SLIME is Science Links in Museum Education, a network of museums in the South East who want to tell you about the great things which museums are doing to support science!

Can they support? a) Scientific enquiry b) Life processes and living things c) Materials and their properties d) Physical processes Young visitor looking at Pyrite at Oxford University Museum of Natural History

If you answered We think museums are yes to all four you great places where a are absolutely right! veritable treasure trove of interesting artefacts and specimens can inspire children’s learning.

But don’t just take our word for it, here is what the experts have to say!

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Primary Horizons, Science Education Report 2005 recommended that there Children learn better when should be greater emphasis on they are excited and engaged… stimulating enthusiasm for science by: when there is joy in what they are doing, they learn • Wider use of creative contexts to love learning. e.g. role play, stories, open ended Excellence and Enjoyment: investigations A Strategy for Primary Schools. • Making science more relevant to children’s DfES 2003 everyday lives It was exciting because • Links between science and other subjects it is a good place to be. should be made more explicit and Key Stage 1 pupil at Portsmouth strengthened to bring science to life Natural History Museum • Placing a greater focus on children’s thinking, questioning and investigative skills.

Science is about thinking creatively to try to explain how living and non-living Museums can help teachers to do things work. all this – read on to find out more! Sue Cooper, Raising Achievement Service, Oxfordshire County Council

I really enjoyed it when you put the animal skeletons on the table. I had a pigeon then you gave us a tricky question... why don’t birds have teeth. We answered it. Because the teeth are too heavy. Key Stage 2 pupil at Oxford University Museum of Natural History

Testing telescopes at the Museum of the History of Science, Oxford University Forces in Action at the River and Rowing Museum, Henley, supports: • Scientific enquiry • Materials and their properties • Physical processes • QCA Unit 6E Forces in Action. How can museums support the Primary Children: Science curriculum? • Enjoy, and get hands on knowledge of applied science • Develop scientific language • Understand experimental • Complete experiments successfullyprocesses • Collect data • Make conclusions • Transfer knowledge into the practical application of designing a boat.

A teacher said: It covered the key objectives for the science unit on forces for year 6. You have more resources so that there was more opportunity for the children to all be involved in the practical aspect of forces.

Because museums have real artefacts and specimens children are able to gain first hand knowledge through hands-on exploration, investigation and discovery

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Relating science Enhancing and broadening to everyday life the curriculum past and present Inspiring future scientists

credit: Peter Langdown

Crocodile encounter at the Oxford University Museum Where does food come of Natural History from? Museum of English Rural Life, Reading A close look at the New Forest Centre

The language the children I never realised there used following the visit was were so many bones far more descriptive and in a skeleton. Around the museum we accurate than if we had Key Stage 2 pupil at Fishbourne looked at all the dinosaur stayed in the classroom. Roman Palace fossils and skeletons. I was fascinated with all Teacher, Witney Community Primary School, Oxford University of them as I really want to Museum of Natural History be a palaeontologist when Sharing their expertise I grow up… I got really excited when you said Great for children to meet people could study with real engineers and palaeontology at Oxford be fully involved. University and I really want Primary School teacher, to go there now. Royal Engineers Museum Key Stage 2 pupil at Oxford University Museum of Natural History What can museums do for Early Years children?

Animal Antics at SEARCH Hands-on Museums can give children Centre, Gosport, supports the Early the opportunity to investigate Years Foundation Curriculum, and discover through hands-on covering at least one element from experiences with real objects each area of learning. and specimens, in an enjoyable way and in a new and Children: interesting environment. • Experience the five elements of play; pretend play, games, physical play, constructive play and explorative play • Explore real museum collections and specimens using magnifiers and microscopes to learn and understand what animals look and feel like • Dress up, play games, make things, join in with stories, songs and rhymes • Learn how to discover for themselves and to find out from hands-on activities.

Teachers said: • It sparked their imagination and made them think about living things. • The visit extended the curriculum beyond the classroom broadening children’s experiences.

One teacher said it was the most stress free day she had ever spent while working. Now that must be a recommendation! 7 8

The answer Find out about bees at Haslemere is yes lots of Educational Museum museums do!

At the Booth Museum Brighton, the Early Years Education Officer uses natural history collections linked to art and craft activities and stories. He visits Nurseries and Children’s Centres and children come to the museum with their parents for special sessions Oxford University Museum of and events geared to their needs. Natural History offers a range of fun and informative hands-on sessions and online resources that are free to all schools. All activities are designed to introduce young children to the specimens in the Museum. Sessions include Nursery rhyme animals, Dinosaurs and story, Skeletons and story and Bugs and story.

To find out about more museums who offer science sessions for Early Years look at the table on page 24 Encouraging children to investigate and question Making sessions hands on and fun

I like touching things instead of just watching.

It was a fun way of learning because we got to do experiments and feel the stuffed animals.

Investigating at the Mary Rose Museum Doing it hands-on makes This is the T-Rex from it stick in your mind. Maidstone Museum – I really enjoyed doing the I think you will agree with the Key Stage 2 pupils taking part in science experiments and Inspiring Science a programme comment below – and just to raise achievement in Science finding out how the Invicta peeping through it is Harry, SATs at SEARCH and the Royal Navy (steam engine) worked. from Teston Nursery School Submarine Museum, Gosport. Key Stage 2 pupil at the Museum of Canterbury for All Steamed Up! I loved learning about teeth, especially the T-Rex. We never really do science It was gianormous even where we can see and hold though it was just the some of the most amazing cheek. And it was great plants… That was the best fun. I’d like you to come science lesson ever. back because it was interesting. Primary school pupil at Harcourt Arboretum, University of Oxford Pupil from Chevening CEP School in Sevenoaks after a Teeth and Bones outreach to their school

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Giving them a purpose/ context for finding out Focussing on skills as well as knowledge Listening to children’s and understanding ideas and asking them to explain

Flour Power at the Museum of Canterbury

Using IT, Reading Bug Club Project The best bit was turning the Museum’s big stone round (to grind the Examining and discussing flour). It was dead hard cos the evidence at they didn’t have windmills Maidstone Museum Excellent hands on opportunities to learn about and stuff in Roman times. insects. Very visual and Key Stage 2 pupil, Flour Power, interactive to inspire Museum of Canterbury Guildhall gave the further research. children a chance to Teacher, Portsmouth Natural handle artefacts and History Museum discuss what things could have been used for rather Giving children first-hand experience of artefacts and than be told... specimens that may not be found anywhere else. Year 5 teacher, Guildhall One thing I’d tell another school about this Museum, Rochester What I felt most was session is that you see things you will never intrigued and interested [have seen] before. because there were Pupil and teacher, Shadows and Sundials, loads of things to Museum of the History of Science, Oxford University look at. Museums offer children the opportunity to investigate and learn in a safe and stimulating environment

What can

Minibeasts, Portsmouth Natural museums offer for Key Stage 1 History Museum, supports: children? • Scientific Enquiry • Life processes and living things. Children • Discuss • Compare • Investigate • Identify • Explore • Enjoy

Teachers said: • Excellent hands on opportunities to learn about insects. Very visual and interactive to inspire Children said: further research. • I thought it was great. I liked the bit • Had fun learning in a different when we went to look for minibeasts educational setting. in the huge garden. • We went in the garden and we had a word called invertebrate.

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Many museums offer science sessions for Key Stage 1 pupils

At Lewes Castle you can learn about Materials and Forces!

Watch a Magic Lantern show at Rochester Guildhall Museum

Super resources that are not available in school so captivated children.

A very enjoyable and interesting session which I’m sure has stimulated an interest in anatomy in many of the participants

The museum was great; it was lovely to be able to handle all the fossils.

To find out about more museums who offer science sessions for Key Stage 1 look at the table You can go to credit: Stewart Turkington the Ugly Bug Ball on page 24 at the River and Rowing Museum Museums offer children the opportunity to employ different learning styles – especially those who favour a kinaesthetic approach Museums can help to explain, reinforce and embed learning about science

Clock this! Museum of Canterbury

I liked filling the Egyptian credit: Peter Langdown water clock, being a (human) Sorting Soils at sundial and doing the SEARCH, Gosport pendulum experiment. Key Stage 2 pupil, Clock This! It was helpful talking about Museum of Canterbury skeletons again and seeing how muscles work. Also I had trouble Exploring at the I really found my visit with keys before but now New Forest Centre interesting, and I loved I understand them. all the models. It was fascinating being able to Touching and feeling things actually smell the different helped me understand things smells of a dinosaur. I struggled on. Key Stage 2 pupil, Dinosaur Isle, KS2 pupils Inspiring Science, SEARCH Isle of Wight and the Royal Navy Submarine Museum, Gosport

13 Museums provide real specimens and artefacts, which children can observe 14 closely, investigate, compare What can museums do for and use to make deductions Key Stage 2 children? They learn about: • Victorian collecting and natural science Meet the Booths, Booth Museum and the Booths – prominent Victorian of Natural History, Brighton supports: collectors and important figures in the • Scientific Enquiry categorising of the natural world • Life processes and living things. • The science of taxidermy Children: • The habitat of different birds and how they have adapted • Handle, observe and closely explore specimens • How birds have different beaks and feet, which tells us about the ecology of • Are introduced to the Booth Museum their species. and find out about the work of Mr and Mrs Booth and explore the exhibition spaces to look at Taxidermy • Investigate feathers under a microscope.

Children said: • The feathers through the microscopes was very interesting. • When we looked under the microscope and saw how detailed it was.

Teachers said: • It was an opportunity for children to get up close to the animals. The microscope activity was extremely educational. • Very enjoyable – children were fascinated and stimulated. Brading Roman Villa, Digging up the Past a cross-curricular session which links History, English and Science. Lots of museums offer science sessions for Key Stage 2 pupils

Buckinghamshire County Museum and the Roald Dahl Children’s Gallery, Rock around Aylesbury combines a self-guided walking tour around the town centre of Aylesbury looking at how rocks are used in the local environment with It was a fun way of learning. rock sample handling and We were doing and learning, analysis in the Museum. not watching and learning. I loved visiting the big submarine. It made me feel good. At the Museum of Canterbury there are What amazed me on my visit some wonderfully named was the golden eagle... it was so sessions which include beautiful when it was in the sun. Skeleton Pit, Chitty Chitty Bang Bang!, Wheely big idea, All Steamed Up, Calculators and computers and Simply Electric! To find out about more museums who offer science sessions for Key Stage 2 look at the table Dover Museum has on page 24 Materials, a drama workshop on the use of materials and a look at materials used in the past. New workshops to support science for Key Stages 1 and 2 are being developed.

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Museums help children to make connections Museums help between the theory of children to become science and real life more confident in their ability to be scientists Museums introduce children to new things, people and places, which are often very different to their normal surroundings

Feeding time at Cogges Manor Farm Museum, Oxfordshire Investigating at Milestones, Basingstoke

In the Submarine Museum it Museums connect was great because I found out children to the history I was able to do the work and Exploring at Chatham of science and its I was considered clever. Historic Dockyard relevance today Joe aged 11, Inspiring Science, SEARCH and the Royal Navy It was a very valuable Submarine Museum, Gosport experience the children will remember. Museums are important to teach children about the wider world that they might not have the opportunity to do or see. Teacher attending Animal Antics at SEARCH, Gosport

Awe and wonder at Lightning Strikes featuring eighteenth century style electrical demonstrations at the Museum of the History of Science, Oxford University What can museums do for

Museums can challenge and Gifted children?and Talented stimulate Gifted and Talented children to explore science, engineering and technology in a different and exciting learning environment. Bridge Building Competition, Royal Engineers Museum, Gillingham, supports: • Scientific Enquiry • Materials and their properties • Physical processes. Children: • Learn about the application of science in an enjoyable way • Explore the physics behind • Have opportunities to meet bridgepeople structures who are building bridges today and gain hands-on, practical experience and apply scientific principles • Engage in creative thinking and the Children said: application of that creativity and problem solving in a real-life situation. • I learnt a lot about bridges and the war. I also learnt that triangles are really good to use as a base support. • I learnt about properties of bridges.

A teacher said: It gave our children the opportunity to be actively involved in creating a bridge using the expertise from the Royal Engineers… a unique opportunity to experience the life of a Royal Engineer, meeting real soldiers, handling their equipment and experiencing drill. It made DT fun and for a purpose and with the added bonus of a competition To find out which other really challenged the children to work as a museums offer sessions for Gifted and Talented pupils look team and produce their best. It is a memory, 17 which will stay with them into adulthood. at the table on page 24 18

Museums can offer teachers fresh insights into scientific study

We could have spent the whole day doing this – and how amazing to see the real specimens... I wonder how many children Museums can help teachers realise that butterflies are covered in those tiny hairs for example. to deliver the curriculum in Year 4 teacher, Minibeasts, Tunbridge Wells a cross-curricular way Museum and Art Gallery I was particularly impressed that a wide range of subject I must say that the adults seemed to areas were included in the take away as much new information activities. In addition to science as the children. children enjoyed maths, Student teacher at Oxford University Museum language and literacy and of Natural History creative tasks. Teacher attending Animal Antics at SEARCH, Gosport

History and Science spark the imagination at Brooklands Museum, Weybridge Museum collections can be used to support any curriculum subject Any museum collection can support the study of Science

How can museums demonstrate the link betweensubjects? curriculum Museum Detectives, available at many museums across the South East region, provides an opportunity to learn how the staff at your local museum use their scientific knowledge to safeguard the museum’s collection. Museum Detectives supports Science, Citizenship, PHSE, Maths and English.

Children: • Learn about museums, who works in them and what they do • Investigate, compare, measure and work in a scientific way • Use scientific knowledge and understanding to explain and interpret a range of everyday changes • Communicate ideas and explain the behaviour of materials • Have fun, be surprised, have innovative thoughts, be creative, explore, experiment and be inspired.

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Museums can help Museums can help to deliver teachers to make wider a creative curriculum use of creative contexts e.g. role play, stories, open ended investigations

Castle Challenge at Oxford Castle Unlocked Role Play at Maidstone Museum A brilliant way to inspire the children and start a topic with the onset of the Museums can help creative curriculum! with the delivery of Primary School History Co-ordinator, Extended Services Museum of Canterbury The Curriculum only touches the “tip of the iceberg” where museum collections are concerned and extended services are a marvellous way to really make the most of what museums can offer. Many museums are able to come out to schools and bring their collections to After School Clubs and others can cater for after school groups in the museum. The Bug Club, Museum of Reading, created an extended services teaching and learning How can museums kit, which could be adopted, by any school as a package to support Natural History studies. offer science activities for Extended Services? Children: • Enjoy a fun learning experience with a museum context so that they can see how a real museum works, what it does and what it is there for and also begin to understand the idea of collections Children said: • Think about, and understand, collections • There should be a charge for care and conservation and link this to the club, I would pay to come! conservation of the environment and • The best bit about the pond local habitats dipping was being able to see • Develop skills in a learning situation what was under the water. which is different from the formal classroom • I like the pond best because I e.g. social skills (group work, pair work), have never done that before. communication skills, creative skills, and IT skills.

To find out which other museums offer sessions for Extended Services look at the 21 table on page 24 22

Museums can inspire teachers to approach the teaching of science in new ways Museums can reinforce classroom learning

Investigating Roman materials at the Museum of Oxford Shadows and Sundials Museum of the History of I was extremely impressed with Science, Oxford University [the session leader] who gave an outstanding talk on ‘Skeletons’ with Now all that information is going lots of hands on contact with exhibits. round my head and has gone into I have to teach aspects of the skeleton to my brain and I will not forget it. 3rd year undergraduates in Biochemistry Key Stage 2 pupil, Oxford University and I have come away with new ideas Museum of Natural History for making this topic more interesting. Parent attending with Primary School, Oxford University Museum of Natural History

The children… came back enthusiastically spreading the word about museums. I was similarly impressed and came back with some tips from you on how to teach science. Primary School teacher, Oxford University Museum of Natural History Museums can help to raise attainment in Science

Inspiring Science, SEARCH, and the Royal Navy Submarine Museum, Gosport, aimed to raise interest and attainment in science at the age of Key Stage 2 to Key Stage 3 transfer by: • Using the collections and expertise of the two museums to offer whole-day science workshops to Year 6 groups Results: before the SATs • Significant improvements • Running family workshops with a more informal have been made in the learning approach Science SATs results of some participating schools • The workshops cater for a range of abilities and learning styles and are largely hands-on and discovery based, • Schools now regularly book using real specimens and collections where possible. a visit to the museums because they know that the experience is beneficial to their pupils. Children said: • I learnt to work at a quick pace and to understand the question that is being asked and how to plan an investigation. • SEARCH helped me open my mind and concentrate because I like doing hands-on things. • It helped me know how to complete an investigation and how to explain the task in more detail.

Teachers said: • Valuable activity day. Very useful for revision in a different way. • Excellent supplement to revision in schools.

Parents said: It’s been a great afternoon and we really enjoyed the science SATs at SEARCH. We learnt a great deal through the varied and interesting projects. 23 Museums which offer programmes or resources to support science or are prepared to look at how 24 their collections might support learning in science. Y = yes they already offer a science session. P = they would be prepared to talk to teachers about how they might support science.

Early Special Gifted & Extended Museum Telephone KS1 KS2 KS3 KS4 6th form years needs talented services Anne of Cleves House, Lewes 01273 405734 Y Y P P P YYP Aldershot Military Museum 01252 314598 PPP P Amberley Working Museum 01798 831370 Y Y Y Y P P Y Y P Andover Museum 01264 366283 YYY Y Ashmolean Museum, University of Oxford 01865 278015 PPPPPPPPP Banbury Museum 01295 672629 YYYP YY Beaulieu Motor Museum 01590 614786 PYYPPYYP Berkshire Aviation Museum 0118 944 8089 YYYPYPP Bletchley Park 01908 272664 PPPPPPPP Brading Roman Villa, Isle of Wight 01983 406223 PPYPPPYYY Booth Museum, Brighton 01273 292843 Y Y Y Y Y Y Y Y P Brooklands Museum, Weybridge 01932 857381 Y Y Y Y P P Y Y P Buckinghamshire County Museum and the Roald Dahl Children’s Gallery 01296 331441 PYYPPPYYY Bursledon Windmill 023 80 404999 PP Museum of Canterbury 01227 475204 YYPPPPPP Carisbrooke Castle Museum, Isle of Wight Heritage Service, 01983 523112 P Y Y Y P P P P P Chatham Historic Dockyard 01634 823811 PYYYPPYYP Chertsey Museum 01932 565764 PYPP PPPY Chichester District Museum 01243 784683 YYY YYY Cogges Manor Farm Museum 01993 772602 YYYP YPP Didcot Railway Centre 01235 817200 Y Y Y Y Y Y Y P P Dinosaur Isle, Isle of Wight 01983 404344 Y Y Y Y Y Y Y P P Dover Museum 01304 201066 YYYPPPYPY Eling Tide Mill 023 8086 9575 PPPPPPPPP Elmbridge Museum, Weybridge 01932 843573 YYP P Explosion, Gosport 02392 505603 PP P Fishbourne Roman Palace 01243 785859 P Y Y Y Y Y Y Y Y Fordingbridge Museum 01725 518657 YPP P Gilbert White’s House and the Oates Museum 01420 511 517 P Y Y Y Y Y Y Y Y Godalming Museum 01483 426510 PPPPPPPPY Guildford House Gallery 01483 444734 PPP PP Guildford Museum 01483 444751 P P Guildhall Museum, Rochester 01634 848717 YYYP YPP Harcourt Arboretum, University of Oxford 01865 343501 YYYPPYPP Haslemere Educational Museum 01428 642112 YYYPPPYPP Hastings Museum and Art Gallery 01424 451904 P P P P P P P P P HMS Warrior 1860, Portsmouth 023 9277 8609 PYYPPPPP Ifield Watermill 01293 539088 YYY Lewes Castle 01273 405734 Y Y P P YYP Littlehampton Museum 01903 738100 Y Y P P Early Special Gifted & Extended Museum Telephone KS1 KS2 KS3 KS4 6th form years needs talented services Maidstone Museum and Bentlif Art Gallery 01622 602853 YYYYPPYPP Mary Rose Museum, Portsmouth 02392 270521 YYYYYYP Milestones, Basingstoke 01256 403900 PP P Museum of English Rural Life, University of Reading 0118 378 8660 PYYYYYYYP Museum of Farnham 01252 715094 P P P PPP Museum of the History of Science, University of Oxford 01865 277297 P P Y Y Y Y P Y P Museum of Kent Life, Sandling 01622 763936 YYYP YP Museum of Oxford 01865 252761 PYY P New Forest Centre, Lyndhurst 02380 283444 P Y Y P PP Northmoor Trust, Little Wittenham 01865 409405 YYYYYYYYY Oxford Castle Unlocked 01865 260668 PYP PPP Oxford University Museum of Natural History 01865 272 950 YYYYYYYYP Painshill Park, Cobham 01932 868113 YYYYPPYYY Petersfield Museum 01730 262601 PPPP P Portsmouth City Museums 02392 827261 PYP PPP Quex Museum, Birchington, Kent 01843 842 168 YYYYPPYPP Reading Museum Service 0118 939 9800 Y Y Y Y Y Y Y Y Y The River & Rowing Museum, Henley on Thames 01491 415605 YYYPPPYPP Roald Dahl Story Centre and Gallery, Great Missenden 01494 892192 P PPP Royal Electrical and Mechanical Engineers (REME), Museum of Technology 0118 976 3254 YYYPPPPPY Royal Engineers Museum, Gillingham, Kent 01634 823212 PYPPPYYP 02392 819385 Royal Marines Museum, Southsea ex 243 PY PPP Royal Navy Submarine Museum, Gosport 02392 529217 Y Y Y P P YP Rural Life Centre, Tilford 07771 526889 PPP P St Barbe Museum and Art Gallery, Lymington 01590 676969 PPYYYPPPP SEARCH, Gosport 023 9250 1957 Y Y Y P P P Y Y P Slough Museum 01753 526422 YYPPPPPP Southampton Museums 023 8083 2758 PP The Lightbox, Woking 01483 737800 PPPPPPPP The Red House, Christchurch 01202 482860 PPPPPPPPP The Redoubt Fortress and Military Museum, Eastbourne 01323 410300 PP Tunbridge Wells Museum & Art Gallery 01892 554171 Y Y Y P P P Y Y P Vale and Downland Museum, Wantage 01235 771447 PP Weald and Downland Open Air Museum, Singleton 01243 811459 YYP PYY Westbury Manor Museum, Fareham 01329 824895 P Winchester City Mill, National Trust 01962 870057 YYYPPPPPY Wycombe Museum 01494 421895 P Y Y P PYYP

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SLIME is Science Links in Museum Education, a network of museums in the South East who want to tell you about the great things museums are doing to support science!

Exploring evidence at Oxford University Museum of Natural History

• ‘How science works’ includes scientific method and the way scientific knowledge develops. On board HMS Cavalier at Developing ideas and theories Chatham Historic Dockyard lies at the heart of science.

• ‘How science works’ focuses • Museums are places of inspiration that on the evidence to support or can help to forge the connection between refute these ideas and ‘science in the classroom’ and ‘science theories. Museums can supply in the real world’ through a wealth of that evidence and offer objects, stories and material evidence. students the opportunity to explore ideas and theories. • Museums are particularly well placed to address the demands of the new secondary schools’ science curriculum by providing contexts for exploring ‘how science works’, reinforcing cross-curricular links, and offering a novel aesthetic experience to children’s experience of science. 3 4

Dinosaur extinction, a Key Stage 3 session at Oxford University Museum of Natural History

Students: What kinds of • Assemble the skeletons of imaginary animals sessions are available for Key Stage 3 students?Students said: • Discover how misconceptions can arise when trying to make sense of • I feel that I learnt more from this visit than prehistoric life from the fossils record I would usually learn in the classroom. • Explore how ideas about the animal’s I enjoyed the things that you could touch. shape and posture changed as • In our visit you had to go and find things different pieces of evidence emerged and you have to make your own decision. • Look at and handle fossils and casts It’s not just given to you. • Devise an Iguanodon quiz based on primary evidence Teachers said: • Work out how complicated trace fossils were formed and use them to • I would certainly be happy to bring a group predict how dinosaurs moved of students to a repeat event next year. • Find out how ideas are modified to • Especially relevant to the new KS3 course. take into account new evidence • Examine a cast of the Deinotherium gigantium’s skull and speculate how the tusks were used. Sixth Form Students examining DNA at Oxford University Museum of Measuring at Fort Nelson, Natural History Portsmouth

In order to understand how Science teachers who only use science works, learners experiments to draw attention to need skills such as: physical phenomena and to illustrate scientific ideas run a risk. Their • Practical collection of data students may get the impression • Working safely that science is nothing more than • Presenting scientific information. facts and laws that need to be Museums can provide opportunities learnt and understood. for students to do all this. Museums and their collections Students need to understand the can put the learning of power of science to explain science into a context and phenomena, the way understanding make it interesting, real and of science changes over time and relevant to students. the applications of contemporary scientific developments. Museums are well placed to deliver this difficult and central part of the curriculum.

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How can museums help Museum collections students to investigate can help students to focus on environmental issues? environmental impacts in the past andfor make the future! predictions

The Energy Shapers Project, Students said: Northmoor Trust • We had to expand/develop Students: our ideas instead of stating the obvious. • Understand the complexities of the landscape and what shapes it • We learnt about the complexities of the issue • Appreciate our impacts on the and how difficult it is to landscape and the environment please everyone. • Predict how it might look in the future depending on our actions today • Make choices at a personal and A teacher said: a policy level for the future ...thought provoking • Learn from the past to make ...and a taster for informed decisions for the future real life conflicts of interest. • Understand what the real energy options are for a future community, based on the scientific data and future technology • Make informed choices that cut carbon emissions • Investigate the reduction of energy consumption • Understand how we can choose to minimize environmental impact. Students are challenged to find out which is the real gold coin from a selection of replica Mary Rose coins.

The new science curriculum offers teachers more freedom regarding content and more In the store at Fishbourne emphasis on the workings of Trying on a replica corset at Roman Palace science. Museums have a Tunbridge Wells Museum wealth of artefacts and Museums can address specimens, which can be ‘how science works’ from Seeing the real thing really investigated and explored. several different perspectives, helps the students to grasp for instance: historical how these items were made and the work that went into It gives them a real them. Trying on the [replica] perspective on how patterns costume goes down well too! of thought were changing Teacher, Corsets & Crinolines, at that time, as well as just Tunbridge Wells Museum and being very interesting. Art Gallery Working with the MHS gives a different perspective on our work. Secondary Teacher, Surgery and Anatomy in the Seventeenth Century at the Museum of the History of Science, Oxford University

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Can museums with historical artefacts support science? Yes science and history are inextricably linked

The Mary Rose Barber-Surgeon at the Mary Rose Museum, Portsmouth, aims to combine history and science using the evidence of the Barber-Surgeon. The session is suitable for GCSE History of Medicine students or KS3 cross-curricular enrichment. The human remains element is also useful for A Level Archaeology study days. Students: • Gain a deeper understanding of the Barber-Surgeon’s role • Become aware of the amount of science involved in the Mary Rose project and how science illuminates history and vice versa • Investigate the Mary Rose human remains • Consider possible interpretations of injuries in relation to occupations on board • Understand the outcomes of Tudor …it brought the medical practice museum to life. Key Stage 3 teacher • Use scientific knowledge to: •  Compare the theory of the Four Humours Very useful – especially with modern knowledge of processes, lecture on human bones, such as digestion and circulation diseases and life on board.

 • Analyse Tudor medicines in terms of A Level Archaeology student the properties of the plants and chemicals used  • Make an informed judgement about the likely effect of the Barber-Surgeon’s treatment on the body. Museums can address Woodland Ecology, University of Oxford Harcourt Arboretum ‘how science works’ by includes a tour of the Arboretum, exploring contemporary looking at woodland and grassland issues management methods. During the tour students explore the working Science Behind the Headlines, coppice, mature woodland and wild Oxford University Museum of flower meadow, compare each area Natural History, for Year 12 and and find out how each is managed to 13 biology students, is part of a produce timber in a sustainable way study day for 300 students. The and to conserve biodiversity. programme includes talks and discussion led by University Students: scientists. The aim of the day • is to encourage dialogue Reflect on and discuss the ethical between scientists and reasons for maintaining biodiversity secondary school students. • Discuss the advantages and disadvantages of a variety of Museums can address quantitative and qualitative ‘how science works’ sampling techniques through stories about, • Use an appropriate quantitative and contact with, method to measure diversity in scientists and engineers three areas at different stages of succession. I was so impressed with the activity and the interaction of the scientists with our kids! Real science, cool science and why I studied zoology in the first place. Teacher, Study Day, Oxford University Museum of Natural History

Investigating the Wildflower Meadow at the Arboretum

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supportMuseums and enhance can study at GCSE level!

Students said: • I was fascinated by all the old instruments – they looked amazing. • I learnt about how telescopes developed in history.

A teacher said: Astronomy: Observing the Universe, • This was a great session which Museum of the History of Science, summarised lots of the things Oxford University we have been doing in the GCSE syllabus and put it in an Students: engaging historical context. • Gain an understanding of: •  Changes in the design of telescopes •  The difficulties of observation and perception in Science •  The historical role of telescopes Museums can support in astronomy the study of Applied • Investigate a range of early Science GCSE astronomical instruments At Fort Nelson (Royal Armouries) Science • Experience and compare different in the Workplace gives the students the designs of telescope opportunity to experience the real • Make a model of a simple mariner’s science on the site. astrolabe and use it to solve a problem • Are inspired by historical instruments • Are stimulated by the different learning environment • Relate the theory back to real historical figures. To find out about other museums who offer sessions for GCSE students look at the table on page 24 Museums are able to work with schools to encourage students to consider Further and Higher education.

The Museum of English Rural Life, University of Reading provides sessions for secondary pupils who might not usually On board HMS Cavalier at consider higher education. Chatham Historic Dockyard A new viewpoint at Sessions are either part of Brooklands Museum, large-scale taster day events Weybridge Physics in Action, Chatham or small-scale sessions for GCSE Historic Dockyard, is delivered by groups in conjunction with the a former weapons expert in the Museums can address Departments of Agriculture Royal Navy who discusses how ‘how science works’ by and Food Biosciences. Physics is put to practical use by providing opportunities the Royal Navy. The students Brooklands Museum, Weybridge, then have a submarine tour that to examine material works in partnership with the relates to the theme of the talk. evidence that gave University of Surrey to run Students commented that it gave form and meaning to Engineering Taster Days, which them a practical view of Physics the nature of ‘our’ aim to provide students with in the real world and they could a better understanding of the see how it is used. scientific culture. principles of Aerodynamics, and provide a stimulating, enjoyable and fun day designed to be accessible to students of mixed abilities.

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The new curriculum emphasises cross- curricular aspects of science e.g. links between science and technology/design/ RE/public engagement. Museums are well Examining the collections placed to support at Tunbridge Wells Museum teachers with delivering A Level Geologists at and Art Gallery science as part of a Dinosaur Isle, Isle of Wight cross-curricular offer Corsets & Crinolines, Tunbridge Rocks and Fossils, Dinosaur Isle Wells Museum and Art Gallery (Isle of Wight) examines both the construction and materials, and social history • A Key Stage 3 Field Trip is primarily aspect of structural underwear. linked to the Science curriculum but At the same museum Insects as also encompasses aspects of Inspiration for Art uses Natural Geography such as “Geographical History collections, and another enquiry and skills” and “Knowledge workshop uses boxes and and understanding of places”. scientific instruments from the • At GCSE and Advanced level collections to inspire artwork. Geology (palaeontology, sedimentology, folding and faulting, fossilisation processes) links with Biology (evolution, classification of organisms) and Geography (coastal landforms and processes) and can also provide inspiration for Art students. The boxes were really • Students often also use ICT (for interesting. You didn’t know instance cameras) to record and what was going to be inside. produce a report on their visit We put the white gloves on and findings. and we were allowed to touch the things. Year 10 student, Tunbridge Wells High School Hands on at the Oxford University Museum of Close Observation by Natural History a Sixth Form Student at Maidstone Museum Emphasis on kinaesthetic learning styles, also Children’s experience of engages literacy and science is often shaped by narrative element their experience of the school (children who like to laboratory. Museums can communicate and learn provide a different aesthetic through ‘telling stories’). experience motivating children who are not Museums have artefacts otherwise interested and specimens which in science. provide evidence to support scientific theories You could see everything first and ideas and inspire hand and you weren’t distracted an interest in, and by the things at school. enthusiasm for, science Year 10 student, Microscopy, Museum of for a range of abilities. the History of Science Oxford University

…Using museum objects like this, in a different teaching environment, I enjoy looking at historical allows a different side of the products and investigating things/ students to be seen. guessing and picturing stories/ Artist at Tunbridge Wells Museum people from products. and Art Gallery Science Challenge at the Mary Rose Museum for Key Stage 3 Students. 13 14 Can museums work with Special Needs Groups?

Yes the multi-sensory nature of museum education means that pupils with special needs gain great benefits from handlingat museums! sessions

Teachers said: • Our department (learning difficulties) has now been to four sessions at Maidstone Museum... Our students • Most museums are happy to adapt have thoroughly enjoyed and learnt their sessions for Special Needs from every one. They have handled Groups. Some museums offer real ancient artefacts, fossils and specifically designed sessions. preserved animal specimens, they have created their own clay models • Children and young people with of what they’ve seen and hunted for Special Needs particularly benefit their own live specimens. from the multi-sensory experience that museum learning provides. • Maidstone Museum has proved an invaluable resource... with skilled, • Maidstone Museum and Bentliff Art energetic staff who go to no end of Gallery offered tailored sessions for trouble to ensure our students are Special Needs Groups. stimulated and made welcome.

Students from To find out about other West Kent College museums who offer sessions meet T-Rex for Special Needs groups look at the table on page 24 Museums are well placed to cater for Gifted and Talented groups providing new challenges in a different learning Car Construction environment! Challenge, National Motor Museum, Beaulieu

Students: • Learn about the types of cars in the museum and the history of the cars • Apply learning in Science and Design and Technology in a practical way • Learn in a cross curricular way • Follow a real brief • Think creatively about the materials used in car design Astrolabe at the Museum • Design a car and make and test a of the History of Science prototype Oxford University • Enjoy learning in a different environment • Work in teams and disseminate their What is this thing called an learning to other students. astrolabe? Museum of the History of Science, Oxford Teachers are re-inspired and motivated by University gives secondary the different environment and by seeing students a challenging and how students work in a different context. interesting opportunity to understand the origins of an extraordinary astronomical calculating device. Students Gilbert White Field Studies Centre make a working model of an offers one day or ‘residential’ astrolabe and find out how to (5 day) sessions in environmental use it to calculate the positions sciences and cross-curricular of the sun and the stars. subjects. The core activity is usually science or geography based, around which will be built To find out about other museums responses and evaluation of their who offer sessions for Gifted and role in environmental issues. Talented students look at the table on page 24 15 Inspiring Science was written by Sharon Bristow, Learning Manager for the South East Museum Hub. Special thanks to all the individuals who have contributed to the publication. This publication has been made possible through funding from Renaissance. Renaissance is the Museums, Libraries and Archives (MLA) Council’s £150 million programme to transform England’s regional museums. For the first time ever, investment from central government is helping regional museums across the country to raise their standards and deliver real results in support of education, learning, community development and economic regeneration. Groups of up to five flagship museums in each English region, known as Hubs, are working alongside the Museum Development Service to promote good practice and provide advice and support. Renaissance is helping museums to meet people’s changing needs – and to change people’s lives. For more information about the South East Museum Hub visit the Renaissance South East website www.museumse.org.uk

Published by the South East Museum Hub, December 2008 © South East of England Museum Hub 2008

Further copies of the publication are available from: The South East Museum Hub Hampshire County Council Museums and Archives Service Chilcomb House Chilcomb Lane Winchester Hampshire SO23 8RD www.museumse.org.uk

This publication is also available in large print and computer disc formats on request from the South East Museum Hub.

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