Wednesday 21 January 2026 or Thursday 12 March 2026
Who is the course for?
All school staff, including site managers, and governors with an interest in becoming carbon literate, especially those involved in teaching and leading climate change and sustainability.
Why?
Gain a better understanding of how climate change will affect you and those around you
Become an accredited Carbon Literate individual who can then deliver the schools course yourself
Acquire knowledge and skills to develop your own responses to lowering your carbon footprint, and the carbon footprint of others
Your commitments
Undertake approximately 1.5hr of pre-work
Attend the day of learning
Create at least one significant action, as an individual, to reduce your own personal carbon footprint
Create at least one significant action involving other people to reduce the collective footprint of your education setting
Complete an open book assessment on the day
The cost to attend is £75 per person. This includes lunch, refreshments and external certification. Invoices will be sent to settings after the event.
The course uses the brand new Carbon Literacy Toolkit for Schools and is delivered by Lee Jowett, Climate Change and Sustainability Research Fellow at Sheffield Hallam University. He has over 20 years experience working in education, 10 years as a secondary teacher in Sheffield. He has also been a governor and MAT trustee for over 10 years. He has delivered over 30 Carbon Literacy courses.
In October 2025, Abbey School in Rotherham hosted an inspiring EcoTeachMeet, bringing together teachers, support staff and partners to explore how sustainability can be woven through everyday school life. The event offered a brilliant opportunity to see what Abbey has been doing to champion environmental learning, as well as to share ideas that other schools can adapt to their own contexts.
The afternoon included with a warm welcome from staff and a tour of the school’s growing range of eco-focused equipment and spaces. Staff were able to see how classrooms, outdoor areas and play spaces are being used to support pupils’ learning about biodiversity, food and wellbeing. From simple tools and sensory resources to more innovative outdoor installations developed with partners such as Lightmain
Short, punchy TeachMeet-style presentations showcased how this equipment is being used in real lessons—linking sustainability to science, as well as to communication and life skills. Colleagues shared honest reflections on what has worked, what needed tweaking and how pupils have responded, particularly those with more complex needs. The informal format created plenty of space for questions, peer support and spontaneous problem-solving.
Crucially, the EcoTeachMeet helped to strengthen a network of educators across South Yorkshire who are keen to move from good intentions to practical climate action in schools. Participants left with concrete ideas they could try the very next week, as well as new contacts to collaborate with in the future.
Special thanks go to Jill and Holly from Abbey School for hosting such a warm and well-organised event, and to Avika from Lightmain for sharing her expertise on creating sustainable, engaging play and learning environments. Their combined enthusiasm and leadership made the EcoTeachMeet a real catalyst for ongoing change.
You can find out more about Playponics on the slides below.
In 2025, the Royal Society is commemorating the 80th anniversary of the election of the first female Fellows, Kathleen Lonsdale and Marjory Stephenson, and celebrating the achievements of women in science, technology, engineering and mathematics (STEM). As part of this celebration, we are looking to develop resources for teachers to use in the classroom to help support and inspire more women and girls to get involved in science in the future. We are seeking your guidance to help make these resources as relevant as possible and are inviting you to participate in a discussion group about resources highlighting Women in STEM.
We would be grateful if you could sign up to one of our discussion sessions below to share your thoughts on what resources would be most useful to you.
Each session is scheduled for a maximum of one hour and will be conducted via Zoom.
The session leader will have some guiding questions, but we are most interested in hearing your perspectives – what resources you currently use to support learning about Women in STEM, and what resources would be valuable to you in the future.
Sessions are divided into Primary and Secondary phases; however, please feel free to attend whichever session is most convenient for you.
As a thank you for taking part, we will send you a copy for your school of the Young People’s Book Prize 2024 winning book Can You Get Rainbows in Space by Dr Sheila Kanani and the 2018 Young People’s Book Prize shortlisted book Women in Science by Rachel Ignotosky.
You may also be interested in our videos on the first female Fellows of the Royal Society to share with your students.
Thank you in advance for your time, we really appreciate your help. If you have any questions, please contact the Schools Engagement Team at education@royalsociety.org
Standing in the playground at my daughter’s school in summer, my eyes are always drawn upwards. Few other people seem to notice the fast and stealthy flight of the prehistoric birds overhead. They are Swifts and they have nested in the eaves of the 19th Century school for as long as anyone can remember. There are about six nesting pairs at the school these days and they cause no problems at all, going unnoticed most of the time, aside from their occasional aerial acrobatic displays. Children participating in the school’s Eco Club are encouraged to look up and appreciate the world’s fastest bird in level flight, that make their homes in their school.
Swifts are incredible birds – they migrate from central Africa every spring to breed in the cooler climes of Northern Europe. They can travel at 60mph and cover 500 miles a day on their migration. Swifts eat, sleep and breed while flying. They never stop for a perch or a rest- they simply rest half of their brain, while the other half keeps them moving. Swifts are truly prehistoric, having survived the mass extinction that killed the dinosaurs. They navigate their way to the exact same spot every year to breed and do so every year of their adult lives. They are faithful to their nesting sites and if they are unable to access them, they will die trying to gain access. Swifts are just one variety of ‘cavity nesting species’, a group that also includes House Sparrows, Starlings and various species of Bat. House Martins and Swallows may also be considered cavity nesters, but they tend to build nest cups out of mud attached to the outside of a building, rather than tucking themselves on the inside.
Starling leaving a nest brick. Copyright Hugh Hastings. Accessed via Sheffield Swift Network.
All of these species are in steep and rapid decline (all with Red Listed status, meaning they are at risk of extinction). The threats facing cavity nesting species are myriad, but chief amongst them is loss of nesting sites. For millennia, cavity nesters have made their nests in our homes, tucking into tiny nooks and crannies under the roofline. But, we are blocking up these small gaps more than ever, often in pursuit of greater energy efficiency in our buildings. Many people making improvements to buildings, whether it’s installing a new roof, boosting insulation or just fitting new fascia boards or guttering, will have no idea that they are contributing to the decline of wildlife.
Government has recently launched a long overdue programme to boost the energy efficiency of public buildings, including schools. This investment is to be welcomed and will make schools more thermally comfortable and reduce running costs. But, there is a hidden risk in rolling out schemes like this. The preponderance of older school buildings in the UK, with their abundant imperfections in the brick and stonework, appeal hugely to cavity nesting species. Forging ahead with works without an ecological survey risks harming already vulnerable species and breaking the law. Disturbing or blocking access to an active nest site is illegal in the UK, whether you realise you are doing it or not. Erecting scaffolding that blocks access to the eaves, also counts as blocking access.
Cavity nesting species make important contributions to healthy eco-systems and will do no harm to a building. Indeed, hosting cavity nesting species in your school provides the best possible opportunity for children to learn about and be close some of our most astonishing and vulnerable wildlife.
If you’re (very wisely) considering taking advantage of subsidies to improve energy efficiency in your school, then take the opportunity to learn about the wildlife that might be very quietly securing its future within your buildings first. This is more likely in older school buildings, but can occur in buildings of almost any age, where there are small gaps in the brick or stonework or under roof tiles. Ensuring that any work (whether investigatory or more substantial) takes place outside of the nesting season (which runs from late April until September), will avoid any harm to wildlife.
Four Swift bricks installed in a gable end. Copyright Merv Page. Accessed via Sheffield Swift Network.
Whether you have wildlife nesting or roosting in your building or not, consider making provision for it while you’re doing work by installing as many universal nest bricks as you can- they can accommodate most types of cavity nesting birds and bats and never need any maintenance. They cost as little as £30 each plus installation costs and can be transformational for cavity nesters. Other solutions also exist if nest bricks aren’t possible, including nest boxes that affix to the outside of a building or integral nest boxes that sit inside soffits. For more information on solutions that can benefit all cavity nesting species, visit Sheffield Swift Network’s (SSN) website: www.sheffieldswiftnetwork.org
Elena Clark – Another Way – An introduction to Another Way and about our schools work with Power of 10 (15 mins) – Slides
Lauren Mysiw & Kayla Thompson – Sheffield Family Hubs/Breastfeeding in Sheffield – Promotion of the Infant Feeding team educational offer and signing up to the Breastfeeding in Sheffield ‘Breastfeeding Friendly Award’ for public spaces and employers (15 mins) – Slides
Sian Buckley – Global Action Plan – information and promotion about the Good Life Schools programme currently being delivered and recruiting for 2025/26 in Sheffield (15 mins) – Slides
John Bray- Discovery Outdoors– Learning outdoors and connecting with nature and green spaces in Sheffield (15 mins) – Slides
Sasha Beswick- Barnsley College – 2030 SDG game and other activities/opportunity (5 mins) (no slides)
Michala Sullivan – National Energy Agency – fully funded workshops for KS3 – KS5 (5 mins) –Slides
If you would like a link to the TeachMeet, please complete this short eForm. A calendar invite will be sent nearer the time, so please block out in your calendar.
For researchers and university students: work with a primary school in South Yorkshire to investigate an age-appropriate theme of climate change and sustainability
For information for schools, please see the schools’ page.
Audience: Researchers and lecturers, undergraduate and postgraduate students in Sheffield Hallam University and University of Sheffield who have an interest in climate change and sustainability.
Research topics: Air quality, energy generation, energy efficiency, flood management and biodiversity (you do not need to be an expert in any of these topics to participate)
Programme outline
October 2025 – February 2026
CPD researcher training – 1-hour online training and 2-hour virtual workshop (delivered by the Climate Ambassadors programme)
CPD with your allocated teacher – 1 day face to face training and planning at Sheffield Hallam University (planned for Friday 17 October 2025)
November 2025 -January 2026 (dates to be agreed between pair)
3 in school activities with your teacher partner/students (up to 2 hours)
2 virtual activities with your teacher partner/students (up to an hour)
Ongoing support, as required from a mentor at SHU
January 2026
Information session to apply for further funding
Researcher/university student commitments
To attend online and face to face training sessions
Participate in 5 activities with their teacher partner
Meet with a mentor mid-programme
Engage with surveys and evaluation of the programme
Researchers will be asked to select preferred training dates and a preferred research topic on signing up.
Researchers/university students will be able to claim up £75 for travel expenses, however we are unable to fund academic time. You will need to sign up to become a Climate Ambassador and complete a DBS check.
Further funding is available to apply for a Partnership Grant from the Royal Society once you have completed this programme.
For schools: Work with your students and a researcher from Sheffield Hallam University (SHU) or the University of Sheffield to investigate an age-appropriate theme of climate change and sustainability
Audience: Primary school teachers (including infant and junior schools) in South Yorkshire
Research topics: Air quality, energy generation, energy efficiency, flood management and biodiversity
Programme outline
October 2025 – February 2026
November 2025 -January 2026 (dates to be agreed between pair)
3 in school activities with your researcher and students (up to 2 hours)
2 virtual activities with your researcher and students (up to an hour)
Ongoing support, as required from a mentor at SHU
CPD with your allocated researcher – 1 day face to face training and planning at Sheffield Hallam University – taking place on Friday 17 October 2025
January 2026
Information session to apply for further funding
School commitments
A member of staff to attend the training session
Participate in 5 activities with their class and researcher
Meet with a mentor mid-programme
Engage with surveys and evaluation of the programme
School staff will be asked to select preferred training dates and research topic. We will endeavour to match you with a researcher interested in the same research topic.
Schools will receive £300 to cover supply costs as well as project equipment loan. Researchers will be trained on how to work with schools (via the Climate Ambassadors) and will hold a valid DBS.
Further funding is available to apply for a Partnership Grant from the Royal Society once you have completed this programme.