In this episode we hear from Tom Holloway from the Primary Sciece Teaching Trust. He shares a wealth of ideas to inspire and engage pupils in outstanding Science learning. We discuss a range of topics, including teaching the Sustainable Development Goals through Science, Biomimicry and finding the true purpose of Science education for all.
(Credits: Tom McGuire and the Brassholes - www.tomandthebrassholes.com, additional music by Scott Buckley - www.scottbuckley.com.au)
In this episode we hear from Tom Holloway from the Primary Sciece Teaching Trust. He shares a wealth of ideas to inspire and engage pupils in outstanding Science learning. We discuss a range of topics, including teaching the Sustainable Development Goals through Science, Biomimicry and finding the true purpose of Science education for all.
(Credits: Tom McGuire and the Brassholes - www.tomandthebrassholes.com, additional music by Scott Buckley - www.scottbuckley.com.au)
spk_0: 0:01
Hello. This is karma. Coffee welcoming you to the more teacher told us. Dedicated professional development on all things policy, education. Thegame soothe positive voices of teachers and school leaders from around the world. Hello, and welcome to the more teacher taught podcasts. Today I'll speak to Tom Holloway is a regional mental for London in the southeast of the primary science teaching trust. Welcome, Tom.
spk_1: 0:44
Hello. Nice to be here. Hello.
spk_0: 0:46
How you doing?
spk_1: 0:47
Yeah, not too bad. Kind of getting used to schools being shot, which is kind of changed how my role operates. But we're doing lots of do meetings and all that kind of stuff, so it's it's different, but, you know, we're getting there.
spk_0: 1:00
Okay. Could you just introduce yourself and tell our listeners a little bit more about your old and
spk_1: 1:04
so Yes. So I'm Tom tomorrow a eso as co said I work for the Primary Signs Teaching Trust, which is a UK based educational charity. It exists to promote science in UK primary schools. We've been going since about late 19 nineties. We work across the country. We support schools in a variety of ways. So we have completely fantastic website which I'd recommend any teacher to have a look at bursting with resources. We do a fantastic Termini newsletter called Why and How all about kind of best practise in primary science teaching. We have lots of really fantastic free online CPD units that you can access through our website from anything from using drama to teach different aspects of science. We've got fantastic section all about assessing working scientifically we go a brilliant bank of resources all around foot, rocks, fossils dinosaurs called the big drastic classroom on much, much more. Besides, on our website were so fund cutting edge research into primary science teaching with funding different researchers around the UK who are developing best practise for a teaching primary science. We have the primary Science Teacher of the Year award, which we run Cyn annual competition. Any teacher can apply to it. They need to get themselves nominated by their head. The award is for teachers who are doing outstanding things of science in their schools. But also beyond all of the information about the PSD awards, you confined through the website usually fantastic thing to win. Very prestigious. The winners win money themselves money for their school they become a fellow of our college, which is a network of outstanding primary sides practitioners. They get access to special funding pots and all sorts of things like that much more. Besides, we have people like me, so I'm original mental, So I cover predominately Surrey, Sussex, Hampshire and Kent of South London as well. My role is really to work with primary schools in any way that is useful. So I do an awful lot of one on one. Mentoring support for science leaders. I do a lot of CPD on many different aspects. How to teach, working scientifically, how to make science lessons, fun and engaging outdoor learning assessment pretty much anything you can think off. I help schools to develop their curriculum. I work with schools to develop links with stem organisation stand businesses. Teo to access grand funding that's out. There s 00 all sorts of things like that. I do a lot of planning support with groups of teachers, so I'll sit down with them and help them plan a really fantastic size topic. So that's kind of regional mental role. I've got lots of other fantastic colleagues who were covering other parts of the country. So I've got a colleague Roof and Co Vinda who are sort of based more north of me kind of London and the areas of north of London around there. We've got other regional mentors in the Midlands. Fantastic colleague of mine, Kate Redhead, East Anglia. There, Sealey over there. So we're kind of we're no everywhere, but that's hopefully a kind of gold we're aiming for. Teachers can get in touch of us, fire our website so you can email in requests for support and how. And we will get back to as soon as we can and help you in any way that we can. Really Ah, we also produce a small suite of paid for resources. Well, I say small, it's actually there's quite a lot now. These are so via tts, the educational supplier, and we've got some fantastic resources, their playground science, which is a resource that gets Children doing science during their breaks and lunch times. Science in my pocket, which is a fantastic resource for TA, has people working one toe, one with Children in a primary setting, Let's go signs, trousers and amazing outdoor learning resource much, much more Besides, so that's kind of us.
spk_0: 5:20
That's fantastic. I can really vouch for the CPD. I know we had members of staff from Frogmore that attended the LF. CPD Sessions on came back with such glowing praise on really said that it was It was such a beneficial and fantastic CPD experience. So you know, I can't I can't really speak highly enough about that.
spk_1: 5:42
It's great to hear
spk_0: 5:43
so clearly passionate about science. What inspired you to become involved with this kind of work
spk_1: 5:47
I saw had a slightly interesting journey to it, So I prior to starting work with the peace treaty. I was a primary school teacher for 10 years. I was a career changes. So I was a civil servant before that, retrained to become a primary school teacher when I was about 30. I don't have a science background, so I I don't have a science degree. I don't have cites a levels, but when I started, I mean, I've always had an amateur of interest in science. When I started, my 30 year had a teaching in a fantastic school in north London, had a really great year, five class science lessons just with the 1st 2 sides. Lessons were just brilliant. The kids absolutely loved it, and I just became It really just hooked me in. And I just felt God, I love this. You know, I absolutely love teaching science. I enjoyed teaching all of the other subjects as well, but the science became just the thing. I was looking forward to teaching more than anything else, really. And it got It was the same of the kids. They were hugely enthusiastic about it as well, and it just became this kind of positive thing. And that's set me off on an amazing journey. Really. I move school became science leader, took that school through the primary science quality mark, which is a fantastic thing for any school to do. We got a gold awards, then my head nominated me for a primary science teacher of the year. Would I mentioned earlier which I was fortunate enough to win back in 2013? Fantastic. To do that and to have that sort of, um, acknowledgement and then started getting involved in the piece TT and other organisations that promote science and UK primary schools and it just build from there I you know I got to do amazing things. I got to speak to Tim Peake on the International Space Station. I went Teo CERN for a week of amazing CPD, which was paid for by another fantastic charity called The Old and Trust. So it was just one of those things that just kind of built and built and Bill and I just always full fundamentally that it's really important that Children have a a really good science education from early years right through. That was always just I thought, you know, this. This really matters. This is really important.
spk_0: 8:10
Well, there it that's a fantastic journey on. And you know the award. Congratulations on the award is Wow, that's that's great to hear about that on the way there were any books or people that have really had an impact on you.
spk_1: 8:24
Yeah. I mean, there was so in my my first for school, the sights leader there. Guy called Richard was a fantastic sites leader. Really inspirational on DH. Someone I thought, you know, I want to be a science lied to myself, and I want to be a science leader like you. So he was a big influence on me. Um, there's been so in terms of kind of sort of teaching. But, I mean, there's a fantastic book produced by the A. C. The Association of Science Education called It's Not fair. Or Is it which, again I'd recommend kind of every school to get a great guide to working scientifically the different types of inquiry in terms of sort of MME. Or on a Popular Science Books, if you like, is a fantastic book called The Age of Wonder, which is by a guy called Richard Homes, which is all about the development of science in the of 17th into the 18th century. Just fantastic, kind of the real sort of spark and wonder of science when science was just really developing and we were really starting to kind of crack some of the big mysteries of the world. And then also, there's a fantastic He's Louis Darnel. He's he's great and he's a science communicator. Think he's an astrophysicist? Traffic is based at UCO. He does really wonderful popular science books, and he wrote a brilliant book called The Knowledge, which is perhaps slightly apt for the for the kind of situation we find us and it's all about how you could kind of restart Science and industries after sort of a cataclysm has fallen the world before in the world, and it's really interesting, accessible science. He's got follow up book whose origins which is all about how the kind of geography of the world has kind of affected the development of the human race, which is fantastic as well. So there's books like that along the way that have that kind of kept my interest sparking along.
spk_0: 10:24
That sounds really interesting on DH. The context for our discussion, the current pandemic, the crisis is, is the thing, which is the challenge for all of us. It's very much that science is leading the way.
spk_1: 10:38
Yeah, yeah,
spk_0: 10:40
yeah, I think that I can't say opportunity because it's recalibrating education and the things that matter. In that sense, I think you know it's books like that or or opportunities that we can give the Children where they can really look up. How could things be different because that I think that's perhaps the only thing that we're certain of which it's not gonna be the same just that the next question is really what would you describe as the most important features of primary science.
spk_1: 11:07
First thing I'd say is the importance of questions. So science is all about asking and answering questions on DH. At the core of the primary science curriculum is the importance of questions. The Children asking as much as possible, asking their own questions and then thinking of ways that they can answer them. I know it's so say the child led scientific inquiry is absolutely key to the primary science curriculum as well. So the Children, as much as possible deciding on the science that they're going to do, how they're going to answer a question, what inquiry they're gonna use, what inquiry they're going to do, what type of equipment they're gonna use. Really, really. Key Children should not be primary science Children. The way I like to think of it, as Children should be doing science to learn science. It shouldn't be a passive experience for Children where they're sat there and a teacher is kind of decanting knowledge, hopefully into their brains, and they're just hopefully kind of sucking it up and then regurgitating it in their books. They should be actively engaged in that process, they should be using different hopes of scientific inquiry. So at the absolute core of primary science is the idea that there's different types of question, and you do different types of science to one of those questions. Sometimes you might carefully observe something and see what happens over time on record, what you see happening and then draw conclusions from that. Sometimes you have to identify things like many beasts, plants materials on, then sort things based on their properties. Identifying and classifying pattern seeking. So looking for patterns, relationships between things, looking for patterns in data. Do Children of the longest legs jump the furthest? How can we find out that answer? Can we find a pattern, or is there no pattern there? Research. So, using second re sources of information. If you can't directly carry out an investigation yourself to answer a question using secondly, sources of information to find the answer and finally, fair testing, changing something, seeing if this has an effect keeping everything else the same. So if there is an effect, you know it's because of the thing you changed, not because of anything else, and then the Children developing their their independence a scientists as they move through primary school, becoming increasingly independent and autonomous in the science that they're doing. Becoming increasingly systematic, inaccurate in the ways that they're carrying out their science, developing their use off different types of equipment and how to use the equipment safely and accurately is really key. Content is obviously hugely important, but I find often in my experience that teachers can be overly content focused when it comes to primary science on DH, the kind of working scientifically aspects can almost get a bit forgotten or maybe happening. But they're no being properly kind of explicitly taught and planned for. So, you know, I think getting the balance right is really key and ensuring that obviously the Children are developing their scientific knowledge, learning the content in the national curriculum, but at the same time developing their working scientifically skills and learning them as well.
spk_0: 14:31
I see. So how is that similar than or different to secondary?
spk_1: 14:35
I think I mean, I'm I'm not a secondly specialist, although actually I'm working with a group of schools. Well, everything's been slightly slightly derailed and postponed because of the school is being shut, but I'm working with a group of schools in a secondary school on a transition project where the Children are going to carry out an investigation looking at dissolving in Year six and then they're going to carry out essentially the same investigation in Year seven, but in a slightly more year. Seven context. So the skills develop, You know, again, I think there's that increasing emphasis on accuracy, accuracy of recording, being systematic in the science, that they're doing the knowledge aspect. Obviously, there's lots and lots of linkages between he staged to curriculum and then into key stage free eight of From Space, for example, how the develops from upper key Stage two and then further on into key stage. Frias Well, and those sort of elements of independence, I think, obviously developed, you know, becoming more independent again as learners as they move into secondary school and beyond, I think is really key as well.
spk_0: 15:51
Thank you. So how my this be adapted for home schooling or home learning?
spk_1: 15:57
So he think I would kind of say, Well, the key thing I would say with home learning for science is Well, first of all, there's there's really brilliant stuff out there on dimes. Sure that we will get onto this a little bit later on in the discussion. But there are really fantastic resource is out there that I can certainly sign. Post is part of this discussion. To support parents and carers. To do some really fantastic science at home is the first thing I would say. Main thing is, have a go, you know, getting do science with your Children, explore the world around you. You can find out lots of information about kind of the different types of enquiry if you if you want to go to that stage. But But the main thing I would say for home learning is toe have a go, you know, get involved with your Children. Talk, talk, talk, talk, Talk about what you're doing. Asked lots of questions. Get the Children to observe, use their senses. Talk about what they observe is happening in the times that may be doing or just in the world around them. On having those discussions is really, really important is such a key aspect. Andi is something that, in sort of kind of high pressured school environment, you're busy curriculum lots to get through I think it Children don't get enough time to just talk about their scientific ideas, explore their scientific understanding through talk. And there's gonna be a lot of opportunity for Children, you know, at home to just have those really rich discussions with with parents, everything is don't be afraid of it. No, I'm not a science specialist myself. There's lots of place is out that you can go to get a little bit more science knowledge if you want it. But but don't ever be scared of. I don't know the science kind of thing. You know there's You can't be expected to know the entire sum of human knowledge. It's integrate modelling for your Children. You know what? I don't know what the answer is to that. Let's find out. How could we find out? Let's go on a journey of discovery together and see where it takes us.
spk_0: 18:02
Do you have any do's and don'ts for I suppose it's parents at home or teachers in school?
spk_1: 18:08
Yes. Oh, absolutely. So the first thing I would say Do you always start by thinking about health and safety? It should. You know, whenever you're doing any science, your absolute first consideration should always be health and safety. The science we're doing is this going to be safe? And that's obviously Israel as relevant for teachers as it is for, um, you know, parents and carers at home. And, you know, don't take any silly risks with sides that you're doing at the same time. You know, don't let that be a barrier to doing some really fun and interesting things, but it always, you know, put health and safety at the very front of your mind. Obviously, whenever you're eww, you're doing science. This is perhaps a little bit more teacher e this Well, this applies to everyone. Definitely do whatever the science you are doing, you know, do make it interesting. Do make it exciting and engaging. Science is completely incredible. You know. It is amazing. It's or inspiring. Always try and seize on the wonder in this, you know, a rainbow is an incredible thing and you can appreciate it from a kind of sort of aesthetic point of view from a poetic point of view if you like. But you can also appreciate a rainbow from a scientific point of view and how the sun's light that's travelled all that way through space from the sun is being split in tow. It's different parts by the little droplets floating about in the sky and that, you know there's there must be exoplanets out there in the universe that have a water cycle that have rain bows on them. And maybe there's, you know, other life forms out there to see those rainbows. Or maybe no, who knows, but in terms of perhaps a little bit more of a teacher, a point. Do make your science absolutely wonderful. And you know this overused phrase. Wow, do make it well, but never lose sight of the science that you're teaching. Always make sure that the science activities that you're getting Children to do the practical in hands on stuff. Always make sure that's absolutely grounded in the scientific. You know, concept. You're teaching the scientific phenomena that you want the Children to explore a key off stead. Finding a recent Ofsted report into primary science, one of their key findings wass that they talked to Children who were doing sort of very engaged hands on science lessons. And when they ask the Children what they were learning, the Children could describe what they were doing, but not what they were learning. Andi, you know, you absolutely want the Children buzzing and engaged, but you also want them to have a very clear idea that you this is what we're learning about. This is what tricks were exploring and getting them to move from the kind of the hands onto the mines on from the well to the wonder that that's amazing. Why is that happening? You know, and then and then you know, then thinking about that. Don't worry. If the experiment goes wrong and this is a political applicable for teachers or parents, there's there's no kind of wrong in science. There's exploring, there's thinking there's doing there's discussing, you know, but do always make you do always use them is learning opportunities. So if you've done a science experiment and you haven't arrived at sort of the perfect answer that you thought you were going to get to, why might that be the case? You know, why might your results have been different? How is it reliable? Might your results be? Do be ambitious is the last one. I would say you can do really fantastic things you know, there are. So, you know, bottle rockets, for example. You know, you can quite easily make and launch rockets, and obviously you always think about the safety aspect, but bottle rockets very simple to do. You can get broader rocket kits very inexpensively off of the Internet, and you can make and launch rockets that go 100 metres into the air. You know, really fantastic, exciting stuff like that that you can do so you know, do do be ambitious. I would say
spk_0: 22:06
That's fantastic on DH, I really I love the way that you've explained some of the things that we should look out for, some of the things to avoid. Andi, you know, they just make a lot of sense to me when I was in the classroom on also just as a school leader, the echoes the thoughts that go through your mind when you see in the classrooms and seeing teaching in action on DA, trying to create that sense of all wonder but also having clarity about what's the science behind it on DH. What is it that we want the Children to be thinking at any given time? I think that's really important. That's that's fantastic. I'm sticking to the big idea that in the inspiration now I'm interested in how we can use different subjects to support the sustainable development goals. You know, the big sustainable development goals, the big target, the ambitious target to achieve them by the year 2030. Gold 12 is all about responsible production and consumption. So just with that in mind, how could we use science teaching and learning to approach that?
spk_1: 23:07
So, yeah, I think this is a wonderful thing to think about myself as well. And this actually ties in with the do's and don'ts because the one I left office is do give your science a context in a purpose. So whether you're at home with, you know, doing home learning or you're in school, always try and have a reason why we're doing this. Science do introduce challenge. So, you know, we we've got to create the fastest balloon race car because we're gonna have a race. You know, we're going to see whose balloon race balloon racing car goes. The firmest always have that context and challenge to what you're doing and what's lovely about the sustainable development goals and go 12 is there is that fantastic real world Connexion, which is hugely important for primary signs. Any science, you know, it's really important for Children to realise that science is all around them. Science effects pretty much every aspect of their lives that we have huge challenges facing us as a planet. Obviously, you know, Coben 19 what's going on there at the moment and sciences the APS. You know, at the absolute forefront of solving that problem, trying to develop testing vaccines, all of those things. Climate change, global heating. You know, sciences is going to be the way that we solve these big challenges. So we've go 12 of the sustainable development goes responsible production and consumption. There's lots of areas where it really nicely ties with primary schools. My daughter, I've got 7.5 year old who's in your free. She's massively into the whole reducing plastic on DH, Looking at how we can reduce our use of plastic recycle plastic. Reduce plastic consumption in schools is such an important area and is something that Children are really really passionate about and really engaged about a specific place to go for a great resource around plastic and the problems of plastic pollution. There's a fantastic organisation called encounter Ed. You E d use the second part. They do amazing life learning events from the North Pole from the coral reefs of the Caribbean. They've got fantastic. Website is completely free to register to use their resources. You don't have to be a teacher to register. Anyone could register and access their resources. They have just developed and released a series of resources around plastics that are aimed at primary school Children and how you know, learning about the problems of plastic on how we can reduce our consumption of plastic on DH and get to a more kind of sustainable place. From my experience, it's an area that Children are super engaged in, which is fantastic because obviously they're going to be the adults of the future, and they're going to be wrestling with these problems. You know, a CZ. They move into adulthood and go out into the big, wide world as well, says lots and lots and lots of opportunities. A lot of schools have solar panels now, and there's, I think, often lots of learning opportunities or missed a DS schools that have solar panels. They just kind of sit on the roof unremarked andan talked about and you could do all sorts of fantastic science around. So pattern seeking. Looking at levels of electricity production over the course of the year, you can get all that kind of information from the read out kind of information panel that they have s o. There's all sorts of things you can discover there and getting Children to look at their school on DH. You know how how the school where the school gets its resources from there's lovely time with things like growing food at school. You know, having veg patch is that kind of thing. Sustainable production of food on looking at their supply, chains that are feeding into the school in that regard, reducing consumption of electricity, reducing consumption of plastic. All these kind of things. There's whole ecos, ICO schools movement on DH schools can do the ICO School's award on DH. My daughter was actually a ICO ambassador for a year and the school had an e co counsel when they sort of fought about different ways that they could make the school greener, make the school more sustainable and what it was doing. And there's also a fantastic cross curricular stuff you can do around it. Great literacy, Great mass. D nt thinking about how products could be designed. Ah, and more sustainable ways that it is just a huge, brilliant topic. And I would recommend to any teacher or parent, you know, have a look at the sustainable development goals. There's a really nice, accessible Web site well about them. If you just google it, you'll find it. And, you know, really fantastic thing to be to be involved in.
spk_0: 28:03
I came across recently this idea of bio mimicry. I wonder if you could explain just a bit about sand to bother potentials for schools.
spk_1: 28:11
So really, really interesting area. And I, first of all, would say I'm very, very far from an expert bio mimicry. But it is a really fascinating thing, and it's it's recently come to my attention. Another fantastic resource website to flag up is could reach out reporter, which is It's kind of like a science version of news round, so it comes out weekly. It's a free 24 minute science themed news programme for poor primary aged Children it's produced by Imperial University on It's just really, really lovely. They have, like free topical science storeys. Really interesting, really accessible. Great for getting Children to think about current science. I'm getting them talking, engaged. The storeys were always really fun and interesting. They very recently had a new storey all about bio mimicry. Bye. Mimic Re is copying ideas from nature to solve human problems, and they've got this lovely little short news programme all about the lotus leaves that you find in rainforests and lotus leaves they don't get. The water doesn't stay on lotus leaves and lotus leaves don't get wet. And this is because if you look at them sort of a microscope, they have tiny hairs on them, which stop dirt and water from staying on them. And scientists have now used this to develop close that cannot get dirty or wet, and there's a fantastic little clip of this or two people standing there on DH. They sort of throw a kind of bucket of muddy water on tow, both of them at the same time one gets covered from head to toe in dirty money. Walk to the other. It just literally flies off of them and they look like you know, nothing's happened. Really interesting. Really fantastic. There's lots of other examples. Probably like the classic example is Velcro, which was George Dim Estrela Will, I think back in 1941. I think it was out walking his dog. Those kind of I think they call Bors sort of stuck to him, stuck to his dogs fair. This started his brain thinking and he examined these birds close up and realised they had these little hooks on them. And this gave him the idea for what was to become Velcro. Something that you know Children, adults. Everyone is using. All of the time there's loads. More examples. Bullet trains. In Japan, they're based on the shape of kingfishers, the bird kingfishers who moved through when they dive. They moved through the air, you know, in a super kind of aerodynamic way. So when they were designing the bullet trains in Japan, they were inspired by this by the shape of kingfishers. There's lows, more examples. It's really, really fascinating in terms of how schools can use it. First of all, I think it's amazing for getting First of all, it's just really interesting. And, you know, my my kids, you know, love animals and the natural world. And they find it fascinating and getting them to look att ah, things in the natural world and think, How could we copy them? I think there's a really nice sort of rich here Seiji Angle, too, as well, valuing the natural world and seeing it. Noah's something for kind of human beings, too, abuse and, you know, chopped down and DeForest and all those kind of things. But instead, as places well, that have intrinsic value anyway because of their you know, their beauty and ah, and all of those kind of things, but also is a place where you know, we can learn from nature. Human beings are, you know, we are part of the planet were part of the biosphere. We're interconnected with it and we don't know everything. You know, we could learn an awful lot from kingfishers and from lotus leaves and from plants that you would normally you know, that stick to you that you might just brush off and no, no, ever think about you know it all. There's a huge amount out there in the in the natural world that we can learn about, and also if we don't protect the natural world. If we don't save the rain forests on other habitats, then those learning opportunities will be lost forever on. We won't be able to discover incredible things like how the lotus leaf never gets wet or or muddy. So, you know, I just fascinating area great opportunity to get Children. I'm thinking really creatively and imaginatively about the world around them.
spk_0: 32:42
I think that can't fail to inspire that. You've mentioned quite a lot of CPD and resources in the podcast so far. Is there anything that we've missed, or maybe some opportunities that we don't know about yet?
spk_1: 32:55
Yeah, there's there's still quite a few, and lots of these would be great for home learning as well. So you know, just a plug again if you like. The Pierce TT website Primary Science Teaching Trust Website. Amazing place to go for resources. We've got a lovely section for after School Science Club's all completely free resources you can download themed around a different scientists and engineer really fun engaging activities that could very easily be used in a kind of home learning context as well. There's an awful lot there for teachers and I have already mentioned them. I won't mention them again, but just a flag. That again brilliant website could wow science again if you google well science. Great for teachers, Great for home educators. It kind of aims to be the one stop shop for primary science Resources on the Internet. Go there and its sign posts you too fantastic APS experiments, games, activities, videos. Really great place to go. BBC Terrific scientific fantastic website bursting with great investigations. Obviously, there was a big TV campaign. Probably We're probably getting on for two years ago now. But the website it's all still there. It's being updated. I know the BBC. I think starting from the 20th of April, they're gonna be doing a massively increased kind of education offer and doing all sorts of brilliant and wonderful things Royal Institution brought If you Google Royal Institution Experimental ITT's an entirely home learning focused website. Really fantastic. Lamu Khun, sort by age lovely videos explaining what the different science experiments are. They're doing a regular from now on every first day at 2 p.m. I think it is If you go to the Royal Institution website, they're doing a alive lesson that you can watch and take part in completely fantastic as well. Explore if I explore if I explore if ice explore if I teachers must be using explore ified, it's an incredible teaching resource. Absolutely amazing, completely free to use. Produced by the Wellcome Trust Super Super High quality activities, all themed around high quality images of videos, Many science lessons aim to last around 15 minutes. I use it all of the time is such an incredible resource. They are just there at the moment. They're putting together. Anyone can register, don't have to be a teacher. There's no cost on. I know at the moment they're kind of putting together a series of explore. If I activities that you can easily use particularly, you know, specifically at home an amazing website. I recommend everyone parents, teachers sign up for explore. If I start using it, it's absolutely brilliant and lovely. Science Museum got really great stuff from the Science Museum and they've just sort of put it together again. They've packaged it very nicely as activities that you can do at home if you just Google Science Museum From the main webs from the main front page of the website, you'll find activities you can do at home. Go in their loads of great stuff, makes you know, make ice cream at home Brilliant stuff. I've just remembered the thing I really need to say helping to write This s O in conjunction with a fantastic website called Science Sparks. Again An amazing place to go for science activities. They've got a really lovely collection of Easter theme science activities of this Easter coming up really soon. Hey, STT sign sparks, we've teamed up. I'm on really lucky I'm helping to write. Some of them were doing a regular really simple fun science activity at home that you can get via the PCT website. If you Google Pierce tt fun science at home to get you there, you can also get them from the Science Park's website as well. That's a regular kind of weekly thing. There's already two activities on there. There's gonna be 1/3 1 soon, and then Mohr going on, you know, a CZ. The weeks go on Marvin and Milo Institute of Physics of Behind Marvin and Milo. I absolutely Love Marvin and Milo that is in a cartoon format. Marvin is account. Milo is a dog. They have adventures in science. They do really fantastic simple science activities, often using an empty bottle, a plastic cup filled with water. All this a great, wonderful stuff. Ivy's Marvin and Milo for years. It is absolutely brilliant. Use it, use it, use it if you want to do outdoor learning if you're lucky enough to have a garden or access to a local park, obviously safe distance from other people. You know all of the social distancing stuff. If you go to a Web site called Opal O P o P. A l uppercase and then if you add the tagline, explore learning it will definitely get you there. It's a really lovely website, all about outdoor learning. You can download really fantastic high quality I D guides for many beasts upon life plants. You name it really lovely stuff. All free. Really great. Woodland Trust the Woodland Trust their nature detective section. They have got loads of really lovely, engaging, simple, fun activities that you can do. You know, you could do them in your garden if you're lucky enough to have Ah would nearby that's accessible safely. You know, there's loads of activities that they've got for outdoor learning as well. Really, really great stuff there. Reach out CPD, completely free to use again. Produced by Imperial, it's a free online cpt resource you register. You can you can do as a full on sort of accreditation thing. You work through units, you complete online tasks, you build up credits, and ultimately you can get an accreditation from them kind of thing. If if you've got a bit more time on your hands, you could dip in and out of it, which is how I generally use it. They've got a really nice kind of background science section for each of the national curriculum topics. Great way of just kind of organ, venting your scientific knowledge. Perhaps a bit. They've got a nice section on on a big questions that Children might ask, Why is the sky blue and then how you, Khun, effectively answer it really nice suggestions for practical activities which could all be done or lot could easily be done in a kind of home learning context and environment as well. Really lovely resource again Royal Society of Chemistry. Fantastic resources, their most all sorts of great stuff all around, finger out ofthe sea chemistry, go to their primary section, free to use again. They do, they do ask you to register. But there's no cost, absolutely great stuff as well BP as in the kind of petrol. You know, Gary Jizz. They have a really nice education website with some mice suggested, you know, really nice activities and resources and things on there as well. Well, we're for look or one other one. It's a British science week. Kind of was happening just before the schools were shut, and obviously a load of stuff was going on. But if you get the British Science Week website has got really lovely activity guides that still be there, you can download for free lots of great stuff you can do at home. They do each British science What they do really nice Citizen Science Project with a website called Zoom Divers who run a hole Siri's of Citizen Science Project, which are basically you log on, and I think they're doing one at the moment. It's to do with the surface of Mars, just sort of your identifying surface features on Mars, and the idea is, if you get thousands of people walking on and doing it, it's kind of, Ah, some things. The human brain is still better at them. Computers an aye aye. And they had a really lovely citizen science project where you had to look it infrared images ofthe rainforest canopy and try and identify spider monkeys on DH. I'm hoping it's still live because that would be a really fun thing that you, you know you could do and that Children could do with a really kind of great purpose to it as well.
spk_0: 41:11
Again, I think that's one of the key takeaways for thiss podcast For me, which is Science should be purposeful now. We should always be looking for the purpose with one of my teachers from Frogmore had attended one of your CPD sessions on Comeback, brimming with enthusiasm completely inspired on DH, I completely understand why
spk_1: 41:31
that's very kind of you to say ice.
spk_0: 41:33
If our listeners wanted to find out mohr or contact you directly, what's the best way? So the
spk_1: 41:38
best way to do it so either, if you go to the pasty tea website there's, I think it's on the right hands, front page right hand screen as a contact us tab. If you click on that, you can sign up for the newsletter I mentioned on DH to get updates and things. There's also a section there where you can send in a request for help support information, and the fantastic people who work in our office will then send that to the to the most kind of relevant person. So if you're a teacher in the Southeast and your wanting support, they'll send it to me or one of my great colleagues, rueful Covina. Depending on where you are, you're very welcome to email me directly. So my email is Tom got away at P s. Tt don't hog dot UK. Yeah, that's probably the best two ways to go about it.
spk_0: 42:29
So, um, thank you so much for giving up your time. I've learned a lot. I'm sure it's been helpful for our listeners to. And I look forward to working together again soon.
spk_1: 42:37
Yeah, I'd love to do it again, so yeah, Thank you for the
spk_0: 42:40
opportunity. It's been great. That was Tom Holloway. I hope you enjoy the podcast. If you did, please do leave a review. Don't forget to subscribe. If you'd like to find out more, you can visit the website www dot more teacher talk dot com. You can find us on Twitter at more teacher talk. Thank you to me. Vicky HD. Thank you, Tom Maguire on the breast holes. You can find out more about them at www dot tom on the brass holes dot com. Thank you, Scott Buckley. Thank you for listening.