Real World Science

Find out more

To make a booking with the Museum's Real World Science team or find out more, contact us on 020 7942 5555.

Real World Science is a network of museums across the UK that use their natural history collections to engage pupils and teachers with science.

The programme considers global issues on a local scale. It links collections and current scientific research with the science curriculums across England, Northern Ireland, Scotland and Wales, with a focus on children aged seven to 14.

Real World Science puts teachers and students in contact with experts, role models and scientists, both in person and online.

It aims to:

  • increase the number of students and teachers visiting museums with natural history collections
  • inspire further study in STEM (science, technology, engineering and maths) and build scientific literacy
  • support the professional development of museum educators nationally, raising standards of science learning in museums
  • support programming initiatives, increasing capacity and extending reach 

STEM Careers for All

Young people with special educational needs and disabilities are often left out of careers programmes. It means they can be unaware of the value and importance of STEM careers, and the pathways to pursuing them.

We have launched a new initiative to break down the barriers preventing these young people from considering STEM subjects and careers. This two-year programme at Leeds Museums and Galleries will develop a new approach to STEM work experience for young people with special educational needs and disabilities.

This programme has been generously supported by the Eranda Rothschild Foundation.

The Real World Science Leadership Initiative

The Real World Science Leadership Initiative, led by Great North Museum: Hancock, has developed a new model of teacher training.

This pilot, completed in June 2019, empowered 36 teachers to shape lessons around students' questions, in close partnership with their local natural history museums.

Teachers were trained in enquiry-based learning using objects, which enables children to explore scientific questioning behaviours and lead their own learning.

Teachers were also encouraged to trial the tools and techniques from the course with their students both in-class and through visits to natural history museums and other scientific sites, and reflect on how it improves the children's learning.

This two-year pilot was generously supported by The Foyle Foundation.