Celebrating the teachers behind the success: GSSfS has been awarded Patronage from the National Commission for UNESCO in 2027.
Celebrating Global Collaboration Through the Great Science Share for Schools Global Ambassador Group
GSSfS is proud to launch its new Global Ambassador Group, bringing together educators and STEM education advocates from across the world. The group has been established to create an international forum where members can discuss how the campaign supports pupils to ask, investigate and share scientific questions within their own educational contexts.
The Global Ambassador Group is more than a discussion forum. It is an active community where members:
contribute ideas
share examples from their settings
reflect on practice
help shape the future direction of Great Science Share for Schools internationally
explore themes linked to scientific enquiry
provide feedback on campaign resources
build connections with colleagues from different countries and education systems.
The first online meeting will take place on Monday 5 October 2026, from 14:30 to 16:00 (BST). During the session, members will discuss how GSSfS is being used in schools and communities around the world, hear examples of how the campaign supports professional development, and share experiences of hosting Great Science Share for Schools events.
There is still time to join. If you teach outside the UK and would like to become part of this growing international community, contact greatscishare@manchester.ac.uk to find out more.
Together, we can strengthen global collaboration, share effective practice and continue to inspire pupils through science.
One of the resources in our Spanish toolkit
One of the resources in our Slovenian toolkit
We are delighted that the Worshipful Company of Glass Sellers has continued its support of GSSfS for another year, strengthening connections between education and industry and supporting meaningful science experiences for pupils.
This year, the Company’s support enabled St Mary’s University, Twickenham, to host another GSSfS event, bringing together primary pupils for a day of curiosity-led science and collaborative learning. These experiences create space for pupils to communicate their ideas, engage with scientific thinking and celebrate their learning. Read more about this here.
The Glass Sellers also featured in our Guided Enquiry resource, Rock Reporters, which supports pupils to explore how science connects to the world around them and the industries that shape modern life. The resource can be found here.
A highlight of this year’s partnership was a virtual question and answer session involving more than 400 pupils from primary schools across Greater Manchester. STEM professionals working within the glass industry shared insights into their careers and responded to pupils’ thoughtful questions.
"This was a powerful experience for our pupils. Meeting STEM professionals and hearing about their career journeys helped broaden pupils' understanding of where science can lead. The session increased their confidence to ask questions, strengthened their science capital, and inspired many to think differently about their future aspirations." Year 5 class teacher.
The session gave pupils the opportunity to connect classroom science with real people and real careers. Discussions explored the range of roles within the sector, the skills used in different jobs and the many routes people take into STEM careers. Encounters like these can broaden aspirations, challenge stereotypes and support pupils to recognise the relevance of science beyond school.
Industry partnerships also enrich schools’ science experiences by providing authentic contexts for enquiry and links to current science and technology. They support pupils to develop scientific knowledge alongside a greater appreciation of how science contributes to society and innovation.
The continued support of the Worshipful Company of Glass Sellers demonstrates the value of long-term partnerships in creating impactful science experiences. As GSSfS continues to grow globally, collaborations between schools, industry and the wider STEM community remain vital in raising the profile of science and inspiring pupils’ future aspirations.
We would like to thank the Worshipful Company of Glass Sellers for their continued support.
Interested in supporting Great Science Share for Schools?
We welcome collaboration with organisations that share our passion for inspiring pupils through science. Through resource development, career engagement activities or event sponsorship, industry partners can support pupils to Ask, Investigate and Share. Get in touch to discover how your organisation can become part of the growing GSSfS community: greatscishare@manchester.ac.uk.
There is something quietly radical about watching a ten-year-old explain the principles of air resistance to a room full of adults, not haltingly, but with the bright-eyed authority of someone who has genuinely discovered something and cannot wait to tell you about it.
That was the atmosphere at St Mary's University in Twickenham, which recently hosted Great Science Share for Schools: a day of hands-on experiments, live demonstrations and joyful discovery for primary school pupils from across the region.
The event was shaped by months of careful preparation, and the result was seamless. Hosts Dr Alex Sinclair and Emily Montenero set a tone that was warm and intellectually energising, while student teachers, still in the early chapters of their careers, held rooms of children spellbound with patience, curiosity and real enthusiasm. Watching them work, it was impossible not to feel confident about the future of education.
The day's intellectual highlight came from a researcher at the National Physical Laboratory, who led a talk on how human perception distorts our reading of the physical world. Mass, distance, speed, it turns out we judge these far less reliably than we assume. Children and adults alike left reconsidering things they had always taken for granted.
Among those in attendance was a delegation from the Glass Sellers' Company, whose charitable arm has supported the Great Science Share for Schools for many years. That sustained commitment matters: it allows organisers to plan boldly, and puts resources into the hands of teachers and pupils who need them most, including pupils from schools with no science specialist, for whom a day like this can be genuinely transformative.
As the afternoon ended and pupils gathered their projects and memories, the room had a particular quality to it. It was the sound of young people who had been taken seriously, and treated as the scientists they already, in so many ways, are.
“I was delighted to be accompanied by three other members of our Livery Company as it helps to spread the word about Great Science Share for Schools. The event was so well organised, and populated as usual by highly motivated teachers, along with their excited and enthusiastic charges! The energy in the room was palpable, with the many science ‘shares’ going on inspiring the young people to explore the world around them. The student ambassadors played an important role during the day, showing various experiments, and offering encouragement to all. The presentation by the National Physical Laboratory was just fun, but most thought provoking for all the attendees.
All in all, a superb day ‘shouting out for science’ and providing inspiration about possible careers in the future”.
Leigh Baildham - Past Master and Chair of the Trustees
Great Science Share for Schools and Let’s Do Drama: bringing science to life through drama and oracy
At Great Science Share for Schools, we are always looking for creative ways to help pupils engage with science, ask questions and share their ideas with confidence. That is why we are delighted to be collaborating with Let’s Do Drama to show how drama and oracy activities can transform science learning in the classroom.
Science is full of curiosity, discovery and communication. Pupils need opportunities not only to learn scientific knowledge, but also to discuss ideas, explain their thinking and make sense of the world around them. Drama offers a powerful and engaging way to make this happen.
Why drama in science?
Drama creates meaningful contexts for learning. Through role-play, hot seating, freeze frames, storytelling, and debate, pupils can step into the shoes of scientists, animals, explorers, or investigators. This helps them to explore scientific concepts actively rather than passively receiving information.
For example, pupils might:
construct freeze frames of scenes from Mary Anning’s life
act as rock statues
role-play an astronaut's day off
create a conscience alley about the absence of light
present scientific findings as news reporters
These approaches make learning memorable, purposeful and creative.
Supporting oracy through science
Oracy, the ability to express ideas clearly and communicate effectively, is essential for success in school and beyond. As the February 2026 Department for Education white paper Every Child Achieving and Thriving states:
‘We want speaking to be recognised as a core foundation of education, alongside reading, writing and numeracy. Strong speaking skills are essential for building children’s communication, helping them develop fluency and the confidence to negotiate, debate and discuss ideas.’
Science lessons provide rich opportunities for pupils to talk, reason, debate, question and justify their ideas. When pupils rehearse ideas through talk, they deepen their understanding, and in science this enables tricky concepts to be understood.
What does the research say?
Our collaboration is grounded in evidence-informed practice. The Education Endowment Foundation’s Improving Primary Science Guidance Report highlights the importance of talk, explanation and real-world relevance in science learning.
Two recommendations are particularly relevant:
Recommendation 2. Encourage pupils to explain their thinking, whether verbally or in written form
Drama and oracy strategies provide natural opportunities for pupils to articulate their understanding, justify choices and discuss scientific ideas. Whether answering in role, debating a viewpoint or narrating an investigation, pupils are constantly explaining their thinking.
Recommendation 4. Relate new learning to relevant, real-world contexts
Drama helps pupils connect science to real people, places and problems. By exploring scenarios and taking on roles, pupils see how science applies beyond the classroom and why it matters in everyday life.
Our collaboration with Let’s Do Drama
Let’s Do Drama have developed resources linked to the Great Science Share for Schools enquiries Animal Action and Rock Reporters.
In the Animal Action resource ‘Best in Show’, pupils create a role play about an invertebrate who has won ‘Invertebrate - Best in Show’ in the style of a dog show, such as Crufts! They incorporate the classification information they know about the given invertebrate to create a commentary about the winning invertebrate.
In the Rock Reporters resource, pupils watch an interview with Mary Anning and then use their bodies to construct Freeze Frames of scenes from Mary’s life. Then, the Lead Adult uses the Thought Tapping strategy to find out what each member of the Freeze Frame is representing, before answering in role.
These resources demonstrate how simple drama strategies can deepen scientific understanding while building confidence in communication.
Teachers do not need to be drama specialists to use them. The activities are practical, accessible and designed to slot easily into classroom practice.
“Drama is a brilliant vehicle to get children to talk out their ideas, to show you what they know, to practise all those very specific words which only come up in the science curriculum.. and the real joy is that it doesn’t feel like work - it feels like play. Let’s bring more play into to the classroom: playing a character, modelling a structure, acting out a sequence - it’s all very applicable to the learning of science”. Jules Pottle, creator of Let’s Do Drama
Have a Go!
Try the resources on the Let’s Do Drama website. Choose one activity. Give it a go in your next science lesson. See how your pupils respond when they are given the chance to move, speak, imagine and explain. You may be surprised at how quickly confidence grows, vocabulary improves and scientific thinking comes to life. Because when pupils can talk science, act science and share science — they truly begin to own it.
Great Science Share for Schools & MYPATH: Building Futures Through Early Careers Education
A collaboration to inspire pupils, build science capital, and encourage every young mind to see a future in science.
Science: Why Bother? is a new science series of videos, aligned to curriculum topics showcasing diverse careers. Play the video and and connect your pupils with great stories about how science works in the real world.
GSSfS are really proud to collaborate with MYPATH making a step change to how we can link science learning with careers education.
It’s your time to:
- broaden access
- challenge stereotypes, and
- inspire pupils to be more aware of their space in science.
Benefits
- topics your pupils are thinking about have related careers videos
- teachers don’t have to spend lots of time sorting and sifting the right resource… we’ve done that for you!
- scientists and engineers of all types demonstrate the relevance of their work to younger audiences.
MYPATH
Founded by former Careers Leader, Jamie Pywell, MYPATH aims to transform how careers education is delivered. It challenges the perception of careers education as an add-on, instead positioning it as an engaging and impactful part of learning, while reducing workload for educators.
Why this collaboration matters
This partnership addresses the early formation of career aspirations by embedding careers into science education. It helps pupils view science as accessible and relevant, while broadening their understanding of what science is and who it is for. Rather than directing pupils toward specific careers, it encourages exploration and expands their sense of possibility.
MYPATH equips teachers with meaningful, curriculum-linked resources, aligning with Great Science Share for Schools’ commitment to inclusive participation and raising the profile of science. Together, they support curiosity, ambition, and relevance in science learning.
Drawing on insights from What Works in Primary Careers Education, this partnership reflects a research-informed approach. Evidence shows children begin forming career stereotypes related to gender, ethnicity, and social background from as young as age six, influencing their aspirations and future choices. Early exposure to the world of work helps broaden horizons, increase motivation, and build confidence. The Science Capital Teaching Approach further highlights that engagement is shaped by what pupils know, who they know, and how relevant science feels to their lives.
Try it for yourself!
The best way to see the impact of these resources is to explore one linked to a Great Guided Enquiry.
MY PATH VIDEOS LINKED TO:
Rock Reporters: Science, Why Bother? Rocks
Animal Action: Science, Why Bother? Living things and their habitats
Racetrack to Road: Science, Why Bother? Forces
Want more tailored to your pupil enquiries, visit MYPATH here!
We recently joined Dr. Tim Holford for a special feature of The Primary Science Podcast, to discuss our award-winning annual campaign, Great Science Share for Schools, that encourages pupils aged 5-14 to ask, investigate and share their own scientific questions.
The episode unpacks why the campaign was created, how to get involved and what it’s really doing beneath the surface.
Some more key discussion points:
➡️ What Great Science Share is really about
➡️ Why putting children at the centre of enquiry matters right now
➡️ The impact on resilience, curiosity and metacognition
➡️ Why it is deliberately non competitive and inclusive
➡️ How it works in real classrooms
➡️ How schools can start without adding pressure
➡️ The growing international reach of the campaign
You can find the full episode here:
YouTube: https://lnkd.in/exgZNegX
Spotify: https://lnkd.in/eA4HSdwD
Great Science Share for Schools (GSSfS) has a simple, yet powerful, mission: to inspire young people to ask, investigate and share their scientific questions with confidence.
We know that language sits at the heart of that confidence. If a child cannot access the vocabulary, they cannot fully access the science.
That’s why we’re delighted to introduce Widgit Symbols into GSSfS slide decks — strengthening accessibility and supporting every child to engage with scientific ideas.
Why Widgit?
Widgit Symbols are visual representations of words and concepts. They are widely used to support learners who benefit from visual scaffolds, including:
pupils with SEND
children with speech, language and communication needs
EAL learners
younger pupils developing scientific vocabulary
any learner who benefits from dual coding (visual + verbal input)
any learner!
In science, vocabulary can be confusing, abstract and concept-heavy, making it difficult for pupils to fully understand and use (EEF, Improving Primary Science, 2023): evaporation, condensation, transparent, force, habitat.
By pairing key vocabulary with consistent visual symbols, we:
reduce cognitive load
support word meaning retention
strengthen understanding
increase confidence in speaking and sharing
This is not about simplifying science — it’s about removing barriers to accessing it.
What’s the benefit of this collaboration?
Science learning depends on secure vocabulary knowledge. Research shows that explicitly teaching scientific vocabulary is a useful strategy to help pupils learn (EEF, Improving Primary Science, 2023). When children can see and hear a word, they are more likely to internalise it, use it correctly, and apply it in new contexts.
Embedding Widgit Symbols within GSSfS slides means:
key vocabulary is consistently supported
whole-class teaching remains inclusive
pupils can independently revisit meanings
discussion becomes more accessible
How can the Widgit Symbols be used in the classroom?
The new 2026 GSSfS slide decks contain the appropriate Tier 3 science-specific vocabulary. The symbols can be used within whole-class teaching, but in many other ways too:
add Widgit Symbols to science displays
embed symbols into working walls and knowledge organisers
support pupils to use symbol cues during talk activities
share this inclusive approach with colleagues
This partnership isn’t about adding ‘extra’. It’s about refining what we already do so that all children can participate fully in asking, investigating and sharing their scientific questions with confidence in using the correct science vocabulary.
Why does this collaboration matter?
GSSfS is built around pupil voice and making sure pupils can:
Ask their own scientific questions
Investigate them
Share their findings
If vocabulary becomes a barrier, participation shrinks. If vocabulary becomes accessible, participation grows. By integrating Widgit Symbols into our slide decks, we are strengthening equity, confidence, inclusion, and scientific communication. This approach aligns perfectly with GSSfS core values, as it supports learner-focused science communication, fosters inclusive and non-competitive engagement, and promotes collaboration on many levels.
Have a go!
The best way to understand the impact? Try one of the new Great Guided Enquiries.
Download the resources here
Explore the symbol-supported slides
Notice who begins to engage more confidently, who starts contributing new vocabulary, and who feels empowered to share their scientific thinking more freely. These are the small but meaningful indicators that inclusive strategies are making a difference. We believe that small shifts in accessibility can create big shifts in participation. By continuing to remove barriers and provide supportive tools, we can ensure that science is something every child can see, understand, and confidently share.
GSSfS Great Guided Enquiries Now Accredited for CREST!
We’re delighted to share that the Great Science Share for Schools (GSSfS) Great Guided Enquiries are now officially accredited by the British Science Association for use in their prestigious CREST programme!
This exciting development means that young learners engaging with GSSfS can now gain national recognition for their scientific curiosity and achievements through Star and SuperStar CREST Awards.
What is CREST?
CREST is the British Science Association’s education programme that provides hands-on, flexible, inspiring and impactful activities and projects that engage and reward young people aged 3-19 of all abilities, bringing science, technology, engineering, and maths (STEM) to life. Through hands-on activities and exciting projects, CREST:
sparks curiosity
builds confidence
connects learning to real-world STEM
By completing the required number of CREST challenges or submitting their own projects which later are assessed, students can earn globally recognised CREST Awards. A CREST Award is more than just a certificate, it’s a recognition of learners’ achievements and a celebration of a young person’s journey through scientific discovery, critical thinking, and teamwork.
A Perfect Partnership: GSSfS & CREST
The values of CREST and GSSfS are beautifully aligned. Both are:
Inclusive – welcoming learners of all backgrounds and abilities
Child-led – encouraging young people to ask their own questions
Non-competitive – focusing on exploration and personal growth
Now, GSSfS guided enquiries can be used to achieve:
🟡 Star CREST Awards aimed at 3–7 year-olds
🟠 SuperStar CREST Awards aimed at 7–11 year-olds
This means that pupils participating in GSSfS can now receive formal recognition for their scientific investigations, turning classroom curiosity into nationally recognised achievement.
How to Apply – It’s Easy!
Getting started is simple:
Create an account on the CREST Awards application platform
Download the appropriate CREST Passport (Star or SuperStar)
Complete a GSSfS guided enquiry of your choice
Submit your application online
That’s it! Your learners will be on their way to earning a CREST Award that celebrates their scientific thinking and creativity.
Why It Matters
A CREST Award offers more than just recognition. It provides a transformative learning experience, helping young people develop:
🔍 Critical thinking
🧠 Problem-solving
🤝 Teamwork and collaboration
It’s a powerful way to nurture the next generation of scientists, engineers, and innovators, starting with the questions they’re most curious about.
Ready to Inspire?
Whether you're a teacher, STEM club leader, or home educator, this is a fantastic opportunity to bring science to life and celebrate your learners’ achievements.
👉 Find out more and apply at www.crestawards.org
Let’s keep asking great questions and sharing great science.
For the 3rd year running Great Science Share for Schools has been awarded Patronage to the UK National Commission for UNESCO for 2026.
This patronage is a formal endorsement by a National Commission for UNESCO for an external activity that aligns with UNESCO's mission, acting as a recognised mark of quality.
The encouragement and acknowledgement that UNESCO provide this flourishing campaign spurs on the team, based in the Faculty of Science & Engineering (The University of Manchester). With the prime aim to engage young people in asking, investigating and sharing scientific questions, the campaign has over 800,000 young people registered in 50 countries across the world.
The current strategy seeks to continue to build international engagement, with significant inroads made in training teachers and engaging schools in Malta, Spain and Slovenia. With shared vision, and curriculum plans, to improve opportunities for practical work from an early age, we find collaborations catapulting the message of Great Science Share far and wide.
"We're delighted and humbled to continue to gain such fantastic support from UNESCO. Their patronage has taken the campaign up a level and working collaboratively with them across the EU is leading to strategic collaborations. This ultimately means more 5-14 year olds getting more quality opportunities to work scientifically - a crucial skill for all young people, wherever they are!"
Professor Lynne Bianchi (Founder and Director of GSSfS)
Thank you to all sponsors, advocates, supporters and participants who really make each year's Great Science Share for Schools even greater!
“It's fantastic to see the pupils receiving this award and being part of the global Great Science Share for Schools community.”
“Throughout the fair, students were encouraged to ask questions, investigate and learn about the impact of science on our lives”
“By engaging in hands-on, minds-on science investigations, like the Primary STEM Challenge and Great Science Share, students can actively explore their curiosity and cultivate critical 21st-century skills.”
Plan sustainability education into your primary science lessons with teacher insights from Great Sustainability Share in action in school.
.
How we’ve been making a big noise about why science is important and how you can get involved.
What’s in a drawing? Scientific or not?
Spot the difference between the two drawings to the left.
When you ask your pupils to draw in science, how confident are you in what they produce? Would you know whether it is accurate and that it would be considered a scientific drawing?
“My drawing has got better and I’m using the scientific colours of the actual flowers. ”
(Evie, Year 1)
The images show the change in a 6-year-old's scientific drawings after learning about how to observe closely and represent what they see in a scientific way when her class took part in the Great Observation Share. By including a sense of size, colour, proportion and labelling, this pupil has begun to learn how scientists use drawings to communicate observations, identify, sort and classify different species of plants.
During science lessons, how do you support pupils to draw when they work scientifically? Whether drawing a body part, a flower, an object or an insect:
do you have the resources to support them with becoming more accurate?
are you able to support other teachers in your school to teach the necessary skills of observation and drawing skills in an age-appropriate way?
Within the Great Science Share for Schools campaign, we recognise how important it is to enhance every opportunity to ask, investigate and share scientific questions. Drawing can be a key disciplinary skill to this.
Why is it important?
Devoting time to direct instruction is recommended by the Education Endowment Foundation in the new Improving Primary Science Report. We also see this supported in the Ofsted Finding the Optimum Report which encourages teachers to embed disciplinary knowledge within pupil learning opportunities.
Taking this into account, #GSSfS2025 has provided support to teachers to guide pupils when observing and drawing in science. Through piloting the Great Observation Share, we’ve already seen the difference that can be made through some short interventions, enabling pupils to be increasingly independent and proficient when working scientifically
What can you do to develop observation and drawing skills?
Take a look at how the Great Observation Share and Great Science Toolkit resources can support you to:
explicitly teach the knowledge, skills, and processes to work scientifically;
guide pupils to apply this in practice; and
incorporate opportunities for discussion and reflection.
What is the Great Observation Share?
Three age-related, curriculum linked lesson outlines to enable you to guide pupils for 5-7, 7-11 and 11-14 year-olds. Everything you need including teacher notes, pupil resources and supporting videos.
Learning outcomes:
5-7: Observe flowering plants closely, using simple equipment and begin to use simple scientific language.
7-11: describe common observable characteristics of insects and make careful observations and accurate measurements using scientific diagrams
11-14: make systematic and careful observations and pay attention to accuracy and precision
The resources enable you to inspire pupils to initially break the activity of observing down.
5 stages are outlined that include involving pupils to:
Look at the shapes of the object – what shapes can they see?
Focus on the different parts – how many different parts has the object got?
Closely observe the size of the parts - which are the biggest and smallest parts?
Look at the colours – which parts have which colours?
Labels – do you know the different names for each of the parts?
Inspiring your pupils with real world botanists and entomologists
Use the Great Plant and Insect Draw videos below and support them with their observational drawings. From Manchester Museum, Curator of Botany, Rachel Webster and Curator of Entomology, Diana Arzuza guide pupils to carefully draw plants and insects by following the step-by-step guide in the Great Observe and Draw Prompt. Use these videos in class to support pupils before they start drawing but also use whilst they’re drawing and pause the video after each step to scaffold.
Which GSSfS Toolkit resource can help you?
The new Great Observe and Draw Prompt is part of the #GSSfSToolkit and provides a self-help guide to encourage pupils to go through a series of stages by themselves.
Giving them autonomy to develop and improve is what makes them take more ownership and be more independent and confident in working scientifically.
Top tips are useful verbal and visual reminders that can become touch points for plenaries and up-levelling the drawings. Display in the classroom or use as table-top reference guide whenever you do science.
Top tips include:
Just use lines, not arrows
Use a ruler to draw a straight line
The ends of the line should meet the part of the object exactly
All labels should be on one side of the drawing
Keyword is used
Drawings should be made with accurate proportions
What resources enable pupils to look closely?
Using hand lenses, magnifiers and microscopes pupils begin to look closely and with precision. There are a wide range of digital microscopes that are useful for this purpose, as well as the traditional types. We’d love to know which resources and apps you use in your setting! Email greatscishare@manchester.ac.uk to let us know.
Image credits: TTS group (hand lenses, small microsc6opes and egg microscope) and Phillip Harris (large microscope)
What difference can this make?
“The improvements the children made by observing closely is amazing, not only is it amazing artwork but it is factually accurate too.” (Mrs Gardner, Assistant Headteacher)
Springfield Primary School trialled this enquiry and teachers and pupils commented on the difference made to pupils’ observation and scientific drawing skills.
Teachers used examples of drawings from actual botanists from the past (Charles Darwin) to help build understanding. They taught the flower drawing with 5-6 year olds across 3 classes.
In this KS2 picture, the pupil has vastly improved on the factual accuracy of the insect, really noticing the shape of the different bdy parts. They have used the correct colours and patterns and shapes in the body. They have used accurate detail on the wings and have included key vocabulary correctly labelled using the ‘Top tips’ guide.
“I liked learning about the real names of the flowers.” (Ollie, 6 years old)
“I liked my second drawing because I can see I have improved and I want to be an entomologist when I am older.” (Gracie, 9 years old)
Call to action: what’s in this for you?
Next time you ask pupils to draw in science, these resources could be for you. Download, print and/or display the Great Observe and Draw Prompt, and jump into the Great Observation Share to capitalise on the range of extra resources…
Inspire your pupils by exploring careers in STEM using the Careers Chat resources. Download profile cards for Rachel and Diana and watch the accompanying videos.
Share the learning!
Be part of #GSSfS2025 and share your pupils’ enquiries and drawings at any time using X @GreatSciShare and on the school social media platforms. Remember to schedule the GSSfS celebration date in your school diary – 17th June 2025, or an another day that best suits your school calendar.
Acknowledgements
With thanks to Manchester Museum and The Worshipful Company of Glass Sellers for supporting this GSSfS Guided Enquiry. With their support pupils consider the work of real-life botanists and entomologists and explore the connection between glass and observing closely. Links to other organisations including the Royal Microscopical Society are also useful connections to make.
GSSfS named award winner of the Royal Society of Chemistry's Team Prize for Excellence in Primary Education! We are so proud! Thank you for your support!
〰️
GSSfS named award winner of the Royal Society of Chemistry's Team Prize for Excellence in Primary Education! We are so proud! Thank you for your support! 〰️
The Great Science Share for Schools has been named winner of the Royal Society of Chemistry’s Team Prize for Excellence in Primary Education in recognition of brilliance in chemistry education. The award recognises the campaign’s work inspiring 5-14 years olds in practical science, focused on pupils asking, investigating and sharing their scientific questions. Supported by a great many teachers, pupils and collaborators across the UK and reaching across the globe we have inspired so many opportunities for pupils to work scientifically asking, investigating and sharing scientific questions.
“This award is the first ‘whole team’ prize awarded to Great Science Share for Schools acknowledging our wider partners and supporters. It is significant in the way it recognises how so many people come together in supporting its growth and success. It’s a huge thank you to all of them. It is wonderful to receive recognition from the RSC and it acts as further inspiration for us to continue to make a difference to primary and secondary pupils’ learning of chemistry and other science disciplines.”
Founder of the GSSfS Professor Lynne Bianchi, Director of SEERIH at The University of Manchester”
The Excellence in Education Prizes celebrate inspirational, innovative, and dedicated people working in primary, secondary, further education and higher education – including teachers, technicians and more.
Thank you to all the teachers, pupils, partners and supporters taking part in GSSfS. We are delighted to share this news with you. Read more here: https://www.manchester.ac.uk/about/news/great-science-share-for-schools-wins-prestigious-royal-society-of-chemistry-prize/
“Our schools are microcosms of society… As part of our celebration of the Great Science Share we are running a series of science investigations so that all pupils can participate in explorative science”
A new collaboration between GSSfS 2024 and My Science Club! Hear from schools about they found the activities.