hours in a day, the shiny windows, squeaky clean flooring and whistle-white walls would have to wait. It wasn’t ready. We were relocated to a local football club with a decent-sized function room.

Training teachers takes effort, patience, understanding and an unusual perspective. It took me a while to get over the fact that I wasn’t teaching and I wasn’t offering egg-sucking courses either. The fact that I had 22 years teaching experience didn’t really matter. What counted was my ideas, my take on teaching, knowing what works and finding the right way to connect with colleagues on many different levels. I consider myself to be emotionally intelligent. It is important to know what a bad training day looks and feels like. There have been a few. Listening to regurgitations of the ‘Haynes manual of teaching’ and wishing you were still on that beach. Painful. But a good training day can be inspirational, uplifting and fire you up for days, weeks and even years. I am fortunate enough to have attended lots of these. I have also worked with energizing colleagues and gained a great deal from them.

The teachers at St. George’s were definitely ready for a good day. Some were still figuring out where to live in their new town but all were ready to engage. After some warm up activities, we looked at three key pillars of good teaching and learning: Differentiation, Assessment for Learning and Feedback. Teachers tried some practical ways to differentiate for learners. We called it ‘personalization’. There are so many ways that learners can be challenged, stretched and engaged appropriately.

Here are some of our differentiation ideas:

  • Multi part tasks – split part one into three different tasks with different levels of complexity eg describe A) Romeo and Juliet main characters, B) family circumstances and C) the effect of family on their relationship. Then use all of these together to D) write a short summary of the main events of Romeo and Juliet and then E) write a 140 character tweet to summarize the story including spaces, hashtags, and emojis.
  • Providing roles – scribe, observer, listener, artist, designer, summarizer, timer etc. Kids love roles and respond differently to each job description. Rotate at will.
  • Scaffolding – provide support and structure in different guises. Simple skills developing into more complex skills. You can also use mind tools to help with creative thinking.
  • Framing questions – ‘from the viewpoint of ……., how did …….impact on …….’ creates opportunities for empathy and can also provide constraints within which a question can be answered.
  • Big questions – contextualizes the learning. This is important for all learners but especially EAL learners.
  • Real Issues – gets young people fired up about big issues and means they can see how learning becomes relevant to their world
  • Projects – learners can approach projects in so many different ways. Let them have an open-ended outcome and see what happens
  • Differentiation by learning needs – this could be dyslexia, EAL (English as an Additional Language), cognitive (processing), sight, hearing, behaviour, autism, Free School Meals, Gifted and Talented. Think about how you would need to differentiate for each of these.
  • By sequence – change the order of activities to suit the needs of different learners
  • By pace – change the timing of each activity to suit individuals but keep the pace up.
  • Use circus or stations – you can change the order, have certain stations for each group of learners or provide increasing complexity as you move around – this works well in science with different experiments for example.
  • By outcome – provide different levels of outcome (possibly colour them, grade them or give them different names such as ‘beginner’, ‘expert’, ‘ninja’)
  • By task – provide choices for learners eg hot, spicy, mild – better than easy, medium and difficult
  • By activity – watch something, listen to an audio file, talk to each other, write something, act out something – lots of ways to engage learners on different levels.
  • The ‘enable table’ – set up a table, space or wall display with extra, extension information.

There are many others (feel free to add yours in comments) but with a limited amount of time, we then considered how to assess pupils progress using a range of classroom techniques and strategies.

  • Asking questions (the right type of question) – these are the tools of your trade – get them right and you will find true wisdom and enlightenment!
  • Red, Orange, Green student response cards, to hold up, leave on the desk so that teachers can see who understands what.
  • Mini whiteboards – these have seen significant use in classrooms across the world. Great for checking on progress. Join them up in a line or make a ‘big picture’ with all of them on the floor or hold them up for a time lapse video.
  • Standing on a continuum – these are useful and get learners out of their seats – try ‘yes/no’, ‘agree/disagree’, ‘1-10’ or make up your own
  • Find your corner – label each corner A, B, C and D – pupils stand in each corner depending on the question
  • Hot responses – hot, spicy, mild – pupils choose an activity and difficulty, therefore, indicating their confidence
  • How many fingers – 1-10 confidence level or 1-5 depending on the question
  • Thumbs Up or Down – quick testing of confidence
  • Confidence Rating – use 1-4 rather than 1-5 as pupils will often plump for the middle one.
  • Sad face or smiley face – easy to use in books, whiteboards etc for self or peer assessment
  • Starting Point – by deciding on level of entry pupils indicate their confidence level and prior knowledge
  • No hands – means all pupils have to come up with a good answer and to help with this…
  • Random Name Generator – use http://www.classtools.net (with loads of other games and tools) or StickPick app (small cost).
  • Snowball fight – write/work on something – scrunch it up and all throw at the same time – good fun – open, add, edit, assess, scrunch and throw. Repeat. Use notes with annotations to formulate a final draft.
  • Snowballing – one person works on a task, pairs up, joins a third, a fourth and so on.
  • Pyramid – one pairs with another, two become four, become eight etc – good for class discussion

Feedback has most effect when it creates ‘cognitive conflict’ meaning that the student is puzzled they got it wrong, and starts to work out why, Hattie (2003)

We also had a play with Quizlet Live, Kahoot, Spiral, Socrative, Plickers and QR codes. Lots of digital ways to assess learning and find ways to move forwards. We also looked at how to support EAL learners in the classroom – often a significant factor in International Schools.

You can see some of the feedback on the course below. Teachers left with practical strategies that really work. Dragonfly Training pride themselves on making courses ‘hands-on’, based on current research and educational thinking and bespoke to a particular context for each school. Each course can be adapted to suit any number of teachers. They also work well for all-through schools. Get in touch if you would like more information. With huge thanks to those staff willing to share some feedback on camera. (You were great!)

This was a great team of teachers to work with. Full of enthusiasm and ready to take on new ideas and tweak some old ones. Have a look at their site here http://www.stgeorgesschool.de/munich

 

 

I also deliver courses on Google Suite – Apps for Education (Digital Pedagogy), Raising Boys’ Achievement, Active Learning, Science and STEM in Junior and Elementary Schools and Wellbeing. Just get in touch with Dragonfly HQ for more information.

Return to Ethiopia – finding your ‘ikigai’

Whilst not quite the eye-opening experience of last summer, my return to Bingham Academy in Addis Ababa, was none the less inspirational and uplifting. I was delighted to be asked back to work with an amazing group of teachers, many of whom were present last year. Retention of staff in International Schools is always an issue especially when they don’t get paid. That’s right. No pay. Teachers raise money through friends, family and their church groups in order to fund a year at Bingham Academy in Addis Ababa. The funds cover food, some of the travel costs and general living. Many teachers bring their families. Lock, stock and barrel. They often commit themselves to at least two years with many staying longer or returning at a later date.

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This is where staff are: right in the middle.

There is an undeniable feeling of warmth and welcome in the campus. It’s not the weather – it was rainy season again and just about scraped into the twenties (seventies Fahrenheit) – but the people who work there. From the drivers, security staff, cleaners and cooks to the teaching assistants and teachers, everyone plays their part and very much contributes to the unique atmosphere at Bingham Academy. Their Faith is key. They come here to help spread the word of God. It’s not overt and ‘for the sake of it’ but it is interwoven in everything they do. They are fully committed to what they do. A husband of one of the teachers works in a recording studio, translating the bible stories into many of the 80 different local languages in order to improve literacy rates. Fascinating and inspiring.

Dragonfly Training delivers an extensive range of courses for teachers. This is my third year and they have sent me to all sorts of places to deliver training. It’s a real privilege to be part of a team committed to improving standards in education and supporting teachers with practical strategies to engage and inspire young people. Bingham Academy identified some key issues that were hindering their rate of progress. Children come from diverse backgrounds, cultures and educational systems. They often dip in and out and their starting points can vary widely. Add to this the fact that ‘results’ count and teachers are under pressure to make every lesson count. Dragonfly Training approached this with some teaching and learning fundamentals: Assessment for Learning strategies and good old fashioned differentiation. Teachers explored how to assess learning in a number of practical ways. Great responses and engagement from teachers meant each of the ideas generated even more suggestions for success within this unique context. A series of differentiation ideas and some Project Based Learning followed in the last two sessions with positive outcomes for all staff.

I will apply ‘digital’ strategies to learning wherever possible but the internet in Ethiopia often hangs quite literally by a thread. I offered some use of Spiral (www.spiral.ac) which with strong internet will be a potent tool for learning and assessment. We also had a play with Kahoot and Quizlet. The Ethiopian Government often disconnects the Internet (it’s a big red switch) at the first sign of political unrest or for days on end when there is exam season. Last year, exam papers were released online (unofficially) from which widespread cheating ensued. This year, WiFi went offline for 3 weeks in June which negated the (online) cheating somewhat. The school has to cope with regular outages and it just becomes part of life. I found it rather refreshing.

I had three evenings on campus; A chance to socialise and get to know a little more about what makes Bingham Academy such a great place to be. The first night was pizza night with board games. I haven’t really played board games for decades (apart from a family game of Scrabble which I ended up winning because I was the only player left!) and it was great not to be reliant on devices electrical or otherwise for entertainment. It was social networking in its truest form. New staff joined in and I became one of the family for the evening. I loved it. The second night was dinner in a family home with friends, stories, good food and the usual warmth of welcome. Thirdly, was dinner out with twenty teachers and a bit of local grub. Njeera is the must-have and requires a good palate, a taste for spices and plenty of antibacterial hand gel. A sense of adventure helps too.

I am looking forward to another return to Addis Ababa. The people are fascinating, charming and passionate about what they do. There is a great deal of commitment to improving things in every classroom from Kindergarten right through to Year 12. I have set them some ‘Project Based Learning’ ideas – sown a few seeds – and I hope that these have created enough of a spark in each teacher to take them through the year. I am keen to develop science teaching in the elementary and junior school and thinking of ideas that fit with their unique context. You can find out more about their work here http://binghamacademy.net/ 

With best wishes for the next year and thanks to all the staff at the school.

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Need a good idea? Ask a child!

Pupils gather to share STEM solutions to major world issues in UK’s first STEM Leaders’ Conference for young people.

Over one hundred 9-12 year-olds from 11 East Sussex schools across Eastbourne, Hailsham and Seaford took part in the UK’s first STEM Leaders’ Conference. They had been working on a range of projects to create imaginative and sustainable solutions to major issues facing many populations around the world including sanitation, clean air and renewable energy sources. The projects were inspired by the work of the charity Practical Action (www.practicalaction.org) who work globally to tackle major issues in developing countries. Their projects include the Squashed Tomato Challenge, Floating Garden Challenge and Beat the Flood. They provide high-quality free resources for schools through their website.

The event was organised by Pevensey and Westham CE Primary School to raise awareness of global issues and to raise the profile of practical STEM subjects. Richard Thomas, Headteacher, said, “We have made practical science a priority at our school. Primary School is not just about Maths and English. We want to equip our pupils with a range of skills and enthusiasm for learning. It is through engaging science that we have been able to raise standards across the whole school. Ofsted inspectors confirmed this last month. This Conference has allowed us to share this enthusiasm with other local schools.” The schools involved were Pevensey and Westham CE Primary, The Haven Voluntary Aided Primary School, Stafford Junior School, Langney Primary, St. John’s Meads Primary School, Grovelands County Primary, Oakwood Primary, Willingdon Primary, Seaford Head School (Secondary), Hailsham Community College (Secondary) and Gildredge House (Secondary).

Pupils from Years 5, 6 and 7 brought along their ideas in the form of working models, presentations, videos and posters. The emphasis of the Conference was very much about the ideas rather than the presentation but the level of expertise in presenting to a packed auditorium of peers and teachers was commendable. Pupils also developed a range of employability skills, a focus of STEM Learning UK, including teamwork, collaboration, brainstorming, leadership and persistence. Pupils were also delighted with Conference ‘goodie bags’ and a variety of prizes drawn through the afternoon.

Conference coordinator, Marcus Cherrill was delighted with the level of support from local businesses and educational companies alike. He said, “These kinds of events don’t really happen without support and people working together. We would like to thank Eastbourne College for hosting the event in The Birley Centre and to TEVA Pharmaceuticals Ltd for sponsoring the staff training event. David Lloyd Eastbourne, The Beach Deck, Deliciously Gorgeous and Games Workshop also provided vouchers for the event. Twig World, Music4Learning and Twinkl Resources also supplied prizes and vouchers for educational resources. We are very grateful to our supporters.” Attending the event, Sarah Jerkins from TEVA Pharmaceuticals Ltd, said, “We were impressed by the enthusiasm all of the teams showed. It was clear that they had put a lot of effort and research into putting their ideas together to make a working model and were able to present their findings to the audience. We look forward to welcoming the voucher winning team to visit our distribution centre in Eastbourne.” The Conference was also supported by the ASE (Association for Science Education), The Science Museum and STEM Sussex and their team of STEM Ambassadors. Marcus Cherrill added, “We believe that with the right support and good planning, this kind of Conference for young people with Science leadership roles in schools, can work without imposing great burdens on teachers or pupils. It really works.”

Two year 7 pupils from Hailsham Community College commented afterwards, “That was great fun! We were really nervous as we had to wait until the very end but we were pleased with our water filtration system. We think it will solve clean water issues in a number of countries around the world. We are already thinking of ideas for next year!”

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Group photo courtesy: India Pocock – Eastbourne College

All other photos: Sarah Carmody https://www.sarahcarmody.uk/

Sound Matters

As a lifelong fan of decent music and in my new role as a Fellow of the RSA (Royal Society for the encouragement of Arts, Manufactures, and Commerce), I attended my first RSA event at the Sallis Benney Theatre in Brighton: The Future of Urban Sound Planning on Wednesday 22 February.

With an eclectic mix of seasoned speakers, University academics, and engineers of soundscapes, I was instantly engaged in the content of the evening. Sound really does matter and how we respond to the multitude of sounds around us is complex, innate and fascinating.

Julian Treasure, he of acclaimed TED talks on sound and founder of The Sound Agency, branding machine for international corporations, spoke at length with crystal clear audio accompaniment on how sound affects us. Sound in the workplace, open plan office spaces, distracting sounds, painful sounds and calming bird song with rhythmic pulses of ocean waves filled the auditorium and carefully contextualized the importance of the evening. Julian highlighted the importance of protecting our wellbeing through careful choices and through ‘sound’ design and not just volumes but rhythms and types of sound. He explained how we are designed to respond to our ears much faster than our vision. Hearing is 360 degrees he explained, yet our world is dominated by the visual signals we are subjected to on a constant basis. Sound affects our behaviour – the deepest bin in the world clip demonstrates this. Sound affects our mood – melancholy or magical tones can lift us or bury us. Music too has its own place in our world. We are born with a natural response to rhythm and we just know how certain combinations of notes can make us feel. I believe that music has a significant and profound effect on our emotions, that’s why I founded Music4Learning. That’s why I was interested in hearing more about soundscapes and how people are working to achieve better sound balances in our lives.

A team from Brighton and Hove City Council are working on a number of projects to create better urban spaces through a more creative use of architecture and sound. In one of their pilot projects, they took a busy seafront location, full of traffic, people and noise and used focused sound to create a calm zone. The results were spectacular. Another part of the research took them to use cameras and music in a dingy subterranean tunnel from the main road to beach and promenade. With the sugar plum fairy music from The Nutcracker Suite playing,  skulking changed to waltzing and introvert switched to extrovert in a matter of seconds.

Andy Knowles from Anderson Acoustics described brilliantly the passion that some architects have for creating better soundscapes, responsive to our needs and promoting our well-being. Sadly, planning blocks, intransigence and bloody-mindedness get in the way. It’s a frustrating business to be in by all accounts. Generating ideas is only half the battle.

One of the last presentations was on how the study of sound from an academic point of view can ‘open our eyes and ears’ to more thoughtful approaches to urban design and public health. In one part, Dr. Emmanuel Spinelli described how he had studied the designs and subsequent noise output of a wide range of hand dryers. Interesting – particularly when you consider the noise output from a child’s point of view. They are tested to within an inch of their life in sterile sound-proof booths but not necessarily in a fully tiled echo chamber that exists in most restrooms and can leave a sensitive 4-year-old requiring another visit to the bathroom.

I found the explanations of how sound design can be better incorporated into our world entirely fascinating. My role as founder of Music4Learning is to help teachers change the atmosphere in their classrooms through careful choices of music. Sound really matters.

The event was supported by The Noise Abatement SocietyAnderson Acoustics, and The RSA. Our Twitter feed commented on the evening @music4learning #rsasoundscapes

Science in Primary Schools

“The look on their faces as 30 rockets launched simultaneously into the sky was priceless! This is what science is all about.” – Year 4 teacher Mike

My new role this term has given me the opportunity to support science teaching in local Primary schools. Having taught secondary school science for twenty years, it is a privilege to be invited into a classroom as an ‘expert’. The real expert is the Year 4 teacher who knows his 8 and 9-year-olds better than I do. He knows their strengths and weaknesses, their habits and histories and what makes them tick. Mike has planned his lesson according to a scheme of lessons from Empiribox. It’s number one in the Forces Unit. The first part is an old trick. The glass full of water, square of plastic on top and then turn it upside down. Thankfully it does what it’s supposed to! It’s air pressure pushing against the water isn’t it. Of course it is! The lesson continues with a pair of Magdeburg Spheres (two flat rubber circles with metal hooks on the outside). Squeeze them together and ask the students to pull them apart. They can’t. Not even with a huge grimace from an 8-year-old boy. The question asked is “What keeps them together?” First response is glue, second response is a vacuum. Nope. It’s air pressure again! Then Mike prepares for his pièce de résistance: the egg into the conical flask. This requires a little more equipment and no shortage of composure. Mike is ably assisted by Kim, a TA, trained this month in practical science by Empiribox (part of their package). She knows what to look for and how to make it work. With a bit of careful timing and encouragement, the egg drops into the flask and then squeezes out again after some warming with a Bunsen burner. The question is asked and this time students can confidently suggest it is air pressure pushing the egg in and out of the flask. Great result. Misconceptions blown out of the water.

Mike uses my experience as a sounding board, a quick check that he’s on the right lines. The questioning is entirely developmental and students build their understanding and trust of the concept of air pressure and forces. Mike is encouraged by their responses and goes for the big finale. Thirty film canisters with a splash of water. Thirty students ready to put a vitamin C tablet in and click on the lid. Thirty students standing back with safety goggles. Off they go and the look on their faces is priceless! Mike is speechless. Kim is quietly smug that another lesson has gone off successfully thanks to her calm sense of organisation and the knowledge that Empiribox are just a phone call away if she needs help.

It is a privilege to see this in action. I will continue to work with each of their teachers and support the teaching and learning. The growth in confidence of the teachers is phenomenal too. They talk to each other, share ideas and iron out any tricky questions. The Head, Richard, is totally confident of the outcomes. “The impact on the school has been immense. Students talk about their science lessons all the time. There was a real lack of practical science in our school and we wanted to change that. Using Empiribox has made it possible. The training is high quality and the resources including lesson plans are first class. The impact on literacy and numeracy will also be enormous.”

Empribox provides the equipment, accredited CPD for staff and additional resources including detailed lesson plans and risk assessments. The cost is generally less than £1 per pupil per week but there is a generous referral scheme to offset some of the costs. It effectively means pupils are doing practical science every week. The long-term benefits for our country are far-reaching. There is a lack of students taking science at A-Level. Fact. Particularly girls. We can address this by inspiring young people to take up careers in science. This means better quality training for primary school teachers particularly in science and better resources for the classroom.

More rocket science next week! Can’t wait!

Empiribox are here www.empiribox.org