SPACE EDUCATION QUALITY MARK GUIDELINES
INTRODUCTION
The Space Education Quality Mark (SEQM) is an award given to schools that have shown significant
use of the context of space in STEM subjects, have worked with other organisations, shared
resources and used space to enrich the curriculum.
The SEQM is funded by the Science and Technology Facilities Council (STFC) and run by the
European Space Education Resources Office in the UK (ESERO-UK). The SEQM comes from the
legacy of the Leading Space Education Programme. In 2013, ESERO-UK took on the legacy of the of
the Leading Space Education programme, with a view to increase the number of secondary schools
achieving the Space Education Quality Mark and extend the programme into primary schools.
The Leading Space Education Programme was funded by STFC from 2008. A network of 30 schools
was established and supported by the Specialist Schools and Academies Trust, to develop and
embed high-quality, space-themed educational practice. All schools started from different prior
experiences of engagement with space education and are from a wide range of school contexts.
Schools were given an open remit to develop practice in space education and so there are a wide
variety of outcomes. Schools were asked to collaborate with other secondary schools and colleges
plus feeder primary schools to champion and promote space education. They were encouraged to
develop practice beyond astronomy, maximise impact and use partnerships with space industries and
higher education institutions. Schools have therefore developed different areas of space education
and demonstrated a variety of strengths.
12 of the 30 schools achieved the STFC Space Education Quality Mark. These schools are:












Alexandra Park School, London
Broadwater School, Godalming, Surrey
Kennet School, Thatcham, Berkshire
Robert Smyth Academy, Market Harborough, Leicestershire
Sackville School, East Grinstead, West Sussex
Shoeburyness High School, Southend-on-Sea, Essex
Simon Langton Grammar School for Boys, Canterbury, Kent
The Kingswinford School, Kingswinford, West Midlands
The Long Eaton School, Nottingham
Woodkirk Academy, Wakefield
Queen Elizabeth’s Grammar School, Ashbourne, Derbyshire
Stewards Academy, Harlow, Essex
A report on the Leading Space Education Programme, a supporting video on raising standards in
STEM subjects, and a collection of teaching resources developed by some of the leading space
schools can be found in the ESERO-UK resource collection.
In July 2014, the following schools achieved the Space Education Quality Mark
Award winners
Northbury Primary
Rode Heath Primary
Sandfield Close Primary
Manchester Communication
Academy
Tapton School
Tang Hall Primary
Woodville CE Junior
City of Derby Academy
Dixie Academy
North East Wolverhampton
Academy
Newham Sixth Form
Secondary/Primary
Primary
Primary
Primary
Class
Gold/Silver
Gold
Gold
Gold
Secondary
Secondary
Primary
Primary
Secondary
Secondary
Gold
Gold
Silver
Silver
Silver
Silver
Jul-14 Secondary
Jul-14 Secondary
Silver
Silver
Date
Jul-14
Jul-14
Jul-14
Jul-14
Jul-14
Jul-14
Jul-14
Jul-14
Jul-14
WHY A SPACE EDUCATION QUALITY MARK?
Space is an inspiring and exciting context in which to learn science, technology, engineering and
mathematics (STEM). The UK needs many more students to study STEM subjects to A-level and
beyond to meet the increasing demand for STEM skills in the workplace. One of the goals of the
Science and Technology Facilities Council (STFC) and the European Space Education Resources
Office (ESERO-UK) is to ensure a future pipeline of skilled and enthusiastic young people into STEM
subjects.
By encouraging, supporting and recognising the work that teachers and schools can achieve, using
space as a context, we are helping to achieve this goal.
THE BENEFITS
There are many benefits to taking part in the Space Education Quality Mark:







gain recognition for your achievements
raise the profile of quality science teaching within the school
inspire children to take STEM subjects
encourage further engagement with parents, other schools and the wider community
take part in Continuing Professional Development
forge links with space professionals and organisations
share good practice and resources with schools across the UK
SPACE EDUCATION QUALITY MARK FAQS
How do I apply?
Follow the link from the ESERO-UK homepage www.esero.org.uk/seqm or fill in an application form
online at https://www.surveymonkey.com/s/SEQM
How much does it cost?
There is no cost to schools.
What does working toward the Space Education Quality Mark entail?
You must complete the self-evaluation criteria and submit this form with evidence to Tom Lyons,
ESERO Teacher Fellow, t.lyons@nationalstemcentre.org.uk . Examples of evidence are outlined in
this guidelines document.
How long will the award last?
The award lasts three years from the point of completion and can be renewed by submitting a further
self-evaluation that shows evidence of significant progress since the last award.
How much will it cost to recertify?
Re-certification is at zero cost unless significant support or training is required to meet your needs.
How long will it take to complete?
The intention is that the SEQM can be completed within one academic year but extensions to this can
be granted.
What evidence do I need to collect?
There is a list of suggested evidence contained in the SEQM guidelines document.
What support will I receive?
After application you can request a visit or telephone call by the ESERO teacher fellow or one of the
ESERO-UK space ambassadors who can give you guidance on what resources are available, and
how to engage with space professionals within the UK and Europe.
After this initial conversation, further support is available by email/telephone or follow-up visits.
Will there be an awards ceremony?
There will be an award ceremony as part of the ESERO teacher conference. This normally takes
place in July at the National STEM Learning Centre, in York.
EVIDENCE





evidence should be collected throughout the year and should all be available in electronic
format. This evidence should be submitted along with the self-evaluation criteria.
evidence can be provided from up to three years previous to application but some evidence
must be from after application.
submission of electronic files can take place via a dropbox facility set up by Tom Lyons. This
will be a separate dropbox set up for each school involved. The dropbox will be set up once
the school is ready to submit evidence and after a request from the school to
t.lyons@nationalstemcentre.org.uk
you are not expected to provide all types of evidence but examples of evidence should be
provided for each of the four categories outlined in the self-evaluation criteria.
please contact Tom Lyons if you would like more guidance on the submission of evidence.
Examples of evidence include:










a project plan (key dates, people, events)
lesson plans / schemes of work
lesson observations
children’s work (or photos of)
photos of events or display boards
blogs or evidence from other social media
feedback from pupils, parents, other schools
evidence of visits
evidence of use of high quality teaching resources (e.g. ESERO collection)
CPD attended
SELF-EVALUATION CRITERIA
The following two pages give the self-evaluation criteria, also available as a separate file. Schools
should complete this form, indicating in each of the four criteria whether they think they are
‘developing’ (bronze), ‘enhancing’ (silver), or ‘embedded’ (gold).
Self-evaluation criteria
Developing – bronze
award
Enhancing – silver
award
Space as a
theme in
STEM
subjects
Science, maths and design &
technology work schemes /
school development plans make
some references to space when
appropriate, with all students
using space as a context for their
learning.
Teachers discuss and share good
practice, and actively develop and
incorporate a wide range of space
activities into their planning.
Leaders of STEM subjects work
collaboratively and deliver space
related work that links STEM
subjects. All students regularly
and often encounter space as a
context for their learning.
Work with
other
education
organisations
and parents
The school has made contact with
external organisations to support
them with using space as a
context for STEM teaching
The school runs/attends events
such as STEM taster days for
primary schools which focus on
space as a theme. Subject
leaders/STEM departments are
developing links with space
professionals locally and/or
nationally.
Subject leaders/STEM
departments support the
development of space as a
context in partner schools.
Regular links are active with
space professionals, and the
school offers relevant activities for
parents and other appropriate
groups.
Sharing
resources
with others
Teachers collaborate to develop
work on space related themes,
and draw on relevant resources
from the ESERO collection in the
National STEM Learning Centre
resource collection.
Some teachers have developed
and shared resources for space
based education via relevant
websites, and regularly draw from
the ESERO collection in the
National STEM Learning Centre
resource collection to enhance
their own practice.
The school has systematically
developed and reviewed its whole
school curriculum to include a
focus on space. Work has been
reported in depth with relevant
resources shared for use by other
schools.
Enriching the
curriculum
After school clubs are in
development and either tips are
planned or space scientists or
engineers booked to visit
Active and popular STEM clubs
with regular space activities are a
feature of the school. Visits to
space related workplaces may
take place, or visits by space
scientists to the school add to the
Space work in STEM clubs is well
established and involves large
numbers of students. Regular
visits enhance work in STEM, and
space professionals regularly visit
to support space work in the
Criteria
Embedded – gold
award
Evidence
(please use this column for notes)
Self-evaluation evidence file Please tick the level your school has reached and provide a summary of evidence in the boxes. The evidence summary
should be succinct and within two pages and clearly link outstudent
to any STEM
supporting
evidence.
experience.
school.
ASSESSMENT AND AW ARD
When a school is ready to submit the self-evaluation criteria and supporting evidence they should
email Tom Lyons t.lyons@nationalstemcentre.org.uk. Tom will set up a dropbox for the school to
submit their documents.
The self-evaluation criteria and supporting evidence will be assessed by ESERO-UK and a current
holder of the Space Education Quality Mark. This assessment could have four possible outcomes:
1. The school is deemed to have achieved a gold award and is invited to receive their award at
the ESERO-UK teacher conference, in July.
2. The school is deemed to have achieved a silver award and is invited to receive their award at
the ESERO-UK teacher conference, in July.
3. The school is deemed to have achieved a Bronze Award and is invited to receive their award
at the ESERO-UK teacher conference, in July.
4. The school is advised that further evidence must be presented or steps taken to ensure that
they can receive the SEQM.
Tom Lyons will email the school after the assessment has taken place to inform them of the outcome.
If the SEQM has been achieved, this email will also include an attachment with the SEQM logo, so
that the school can immediately display this logo on their website or elsewhere.
Certificates will be awarded to the school at the ESERO-UK teacher conference. If no one is
available to attend the conference then the certificate can be posted to the school.
The award lasts three years from the point of completion and can be renewed by submitting a further
self-evaluation that shows evidence of significant progress since the last award.
RESOURCES AND SUPPORT
The ESERO-UK is committed to supporting schools who wish to achieve the SEQM. The four key
areas of support are teaching resources, community groups, CPD and links to space organisations.
Teaching resources: ESERO-UK has a collection of over 300 high quality space related resources
on the National STEM Learning Centre resource collection. These resources can be filtered by age
and subject and the website includes a powerful search engine for key terms. You can access these
resources at www.esero.org.uk and through the Tim Peake webpage www.esero.org.uk/timpeake
Teachers can also access lists of resources, written by subject specialists and other teachers, within
the community on the National STEM Learning Centre website.
Community groups: Teachers can join community groups, and make their own groups, on the
National STEM Learning Centre. These groups include GCSE Astronomy, Resources-Secondary
Physics and Resources-Primary.
Continuing Professional Development: ESERO-UK runs professional development, with one
primary and one secondary residential course through the National Science Learning Centre, and a
series of CPD events through our space ambassadors in the UK.
Links to space organisations: ESERO-UK has strong links with the UK space industry, the UK
Space Agency, STFC and universities across the UK. You can find more information and links to
careers resources on our teacher support page.
CONTACTS
The STFC Space Education Quality Mark is run by ESERO-UK www.esero.org.uk
Main point of contact:
Tom Lyons (ESERO-UK Teacher Fellow)
National STEM Centre, University of York
YO10 5DD
01904 328178
ESERO-UK Manager:
Dr. Allan Clements
National STEM Centre, University of York
YO10 5DD
01904 328180