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Links to PE

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Astronauts need years of training and preparation for their missions to space. In Mission X, you'll learn the key elements to keeping fit and staying healthy in space and on Earth.

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Bi-annual Primary Science Leader face-to-face / virtual networks

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Bi-annual Primary Science Leader face-to-face / virtual networks

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State of Primary Science 2025 Launch webinar and report

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State of Primary Science 2025 Launch webinar and report

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State of Primary Science 2025: launch webinar and report - Primary Science Teaching Trust %

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Launch of The State of Primary Science in the UK (2025) on 7 October. Join the webinar to explore findings and receive the full report.

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Opens again April 2026 Planting bulbs and gathering data to explore impact of Climate Change

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Opens again April 2026 Planting bulbs and gathering data to explore impact of Climate Change

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Edina Trust Bulb Project

Applications for the 2023-24 Bulb Project are now closed.

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The project will begin in October 2023.

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Applications for next year will open in April 2024.

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2023 results now available

If you have any problems with entering your data or have lost your login details, please contact Samantha Moore at samantha.moore@edinatrust.org.uk, or tel: 01993 220090

What is the Bulb Project?

The 'Spring Bulbs for Schools' project gives pupils the opportunity to be part of a real science investigation where they will contribute to the final result. This is a live experiment where there are no known outcomes and no "right" answers.

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Schools are provided with daffodil and crocus bulbs to plant in a pot (one per pupil) as well as an additional 20 daffodil bulbs to plant directly in the ground (or in a large planter/raised bed) at the school. Schools will also be given a rain gauge and thermometer.

We ask the young scientists at every school to record the rainfall and temperature each school day from planting day (late October) until the end of the project (end of March). The weather results need to be inputted online on the National Museum Wales website. Pupils will watch their daffodils and crocuses grow and record when they flower, and the height of the plants when the flowers open. We are investigating the effect of the climate on the growth of the spring bulbs.

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In May every school is provided with the results of the project, comparing the flowering dates and heights along with the weather recordings from across the UK. You will be able to look at the differences between each country and discuss why daffodils might have flowered sooner in some areas than others, why daffodils might have grown taller at some schools, and more, as well as comparisons to previous years of the project. Comparisons are also made between the daffodils grown in pots and those planted in the ground.

This project is a long running climate change investigation, involving around 75 primary schools across Wales each year (the National Museum Wales Spring Bulbs for Schools). In the collaboration with the Edina Trust, this project has been extended to 100 Edina schools in England and Scotland, and from 2017 schools in Northern Ireland as well.

The National Museum of Wales 'Spring Bulbs for Schools' Core Project

The National Museum Wales Spring Bulbs for Schools project has been running for over ten years. The core project involves Daffodil and Crocus bulbs being planted in pots. Each child will take responsibility for their own pot.
Schools will upload their weekly bulb measurements and weather recordings to the National Museum of Wales website.

All schools will receive the following items:

The Edina Trust Extension Bulb Project

Edina Trust schools taking part in the extension 'Bulb Project' will also submit records to the Trust for the extension activities which includes the planting of bulbs in a plot in the ground to compare with those planted in pots for the core project.

For the extension activities each school will receive:

Twenty Daffodil bulbs to plant in the ground

20 x Plant labels

Potting trowel*

Waterproof Marker Pen

Various paper resources (PDF copies of these can be
downloaded from the Resources page of Edina Trust website

Bulb Project Board Game

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Please note as of 2020 we have been unable to source the Bulb Project wooden signpost at an affordable cost. We now provide a weatherproof poster to display near your bulb plot instead.

*These items will be provided to new schools. If returning schools would like a request new items, e.g. to replace old or broken equipment, please respond to the survey that will be circulated before 30th June (after you are accepted to the project).

How the Bulb Project relates to the Science Curriculum

Here are a few points from the 2015 Science Curriculum from the Department of Education in England that relate to pupils throughout the school who take part in the Edina Trust Bulb Project: ​

Pupils should be taught to identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers. Pupils should be taught to explore the requirements of plants for life and growth (air, light, water, nutrients from soil and room to grow) and how they vary from plant to plant.

Pupils should be taught to set up simple practical enquiries, comparative and fair tests. Make systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment including thermometers and data loggers. Pupils should record findings using simple scientific language, drawings, labelled diagrams, keys, bar charts and tables.

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Investigation into the effects of climate on daffodil and crocus flowering. Schools that are in our Science Grant Scheme areas can take part in a real science investigation.

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Teaching activities inspired by industrial links

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Teaching activities inspired by industrial links

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Primary resources - Centre for Industry Education Collaboration, University of York

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3 week Educating for Sustainable Development in schools and universities (3 hours a week)

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3 week Educating for Sustainable Development in schools and universities (3 hours a week)

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Educating for Sustainable Development in Schools and Universities - FutureLearn

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Explore the global challenges facing sustainable development worldwide and how to introduce them in schools and HE institutions with this online course from UCL’s IOE.

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Sheffield Halem 10 minute survey on the delivery of Animal Welfare Education in schools

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Sheffield Halem 10 minute survey on the delivery of Animal Welfare Education in schools

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Qualtrics Survey | Qualtrics Experience Management

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The most powerful, simple and trusted way to gather experience data. Start your journey to experience management and try a free account today.

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Working Scientifically Examples of Work for each year group. Now includes Years 2, 4 and 6

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Working Scientifically Examples of Work for each year group. Now includes Years 2, 4 and 6

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RESOURCES | Download the PLAN primary science resources

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PLAN primary science resources are available for free download or purchase

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DEFRA - How to set up recycling in your school

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DEFRA - How to set up recycling in your school

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The Climate Ambassadors team comprises several experts in decarbonisation, adaptation and resilience, biodiversity and climate education, and green careers.

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More sustainable travel to and from school

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More sustainable travel to and from school

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BioArtAttack 2D is a drawing and painting competition for children aged 7-18 years old to draw or paint their favourite animal, plant or fungi. The Nancy Rothwell Prize is now a sub-category for specimen drawings entered into this competition.

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All State Primary Schools Eligible 20 bursaries available. Priority given to underrepresented groups in STEM and areas of high socioeconomic challenge. Closing date 5th March

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Qualtrics Survey | Qualtrics Experience Management

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The most powerful, simple and trusted way to gather experience data. Start your journey to experience management and try a free account today.

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Videos on STEM Careers for EYFS

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Medical Mavericks - We inspire the next generation of medics and scientists.

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We inspire the next generation of medics and scientists by taking real medical and sports science equipment into schools, colleges & events all over the UK.

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11th February KS2

5th March KS3

Sponsored by UK Space Agency

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Date, time and location

The showcases will take place on 11 February and 5 & 11 March online, at 5:00pm.

Each showcase will cover resources for specific Key Stage(s):

11 February: Key Stage 2

5 March: Key Stage 3

11 March: Key Stages 4 and 5

Event details

Calling all teachers and educators! As part of a UK Space Agency funded initiative, we have created several curriculum-linked resources to help integrate space and planetary science into classroom teaching and home education. We will be launching them in a series of online showcases, in which our Education team will present the new resources and explain how to access them.

The resources include:

Boxes of samples available to loan for free, which include meteorites, impact rocks, and 3D tactile models of impact craters, as well as suggested lessons and activities that make use of the samples

A separate classroom activity related to space exploration and planetary defence

Educational posters explaining meteorite formation and classification

The resources are designed for Key Stages 2-5, for pupils studying Science, Geography and/or Geology subjects. Each showcase will cover specific Key Stage(s):

11 February: Key Stage 2

5 March: Key Stage 3

11 March: Key Stages 4 and 5

Registration

The showcases are free and open to all interested in our new resources, but registration is required.

To sign up or for any questions, please email [email protected], including "Resource showcases" in the email subject.

Event sponsor

With special thanks to the UK Space Agency for sponsoring this event:

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The Geological Society of London - Planetary Science Teaching Resource Showcase

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Date, time and location The showcases will take place on 11 February and 5 & 11 March online, at 5:00pm. Each showcase will cover resources for specific Key Stage(s): 11 February: Key Stage 2 5 March: Key Stage 3 11 March: Key Stages 4 and 5 Event details Calling all teachers and educators!

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The Big Bang Fair is back for 2022! We're so excited for you to join us at the UK's biggest celebration of STEM for young people.

The Big Bang UK Young Scientists and Engineers Fair is returning from Wednesday 22 to Friday 24 June 2022 at The NEC in Birmingham. The Fair is open to schools from 9.30am to 3.30pm to get stuck in, get inspired and get excited at the STEM event of the year.

The Big Bang Fair 2022 will be packed full of exciting, interactive activities and has been designed specifically with 11 to 14 year olds in mind, to provide the best careers inspiration, advice and opportunities to meet with real scientists and engineers.

Registrations for schools groups are now fully booked. Tickets remain for families, home educators and school groups to visit us at The Big Bang Fair Unlocked on Thursday 23 June 4pm to 8pm.
Register for The Big bang Fair Unlocked.
Got your tickets? Let's get stuck in! Discover what's happening at The Fair, what you can do and who you can meet before you arrive. Find out what's on.

Ready to go? Plan your visit.

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The Big Bang Fair 2022 - Register now! - The Big Bang

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The Big Bang Fair is back for 2022! We're so excited for you to join us at the UK's biggest celebration of STEM for young people. The Big Bang UK Young Scientists and Engineers Fair is returning from Wednesday 22 to Friday 24 June 2022 at The NEC in Birmingham.

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Free Tree Packs for Schools - for delivery November 2025

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Free Tree Packs for Schools - for delivery November 2025

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Applications expected to close August 2025

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We’re giving away hundreds of thousands of trees

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The amazing Nicola Waller wrote the new and improved units. Additional units for Sustainability and links to industry

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Search for Free Teaching Resources | Oak National Academy

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Register for upcoming webinars and catch up on past events from the National Education Nature Park and Climate Action Awards

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Super industry linked investigations to develop understanding of how industry is working to become more sustainable 

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Super industry linked investigations to develop understanding of how industry is working to become more sustainable 

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It contains practical and discussion activities including: Two generic introductory activities to develop children's awareness and understanding of sustainability. Eight case studies from companies with a strong reputation in sustainability.

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RSC Sustainability contexts for Primary Science

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RSC Sustainability contexts for Primary Science

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Sustainability contexts for primary science

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Find out how to teach science curriculum topics through engaging sustainability contexts. Our topics webs include suggestions for classroom activities that develop numeracy, literacy and scientific skills.

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DfE funded research informed professional development - look out for science later this term

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DfE funded research informed professional development - look out for science later this term

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Research-informed, free professional development to help teachers embed climate change and sustainability into their teaching.

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Funding of outdoor learning to promote biodiversity and sustainability

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Funding of outdoor learning to promote biodiversity and sustainability

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Offering signposts to grants and funds available, from other organisations, to schools that can enable Nature Park interventions on your school site.

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Bookings open for Nov-March sessions: Virtual STEM Challenge Free for 9-11 year olds

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Bookings open for Nov-March sessions: Virtual STEM Challenge Free for 9-11 year olds

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STEM Challenge Day

Primary school students are invited into a world of innovation and creativity with a series of captivating activities, starting with the STEM Challenge - a full-day, virtual workshop and competition that brings the excitement of aerospace engineering right into classrooms across the UK.

The day begins with students teaming up to design, build, and test three unique gliders or a rocket capable of launching a satellite into space. The sky's the limit as they unleash their creativity and engineering skills!

In the afternoon, the mission continues with a groundbreaking activity - The Sustainability of Aerospace. Students will envision and design the sustainable aircraft of tomorrow, crafting posters to showcase their revolutionary ideas.

All successful STEM Day Challenge applicants will be sent an exclusive invitation to stage three taking place in the Summer Term - Meet the STEM Superstars, an amazing opportunity to learn more about careers in STEM and the stars behind them!

The competition culminates as schools submit their top sustainable aircraft designs for a chance to win fabulous prizes, including £100, two LEGO® Education SPIKE™ Prime kits (worth £700), and winners will get exclusive access to the Royal International Air Tattoo (RIAT) in July 2025!

On the day winners will also win one exclusive robotics STEM Day for their school, provided by the RAF.

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Ideas for teaching different concept areas

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Ideas for teaching different concept areas

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Scott Walker Educational Consultancy Portfolio 2024-25

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Develop yourself as leader. Vision, audit, develop your curriculum, teaching and learning in science and review the impact. Superb programme

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The Primary Science Quality Mark (PSQM) is designed to set every child on a path to a life filled with exciting opportunities.

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Welcome to Topical Science Updates, your free regular connection with what is going on in the science world presented in a child friendly way.

Topical Science Updates (TSU) are now hosted here on the My Science Club website - click here to find out more

These free updates started back in 2013 and are created by one of our My Science Club founders, Paul Tyler, in response to teachers requests to connect real world science to their classrooms.

Why not scroll down for some back issues to share with your children.

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Topical Science Updates - My Science Club

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We can't wait to welcome you.

The Royal Air Force Museum Midlands offers a fun, award-winning day out for all the family. Entry is free and we're open daily from 10.00am.

Visit the National Cold War Exhibition with its eye-catching architecture and design. Discover Cold War stories in immersive Hotspots; explore thrilling displays of aircraft, iconic cars, models, tanks and even life-sized Russian dolls. Come and marvel at the world's oldest Spitfire and several other classic aircraft in our War in the Air Hangar.

Please note: Our outdoor playground is open daily from 10.00am.

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RAF Museum Midlands | Aircraft Museum | Free Admission

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Visit the RAF Museum Midlands in Cosford with a fantastic display of aircraft & exhibits. Free admission to this family attraction.

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Free kits for Stoke and Balckpool Schools 2023-2024

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Free kits for Stoke and Balckpool Schools 2023-2024

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Closing date 22nd November

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LtL | Nature Grants | Application | Eligibility

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Welcome to the new-look ASE resources pages. Through this page you will be able to access a series of key resources created by the ASE that can either be deployed in a classroom scenario or enhance your professional development.

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home / RHS Campaign for School Gardening

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Inspiration and support from the RHS for schools, providing children with gardening opportunities to enhance their skills and boost their development.

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Primary | Primary Science | Snap Science

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Snap Science is a dynamic, comprehensive programme, packed with inspirational resources, designed to help you deliver outstanding science throughout your school.

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An online event where school students meet and interact with scientists. It's an X Factor-style competition between scientists, where students are the judges.

Students challenge the scientists over fast-paced online text-based live CHATs. They ASK the scientists anything they want, and VOTE for their favourite scientist to win a prize of £500 to communicate their work with the public.

The next event runs 11th - 22nd June

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Students talk with scientists - I'm a Scientist, Get me out of here!

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An online event where school students meet and interact with scientists. It's an X Factor-style competition between scientists, where students are the judges. Students challenge the scientists over fast-paced online text-based live CHATs. They ASK the scientists anything they want, and ... Continue reading →

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Home - Now Press n a now>press>play Experience, the children put on wireless headphones and are plunged into the world of their topic. Immersed in sound, they become the main character in a story, meeting people, discovering places and solving problems, on an educational adventure they’ll never forget.

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Now Press Play - story based problem solving 

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Now Press Play - story based problem solving 

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Highly recommended by outstanding science leaders

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Bring the curriculum to life An award-winning immersive audio resource, engaging primary school children in the curriculum through sound, story and movement. Book a free trial We reach 0 children in over 0 schools to help every child fulfil their potential Watch our Experiences in action and see wh…

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ASPIRES Research - Longitudinal research project studying young people's science and career aspirations.

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ASPIRES Research - Longitudinal research project studying young people's science and career aspirations.

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Longitudinal research project studying young people's science and career aspirations.

The ASPIRES research is currently in its third stage of funding, ASPIRES 3.

ASPIRES and ASPIRES 2 were first based at King's College London, moving to IOE in March 2017 during ASPIRES 2.

ASPIRES 3 is funded by the UKRI Economic and Social Research Council (grant number ES/S01599X/1) with additional support from our impact collaborators, including the Royal Society, the Royal Society of Chemistry and the Institute of Mechanical Engineers.

YouTube Widget Placeholder https://www.youtube.com/watch?time_continue=1&v=Ub7js7vVGFo

In 2019, Professor Louise Archer and her team were awarded the ESRC Celebrating Impact Panel's Choice prize for this research. More recently, in 2022, the research group was awarded the Royal Society Athena Prize.

Research aims

ASPIRES 3 aims to address the following questions, both generally and in relation to Science, Technology, Engineering and Mathematics (STEM):

How do 20 to 23 year olds make education and career choices, and how do they change, over time?

How do early aspirations and factors, at age 10 and 16, relate to later outcomes?

What factors relate most closely to different employment trajectories?

How are aspirations and outcomes shaped by gender, class and ethnic identities?

Who participates in formal and informal STEM learning at age 20-23, in what way, and what influences these patterns?

We will actively share our findings with a range of different audiences. Specifically policymakers, teachers and educators, STEM engagement professionals, students, and parents/families.

You can see the research aims and outcomes for ASPIRES and ASPIRES 2 in our project summary reports, listed below.

Background

Participation in Science, Technology, Engineering and Mathematics (STEM) is an international priority for government, industry and the science education policy and practice community. There is widespread concern that participation in STEM needs to be improved for reasons of both national economic competitiveness and social equity.

The first phase of the ASPIRES study tracked the development of young people's science and career aspirations from age 10 to 14 (from 2009 to 2013).

ASPIRES 2 continued to track young people until age 19, to understand the changing influences of the family, school, careers education and social identities and inequalities on young people's science and career aspirations.

The third stage of the research, ASPIRES 3, will continue to track the young people as they move into adulthood and employment, from age 20 to 23.

Phase one: ASPIRES

The first ASPIRES study tracked the development of young people's science and career aspirations from age 10 to 14 (from 2009-2013).

We found that most young people, from primary through to secondary school, find school science interesting. However, interest in science does not translate into post-16 participation and careers - with only 15% of 10 to 14 year-olds interested in becoming a scientist.

Full findings:

Phase two: ASPIRES 2

ASPIRES 2 continued to track young people until age 19 to understand the changing influences of the family, school, careers education and social identities and inequalities on young people's science and career aspirations.

Crucially, this research related these aspirations to students' attainment in national examinations and their post-16 and post-18 choices. This tracking of young people's aspirations and educational outcomes until age 19 comprises a crucial link in our longitudinal study, and has had a strong bearing on educational policy and practice.

Full findings:

Phase three: ASPIRES 3

Building on our previous research, we are continuing to track our young people in order to understand the changing influences of the family, school, careers education and social identities and inequalities on young people's science and career aspirations.

Methodology

The ASPIRES research has created a unique dataset, which tracks the development of young people's science and career aspirations from age 10 to 23. The project follows the same cohort of students from our first study.

Quantitative and qualitative data

The study uses both quantitative and qualitative data, which includes:

Large-scale student surveys collecting data from a nationally representative sample of students (approximately 7,000-14,000)
We have gathered data from our cohort of students in Year 6, Year 8, Year 9, Year 11 and Year 13 via surveys. Our two most recent surveys, from when the students were in Year 11 and Year 13. The Year 11 survey was distributed online from September to December 2014, administered by the National Foundation for Education Research (NFER). It was completed by over 13,445 students recruited from 340 secondary schools in England (296 state schools and 44 independent). Our most recent survey took place whilst the student were in Year 13, and was live from October 2016 to February 2017. The survey, administered by EdComs, collected data from over 7,000 students studying in sixth forms and higher education institutions around the country' from students in Year 13 (age 17/18).

We are currently planning to release the next survey to be distributed online to 21 and 22 year-olds later in 2020.

Interviews with approximately 80 pupils and approximately 60 of their parents (all tracked from Years 6-13, age 10-19)

ASPIRES 3 will interview our cohort of young people and their parents in Summer 2020 and Autumn 2020 respectively. These interviews will take at least an hour each and will be conducted by members of the research team. This will establish a qualitative data set which spans thirteen years of individuals' aspirations, experiences and influences.

All project data will be made available via the UK Data Service at the end of the project. For more information about our data or data storage policy please please email us at aspires@ucl.ac.uk

Over the duration of our research, we've made considerable discoveries relating to English young people's views on science, STEM and careers. Our key findings are summarised here and full reports for each completed phase of the research are available for download:

Additionally, there are full lists of all the ASPIRES research policy reports and academic publications available.

Students with low Science Capital are unlikely to see science as 'for me'

In the first phase of our project, we introduced the term Science Capital to refer to someone's science-related qualifications, understanding, knowledge (about science and 'how it works'), interest and social contacts (e.g. knowing someone who works in a science-related job).

You can find more information about Science Capital using the links below:

Enjoyment of science doesn't translate into science aspirations

Students consistently agree that science is interesting, important and that scientist do valuable work across our study but this doesn't translate into science career aspirations.

Current careers education is patterned by existing social inequalities

The stratification of science at Key Stage 4 may be contributing to the STEM skills gap

Girls pursuing the physical sciences post-16 are exceptional

Read our blog posts summarising our findings on the subject of girls, or femininity, and science:

Young people's career aspirations are relatively unchanged over time

Survey data from over 40,000 students aged 10-18 was used to produce this summary of young people's career aspirations by age. It shows statistically consistent percentages of young people agreeing that they would consider a career in different industries at ages 10/11, 12/13, 13/14, 15/16, and 17/18.

Note: *The data from students aged 17/18 is weighted to national A Level science entries.

Read a text-only version of the infographic.

We have a number of resources translated into other languages. Please get in touch to request a digital copy or if you'd like to discuss translating any of our material. Email: ioe.stemparticipationsocialjustice@ucl.ac.uk

Advisory group and collaborations

The ASPIRES research is informed by our Advisory Group. This group is formed of individuals from sectors we hope our research can impact such as education policy, schools and teaching, informal science learning, and STEM engagement.

The ASPIRES 3 project is also supported by a number of impact collaborations which aim to focus in on specific elements of our research. These collaborators include the Royal Society, the Institute of Mechanical Engineers, the Royal Society of Chemistry and the Institute of Physics.

ASPIRES 3 reports

Summary reports and resources Publications ASPIRES Blog

UCL facilities

UCL locations

Connect with UCL

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Longitudinal research project studying young people's science and career aspirations.

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Resources shared at Precious Learning Ltd network and update meetings that have supported the EEF Improving Primary Science recommendations. 

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Resources shared at Precious Learning Ltd network and update meetings that have supported the EEF Improving Primary Science recommendations. 

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Taking applications for November 2024

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We’re giving away hundreds of thousands of trees

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Royal Society Biological and Medicinal Chemistry Sector

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Royal Society Biological and Medicinal Chemistry Sector

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Grants for enhanced equipment, chemistry clubs, working with partners

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Funding is available to schools, colleges or universities to support activities that bring together at least three different partners to benefit in the delivery or attendance at a chemistry centered outreach activity. For example, a scheme might involve a university and an industry providing an initiative for secondary students; it might involve a university collaborating with a sixth form college in providing an experience for KS3/ 4 students (it may be that staff and students from the same institution are considered as different partners if they both have significant and different roles in the delivery of the proposed programme).

In all cases, the activity needs to involve the development of the practical skills/ experience in chemistry of the target group in a manner that is not achievable through normal timetabled activities.

Strong applications will be able to demonstrate, in addition to key scientific benefits, how as many of the partners in the scheme as possible will develop through involvement in the scheme.

In addition, schemes that involve visits from one partner constituency to another will be particularly favoured. Applications will only be accepted from a partner involved in educational delivery and will be for sums up to £1000.

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Funding for school lab equipment and chemistry clubs, undergraduate chemistry societies and projects that bring together schools/ colleges and universities

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In line with the Company's history and in response to the shortfall of skilled STEM workers in the UK, the Ironmongers' Foundation wishes to support initiatives that encourage young people to study science subjects at school and go on to pursue STEM-related further education or vocational training, particularly in the area of Materials Science.

Guidelines

The Foundation considers Materials Science to be science applied to understanding the production, properties and engineering applications of materials. This may be considered from the perspective of physics, chemistry, mathematics or vocational studies.

The Foundation works in partnership with other organisations to deliver specific projects, which must meet all of the following criteria:

Grants are made to registered or exempt charities only. Applications will not be accepted from schools. Projects involving corporate partners must have charitable purposes and be for public benefit, not private gain

Activities must be within the UK, with a preference for urban areas outside London and particularly areas in the north and midlands with a manufacturing presence

Preference will be given to projects engaging young people between the ages of 12 and 18 from disadvantaged backgrounds. Participants should be within this age range or be educators working with young people within this age range

Activities must be additional to those funded by government or other sources e.g. covered by school budgets.

Projects should have clear objectives and measurable outcomes, providing repeat engagement and focusing on how they will enhance the Science Capital of young learners from disadvantaged backgrounds. A written evaluation report demonstrating how impact has been measured must be provided on completion

Items of equipment will only be funded as part of specific programmes of activity. Building/capital works are not eligible

Grants

The Foundation prefers to support smaller projects where it is the sole funder or its contribution makes a real difference.

Most grants are below £10,000.

Application Procedure

Applications should be sent to the Charities Manager by email to Helen@ironmongers.org, or to the address below.

A description of the project should be provided, including:

Aims and objectives of the organisation

How the need for the work has been identified and why the project is the best way to address this

A detailed description of the project and the activities that will take place

The anticipated outcomes and the methods by which the success of the project will be evaluated

A full breakdown of the costs involved, explaining how the figures have been calculated.

The Foundation Committee meets three times per year in January, May and September. The deadlines for receipt of applications are 1 December, 1 April and 1 August respectively.

THE IRONMONGERS' FOUNDATION

REG. CHARITY NO. 219153-10

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In line with the Company's history and in response to the shortfall of skilled STEM workers in the UK, the Ironmongers' Foundation wishes to support initiatives that encourage young people to study science subjects at school and go on to pursue STEM-related further education or vocational training, particularly in the area of Materials Science.

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Promoting better understanding of the environment and countryside

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How to apply | THE NINEVEH CHARITABLE TRUST

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.ukWe would be pleased to support requests for one-off payments and to match funds promised by other granting agencies.

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Royal Society of Chemistry Outreach Fund

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Royal Society of Chemistry Outreach Fund

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Sharon has greatly valued the support provided by our Outreach Fund and community. Specifically, her local section has been instrumental in offering support, ranging from assistance with promotional materials to connecting her with individuals in the local area who want to volunteer their time towards the activities.

This has provided early career chemists from nearby universities with opportunities to develop their science communication skills and give back to their local community. Recognising the benefits from these connections, Dr. Williams recommends fellow grant holders seek out their local community resources to support them in their projects.

In addition to enhancing their university experience, the project has provided them with a unique opportunity to actively engage with and contribute to the local community in ways that are often inaccessible to most students. This experience has undoubtedly broadened their perspectives, making a positive and lasting impact on their personal and academic development.

Sharon says "Students can lack a sense of belonging while at university as they are placed into new environments. Outreach can help them feel a part of the community".

She feels that that the Outreach Fund grants she has been awarded have greatly contributed to her professional development as well. Running these events has helped her develop her confidence in areas such as organisation, leadership, and management. She also believes that the community knowledge she has gained is immensely beneficial in her role as a course director.
Showing that I can manage a project and practicing these skills has helped me develop.
Sharon understands that applying for grants can seem intimidating, but she encourages those considering applying to the Outreach Fund to take the leap. While the process may be challenging, it can lead to invaluable opportunities for funding and support. She offers some advice for those considering applying:

"If you are hesitant about applying, I would recommend starting small. Apply for a small grant and take your time in planning your event.

Start by running one or two activities, go through the procedure and gain confidence. Once you feel more confident, you can start to think about upscaling your events if you think it would suit your objectives.

I would also recommend involving your local section where possible. They will be able to offer help in the running of your project and can offer support should you need it."

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The Royal Society of Chemistry's Outreach Fund provides financial support to individuals and organisations enabling them to run chemistry-based events and activities for public audiences

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Royal Society for Biology and Biochemical Society Gopher Science Lab

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Royal Society for Biology and Biochemical Society Gopher Science Lab

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Deadline 29th November 2024

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The Partnership Grants scheme is an annual funding round. The application process opens in February each year and there are three possible submission deadlines across the year. The round closes after the final submission deadline which is at the end of November.

Applications must be started by the school partner who can then invite the lead STEM partner to contribute to the form. The application form is made up of two stages, with eligibility checks carried out at the end of Stage 1. Both stages of the application must be submitted by one of the application deadlines to be considered.

The Partnership Grant application process is completed through Flexi-Grant®, an online system used to administer all Royal Society grants. Applications cannot be accepted via email.
Notification of application decision
Due to the judging process and administration required to transfer funding to successful applicants there must be at least one term between submitting an application and the projects starting. Due to school closures over the summer holidays and administration required to transfer funds, projects starting in the autumn term can begin from October (please see the table below for more details).

If an application has been unsuccessful the school can work with the Schools Engagement team to re-write their application and submit again in a future funding round.
Application support
The Royal Society appreciates that writing grant applications is often new to teachers and therefore support and guidance is provided throughout the application process to help ensure schools have the best possible chance to receive funding.

The Schools Engagement team can provide advice on finding STEM partners, project ideas etc. as well as reading draft applications and providing any required technical support for Flexi-Grant®.

We have a number of support documents to help as you draft your application, all of which can be found in the downloads section of this page. Checklists for both Stage 1 and Stage 2 of the application form provide a comprehensive list of the information required and the key eligibility criteria. For Stage 2, an additional project planning guidance document is available to help you draft how your project will run, from the kick off meeting through to the end, in terms of investigative activity, STEM partner engagement and equipment requirements. You can send this draft document to the Schools Engagement team for feedback if desired, before filling in Stage 2 and submitting online.

Free online training sessions about the scheme are run for teachers and aim to give attendees a better understanding of the scheme and application process. Drop-in support sessions are also available, giving applicants an opportunity to ask specific questions about the scheme or receive feedback on draft applications.

The questions below are questions commonly asked by prospective applicants and the answers provide useful hints and tips for your application. Please also review the guidance regarding the partnership, eligibility and guidance to support SEND as you write your application. Don't forget that draft applications can be sent to the Schools Engagement team for review before you submit.

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The application process opens in February each year and there are three possible submission deadlines across the year.

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British Science Week 2025 - Change and Adapt 

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British Science Week 2025 - Change and Adapt 

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British Science Week is entering its third decade in 2025, taking place on 7-16 March, and the theme to mark the start of this new era is 'Change and adapt'!

We're so excited to seeing the activities and events you plan; there were some fantastic celebrations for the 30 th anniversary in 2024, and we hope you're still reaping the benefits. We'll be announcing the winners of the British Science Week 2024 poster competition soon!

Change and adaptation is all around us

Changing and adapting plays a big part in science; you can find examples in every area of STEM*. Cities, towns and other areas where people live change and adapt as the world's population grows, plants and animals change and adapt to their surroundings to survive. Technology has changed exponentially and adapted to our new, busier lives (or have we changed as technology has developed?). For example, phone technology has changed rotary home telephones to smartphones.

Our behaviours change too - we need to change how we consume the world's resources to offset the worst effects of the climate crisis, and adapt our lifestyles to reduce our impact through recycling or reducing waste.

But change and adaptation doesn't just happen here on Earth, even the stars and other celestial bodies change as they gain and lose mass. Perhaps there is life on other planets that adapts as their environment changes.

When exploring this theme, we can also consider how attitudes to STEM and the people who do it have changed and adapted. Perceptions of scientists are changing and we need to keep adapting our thinking until we can no longer picture a 'stereotypical scientist' - anyone can be a scientist.

Change and adaptation is often a good thing, but not always! A topic we have all become more familiar with in the last four years, due to the COVID-19 pandemic, is viruses and how they adapt to better infect and multiply within their living hosts. This can be scary, but understanding this behaviour allows scientists to develop the most effective vaccines and other treatments.

Get involved

'Change and adapt' offers a huge range of topics to delve into as part of your British Science Week 2025 activities. Why not share your ideas with us using the hashtag #BSW25?

We'll be opening the British Science Week activity packs call for content in the coming weeks, so keep your eyes peeled on our website and social media for further details.

Applications for Kick Start Grants - funding for schools to run events during British Science Week in 2025 - will open in September 2024.

*STEM is an acronym for science, technology, engineering and maths

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The theme for 2025 is...'Change and adapt'! - British Science Week

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The theme for 2025 is...'Change and adapt'! British Science Week 2025 theme Change and Adapt

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Thanks to the support of UK Research and Innovation, every year we offer two grant schemes to support British Science Week events and activities: one for schools and one for community groups.

This scheme offers grants for schools in challenging circumstances to enable them to organise their own events as part of British Science Week. There are four options available:

Kick Start Grant: A grant of £300 for your school to run an activity during British Science Week.

Kick Start Youth Grant: A grant of £150 for students aged 10-19 at your school to organise and deliver an activity during British Science Week.

Kick Start More Grant: A grant of £700 for your school to host a science event or activity that involves your students and the local community.

Kick Start Grant + Youth Grant: A combined grant of £450 for your school to run an activity during British Science and an additional activity organised and delivered by students aged 10-19.

This scheme offers grants of £500 and £1000 for community groups working directly with audiences that are traditionally underrepresented and not engaged in science activity.

£500 grants to run one or more events during British Science Week

£1000 grants to run one or more events during British Science Week, as well as either preparatory or follow-up activities that will lead to continued engagement beyond British Science Week.

These audiences include:

people from ethnic minority backgrounds

people living in communities which face deprivation, including people disadvantaged in terms of education and income

people with a disability or long-term health condition

people living in a remote and rural location, defined as settlements of less than 10,000 people

girls and women.

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Apply for a grant! Each British Science Week we provide grants for schools and community groups to carry out events to celebrate.

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Strategies to develop use and understanding of vocabulary

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Strategies to develop use and understanding of vocabulary

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Creating children's books with love, as an editor and writer and publisher for the last 30 years.

I started Mama Makes Books in 2019 and we published our first titles in the UK in February 2021.

Our motto is: "Love is at the heart of all we do. Love for children, for books, and the planet."

We hope children love the books we create, and their parents enjoy sharing them.

I live in Tunbridge Wells, Kent and have a large blended family with five children and three grandchildren (to date!)

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Buy The Most Important Animal of All by Worms, Penny, Bailey, Hannah (ISBN: 9781838138134) from Amazon's Book Store. Everyday low prices and free delivery on eligible orders.

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this guidance report provides six practical recommendations

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about how to make meaningful improvements to primary science teaching.  it is designed to help practitioners build on their existing expertise with a view to supporting them to close the attainment gap and cultivate positive pupil attitudes towards science.

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Six recommendations for improving primary science, including developing vocabulary and working scientifically.

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We help schools become more energy efficient and fight climate change.

Energy Sparks is an online, school-specific energy analysis tool and energy education programme.

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home / RHS Campaign for School Gardening

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Inspiration and support from the RHS for schools, providing children with gardening opportunities to enhance their skills and boost their development.

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Green Schools Project is on a mission to change the way schools respond to the climate and nature crisis.

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Green Schools Project is on a mission to change the way schools respond to the climate and nature crisis.

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Quality Forest School is delivery which holds to all six key principles that shape and govern the Forest School ethos. There are many forms of outdoor education and all have enormous value, however, Forest School is unique in its reach, delivery and effect. These six principles are:

Forest School is a long-term process of regular sessions, rather than one-off or infrequent visits; the cycle of planning, observation, adaptation and review links each session.

Forest School takes place in a woodland or natural environment to support the development of a lifelong relationship between the learner and the natural world.

Forest School uses a range of learner-centred processes to create a community for being, development and learning.

Forest School aims to promote the holistic development of all involved, fostering resilient, confident, independent and creative learners.

Forest School offers learners the opportunity to take supported risks appropriate to the environment and to themselves.

Forest School is run by qualified Forest School practitioners, who continuously maintain and develop their professional practice.

See the full principles and criteria for good practice
It is only when we see the 6 principles working together do we truly see the value of Forest School. Underpinning our principles are some positive core beliefs. These can be summarised as, learners are all:

* equal, unique and valuable
* competent to explore & discover
* entitled to experience appropriate risk and challenge
* entitled to choose, and to initiate and drive their own learning and development
* entitled to experience regular success
* entitled to develop positive relationships with themselves and other people
* entitled to develop a strong, positive relationship with their natural world

Forest School's learner-centred approach interweaves with the ever-changing moods and marvels, potential and challenges of the natural world through the seasons to fill every Forest School session and programme with discovery and difference. Making each session and every experience a valuable one.

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Quality Forest School is delivery which holds to all six key principles that shape and govern the Forest School ethos. There are many forms of outdoor education and all have enormous value, however, Forest School is unique in its reach, delivery and effect.

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Assemblies to introduce, great resources to introduce and develop both children's connections with nature and nature in school grounds.

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Sustainability contexts for primary science

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Find out how to teach science curriculum topics through engaging sustainability contexts. Our topics webs include suggestions for classroom activities that develop numeracy, literacy and scientific skills.

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The Woodland Trust is a charity registered in England and Wales (No. 294344) and in Scotland (No. SC038885). A non-profit making company limited by guarantee. Registered in England No. 1982873.

Woodland Trust (Enterprises) Limited, registered in England (No. 2296645), a wholly owned subsidiary of the Woodland Trust. Registered office: Kempton Way, Grantham, Lincolnshire, NG31 6LL.The Woodland Trust and Woodland Trust Nature Detectives logos are registered trademarks.

Images © protected Woodland Trust. VAT No. GB520 6111 04.

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Discover free tree-planting resources and outdoor learning activities to inspire your pupils about trees, woods and wildlife.

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Activities linked to sustainability and climate change

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Activities linked to sustainability and climate change

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Explorify is an exciting programme of free activities for primary school teachers. | Spark Curiosity | Develop Thinking Skills | Increase Your Impact.

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Creating lasting and meaningful connections with nature through storytelling and adventure

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Creating lasting and meaningful connections with nature through storytelling and adventure

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Have fun and discover the wonders of nature. Earn a virtual badge for each activity you complete. Collect ten virtual badges and become a Guardian of the Wild, receiving your Guardians certificate and pin badge from your school. Remember, becoming a Guardian is a great honour, but with honour comes responsibility...

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Have fun and discover the wonders of nature. Earn a virtual badge for each activity you complete. Collect ten virtual badges and become a Guardian of the Wild, receiving your Guardians certificate and pin badge from your school. Remember, becoming a Guardian is a great honour, but with honour comes responsibility...

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Excellent resources for outdoor learning

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Excellent resources for outdoor learning

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Lesson plans and simple effective ideas for outdoor learning

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Children's learning outdoors is just as important as its classroom-based counterpart, and should be supported at every opportunity. Many alternatives present themselves, from teachers using the school grounds and field visits, to nature reserves, beach visits, museum and gallery trips.

Every step of a child's education can be enriched and contextualised in this way.

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At Gratnells, we're a manufacturing organisation which takes great pride in its product design and quality. Together with a whole range of partners and collaborators we've co-developed new ideas in the application of digital technologies, in the performing arts, in outdoor learning, in all the places where teachers teach and children learn.

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PSTT advises teachers to refer to either the CLEAPSS website or SSERC website for up to date health and safety information when planning practical activities for children.

PSTT is not liable for the actions or activities of any reader or anyone else who uses the information in these resource pages or the associated classroom materials. PSTT assumes no liability with regard to injuries or damage to property that may occur as a result of using the information contained in these resources. PSTT recommends that a full risk assessment is carried out before undertaking in the classroom any of the practical investigations contained in the resources.

All materials are ©Primary Science Teaching Trust (PSTT) and are freely available to download and share for educational purposes. Whilst educators are free to adapt the resources to suit their own needs, acknowledgement of copyright on all original materials must be included. Rights to images included in the resource have been purchased for PSTT use only - as such, these images may only be used as part of this resource and may not copied into or used in other materials.

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Let's Go! STEM Trails - Primary Science Teaching Trust

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Discover engaging STEM concepts in primary schools with Let's Go! STEM Trails. This resource offers 29 trails covering EYFS to upper primary level, all written by practicing teachers.

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PSTT advises teachers to refer to either the CLEAPSS website or SSERC website for up to date health and safety information when planning practical activities for children.

PSTT is not liable for the actions or activities of any reader or anyone else who uses the information in these resource pages or the associated classroom materials. PSTT assumes no liability with regard to injuries or damage to property that may occur as a result of using the information contained in these resources. PSTT recommends that a full risk assessment is carried out before undertaking in the classroom any of the practical investigations contained in the resources.

All materials are ©Primary Science Teaching Trust (PSTT) and are freely available to download and share for educational purposes. Whilst educators are free to adapt the resources to suit their own needs, acknowledgement of copyright on all original materials must be included. Rights to images included in the resource have been purchased for PSTT use only - as such, these images may only be used as part of this resource and may not copied into or used in other materials.

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Let's Go! Science Trails - Primary Science Teaching Trust

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Get kids excited about science with Let's Go! Science Trails book featuring 29 full color trails, cross-curricular links, and glossary.

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Great website for schools to work together, share practice and action plan to work towards getting the school to zero carbon.

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Funding for Science Clubs

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Why apply for this scheme?

The scheme:

Provides an opportunity for students to develop key skills, including research skills, problem solving skills and data-handling skills, which will be invaluable for their future careers.

Demonstrates the range of STEM careers available to students.

Fosters long-term working relationships between schools and STEM professionals.

Fulfills the requirement of Benchmark 8 of the Gatsby Practical Science Benchmarks - 'Students should have opportunities to do open-ended and extended investigative projects.' Additionally supports the requirements of the Gatsby Career Benchmarks - 'Encounters with employers and employees'.

How to apply:

Key dates:

The 2023 application round is now open and will remain open across the year with three judging periods. To be considered in the first judging period, applicants will need to have submitted stage 1 and stage 2 by the end of April. Applications must be completed through Flexi-Grant®. A full timeline can be found here.

For further information about the scheme please visit the pages below. If you have any questions, please contact the Schools Engagement team at education@royalsociety.org or 0207 451 2531.

To be among the first to hear about the grant rounds opening each year and to stay up to date with our other opportunities and resources, sign up to our UK teachers newsletter.

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Grants for UK schools and colleges to run investigative STEM projects in partnership with a STEM professional from academia or industry.

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Engage Grants

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We are delighted to announce our new (look!) and improved support offer for teachers in schools in challenging circumstances - Engage.
Visit Engage community
What is Engage?

Engage is a community of teachers and educators who want to transform access to relevant and meaningful STEM* work for all children and young people, especially those who are most often underrepresented in science.

It's a group where teachers come together to share best practice, access inspiring resources and expert support, and apply for grants - it's all in one place and it's all completely free.

Who is it for?

Engage is open to all teachers and educators working in early years settings and primary, secondary and special schools in challenging circumstances, who are committed to supporting young people underrepresented in science.

To be eligible to join the Engage community, educators must work in a school that meets at least one of the following criteria:

at least 30% of pupils are eligible for pupil premium (or equivalent)

at least 30% of pupils are from an ethnic minority background

the school is located in a designated rural postcode.

Explore our eligibility criteria
Why should I join?

Engage empowers teachers to provide exciting opportunities for all young people to get hands-on with STEM, develop key research, communication and teamworking skills, and build their confidence.

By joining the Engage community, you can:

Apply for our Engage Grants and British Science Week Kick Start Grants to help you deliver exciting science engagement activities in your school.

Access our free-to-all library of inspiring resources and activities aligned to the national curriculum.

Join our 1,500-member strong Engage Teacher Network for the latest best practice, insights and opportunities to deliver inspiring science engagement activities.

Be the first to hear about exclusive offers and new partnership opportunities, such as priority access to resources and pilot projects

Attend our annual Engage Teacher Conference to hear from fellow teachers, education experts and businesses about the latest sector news, developments and initiatives.

Have your say on the issues that matter to you to help the British Science Association improve its support for teachers.

How do I join?

It's simple and free to join our Engage community. Just take one of the following steps:

Apply for one of our two grant schemes - Engage Grants and Kick Start Grants - and tick the box to join our Engage Teacher Network.

Or you can simply join the Network!

Join Engage today
If you're already a member of our Underrepresented Audiences Teacher Network, then great news - you're already part of the community. The Network just has a new name!

What else do I need to know?

Engage is run by the British Science Association (BSA) and managed through the charity's flagship CREST Awards education scheme. Thanks to support from UK Research and Innovation (UKRI), Engage is free for all teachers in schools in challenging circumstances.

Engage supersedes our Underrepresented Audiences Network and offer for teachers. Our revamped offer of support for teachers also comes with a fresh new brand!

Follow CREST Awards on Twitter and Facebook for the latest Engage news and opportunities.

Useful links
All you need to know about Engage Explore highlights from our latest Engage Teacher Conference Hear first-hand from some of our Engage Teacher Network members Sign-up for our free newsletter for the latest education news from the BSA
* Science, technology, engineering and maths

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Introducing our new Engage community for teachers in schools in challenging circumstances

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Engage is a community of teachers and educators who want to transform access to relevant and meaningful STEM* work for all children and young people, especially those who are most often underrepresented in science.

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Kick Start Grants for Schools and for Communities

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Thanks to the support of UK Research and Innovation, every year we offer two grant schemes to support British Science Week events and activities: one for schools and one for community groups.

This scheme offers grants for schools in challenging circumstances to enable them to organise their own events as part of British Science Week. There are four options available:

Kick Start Grant: A grant of £300 for your school to run an activity during British Science Week.

Kick Start Youth Grant: A grant of £150 for students aged 10-19 at your school to organise and deliver an activity during British Science Week.

Kick Start More Grant: A grant of £700 for your school to host a science event or activity that involves your students and the local community.

Kick Start Grant + Youth Grant: A combined grant of £450 for your school to run an activity during British Science and an additional activity organised and delivered by students aged 10-19.

This scheme offers grants of £500 and £1000 for community groups working directly with audiences that are traditionally underrepresented and not engaged in science activity.

£500 grants to run one or more events during British Science Week

£1000 grants to run one or more events during British Science Week, as well as either preparatory or follow-up activities that will lead to continued engagement beyond British Science Week.

These audiences include:

people from ethnic minority backgrounds

people living in communities which face deprivation, including people disadvantaged in terms of education and income

people with a disability or long-term health condition

people living in a remote and rural location, defined as settlements of less than 10,000 people

girls and women.

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Apply for a grant! Each British Science Week we provide grants for schools and community groups to carry out events to celebrate.

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Bath Spa Stoke Exemplification for Primary Science KS1 and KS2 Science 

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Bath Spa Stoke Exemplification for Primary Science KS1 and KS2 Science 

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Stoke exemp pri sci KS1 work collection April23. pdf (10.54 MB) View file This item contains files with download restrictions

Stoke exemp pri sci KS2 work collection April23. pdf (26.39 MB) View file This item contains files with download restrictions

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Stoke exemplification for primary science (SEPS) for Key Stage 1 and 2. Collections of pupil work to support moderations discussions and teacher assessment. Compiled by Dr Sarah Earle in collaboration with the teachers of Stoke on Trent and beyond, as part of the Science Across the City project.

History

Exports

RefWorks BibTeX Ref. manager Endnote DataCite NLM DC

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Stoke exemplification for primary science (SEPS) pupil work collections

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Stoke exemplification for primary science (SEPS) for Key Stage 1 and 2. Collections of pupil work to support moderations discussions and teacher assessment. Compiled by Dr Sarah Earle in collaboration with the teachers of Stoke on Trent and beyond, as part of the Science Across the City project.

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Science across the city is a Stoke-on-Trent opportunities area initiative designed to raise the profile of primary science, support strategic development of primary science, engage professional learning communities in key current issues in primary science and to connect schools to additional resource and wider opportunities through the STEM landscape.

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Finding the optimum - the science subject report

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Finding the optimum - the science subject report

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Finding the optimum: the science subject report

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Science helps us to answer our biggest questions and to meet our most basic needs: from explaining the deepest mysteries of the universe to the structure of elementary particles that form atoms. The findings of science have fundamentally shaped every aspect of our world. Science drives innovation, creating new knowledge to help us solve current and future problems. All young people are entitled to a high-quality science education, to the curiosity it engenders and the understanding and the opportunity it brings.

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A reminder of strategies to support eliciting children's ideas, revisiting, practising and applying understanding

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A reminder of strategies to support eliciting children's ideas, revisiting, practising and applying understanding

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Strategies to support developing secure understanding

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Lots if resources including videos explaining the different enquiry types and suggested investigations for each year group for each type

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The Ogden Trust - Promoting the teaching and learning of physics

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This section includes a range of curriculum resources for teaching and learning, as well as How to guides to help you encourage and develop physics at your school. Use the filters to help find the resources you are looking for.

We are currently reviewing and renewing our resources! If you are looking for a resource that you have used before and can't find it, please let us know: communication@ogdentrust.com

The Ogden Trust resources have been evaluated by The Association for Science Education (ASE) - the foremost body for science education across the UK - and they have been awarded the ASE Green Tick.

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The Ogden Trust: resources to support physics

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Curriculum resources for physics teaching and learning, as well as guides to help you encourage and develop physics at your school.

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Being Focussed: Monitoring the 10 Key Issues

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Being Focussed: Monitoring the 10 Key Issues

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Wellcome Trust State of the nation report of UK Primary Science Education August 2017

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Wellcome Trust State of the nation report of UK Primary Science Education August 2017

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'State of the nation' report of UK primary science education

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The vision of our five-year primary science campaign is that all pupils will experience an exciting, inspiring and relevant science education at primary school. Read our report on primary science education delivery across the UK.

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PLAN EYFS resources

The PLAN EYFS resources have been developed to support subject leaders and early years teachers introduce children to the foundational knowledge of science, featured in the Statutory Framework for the Early Years and Development Matters, that will enable them to be well-placed to access the science National Curriculum in England at Key Stage 1.

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If you are not familiar with the EYFS, the Statutory Framework for the Early Years and Development Matters, you may wish to read our Introduction to science in the EYFS before reading on.

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The PLAN EYFS resources include:

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topic matrices for Nursery and Reception (see further information below)

Summary of Science in EYFS that provides an overview of the science content within the matrices

EYFS Progression in Working Scientifically Skills (see further information below).

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​ The PLAN EYFS matrices have been linked to the relevant topics from the National Curriculum in England: science programmes of study so subject leaders can explain how science learning progresses from the EYFS to Year 6. All the relevant statements from the 'Understanding the world' area of learning and development from Development Matters, which contains the science content in the EYFS, have been mapped to the relevant science topics in the National Curriculum and included in the PLAN Progression in Knowledge.

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It is important to make clear that, though the science content from Development Matters has been linked to the relevant topics from the National Curriculum in the PLAN EYFS matrices, this should NOT be taken to indicate that the content should be taught as topics in early years settings, as they might be in Key Stage 1 and 2. Unlike the PLAN matrices for Years 1 to 6, the EYFS matrices are not intended to define content coverage or be used for assessment purposes. They simply provide ideas for how children can be introduced to the foundational knowledge of science either through continuous provision or typical themes used in early years settings.

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Matrices

There is a PLAN EYFS matrix for each relevant topic from the National Curriculum for each year-group in the EYFS for which there are statements in Development Matters. There are only Electricity and Plants matrices for Nursery, and Seasonal changes and Earth and space matrices for Reception, because there aren't relevant statements in Development Matters for these topics for the other year-group. Each matrix includes the relevant statement(s) from the 'Understanding the world' area of learning from Development Matters that link to the topic, as well as any linked statements from the other areas of learning. Each matrix also includes the prior and future learning either from Development Matters or the National Curriculum for that topic.

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There is then a section entitled 'Creating appropriate experiences to initiate learning' which sets out what adults might provide and do to facilitate the learning, including encouraging scientific enquiry, as well as vocabulary that children should use and supplementary vocabulary that children might be exposed to but not necessarily be expected to use. Common misconceptions that children may have are identified, texts that support the learning are suggested and linked relevant careers are listed for role-play.

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The final section of each matrix, 'How the children might show their learning', provides examples of what children might be doing or saying that would demonstrate their skills or understanding.

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Progression in Working Scientifically Skills

The document shows how the PLAN EYFS working scientifically skills definitions, which are based on the relevant statements in Development Matters, map to the equivalent PLAN definitions for Key Stage 1 & 2. It then expands on this to show the Development Matters statements from the different areas of learning for Nursery and Reception that are linked to the PLAN EYFS working scientifically skills definitions and provides additional guidance that illustrates their application in a science context. For Years 1 & 2, the working scientifically statements from the National Curriculum that link to the PLAN Key Stage 1 & 2 working scientifically skills definitions are included with their associated guidance and, together, these provide a progression in working scientifically skills from Nursery, through Reception, to Key Stage 1.

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To download the Summary of Science in EYFS, click the image above.

To download the EYFS Matrices, click the image above.

To download the EYFS Progression in Working Scientifically Skills, click the image above.

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PLAN EYFS resources (Subject Leader) | PLAN

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PLAN EYFS resources The PLAN EYFS resources have been developed to support subject leaders and early years teachers introduce children to the foundational knowledge of science, featured in the Statutory Framework for the Early Years and Development Matters, that will enable them to be well-placed to access the science National Curriculum in England at Key Stage 1.

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Part of the Pearson Primary Extended Curriculum

Science Bug is an exciting hands-on science programme designed for today's curious kids! It's been written for the primary science programme of study by an expert author team, to help you spark imagination, fuel curiosity and nurture inspired and confident young scientists.

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Part of the Pearson Primary Extended Curriculum Science Bug is an exciting hands-on science programme designed for today's curious kids! It's been written for the primary science programme of study by an expert author team, to help you spark imagination, fuel curiosity and nurture inspired and confident young scientists.