FCC inspires young scientists

The two events brought together primary and secondary students for hands-on scientific exploration and peer-to-peer learning. Year 5 and 6 pupils from Folly View Primary School and The Elms Primary School attended the first event, while the second welcomed pupils from Shrivenham Primary School and Watchfield Primary School.
Both events gave younger pupils the opportunity to experience practical science in a secondary school environment, helping to build enthusiasm and confidence ahead of their transition to secondary school.
A key feature of the project was the involvement of Faringdon Community College students as science ambassadors. Before the events, teacher Pauline Forbes trained Year 8 and Year 12 and 13 students to deliver a range of Gopher Science Lab practical activities. This developed their scientific knowledge, communication and leadership skills, enabling them to confidently guide younger pupils through investigations.
During the events, FCC students explained, demonstrated and supported the practical activities. Working in small groups, primary pupils were encouraged to investigate, ask questions, make observations and discuss their findings. The activities promoted curiosity, teamwork, problem-solving and scientific thinking in an enjoyable and supportive environment.
Pauline Forbes, Science Teacher at Faringdon Community College, said: "The project reflects the ethos of Gopher Science Labs, supporting primary to secondary transition through peer-to-peer learning across age groups. Secondary students develop their understanding by teaching others, while primary pupils are encouraged to share their learning by delivering activities to classmates or younger pupils, under teacher supervision, at their own primary school. This creates a cascade of learning, extending the project's impact beyond the initial events.
"This approach gives students ownership of their learning, developing confidence, independence and communication skills. Our Year 8 students gained experience as positive role models, while sixth form students developed mentoring and leadership skills. For primary pupils, learning from older students helped make secondary science feel accessible and less intimidating."
The project will continue later this month, when Year 8 students from King Alfred's School will be trained to deliver Gopher Science Lab activities, extending the network of young science ambassadors and strengthening collaboration between local schools.
The Royal Society of Biology funding has been instrumental in providing these opportunities, strengthening school partnerships and inspiring enthusiasm for biology and the wider sciences. By empowering young people to become both learners and teachers, the project supports successful school transitions and encourages continued scientific curiosity.