This interactive workshop introduces a proof-of-concept student toolkit for using spatial computing to support climate change education in primary-aged multicultural settings. The session draws on my doctoral research at the University of Leeds, which examines how spatial computing can be co-developed within a climate change play curriculum with Indonesian and Malaysian children living in the UK.
The aim of the session is to share a research-informed and practice-facing approach to climate change education that is child-centred, culturally responsive and suitable for primary-aged learners. Rather than presenting technology as a novelty, the session considers how virtual reality, augmented reality, digital mapping, LEGO robotics and 3D modelling can help children explore climate change causes, impacts, mitigation and adaptation through active, visual and playful learning.
The session will begin with a short introduction to the research context and the meaning of spatial computing in primary climate change education. I will then share examples from six participatory workshops, showing how children’s discussions, drawings, digital artefacts, mapping activities and reflections shaped the toolkit’s content, learning approaches and activity design. These examples will include children’s use of VR to explore climate-affected environments, digital maps to compare climate issues across countries, LEGO sensors to model environmental systems, and AR/3D modelling to design climate solutions.
The main focus will be the student toolkit developed from the research. By the time of the conference, this toolkit will have been reviewed with children through a co-review workshop. This is not presented as a final validation exercise, but as part of the wider co-development process, where children’s responses help refine the clarity, relevance and usability of the resource.
Participants will examine selected toolkit activities and consider how they might work in primary classrooms, after-school clubs, teacher education or informal learning settings. Using a short feedback template, they will reflect on the toolkit’s climate change content, use of spatial computing, opportunities for children’s participation, cultural responsiveness and practical classroom feasibility.
By the end of the session, participants will be able to identify ways of using spatial computing to support climate change learning, explain how children’s contributions can inform curriculum development, and critically consider how a proof-of-concept toolkit can be adapted for their own educational context.
The aim of this session is to demonstrate novel techniques for teaching Primary and Secondary students about inheritance, in the context of Forensic Science and real life applications to solving crimes.
The workshop is based on research being conducted by scientists at the Earlham Institute. One of the problems faced by forensic scientists is accurately analysing data which contains DNA from more than one person.
For example, if someone has been stabbed, there will be epithelial/blood cells from the suspect on the knife. However, if a victim has bled, these cells will be outnumbered by cells from the victim. This makes analysis difficult. Researchers are using a cell sorting machine to collect individual cells from the evidence. The students will have a go at this and compare the results, to existing analysis techniques.
The workshop starts with the crime - “Murder at the Boutique Hotel” (Secondary), “Pizza Thief at the Boutique Hotel” (Primary). Initially, they must think about where the evidence will be at the crime scene. We talk about cells, organs, and organ systems and where cells are in the body. We think about where the suspect will have touched as they move through the hotel, “Every contact leaves a trace”. I have a Lego model of the Hotel and crime scene. Students must add crime markers to indicate where we are most likely to find DNA evidence.
I demonstrate how DNA is extracted from the samples. I show the students the cell sorting machine the scientists use, then they use my mini cell sorters, to manually separate blood and epithelial cells. The suspect epithelial cells they collect glow in UV light. The students place these in their dark rooms to see how many epithelial cells are from the suspect. We then move on to the analysis.
The students are shown a DNA profile. I explain to them how the DNA profile is generated. To understand it they learn about microsatellites, which have different repeat numbers. We use a simple demonstration of a sentence, “The Cat Sat on the Mat,” to show this. I then demonstrate why for each part of the DNA on the DNA profile there are two numbers. One is inherited from Mum, the other from Dad. I use baubles and limbo poles to explain this! This is the section that teachers will really love. It is a great visual way of getting children to see exactly how genetic information is inherited.
Another set of poles is used to demonstrate what happens currently when we analyse a mixed DNA profile (DNA from two people). We talk about homozygote and heterozygotes, and how we use this information to analyse the data. Students compare their data, with data from the Research Scientists new technique. The students can see how this new technique could revolutionise analysis of mixed DNA profiles! We identify which student is the murderer/thief and they are arrested.
The outcome is that teachers will have a tool box of practical demonstrations they can use to teach students about inheritance in way that they can understand, engage with and understand the importance of what they are learning in application to real life science.
Observing a practical science lesson is very different from observing a standard lesson, yet most science leads and senior leaders receive little or no training in how to do it well.
This interactive session introduces a structured framework developed by CLEAPSS Primary to help you focus on what really matters when observing practical science. Using video clips from a real lesson and guided discussion, you will explore key focus areas including purpose, lesson practicalities, adaptive teaching, and purposeful feedback, each supported by prompts to help you make confident, considered judgements.
By the end of the session, you will leave with a practical tool you can use straight away to observe lessons, structure your thinking, and provide feedback that makes a real difference to science teaching in your school. Ideal for: science leads, senior leader with responsibility for science and consultants who support schools to improve science.
By the end of this session, delegates will be able to: • Describe how observing a practical science lesson differs from most others • Use a structured framework to focus your observations on what matters most in practical science • Apply a set of guided prompts to make confident, concise judgements across all aspects of a practical lesson • Recognise what high-quality practical science looks like across key domains, including purpose, lesson practicalities, adaptive teaching, and purposeful feedback • Provide clear, evidence-informed feedback that supports teacher development and improves outcomes for pupils
CLEAPSS exists to support effective practical work in schools. Our experience working with schools nationwide means we are uniquely placed to know what makes a strong practical science lesson. Generic lesson observation training leaves many leaders, even experienced ones, ill-equipped to evaluate the learning that a practical lesson brings, or to make meaningful recommendations for improvement. CLEAPSS’ wealth of experience in this area has been distilled into a simple, accessible resource that helps practitioners focus on what really matters.
Ex -secondary and primary science teacher now working (and loving my roles) as a consultant for Primary CLEAPSS, the Ogden Trust, PSQM, TAPS and more. Based in Devon.
Founded in 1963, CLEAPSS supports safe, engaging, and innovative practical activities in science (as well as design & technology and art & design). We provide schools and college staff with expert advice, training, resources, and trusted guidance. Providing staff with access to CLEAPSS... Read More →
Aims: > To provide examples of good practice in working scientifically in the Early Years. > To clarify what the different areas of working scientifically are and how best to use them in every day science in Nursery/Reception.
Objectives: > To allow practitioners to see the possibilities when using the different areas when working scientifically in class with young children. > To provide examples of work and discuss what other people do in class to enhance the different areas when working scientifically. > To enable other practitioners to share good practice with both myself and the group in discussion.
As an experienced teacher of 37 years, PSTT Fellow and Early Years Educational Consultant, I want to share my ideas and knowledge with others, having seen that working scientifically is often overlooked with young children but there are lots of opportunities to be had.
