Our approach

In science, three great stories interweave together. The truth about them is discovered by one amazing process. This underpins everything we do in science and technology :

The story of our physical universe : how space/time and our universe came into being and grew and expanded and spawned stars and galaxies and planets – dancing to the will of mighty fundamental forces and intricate laws.

The story of the very small : the wonderful magical world of atomic physics where nothing is as it seems, things pop into and out of existence; attract and repel; build and fall apart; and can be two things at once, and yet they are the very building blocks of the universe.

The story of life – in all its glorious diversity and forms – breathing, living, dying and always evolving.

The story of the process – by which the truth is discovered and tested, refined and explained, and utilised to our benefit – the scientific method, and the associated development processes that flow from it and turn that knowledge into useful products.

There is no greater story, no more inspiring topic, no more fantastic and exciting tale and yet somehow many children disengage with science.

So how to inspire? We believe that children learn best (as the natural world has always shown us), by having a go! Watching and then trying to do it themselves. Watching alone is no substitute for doing an experiment. Only once they get hands-on do you see their faces burst into excitement and their understanding flower.

So that what’s we do –

  1. We design, sometimes with help from Herriot Watt interns, fun sessions for children to do in class. We provide : individual packs of experiments so each child can do the experiment; the session design; any supporting presentational material; a Health and Safety review; and any ancillary equipment necessary to support that session.
  2. We do not just focus on the curriculum, we put the topics inside the framework above. Why? It helps the children understand the curriculum topics better and see how it all hangs together.
  3. We update the science so for example : they learn that friction is not a fundamental force; that there are four main states of matter, not three, (plus a whole host of other states barely ever mentioned).
  4. We repeat and recap across topics drawing out the why and the how’s. We make it age appropriate but also a little stretching.
  5. We make our individual packs available to teachers, helping them with the first time they use them.