This year’s show launch coincides with the beginning of British Science Week and takes pupils on a journey from the depths of the ocean to the far reaches of outer space. Audiences participate in understanding our place in the solar system, how engineering will allow us to explore more of these unchartered areas and the science and technology needed to survive in these extreme environments.

The theatre show culminates in a five metre diameter inflatable model of the Sun next to a marble, as a scale representation of the Earth, to show just how huge the solar system is. These demonstrations bring science concepts to life for the students.

The 2023 schools roadshow kicked off at Court Moor School in Fleet, Hampshire (left) and is set to educate and entertain more than 100,000 pupils across the UK this year. Last October, the team reached the remarkable milestone of engaging with their one millionth pupil.

Paul Jenkins, Head Teacher at Court Moor School, said: “The BAE Systems STEM roadshow is one of the highlights of the year for our students. It manages to inspire them about both their lessons and their life beyond school. It’s particularly of great value to our female students who get to see young, cool and female scientists and engineers which challenges embedded stereotypes and opens their eyes to a world of excitement and possibility. A number of our children walk out of these sessions with a new perspective and start to imagine their future in STEM industries.”

Julian Cracknell, Chief Technology & Information Officer at BAE Systems, added: ‘’There’s never been a more exciting time for young people to be studying STEM subjects. Technology is developing at an unprecedented rate and the next generation of engineers, mathematicians and scientists will be at the forefront of shaping our world for the better. I hope this year’s STEM roadshow inspires our young people to dream big with ambitions such as exploring the solar system, creating pioneering clean energy solutions or developing life-changing medical cures.”

These rare samples were provided to school through a project called ‘Borrow the Moon’ by the UK’s Science and Technology Facilities Council (STFC) which provides educational packs in a bid to inspire young people in Science.

Hundreds of schools, colleges, universities, museums and astronomical societies throughout the UK have enjoyed the meteorite samples and NASA Moon rock discs since the scheme began.

The children were encouraged to reach for the stars and learn more about the Universe around us during a week-long interactive experience of astronomy. They were given the unique opportunity to touch a piece of a space rock as they handled genuine meteorites.

The pack provided by STFC included a 1.2-billion-year-old piece of Mars rock and 4.3-billion-year-old nickel meteorite. It is unlikely that children will ever get the chance to hold an object older than this, as Earth itself was formed 4.6 billion years ago.

The lunar samples that we received were collected in the late 1960s and early 70s during some of NASA’s first manned space missions to the moon.

Jayde Weir, Interim Principal at Birstall Primary Academy, said: “When the opportunity was presented to us at Birstall we leapt at the chance to give out students this once in a lifetime opportunity.

“All the children involved thoroughly enjoyed the experience and were fascinated to be able to touch something that was truly out of this world.”

Ahead of last week’s launch in Paisley of UNBOXED: Creativity in the UK ( the free

Can you firstly tell us a bit more about About Us and the event itself?

It’s one of the 10 UNBOXED projects, a celebration of STEAM and of creativity across the UK. We’re bringing poetry and STEM together and showing how they complement each other. It just takes a bit of imagination (and some fantastic technical know-how) to bring these different disciplines together.

In its simplest terms it’s a light show, part of a collaboration between Stemettes, 59 Productions (who create productions like this), and The Poetry Society, who work on poetry and the promotion of poetry. It aims to engage with young people, and engage them with STEM and STEAM. The light show takes you on a 30 million year journey from The Big Bang to us here in Paisley, looking at civilization, what happens with cells and early human life and how we’ve ended up here, looking up at Paisley Abbey and how we all are connected to the universe. Technically we’re all made of star stuff, so that that’s what the whole event is about, it’s a celebration of Paisley and its place in the universe.

We’ve done a lot of work in the community and in local schools in the last couple of months, working through poetry workshops, working through STEM and coding workshops, and so what the children have created is a big part of the light show as well. We’re hearing their poetry and seeing it, we’re seeing the avatars that they’ve created in elements of their animations.

Awe was the key word that we had in mind when we were pulling this together, so that’s in essence what the show is about – awe and bright lights and a celebration of Paisley.

Can you elaborate on the STEAM acronym for those maybe unfamiliar with it?

STEAM stands for science, technology, engineering, arts (and design), and maths – it represents a combination of all those disciplines. You can’t do STEM without art and design, without that creativity and expression. If you look at something like product design, it’s easy to see that the most impactful have that appreciation for the arts. All of them have leant into some of the skill sets that we have in the arts. Indeed, you’re much more likely to win a Nobel Prize in the sciences if you’ve engaged with the arts during your upbringing, which runs counter to the image people maybe have of scientists, that the best scientists have only ever done science and only ever do science. In fact, being able to recognise those softer artistic skill sets, combine them through collaboration and communication, that’s really where we solve problems properly.

So that’s the heart of STEAM and of course this About Us project and the whole of the UNBOXED Learning Programme.

Has asking schools to combine very different disciplines like this been a challenge?

When the proposition is explained clearly, and the benefits of this sort of cross-curricular work are articulated in a way that makes sense for schools, then we find buy-in comes pretty quickly. The resources that we’ve put together as part of this allow teachers to see for themselves how it can work in the classroom and benefit their pupils. Obviously, schools have been through a really tough time during the pandemic, and we’re now approaching exam season and all the stresses and demands that come with that, but fundamentally we’re aiming to build something here for the longer term and we really do hope, through the excitement of events like the light show, that we will inspire the younger generation to take their first steps on this great journey.

You are very passionate about this, where does your inspiration come from?

Creativity inspires me, curiosity about how things work and how the things we build create a legacy long after we’re gone. I took a VCR apart when I was younger, trying to understand how the cassette went into the machine, how the mechanism played the tape – basically breaking things down to understand how they fit together and how, once you understand that, you can solve problems with the knowledge you’ve gained.

Of course, once you talk about solving problems, then you can start working for the greater good – and that inspires me as well, the idea that things don’t always have to be harder, faster, stronger, bigger or whatever as an end in itself, rather that those attributes are really just a means to an end, and that the goal is using all of the resources at our disposal to make life better for all of us.

I’d also like to see us drawing on a much more diverse pool of talent than we do currently, and I’m inspired to realise that goal, because the more diverse the pool, the more diverse the voices we hear and the better the things we create will be.

How do you show children that STEAM is fun and not just “boring” technology?

Children like to play. If you give them the right environment to play and to create, who doesn’t want to express themselves?

Recently we were running a hack on Healthcare and getting young children to build apps. They loved it – I’m thinking of two little girls who spent the weekend building a house app because they had included talking fruit in their app and to them it was the most hilarious thing they’d ever seen. It’s one of those things where you don’t have to force them because they’ve made something, they’ve explored, they’ve played with the technology.

A couple of years ago we did a big data hack using Twitter and it was so interesting to see what interested the young people we had at the hack. One of them was obsessed with Chelsea Football Club and so that was what she dived into, analysing the Twitter feeds of Chelsea players at that point and generating infographics from them. Her little sister was obsessed with Build-a-Bear so she went around and collected some fantastic information on that. There was another girl who wanted to find  out the best member of One Direction.

Everyone has passions. Everyone sees problems that they’re very aware of, and they’re growing up with all of these, and so they’re really, really aware of what needs to be solved. They really care, and so I think it’s being able to show technology in that context, and allow people to get creative.

What age range are you targeting with the resources you mention?

Basically from 4 to 19, the gamut of primary and secondary education.

Knowing what you know about STEM in schools, do you think there’s enough collaboration between these disciplines in mainstream education, or do you think that there could be more focus on collaborating and skill sharing?

There could always be more. Collaboration is one of those things where the more you do, the more you learn, the better you get, so I think there’s definitely more that could be done. I do actually think it’s an interesting one. Teachers are between a rock and a hard place I think on this, because exams are not (for the most part) collaborative. Most SLTs have particular KPIs and metrics they look at to gauge how well their schools are doing, but I think with a bit of imagination these metrics can actually be made to work to provide a more collaborative setting in schools – for example, how can school leaders reward time that’s spent in collaboration? How can they reward this future skills work by teachers which is happening in their schools? Obviously, it does require investment, experimentation, and a little bit of thinking outside the box to give teachers agency to be able to try new things.

I think teachers do want to do this, but at the moment there’s a sense that there’s not enough positive reinforcement and support for those teachers when they do go a little bit outside the box, so we do certainly need more support and buy-in from SLTs to help build these core skills of collaboration – don’t forget, these skills are going to help close up the gaps that have been left by the pandemic and really address many of the issues around wellbeing and lost learning which we’re hearing so much about now.

UNBOXED: Creativity in the UK – funded by all four governments of the UK – is the biggest, most ambitious creative programme ever presented on these shores. The programme offers a once in a lifetime opportunity for pupils aged 4-19, to become immersed in science, technology, engineering, the arts and maths (STEAM), through a range of remarkable projects across the UK and FREE online learning experiences. Explore the free resources today https://unboxed2022.uk/learning-programme

Millions of young people across the UK are set to benefit from a unique schools’ programme that puts creativity and collaboration at the heart of learning based on real-world examples.

UNBOXED: Creativity in the UK is launching the programme designed to inspire young people, aged 4 to 19, with its creative projects showcasing collaborations across science, technology, engineering, arts and mathematics (STEAM).

The UNBOXED projects involve hundreds of events and activities across the UK and online, and cover a range of ideas, including space and science, the environment, growing and sustainability, and history and community. From a bio-diverse forest in a city centre to a North Sea offshore platform transformed into a giant artwork, schools can experience first-hand these creative successes when engineering and design, scientific research and technological innovation, including AR and artistic work, come together.

Designed by educators, teachers, technicians and artists with a wealth of experience in STEAM, this free learning programme from UNBOXED includes engaging and fun lesson plans, worksheets and presentations to stimulate young people’s creative thinking, encourage global citizenship and develop the skills they will need for the future of work. The resources are aligned to the curriculum across all home nations and suitable for enrichment and personal development. The programme is entirely flexible and offers a complete blend of class-based, online, real-world and location-based learning.

Resources currently available are linked to About Us, an immersive journey through 13.8 billion years of our history from the Big Bang to the present day; Our Place in Space, designed by renowned artist and writer Oliver Jeffers, which recreates the solar system as a 10-kilometre trail here on earth and Dreamachine, an artwork you ‘see’ with your eyes closed, which explores the human mind, as part of a massive research project into human perception.

Future resources will be based on StoryTrails, one of the biggest people’s history projects ever undertaken; Dandelion, a Scotland-wide growing project that reimagines the harvest festival for the 21st century; Green Space Dark Skies, which considers the environment and the UK’s beautiful landscapes; PoliNations, which is inspired by the fact that almost 80 per cent of the UK’s plant life originates from overseas; GALWAD: A story from our future, which projects the population into 2052, and SEE MONSTER, a feat of engineering and design that transforms a decommissioned off-shore North Sea platform into a space to playfully explore reflect the great British weather, reuse and sustainability.

According to a recent report from the Policy & Evidence Centre ”The promotion of creativity in educational settings can help young people build entrepreneurial skills and improve their future employability”. The UNBOXED Learning Programme recognises the importance for teachers to provide future skills-based and real-world learning to the classroom and seeks to reinvigorate creativity in every classroom in the UK. It believes creativity – our creativity – has the power to change the world.

Bhav Patel, Year 5 Teacher at West Hill Primary School, Staffordshire, said: “The resources we had from About Us were brilliant. They give children the ability to combine their creativity and science knowledge, through writing a poem based on space. It was so popular we had children asking to stay in rather than go out and play. The free resources are perfect for any teacher to just pick up and build into their lesson planning to increase engagement in the classroom and provide an exciting learning experience.”

UNBOXED: Creativity in the UK is the biggest and most ambitious creative programme ever presented on these shores. It is funded and supported by the four governments of the UK, and is co-commissioned with Belfast City Council, EventScotland and Creative Wales.

Explore the free resources and join the UNBOXED Learning Programme today: unboxed2022.uk/learning-programme

This special livestream of the Perseverance rover’s landing on Mars is scheduled to begin on Thursday, February 18 at 7:15 p.m. GMT.   Featuring insights from NASA experts and a behind-the-scenes look at the activities of the Perseverance mission control team, the livestream will culminate with the rover’s real-time touchdown on Mars. To register to attend this event, visit Discovery Education’s Mars Landing Livestream homepage.

In addition to the livestream, Discovery Education and NASA are making available exclusive resources supporting the integration of NASA’s latest mission to Mars into teaching. A new ‘Missions to Mars’ channel within the upgraded version of Discovery Education Espresso includes engaging videos and fun factsheets to help primary school children learn about different space missions and explore the red planet as they countdown to touchdown.  Using these resources, teachers can fuel student interest in space, build knowledge, and check for understanding about relevant topics.

“Space exploration has the unique ability to inspire students’ imaginations, especially in the fields of STEM,” said Mike Kincaid, NASA’s Associate Administrator for the Office of STEM Engagement. “We’re excited to partner with Discovery Education to bring the extraordinary innovation of the Mars 2020 Landing to students nationwide.”

Following the Perseverance rover’s landing on Mars, the livestream will be archived on the upgraded version of Discovery Education Espresso. Discovery Education’s award-winning service connects primary school teachers to a vast collection of compelling high-quality, curriculum-aligned content, ready-to-use digital lessons, and professional learning resources. Together, these resources give teachers everything they need to facilitate instruction in any learning environment and create lasting educational impact.

Discovery Education’s team continues adding, contextualising, and organising exciting new content and timely resources to the platform each month in response to current events and the ever-evolving needs of teachers. These resources, sourced from trusted partners, are aligned to the National Curriculum and help educators to bring the outside world into teaching and learning every day.

“Discovery Education is thrilled to partner with NASA to bring the landing of the Perseverance rover on Mars to students worldwide,” said Scott Kinney, Chief Executive Officer of Discovery Education. “Events like this take students to places they could never visit and help them see the ‘real world’ applications of what they are learning in the classroom while also driving deeper engagement and, ultimately, higher academic achievement.”

Kielder Observatory, set in the beautiful Kielder Water and Forest Park, in Northumberland, has secured a grant from the Reece Foundation to help restore an original Herschel telescope at Newcastle University to full working order. It will use the restoration to inspire thousands of school children, with an initial pilot of its programme, From STEM to Stars, at schools across Northumberland and Sunderland in the WISE Academies Trust.

The telescope will be at the centre of a project to create Kielder Observatory Star Groups – groups of school children who will study the restoration of the telescope to learn about the science and engineering skills involved while learning more about the night sky from the observatory’s team of professional astronomers.

The team will be visiting schools for activities and children will also be visiting the site, which sits under the finest dark skies in Europe. Star group members will have the opportunity to become Kielder Observatory Ambassadors and have work placements at space companies in the North East.

Catherine Johns, CEO of Kielder Observatory, said: “Herschel is a familiar name in the North East. Both William and Caroline Herschel were hugely influential in the study of astronomy and to be able to restore a telescope that William Herschel himself perhaps used is very exciting. This project is part of our developing strategy to reach beyond the observatory site and connect with people in innovative ways to convey that special moment of Kielder inspiration.

“The project will enable children to work with expert businesspeople and academics in the North East, helping them make a direct link between STEM subjects at school and STEM career opportunities in the North East.”

Zoe Carr, OBE, CEO of the WISE Academies Trust said: “We’re delighted to be the first schools to be involved in this exciting project. It’s important for our pupils to learn about their rich, scientific heritage and the great innovation that has been achieved here in the North-East. This project not only looks to the past but will also inspire pupils to see the possibilities that lay before them through the exploration of careers in engineering and STEM subjects.”

Anne Reece, chairwoman of the Reece Foundation said: “The Reece Foundation is delighted to support this project which brings the Kielder Observatory facilities to schools and children in the region – and links this to one story from the region’s rich history of innovation and scientific discovery.

“The opportunity to see the stars and planets alongside the chance to restore such a historically significant object as the Herschel telescope is one not to be missed. We are sure this will be both inspiring to the new generation of engineers and scientists that the region and the world so desperately need – and also a lot of fun.”

Dr Angela Dyson, director of physics at Newcastle University, said: “We’re really excited to be part of this project. Alexander Herschel was the founding professor of physics at Newcastle in 1871. His father John, grandfather William and great aunt Caroline were all eminent astronomers. Restoring the telescope has been an ambition of ours for quite some time. This project provides a unique platform to inspire and enthuse the next generation of engineers, physicists and astronomers.”

The new project comes as Kielder has recently received planning permission to site a new five metre diameter Spider 500 radio telescope, known as the Tanlaw telescope, which will allow it to contribute to worldwide scientific research, attract university research into Northumberland and develop its remote outreach activities, particularly in schools. The observatory has already announced the development of an augmented reality Kielder Observatory, allowing people to view a virtual nighttime sky, and is developing an online Kielder learning resource, with many more initiatives on the horizon.

The observatory, which attracts around 20,000 visitors per year, has a team of astronomers, guest speakers and volunteers who discuss and make observations about the Universe through a series of public events.
Located just a few miles from the Scottish border, high upon Black Fell, the site for Kielder Observatory was chosen as one of the locations in the UK which has the least amount of light pollution. It is one of just two observatories in England which are in protected dark sky areas, as certified by the International Dark Sky Association. The observatory started as part of Kielder Art and Architecture, a sustained programme of large-scale art installations around Kielder Water and Forest.

For more information on events and to book tickets log onto https://kielderobservatory.org

The project, called Roving with Rosalind, is aimed at children aged between 7 and 14 in disadvantaged and rural areas across the UK, who often have limited opportunities to participate in science outreach activities. The project is also setting out to help teachers train to deliver more effective science education.

Schools can sign up to borrow one of five kits packed with practical science experiments and take part in a suite of online activities, each linked to national science curricula. The activities are accompanied by video introductions from real space scientists, showcasing the diversity of talent working in the field.

Each activity provides insight into a different aspect of the science experiments that will be undertaken by the robotic Rosalind Franklin rover when it touches down on Mars in 2023. The rover is a key part of the joint European/Russian ExoMars mission, set to launch in 2022, which will search for traces of life on the red planet.

At an online event on Thursday 19 November, organised as part of the Mars-focused National Astronomy Week, teachers and pupils can find out more about how Roving with Rosalind aims to recreate the experience of being a rover mission scientist.

Each kit contains a large map of the Oxia Planum area of Mars, where the Rosalind Franklin rover will land. Pupils will be able to explore the map using LEGO rovers they design and build for themselves, planning routes to points of interest where they will complete tasks to unlock ‘downloads’ of data from Mars to analyse. Those experiments will include elements of spectroscopy, physics, maths, engineering, programming and a range of other skills connected to the ExoMars mission.

Roving with Rosalind is organised by Áine O’Brien and Sara Motaghian, two Scottish planetary science PhD students. They designed the project to inspire young people from diverse backgrounds to pursue careers in space-related science. The project is supported by £30,000 in funding from the UK Space Agency’s Aurora Science Education and Outreach scheme.

Áine O’Brien (pictured above) is working towards a PhD at the University of Glasgow’s School of Geographical and Earth Science. She said: “I was a physics teacher for several years before I decided to go back to academia, and I’m passionate about finding new ways to spark young people’s interest in science.

“We’ve designed the project specifically to reach pupils who don’t live within easy reach of a science centre or university. Research has shown that children who don’t have access to science outreach can feel that science isn’t a realistic career option for them

“The message of Roving with Rosalind is that science is an accessible career for anyone. The rover itself is named after Rosalind Franklin, who made huge contributions to the discovery of DNA but only recently started getting the credit she deserves.

“We’ve recorded videos with real space scientists from all walks of life to accompany the activities in our kits. We hope that their stories of how they ended up in their careers will be just as inspiring as the science experiments, and encourage kids to explore a future in science.”

Roving with Rosalind was originally set to roll out across the country in the spring, before the spread of the coronavirus pandemic closed schools and spurred a rethink of plans. Many of their resources and activities can be carried out without the physical kits themselves on the project’s learning page at https://www.stem.org.uk/user/login?destination=node/484445

University of Glasgow graduate Sara Motaghian (pictured right) is studying for a PhD with the Natural History Museum. She added: “Although we’ll now need to quarantine each physical kit between sessions in schools, we’ve made up for any potentially lost opportunities by developing online versions of the activities in each kit. We’ve added new activities, too, like the opportunity for kids to control a virtual rover using the scratch programming language.

“It’s really important to us that teachers benefit from getting involved with Roving with Rosalind, too, and get the chance to brush up on new skills. We’ve been able to reach some of them directly over the summer and we’ve developed online training alongside the new resources for them to use in the classroom.

“We really hope that pupils and teachers alike choose to get involved with Roving with Rosalind, and we’re excited to start sending out the kits to schools across the UK.”

To register for the Roving with Rosalind event during National Astronomy Week, visit https://astronomyweek.org.uk/mars-events/daytime-event-robots-on-mars The event will take place on Thursday 19 November between 11am and 12pm.

Teachers, technicians and STEM ambassadors can register interest in hosting a kit at https://tinyurl.com/y5bh5rh6 Parents and guardians can also register an interest on behalf of their child’s school using the same link.

The School Robot Competition – part of the EPSRC UK Robotics & Autonomous Systems (UK-RAS) Network’s annual UK Robotics Week programme – invites school groups to design a space explorer robot in teams of 3–5 students. The network has partnered with the online educational publisher Twinkl to host the competition, which invites groups to create a virtual robot that can move across the challenging surface of Mars and complete a range of tasks. Classes can enter using the free Twinkl Robotics augmented reality app (available for download on the competition web page or from the Apple App Store and Google Play), or groups can design, test, and submit their robot online. The unique educational game uses the latest augmented reality (AR) technology to support science, technology, engineering and mathematics learning objectives, making use of programmable features. The competition is fully aligned to the STEM English national curriculum and is aimed at helping school children to boost their team-building, science and coding skills while learning about the exciting and fascinating world of robotics.

The superb prize package on offer for the overall winner includes a MiRo-E Robot (provided by Consequential Robotics) and a 3D-printed model of their design (contributed by the University of Sheffield Advanced Manufacturing Research Centre). Additional Judge’s Choice prizes include:

• A MakeBlock mBot Ranger 3-in-1 for each member of the team (contributed by Pipebots)
• A Littlebits Space Rover Inventor Kit for each member of the team (contributed by Brains-on-Board)
• Lego Mindstorms robotics kit and software for your class (contributed by FAIR-SPACE)
• A Robotics and AI masterclass and tour of 1000sm Extreme Robotics Lab for your class, plus 2 EV3 Robot Systems (contributed by the National Centre for Nuclear Robotics)
• A Lego EV3 education kit and mat with challenges from this year’s Lego League competition (contributed by the Robotics and AI in Nuclear Hub)

Professor Robert Richardson, Chair of the EPSRC UK-RAS Network said: “Following the challenges all school communities have faced over the past few months with adapting to home and remote learning during the lockdown, we were really keen to extend the deadline for this year’s School Robot Competition to give as many students as possible the opportunity to engage with this fantastic activity. The breadth and sheer creativity of the ideas students generate for this competition is always hugely inspiring, and we’re very much looking forward to seeing what innovative designs our entrants come up with for this year’s space-themed task.”

Jonathan Seaton, Co-founder and CEO of Twinkl, said: “We hope that teachers and pupils will enjoy putting their robots together and testing them out on the virtual landscape of Mars! The activity is a great way for children to bring together all elements of STEM to overcome challenges and find solutions, whilst engaging with the exciting world of robotics. We look forward to seeing the robots that are created this year.”

The UK Robotics Week is organised annually by the EPSRC UK-RAS Network, established in 2015 with the aim of bringing together academic centres of excellence, industry, government funding bodies and charities, to strategically grow the UK-RAS research base, and to act as a portal to interface with industry and deliver technological advances for translational impact.

For more information about UK Robotics Week, please visit: https://www.ukras.org/robotics-week/

STEM Ambassador Tim Peake also features in a new video where he answers school children’s questions about how to become an astronaut. He reveals whether astronauts worry about loo roll running out, discusses pre-launch quarantine and COVID-19 on the International Space Station, and even predicts that one day children will be going into space.

This content joins a number of astronomical-themed activities for budding space travelers, including ‘Mission X’ which encourages students to train like an astronaut and a Moon Camp Challenge to design a moon camp, with space providing an engaging and exciting way for children to learn about science and mathematics.

Other fun, hands-on STEM activities that can easily be carried out at home include how to bounce an egg using nothing but vinegar, using jelly to learn about how things dissolve and identifying solids and liquids, building helicopter spinners, and learning about the spectrum of light while making ‘Thank You NHS’ rainbows.

Other available advice for parents includes how to maintain your child’s wellbeing as a result of Coronavirus and a survival guide for parents who are home learning for the first time. For extra support, STEM’s subject experts are available weekdays from 8:30am to 4.30pm via a webchat, accessible on all of STEM’s webpages.

STEM Learning is the UK’s the largest provider of education support in science, technology, engineering and mathematics (STEM). STEM Learning is a non-profit, working with schools, colleges and others working with young people, including providing resources for both parents and teachers.

Over the coming months, the activities and materials will be supported with regular video content from other famous STEM Ambassadors.

STEM Ambassador Tim Peake says: “I was fortunate enough to become an astronaut, but even if I hadn’t there are so many interesting and exciting careers in space and aviation that are all made possible by STEM subjects. The most important thing, regardless of what field you’d like to work in, is to follow what you’re passionate about; work hard at it, be determined and, while there will be ups-and-downs along the way, you will always see it through.”

Fran Dainty, STEM’s Head of Education added: “Supporting families with home learning has never been more important, but there’s no reason for it to be daunting; that’s why we’ve published more than 300 activities and materials; free for everybody. Not only are they enjoyable and easy to do, but fun, and the parents here at STEM have been writing blogs about their own science experiments, tips and experiences, which are also available to read.

“Not only will these activities help inspire the next generation of astronauts, scientists and engineers, but also help both parents and teachers navigate upcoming summer term of home learning as smoothly as possible, with live chat also available to help with any questions or advice.”

All resources have been curated by STEM Learning’s specialist team of experienced subject teachers, and cover all ranges from 4 to 19 and are available for both teachers and parents at: www.stem.org.uk/home-learning and https://www.stem.org.uk/home-teaching

The Deep Space Diary programme introduces KS2/P5-7 students to astronomy, physics, engineering and space through the story of the James Webb Space Telescope. With the support of the STFC, 15,000 free books will be available to schools across the UK with priority given to those in disadvantaged areas or with high numbers of pupil premium.

The Deep Space Diary is the third book in the series, with the previous two created with the UK Space Agency, author Lucy Hawking and inspired by European Space Agency (ESA) Astronaut Tim Peake’s 2015 Principia mission.

Tim Peake says:  “In 2015 we created the Principia Space Diary to empower younger students to learn about space and science while they followed my mission to the International Space Station. That book, and the subsequent Mars Diary sequel, were a huge success as they tackle a range of challenging subjects in a creative and hands-on way. I’m excited to see the ideas and innovations our young British space experts come up with as they complete this new Deep Space Diary and explore the biggest questions about our Universe.”

The James Webb Space Telescope (or simply Webb), due to launch in 2021, is the largest space telescope ever built (the size of a tennis court when deployed) and is expected to reveal even more about the Universe than its predecessor, Hubble. Webb is a global project, led by NASA, with some of its key experts in Europe and the UK. The Deep Space Diary makes this incredible human achievement accessible for younger students by delivering complex ideas in creative, student-led ways. The diary was also developed with and features a diverse group of real engineers and astronomers who have worked on Webb or will use it to explore the Universe.

European Principle Investigator for MIRI Professor Gillian Wright said: “Celebrating the involvement that the UK has in this revolutionary mission, whilst at the same time giving children an insight in to how exciting being involved in a space science mission can be makes this a very special project; after all they will be the scientists and engineers of the future.”

From today (Thursday 13th June) primary schools in the UK are invited to register at discoverydiaries.org for a chance to receive a free box of 30 Deep Space Diaries plus stickers and a Mission Log poster for their class. Books will be allocated to schools on a first come, first served basis with priority given to those in disadvantaged areas or with a higher percentage of free school meals. Other schools, home educating families and community groups can also register to access the free online programme, or purchase printed diaries via the online bookshop. Books will be delivered in September 2019, at the beginning of the new school year.

Teachers are fully supported with an online portal containing over 60 hours of classroom and home learning activities, differentiated teaching notes, curriculum guides (for England, Wales, Scotland and Northern Ireland), extension activities, multimedia resources and more. The programme also provides cross-curricular links, combining STEM learning with a breadth of other subjects to ensure that every child can find a way in to science and engineering. Publisher Kristen Harrison says: “Our goal with the Discovery Diaries is not necessarily to hot-house future STEM experts (though that’s a happy bi-product!) but to encourage every child, regardless of their skills, interests or circumstances, to imagine, create, question, research, visualise, analyse, problem solve and generally “think like a scientist”. These are skills that will help them throughout their lives and the James Webb Space Telescope is the perfect inspiration for all of that.”

The Deep Space Diary has been developed by Curved House Kids with Dr Olivia Johnson at STFC’s UK Astronomy Technology Centre and Royal Observatory Edinburgh. A skilled team of practising primary teachers have co-written teaching materials and curriculum guides and Professor Peter McOwan at Queen Mary University of London has provided academic advice and feedback on activities.