What Our Partners Say

WHAT DO OUR PARTNERS SAY
ABOUT THINK KITS?

“We are very impressed with the important work that The Smallpeice Trust is providing, working diligently and with great dedication to build young people’s aspirations and contribute to enhanced learning outcomes and future career opportunities in STEM-related subjects. At a time where many schools are in educational recovery mode, these additional resources are incredibly useful to schools. Think Kits provide a fun and engaging challenge where students are encouraged to think creatively to solve problems and overcome challenges in a way that might normally be beyond their reach.”

RUSS BARNES, WG CDR, ROYAL AIR FORCE COLLEGE CRANWELL

“I’ve met many young people who were natural engineers – they just didn’t know it yet themselves. The great thing about these kits is that they provide the opportunity for students of all ages to discover and develop their creative and problem solving skills, giving them both a foundation for their future studies and a glimpse at what it might be like to be an engineer.

KRIS HARRISON, ENGINEERING INNOVATION LEAD, LEONARDO

“We are hugely supportive of the work of educational engineering charity, The Smallpeice Trust. Think Kits develop secondary school students’ curiosity, problem-solving skills and build upon their natural sense of enquiry about the world, whilst promoting positive experiences with STEM-related subjects. They are easy to implement in schools and complement the National Curriculum in Science, D&T, Maths and English. I highly recommend Think Kits to organisations looking to find ways in which they can help schools develop students’ interest in engineering.”

CHARLENE SIMMS, STEM EDUCATION AND OUTREACH MANAGER, THALES

WHAT DO SCHOOLS SAY ABOUT
OUR THINK KITS?

“We used the Think Kit shortly before lockdown with our after-school science club. It is amazing to use resources like this with these students! The attendees of such clubs are quite often students who do not engage in lessons due to being limited in their reading and vocabulary skills.

For these students, it is imperative that they have access to such items for them to be able to demonstrate their core practical, thinking and cooperation skills. It brought to them ownership of their work and the ability to work inclusively.”

VICKY BUSH, KS3 LEAD SCIENCE, PRIORY COMMUNITY SCHOOL

“Having the Think Kit over lockdown meant that I was able to record practical demos and put them on-line for my students to watch whilst they were at home. It added an interesting edge to the normal lock-down lessons, and I plan to use it during this academic year as it fully supports the curriculum and it proves an interesting additional to several topics.”

JENNIFER BRADLEY, TLR KS4 PHYSICS AND KS5 BTEC APPLIED SCIENCE, JESMOND PARK ACADEMY

“Despite the challenging circumstances we are all currently facing, Year 8 students at the Gilberd School have been lucky enough to continue working on a STEM project as part of their school day.

Our pupils have thoroughly enjoyed the experience and it has been great to see them working on a task with so much engineering involved, considering the aircraft design and aerodynamics to ensure it will fly.

The project has not only engaged students, but given students invaluable skills in resilience, problem-solving, and critical thinking. The project also encourages them to experiment and adapt their design to better the flying capability of the glider. Overall, the project has been fantastic for developing students’ skills and it has been great to see them enjoying the challenge.”

VICKY BUSH, KS3 LEAD SCIENCE, PRIORY COMMUNITY SCHOOL

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