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Partnership Grants video case studies

The Partnership Grants scheme funds a wide variety of investigative STEM projects throughout the UK, spanning all ages of primary and secondary education including post-16. In addition to the project funding, Partnership Grant holders can apply for an additional film grant to support the purchase of equipment to enable the documentation and further communication of their project work.

You can explore some of the video case studies filmed by the schools as part of the scheme featured on this page. If you have any questions about the projects below, please get in touch

You can explore further project examples via our poster gallery and projects in the news pages. 

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How much can we reduce our school’s use of fossil fuels by generating renewable energy on site?: Modbury Primary School and University of Exeter

Through this project primary age students aimed to find out whether they could provide the energy needed for their schools day-to-day from renewable energy, allowing them to reduce their carbon footprint. They measured energy use from electricity, gas and oil, and the solar radiation and wind energy on site over the course of a year. By comparing the two they were able to answer and work towards becoming a greener school. Find out more in their longer video.

Do Martian soil conditions support life?: Broughton Primary School and Engineering UTC Northern Lincolnshire

This project has seen primary age students compare and contrast growing produce on Martian soil (replicated from NASA) and soil from Earth. The students then developed robots to sow, tend, water and harvest crops on replicated Martian conditions.

How can we get the best plant growth using aquaponics?: Holy Spirit Catholic and CofE Primary School and South Downs National Park Authority 

Through this Tomorrow's climate scientists projects, primary age students have explored the science of aquaponics by designing, managing and monitoring a series of investigations to look at the growth of plants in various conditions and in comparison to soil grown plants as well as how fish can help fertilize plants in the aquaponics system.

The Olympic GB Luge team need a Luge starting ramp! Can pupils across Renfrewshire create the near perfect design?Bargarran Primary, Brediland Primary School, Cochrane Castle Primary School, Langcraigs Primary School, St James Primary, Todholm Primary School and Glasgow Caledonian University

Over the 2021-22 academic year primary age students designed and built the UK's first artificial luge track to enable UK athletes to enhance their competitive edge. Students learnt more about the sport and the design features required whilst replicating material experiments. This project has enabled students to learn first-hand about problem-solving and the skills required for engineering careers. This was a collaborative project undertaken across six schools and you can read more via this blog story and local press article.

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Can daffodil phenotypes be identified from the plastome sequence?: Beaulieu Convent School and Royal Horticultural Society

The origional project, undertaken in 2019, involved secondary age students who investigated the DNA sequence of different cultivars (varieties) of daffodil in Jersey to see if the physical features (colour, petal shape etc) could be linked to specific DNA properties. The project was then extended into a collaborative project, working with a large number of Scottish schools across 2021/22 to look at different varieties of daffodil with support from the University of Dundee.

Can bee metrics be used to predict colony health?: Kelso High School and The Roslin Institute, University of Edinburgh

After a successful project in 2019 looking at the parasite burden on the school bee colonies, secondary age students are working on a new project to extend the research and look into whether bee metrics can be used to determine the health of a colony. Honeybee husbandry has been widely practiced for centuries. However, besides obvious disease symptoms, determining a bee colony health status can be difficult. This is a collaborative project being undertaken across three schools.

Why are earthworms such an important part of our world?: St Gregory’s Catholic Primary School and University of Central Lancashire.

In this investigative project, undertaken as part of the Tomorrow's climate scientists programme, primary age students are researching why earthworms are so important to our world. You can also view a BBC video article featuring the project.

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What would be the impacts of growing green walls on our learning and wellbeing in our school?: Earlsdon Primary School and De Montfort University 

As part of the Tomorrow's climate scientists programme, year 4 students have been designing, installing and growing plants to create living walls in both indoor and outdoor environments. Along with their STEM partner the students are investigating the impact these living walls have on their wellbeing and learning.  

How do trees affect our climate and air quality?: Ribblesdale High School and University of Central Lancashire.

Secondary age students have been studying the effect of trees on the climate and on air quality. The area around their school includes the ancient woodland of the Trough of Bowland as well as newly forested areas and their town is on one of the busiest A roads in Britain. As part of the Tomorrow's climate scientists programme, the students have built and positioned sensors in rural and urban locations to investigate the effects of trees on moisture, pollution and temperature.

How is crop productivity influenced by nitrogen dioxide pollution from cars and natural climate variables in and around our school?: Town Close School, John Innes Centre and Norwich Medical School

Through this Tomorrow's climate scientists project, primary age students have investigated how pollution and other environmental factors impact the growth of crops in different areas of their school. You can find out more about their project in this longer video, as well as the extension project work they undertook in 2022.

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What are the factors that affect pollution levels in and around the school grounds?: Morgan Academy and University of Dundee

Investigating what indicators are relevant to measure pollution levels around the school grounds, secondary age students have analysed data from public agencies and others in the local area to help design and build monitoring stations. These stations have been placed around the school grounds and data collected to build a picture of pollution in the local area as part of this Tomorrow's climate scientists project.

How can science help us investigate the impact of humans on our shoreline?: Taynuilt Primary School and Scottish Association for Marine Science

Initially researched the effects of plastic on marine life through the Tomorrow's climate scientists programme, the project has since been extended with primary age students studying lichens as bioindicators of the health of the planet.  As part of the project the school have worked with Crùbag to produce recycled notebooks featuring the students' artwork and messages as a way to engage the public with their work. 

How can solar energy help those in Zambia light their homes?: St Patrick's College Dungannon and NIE Networks

In this cross curricular project involving science and geography, secondary age students have investigated how solar energy can be used by those in Zambia to light their homes. Through the Tomorrow's climate scientists programme the students have researched the climate in Zambia, solar lighting and the best components to make solar powered lanterns before they have designed and created their own lanterns.

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