Expression of Interest: Tomorrow’s Climate Scientists (Primary CPD + STEM Professional Support)

Sheffield Hallam University is recruiting 25 South Yorkshire primary schools to take part in an exciting programme supporting primary pupils (Y1-Y6) to run hands-on STEM investigations linked to climate change and biodiversity in their local area.

The programme is designed to strengthen working scientifically, build confidence in teaching climate-related science, and connect schools with STEM professionals (including postgraduate researchers and academics) who can bring real-world research and inspiration into the classroom.

We are in the process of applying for funding (deadline 27 February 2026) and will know the outcome before the end of the summer term. The programme will start in September 2026 and run for 3 academic years.

What schools will do

Each year, over a period of one school term (approx. 3–6 months), teachers and pupils (minimum of 30 students) will work with a matched STEM professional to plan and carry out a small-scale investigation. This might include activities such as exploring biodiversity in the school grounds, investigating local environmental change, or collecting and interpreting simple data linked to sustainability.

Each school will typically take part in:

  • 3 x in-school sessions (around 2 hours each)
    (launch / investigation support / celebration & sharing)
  • 2 online check-in sessions with your STEM professional between visits
  • Flexible planning so the investigation can be adapted to your school context and curriculum priorities

What schools will receive

Participating schools will receive:

  • Cover costs for teaching staff to attend CPD
  • Included CPD for teachers (regular online and face to face sessions + a joint workshop with STEM professionals)
  • A matched STEM professional partner to support the investigation and inspire pupils
  • Curated investigation resources and equipment (adaptable to different school contexts)
  • Ongoing support from the SHU project team throughout delivery
  • An end-of-project celebration event to share pupil learning with your school community
  • Guidance and support to apply for a £3000 Royal Society Partnership Grant, helping schools sustain and extend the work beyond the programme

Who should apply

This opportunity is ideal for:

  • Primary Science Leads
  • Senior Leaders (SLT) supporting curriculum enrichment and STEM development
  • Schools keen to build pupils’ confidence and curiosity through real investigations

📩 Register your interest now (Science Lead or SLT sign-off required):  Expression of Interest: Tomorrow’s Climate Scientists – Fill in form

📅 Places are limited and schools may be prioritised to ensure support reaches those with the greatest need.

Climate Leaders’ Conference – Sheffield Hallam University, March 2025

The Climate Leaders’ Conference was a free, one-day professional learning event held on Thursday 6 March 2025 at Sheffield Hallam University’s City Campus. It was organised by the Institute of Education as part of its work with the Climate Action in South Yorkshire Schools and Education Settings network. The conference was fully funded by Sheffield Hallam University and aimed to support leaders across education settings to take meaningful action on climate change, sustainability and biodiversity.

The programme included keynote presentations from senior school and trust leaders, workshops from a range of national and regional partners (including Eco-Schools England, National Education Nature Park, Climate Ambassadors and academic researchers), and practical sessions on developing Climate Action Plans.

Anticipated Outcomes

Before the event, we framed several key intended outcomes for participants. By the end of the day, attendees were expected to have:

Explored opportunities for developing climate action plans and leadership structures within their settings.

Begun creating or refining a Climate Action Plan, including techniques for calculating carbon footprints.

Been signposted to organisations and programmes that can support ongoing climate and sustainability work.

Identified potential barriers to climate action and strategies to overcome them.

Recognised sources of funding and external support.

These goals aligned with national ambitions in the 2021 Department for Education Climate Change and Sustainability Strategy, which calls for every education setting to nominate a sustainability lead and have a climate action plan in place by the end of 2025.

Who Attended

The conference brought together over 150 education professionals from across the UK, including leaders from:

  • Early years settings, primary and secondary schools
  • Colleges and further education
  • Universities
  • Local authorities
  • Charities and intermediary organisations supporting education settings

Participants included trustees, governors, CEOs, heads, deputy heads, curriculum leaders, business managers, and eco-leads – with a strong emphasis on pairing eco-leads with senior leaders to maximise impact.

The day also featured contributions from a wide range of sector partners through workshop sessions and stalls, such as Carbon Literacy Project, Global Action Plan, Energy Sparks, Solar for Schools, Eco-Schools Carbon Calculator and more, enabling broad access to tools, resources and collaborative networks.

Evaluation

A longitudinal evaluation report of the conference was compiled, tracking the sustained impact of the event at three and six months after attendance. Key findings highlighted that:

  • 100% of respondents at three-months reported taking at least one action as a result of attending the conference, with many reporting multiple actions.
  • By six-months, many participants had maintained, refined or embedded their actions into ongoing practice, moving from individual efforts toward wider institutional influence.
  • Participants reported increased confidence in leading climate education and embedding sustainability within curricula and strategic planning.
  • Persistent barriers noted included time constraints, workload pressures, resource limitations, and the need for institutional support to sustain long-term change.

The evaluation concluded that the conference effectively supported capacity-building and provided a foundation for sustained climate and sustainability action, particularly where organisational leadership and structures supported follow-through and embedding of practices.

You can read about the evaluation on the research publications page.

Carbon Literacy Training for school staff, governors and trustees

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.

Book your place today via Eventbrite.

EcoTeachMeet at Abbey School, Rotherham

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.

Join Our Discussion on Highlighting Women in STEM: Your Insights Needed!

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.

Primary: Monday 14 July 4:00-5:00pm [Book Monday 14 July 4pm]

Primary: Tuesday 15 July 12:30-1:30pm [Book Tuesday 15 July 12:30pm]

Secondary: Wednesday 16 July 4:00-5:00pm [Book Wednesday 16 July 4pm]

Secondary: Thursday 17 July 12:30-1:30pm [Book Thursday 17 July 12:30pm]

Open session: Thursday 17 July 4:00-5:00pm [Book Thursday 17 July 4pm]

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.

The ethical science of Kathleen Lonsdale | The Royal Society

The scientific life of Marjory Stephenson | The Royal Society

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

Energy efficiency UP, wildlife OUT? How to make sure energy efficiency improvements work for your school and for wildlife, too

Prof. Aimee Ambrose, Sheffield Hallam University

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

Feel free to contact me for further information: a.ambrose@shu.ac.uk

Climate Leaders’ Conference – 6 March 2025

Below you will find presentation slides, workshop slides and flyers which have been provided.

Keynotes

Keynote presentations (research and school leaders) and Climate Action Plan workshop

Workshops – session 1

National Education Nature Park (and flyer)
DECSY
Climate Dice
Energy Heroes (and flyer)
Carbon Literacy
Global Action Plan

Workshops – session 2

Eco-Schools Carbon Calculator
Energy Sparks
Solar for Schools
Earth Warriors (flyer)
Designing Sustainable Schools – Permaculture(flyer) and presentation
Another Way (and flyer)
Green Schools Project

Stalls and other information

Twinkl – Eco Adventures and Carbon Literacy
Royal Society Partnership Grants flyer
Living Streets flyer
Family Hubs – secondary project and primary science lesson
Climate Ambassadors
ReThink Food
ProVeg Canteen to Classroom flyer and School Plates flyer

EcoTeachMeet on Tuesday 4 February 2025 – 4.30pm onwards

Please see below the speakers, topics and slides (where relevant) – a great diverse and interest group of topics!   

  • Lee Jowett – Sheffield Hallam University – promotion of The Royal Society ‘Tomorrow’s Climate Scientists‘ programme for primary schools in South Yorkshire & Climate Leaders’ Conference update (5 mins) Slides
  • 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.