Category Archives: Education

Making Space for people and technology

Benedict Dellot of The RSA has recently authored a new report on the growing phenomenom of Maker Spaces. There’s one near you…did you know?

The report defines MakerSpaces as ‘…open access workshops, hosting a variety of tools, from 3D printers and laser cutters through to sewing machines and soldering irons’.

These unique spaces attract hackers, roboticists, traditional engineering and technical enthusiasts, along with a variety of arts and craft specialists. There is something of a William Morris, Arts and Crafts revolutionary aspect to their public face. Offering as they do, spaces for making and experimentation in a collaborative and supportive atmosphere.

See more here…pdf

Morris would have it that you should ‘…have nothing in your house that you do not know to be useful, or believe to be beautiful’. Perhaps in the 21st Century, in a MakerSpace context, their motto should be ‘…beautiful, useful and technically collaborative’. (…great sign over every MakerSpace door?…Ed.)

As part of the RSA report (Ours to Master…)a survey finds that people, when asked, express an interest in Maker philosophy and practice, and would be interested in accessing such facilities. The survey found…

  • 26 percent of people regularly make things for their own use, 49 percent fix things that are broken and 21 percent modify products to better suit their own needs
  • 57 percent would like to learn how to make more things they and their families could use
  • 61 percent would like to have a better understanding of how the things they use work
  • 78 percent think our society is too materialistic and our economy too dependent on consumption
  • 43 percent often feel confused by the pace of technological change and struggle to keep up
  • 24 percent would be interested in using a makerspace in the future

You can read more about MakerSpaces on the pages of The RSA. here. (The report is freely accessible to all).

Maker Spaces in the East of England?

Ipswich Makerspace:

‘Ipswich Makerspace is a Suffolk based group of like minded makers who get together to learn, build and experiment with a huge variety of hardware, software, and technology in general’.      (Source: Ipswich Makerspace, December 2015)   See more here.

Chelmsford Makerspace:

‘Chelmsford Makerspace is a non-profit, community of makers in Chelmsford. We are a group of makers and hackers that get together to share tools and knowledge’. (Source: Chelmsford Makerspace, December 2015). See more here…

Colchester Makerspace:

‘We are developing a maker workshop offering affordable access to basic equipment such as workbenches, pillar drills, soldering irons, sewing machines and saws etc’. (Source: Colchester Makerspace, December 2015). See more here…

Cambridge Makespace:

‘Makespace is a community workshop in Cambridge for making and fixing things, meeting people, working on projects and sharing skills’. (Source: Cambridge Makespace, Decembre 2015). See more here…

Hitchin Hackspace:

‘Hitchin Hackspace is a community organisation devoted to providing everyone with a place to explore all kinds of creative technologies and crafts’. (Source: Hitchin Hacspace, December 2015). See more here…

Thank you to Benedict Dellot for another interesting and cutting edge report. It is interesting to see old concepts of craft and sharing being developed in contemporary communities, to deliver accessible, technology related products and learning. ‘Social engineering’ in its purest form perhaps?

We are surprised, in our brief survey of MakerSpaces in the East, to find no representative group for Norwich. If you know of one, use our contact form and let us know. We’ll run a supplementary piece to spread the word about them, if we missed an opportunity to do so here. Happy making! Ed.

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British Science Week Funding
Events in March 2016


There is still funding available for British Science Week during 11th March 2016 to the 20th March, 2016. Both the Kick Start Grants programme for schools with challenges and the Community Grants programme are still available. (If you’re quick…Ed)

Kick Start Grants for schools in challenging circumstances to organise their own events as part of BSW with:

  • Grants of up to £300 for schools to run an activity.
  • Grants of up to £700 for schools to host a science event or activity which involves their students and the local community.

The fund does not put limitations on the type of event/activities that schools can provide. This is entirely up to them.

School activity ideas can include:

    • Carousels of activities from BSA activity packs during lesson time/assembly/lunch time/after school.
    • Quizzes between pupils, classes or even teachers.
    • Presentations from invited speakers on science and/or engineering topics.

Community Grants – of up to £500 for community-based groups and organisations that work directly with audiences who are traditionally under-represented and currently not engaged in science activity.

To be eligible, events and activities must:

  • Target and include hard-to-reach audiences, which include
    • People who are Black, Asian, Minority Ethnic (BAME).
    • People with low socio economic status.
    • Young people with anti-social behaviour, including those not in education employment or training (NEET).
    • People living with a disability.
    • Girls and women.
    • People living in a remote and rural location.
  • Be STEM (science, technology, engineering and math) related.
  • Require funding in order to take place. (The funding is for events and activities that would not otherwise take place due to lack of funding.)
  • Raise the profile of BSW in the community or have local and/or broad media appeal.

Explore the web pages of British Science Week 2016 – get your community, whatever their age, interested in science.

You might also be intertested in Science: not just for the scientists, a new BSA initiative.

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Inequality in Education:
a new web presence for change


Here at conversationsEAST we are delighted to be able to donate web hosting, design and content creation services and new media support to this new, nascent movement.

Inequality in Education – turning the tide (IETT) is about change in the educational landscape and improving equality of opportunity and outcome for children and young people across England.

interneticon  You can see the new IETT web presence here

You can follow IETT news on Twitter too:   @Tide_Turning

The web site features not only regular news and featured ideas on the pages of The Tide, the IETT web journal, but also regular newsfeeds from a variety of sources across the education landscape.

Monographia is a growing web resource of research papers and conference contributions that mark key themes for IETT groups. The Debate – filmed is a growing archive of videos that go to the nascent movement’s campaigning and research aims.

If you have an interest in educational reform, or the social inequality agenda, we commend this site to you…Ed.


Developing your project web presence?

The conversationsEAST team are keen to offer web support to socially focused web projects in the East of England.

We are particularly happy to support projects led by RSA Fellows, as our donating Partners at SmithMartin LLP, are keen supporters of the Society. We would also like to support the planned development of IETT groups in Nottingham and Oxford.

See our project web offer at conversationsEAST here and contact us for more help, if we can.

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Inequality in Education

The Future of Education in England

5 October 2015, 6pm – 9pm   –  The RSA, The Great Room, 8 John Adam Street, London, WC2N 6EZ

“Inequality in Education: The Future of Education in England – Organised by RSA London Inequality in Education Network hosted by Annette Smith, Education Consultant and member of Turning The Tide.

We are delighted to announce two great speakers: Diane Reay, Professor of Education at Cambridge University & Danny Dorling, Professor University of Oxford. Both speakers are passionate and informed critics of the current education system“.

The booking page on Eventbrite offers you full details of this interesting and informative event. On the booking page you can see the key questions that are to be addressed by Diane Reay and Danny Dorling, with an opportunity for you to tender your ideas and comments on the questions ahead of the event.

‘We are doing this because we think it unlikely that any significant changes will be made unless there is a strong social movement supporting progressive reform and we intend the meeting to be a contribution to the building of such a movement’.

eventbriteButton See more on this Eventbrite page here.

You can also review our last conversationsEAST article on Inequality in Education, about the previous group event. See more here.

Here both Pasi Sahlberg and Peter Mortimer gave relevant and commensurately challenging speeches about our emerging movement and ‘the state of the education nation’ in England.

See you on the evening of the 5th October?

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Equality in Education?

Pasi Sahlberg addresses his audience…

A year has now passed since in April 2014 the Finnish educator Pasi Sahlberg – discover his work here… and Peter Mortimer – see a collection of his articles in the The Guardian, UK, ex-Director of the London Institute of Education, met to discuss with a London audience the testing subject of Inequality in English Education.

With an ever increasing press for change in social and economic inequality and the drive for more standardisation and accountability by test, the time is absolutely right, we would argue, to spread the work of the Equality in Education Network that emerged that day in April 2014.

The short film linked below, from the event, shows Pasi Sahlberg delivering a critique of  GERM, the Global Education Reform Movement. Although presented with a light touch, the argument bites deep. GERM offers no improvement in educational outputs overall, he argues.

See the movie on YouTube   You can see the original talk by Pasi Sahlberg on YouTube here…

‘Competition is seen as the right way, striving for pan-education standardisation and test based accountability is now the norm. Education is seen as an industry, a business opportunity…’ Pasi Sahlberg 2014

Pasi develops his argument by looking at two key themes. Inequality and equity. In the frst case, using Finnish data he argues that the Finnish system of tax distribution and social equality has had a profound performance effect on education in his country. In the affluent West, he argues, those nations that have the highest levels of inequality have the lowest quality educational outcomes.

In the second case, equity, the presenter’s data is used to analyse how international education systems serve all the children of a nation. What is the aggregate benefit to a nation by educational system? Here Pasi illustrates the dramatic journey of Finland again, tracking forty years of improving educational attainment . Often within the context of a turbulent socio-political landscape.

Mr. Sahlberg astonishes his audience by announcing that he has read all five volumes of the most recent PISA Report – find key OECD findings on-line here…, at five hundred pages a volume. He has discovered, despite the policy debate and process changes that recently emerged in the UK, two key PISA recommendations – found in the fourth volume.

  • School choice and competition are not related to performance.
  • Greater equity and autonomy over curricula and assessment seem to improve performance.

The speaker closes  his argument with five key recommendations about the delivery of a nation’s educational infrastructure. Although not revolutionary, they are seemingly perhaps counter intuitive at first,  when assessed against current UK policy and practice, we would argue.

  1. Co-operation is key – collaborative work should be the driving force across teaching, political activity, headships and governance in schooling.
  2. Place less stress on early learning, and much more focus on play.
  3. Be less confrontational, the key players in education should always strive for consensus.
  4. Achieve less accountability, but make, what systems there are, trust based.
  5. Have less school ‘choice‘ and strive always for a more equitable school system.

This is a telling case for Equality in Education.

Call to Action:

At conversationsEAST we would like to support the work of John Bayley and his colleagues in the nascent, London based, Equality in Education Network.

Is there an opportunity for a network group in the East of England?

Make contact with us through our ‘contact us’ slider above and we’ll let the Eastern Region team, and John, know of your interest. We should have an event in the region to revivify the discourse?

Other items of interest on this topic…

You can see and listen to Peter Mortimer’s talk, at the same event, on Inequality in English Education here. Again, delivered in gentle terms, but with a telling cutting edge about current policy.

See the movie on YouTube  See Peter Mortimer speak on Inequality in English Education here…

Finally, if the need to examine global inequality issues has grabbed you, it is well worth revisiting The Spirit Level. You can see Richard Wilkinson speaking  at TED below…


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Visiting the Sainsbury Centre at UEA

(Image: Alberto Giacometti, with his work)

A visit to Sainsbury Centre on Friday 20th February, 2015

We had a group of seventeen fellows and friends who met up for the visit. We congregated at 10.30 for complimentary tea and coffee at the Modern Life café and then we were taken off by three guides to explore the Centre. We began with the Permanent exhibition on the ground floor and then after a short break proceeded to the basement exhibition areas to view the Reality exhibition, which was outstanding.

Curated by artist Chris Stevens, REALITY brings together over 50 works celebrating the strength of British painting with some of the best and most influential artists of the last sixty years.

The Sainsbury Centre is one of the most prominent university art galleries in Britain, and a major national Centre for the study and presentation of art.

It houses the extraordinary art collection of Robert and Lisa Sainsbury, as well as the Anderson Collection of Art Nouveau and the University’s Abstract and Constructivist Collection. Alongside these permanent collections, there is a range of temporary exhibitions, with new galleries providing the largest climate-controlled exhibition space in Eastern England. Also on offer is an award-winning learning programme of gallery talks, lectures and art workshops. (See the programme of lectures, symposia and training here).

The Collections at the Sainsbury Centre for Visual Arts represent some of the most remarkable works of art assembled in the UK. The Robert and Lisa Sainsbury Collection features work spanning 5,000 years of human creativity. The presentation of art from across time and place continues to inspire and surprise and uniquely presents art as a universal global phenomenon.

Picasso, 1901-2 Femme au Cafe

The Robert and Lisa Sainsbury Collection
Permanently displayed in the Living Area Gallery, the collection includes major holdings of art from Oceania, Africa, the Americas, Asia, the ancient Mediterranean cultures of Egypt, Greece and Rome, Medieval Europe, and including a significant number of works acknowledged as seminal examples of European modern art. Pablo Picasso, Edgar Degas, Francis Bacon, Jacob Epstein, Henry Moore, Alberto Giacometti and Amedeo Modigliani are all represented in the collection.

The Lisa Sainsbury Ceramics Collection
Although not formally part of the Robert and Lisa Sainsbury Collection, the Lisa Sainsbury Ceramics Collection represents a major collection of 20th century studio ceramics, including a significant body of work by Lucie Rie and Hans Coper.

The Sainsbury Abstract Collection
The Sainsbury Abstract Collection includes paintings from the post second world war Ecole de Paris with a strong preference for lyrical abstraction and Tachisme, art movements that flourished in France from 1945 to 1960. Notable artists included in the collection are Jean Fautrier, Charles Maussion and Mubin Orhon.

The Anderson Collection of Art Nouveau
Alongside the Robert and Lisa Sainsbury Collection sits another principle collection; The Anderson Collection of Art Nouveau, donated in 1978 by Sir Colin Anderson, a close friend of Sir Robert and Lady Sainsbury. The collection represents artists working across a range of disciplines and materials such as glassware and furniture, metalware and jewelry. The collection includes pieces by leading exponents of Art Nouveau such as Louis Comfort Tiffany, Emile Gallé and René Lalique.

Vorticist David Bomberg's The Mud Bath, 1914
Vorticist David Bomberg’s The Mud Bath, 1914

The University Collection of Abstract and Constructivist Art, Design and Architecture was established by the University in 1968. This Collection concentrates on the non-objective, constructive and concrete art movements of the 20th century and the related fields of architecture and design, such as the English Vorticists, the Russian Suprematists and Constructivists, the Dutch De Stijl Group and the German Bauhaus School.

All who attended enjoyed getting to know each other and spoke of possibly another visit soon. It was very much enjoyed by all and many used their ticket to linger longer in the afternoon. Also, a new Francis Bacon exhibition is coming soon. The Francis Bacon paintings are currently at the State Hermitage Museum in St Petersburg and will return for the Francis Bacon and the Masters exhibition in April.

Possibly another day out!

Christine O’Hanlon FRSA

(Public domain images are for illustrative purposes only – they do not seek to represent the collections in the narrative about this visit).


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The Gift of Knowledge?

How it used to be done!
How it used to be done!

At this time of year everyone reflects a little on their progress in the previous twelve months, and more often than not, looks forward to the next twelve, with joy or trepidation depending on personal circumstance.

One factor of life that will not change is the ubiquity of the web and the range of services available for the owners of the right ‘machinery’, or for those who have access to it.

This journal is the product of Fellowship imaginations, but others are looking at the world and re-imagining news, reflection and analysis too. Below are some great ways that you can commit to developing knowledge and understanding, all at no cost…beyond that all important access to machinery!


Wonker – a complex news analysis engine:

wonkerLogoThis is a brave attempt to develop and share knowledge and understanding about the critical social, economic and community development conflicts across the globe.

Just getting started, but with a vast task in front of them, Casey and Nick the creators of Wonker, risk burn-out or perhaps even take-over by mainstream news outlets if the concept becomes a raging success. The site currently offers analysis of the ISIS crisis and the Israeli/Palestinian conflict for example.

That said, even if you are a ‘policy wonk‘ already, the site offers a great way to get contextual analysis from outside your own professional field of endeavour. Alternatively, you can use your professional knowledge to contribute to the Q & A style presentation of Wonker.

As with all user contributed content, there are potential questions of political bias, Americo-centrism in this case or even propogandism as the site develops. It is however, we think, a brave attempt to make clear the complicated to either the disengaged or the distracted, one conflict at a time.

See more of Wonker here…

Highbrow – expand your knowledge universe, one email at a time…

Not a new concept on the literate web, but this service is nicely presented for those who have just five minutes a day over ten days to become acquainted with a new field of study, one email at a time.

highbrowLogoIt’s not particularly clear  on their web site, but you are constrained to one ten day course subscription at a time. Presumably to prevent burn-out or ‘knowledge fatigue’?

You can choose your starting date, in order to manage the light work-flow from the beginning. Courses you can choose from cover such topics as art, history, philosophy and psychology, amongst others.

It will be interesting to see the content as it develops over time, as the delivery is heavily dependent upon TED talks at the moment. Worth checking out, either as a refresher in a busy email day, or as context to develop a new interest.

See more of Highbrow here…

Don’t forget The RSA…

If video access to fresh thinking is your mode of learning, then the RSA has a long history of offfering its audience the most topical material from thought leaders of the day.

The RSA can offer you a whole range of video talks and presentations from some great thinkers. The example below is one such. The need for a revolution in education, breaking the political and social bounds of the mind to create new worlds. (Makes me breathless just reading this…Ed.)

Debra Kidd argues for the creation of ‘architects of hope’ for young people. A powerful ambition and an idea well worth spreading. One interesting observation Debra makes is that individuals need to know what they are voting for and how the solutions offered by the political machinery are tinkered with by the self interest of the elected representative.

See the movie on YouTube

See this original video on YouTube here.

Knowledge, context and critical thinking are key. With a tsunami of information crashing over us, the tools and resources above can help with process, we would argue.

See a catalogue of RSA videos here…

Happy New Year.


Headline photo credit: Bill on Capitol Hill via photopin cc

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Water Buffalo
and Reed Beds

Kingfishers Bridge Wetlands Project
Looking across the project…

A small group of Fellows were this week able to take advantage of an invitation to visit and see the work of the team at Kingfishers Bridge Wetland Project .

Situated close to Wicken Fen, this sanctuary, developed from privately held land, is both a successful conservation area and a test-bed for experimental conservation methodologies.

James Page and Andy Dunn gave fellows a guided tour through the conservation landscape, which was both informative and telling about the efficacy of landscape management of this high order. Some of the insights we gained are offered below.

The Project team manage a wide variety of habitats in a relatively small area. The topography of the site falls away from a limestone ridge, which itself is an ancient coral reef, through chalk grassland areas and peat deposits. There is a plethora of lake-side, dyke margin and reed bed coverage across the site too.

Clay banks are used to prevent site inundation, the area being part of the River Cam flood plain. There is an interesting spoil mound, with a track rising to the summit, where viewing ‘hides’ are to be found and the view from the top offers great views of both the whole of the wetlands project area, but also across the surrounding fen and river network.

This surrounding area is typical grass wetland, with some of the tree cover being recently removed, and the new development includes ponds which are linked to the agricultural drainage ditches. The whole water course development is designed to remove straight lines from the landscape. These betray the sites farmland origins, but the additional work also denies predatory birds a clear flight path to their prey.

Inquisitive buffalo…

One really interesting aspect of the grazing management is the deployment of Konic horses, the Polish primitive horse, as well as a small herd of Water Buffalo. This latter creature is adept at exploring the reed beds across the conservation site, and its dietary habits keep the reed beds appropriately cropped and seasonally refreshed…with appropriate site management control, of course.

As a closed site, water management is a key aspect of managing the rise and fall of levels across the seasons. The setting clay banks and ‘elbow pipe’ systems simply divert water which is drawn from a nearby limestone quarry, a simple system which regulates levels and flow across the reserve.

This aquatic draw down from their neighbour allows Kingfishers Bridge to draw in alkali water, which is nutrient free, stimulating the growth of the site’s invertebrate population. The entire site is surrounded by an impressive electric fence, which serves to keep predators away from the reserve areas.

Looking through the reed-beds…

It is clear that this thoughtful, well managed approach to conservation across the bio-chain is a significant constituent to the success of the reserve. This ‘sanctuarial’ approach, with a well managed predator control/exclusion programme, see herons nesting on the site and a wide variety of birds, bats and plant life proliferating to interest the invited visitor.

One wonderful example of how this management expertise can transform the landscape is the Water Germanda (Teucrium scordium L.) The Kingfishers Bridge site held the last twelve plants of the species in the East of England. Water management techniques on the site now see, it is currently estimated, over two million specimens growing in the wider landscape.

We understand the site is keen to develop their support of educational visits from schools. it was profoundly satisfying to hear that the conservation team at Kingfishers Bridge actively engage children and young people in site measurement and surveys. A process which enables children to actively contribute real data to the site management process.

To explore educational visit opportunities further you can find the Kingfishers Bridge Contact Us page here –

The adult volunteer and supporter is not left out either. Supporters of the project can gain exclusive access to project services, as well as make their own contribution to site surveys and measurements.

The Project does seek donations to keep the good work going and you can find both work party information and how to donate as a Project Supporter here –

Specific development projects are dependent upon sponsorship and the ‘Kingfishers’ team would be happy to explore their current opportunities with interested supporters.

Whether as a Fellow with a bio-science specialism, or as a passionate general supporter of eco-conservation projects, there is much to delight and do in concert with the Kingfishers Bridge team. (We really enjoyed our morning in the Fen..Ed).

Kingfishers Bridge Wetland Creation Trust,
Kingfishers Bridge, Wicken, Ely, Cambs. CB7 5XL
Charity No 1078882
Discover the project on-line –



Fellows in the East of England are able to take part in a range of events and occasions. Visit our pages regularly, subscribe to our newsfeed or bookmark our regional events programme web page here…


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Licensed to create?

This interesting new RSA Animate looks at a revolution that is needed in teacher development. Work consigns teachers, it argues, to becoming victims who are trapped by the systems they operate within.

The goal should be to make change-makers, who are authors of their own pedagogy.

The essay collection which supports the argument posits that schools are conditioned by a command and control culture, which ignores creativity in delivery. The teacher, it argues, strives to educate whilst coping with a top down culture of compliance.

Creative Education Reports, ov. 2014
Get the essays here…

To best serve learners, and the professional development needs of teachers, there should be a methodology available that echoes and supports the research which shows students, who have the best teachers, can learn at twice the rate of other students.

This accompanying essays, Licensed to Create: Ten essays on improving teacher quality is edited by Joe Hallgarten, Louise Bamfield and Kenny McCarthy.

The final essay from the collection is by Tristram Hunt, Shadow Secretary of State for Education. In the introduction to The Rationale for Revalidation: a movement to transform teaching, Hunt states…

The teaching profession is changing. One year into this job there are few things of which I am more certain. If this collection of essays achieves nothing else then it will be to highlight how the energy unleashed by this cultural shift has the potential to become a force for far-reaching education reform.

Whether you are just beginning your professional teaching career, ending it or are just passionate about education…there is much to think about in this RSA report.


To echo the perceptive analysis in this collection of essays, and to underscore how the change in pedagogy, the re-processing of education in general for the benefit of future generations is an ongoing project. We re-looked at Ken Robinson’s TED Talk How to Escape Education’s Death Valley.

Robinson, speaking and living in the USA, argues for change to support young people who drop out of school, and those who remain it, but who stay disengaged from the education process.

This is not a new message from Ken Robinson, but it is witty and discursive as well as telling, placing the young person at the centre of change in education.

A nice counterpoint to, and contextualision of, the thought processes and ideas revealed in our RSA essay collection above.

(Narrative updated 15:05 / 26.11.2014)


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Getting behind British science?

The British Science Association have just announced details of grant funding schemes for British Science Week in 2015.

Event dates: 13th to 22nd March 2015

As well as the usual grants by region in the UK, offering their traditional support to schools, this year (2015) sees the introduction of community organisation grants, offering those in the community sector working with ‘hard to reach’ communities the opportunity to build new work using science and discovery as a lever to engagement.

  • Kick Start Grants – grants of £300 for school activities (and up to £700 for schools/communities) in the UK faced with challenging circumstances.
  • Scottish Grant scheme – grants of £200 for schools and £350 for organisations in Scotland.
  • Welsh Grant scheme – grants of £200 for schools and £350 for organsations in Wales.
  • Community Grant scheme (new for 2015) – grants of up to £500 for community-based groups and organisations working with hard to reach groups in the UK whose targeted audience/participants include those not traditionally engaged with science.  (These might be people who “..are from the Black, Asian, and Minority Ethnic community (BAME); not in education employment or training (NEET); or who live in a remote and rural location”…Ed.)

Although the sums are modest, it is possible with imagination, to see how the seed funding could be used to engage those interested in science, or to give the undiscovered young scientist a chance to take their first step on the road to research, for example.

The Association web site offers the following as eligible activities under the grant scheme.

  • Presentations from invited speakers on science and/or engineering topics.
  • Field trips to local science centres, museums or university science departments.
  • Arranging a talk or workshop with a local STEM ambassador.
  • Recruiting a freelancer to deliver an arts and science activity.
  • Fete, family science days, mini festivals, science fairs.
  • Busking displays run in public venues, such as a supermarket, park or high street.
  • Hands-on workshops.
  • Debates and discussions with scientists.

At conversationsEAST we really warmed to the idea of a cross disciplinary event, say using musicians, artists and electronic engineers to devise an event using music, graphics and an introduction to audio-visual or web technology. The output of the engagement and learning to be put on the web, or streamed live, or turned into a music CD, for example.

As always, if there any Fellows in the region planning an event, we’d be happy to donate web resources from conversationsEAST to contribute to the work. Just let us know?

interneticon  You can read more on the British Science Association Science Week web pages here...

interneticon  See the Science Week funding guidelines here...

interneticon  When ready, you can download activity packs and sample flyers too…

We are looking forward to our Science Week in March 2015 already.



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