The project provides and introduction to the life and twelve-note music of the composer Nikos Skalkottas (1904-1949). Part of the project comprises an extensive critical biographical study, as no substantial account of his life is presently available. The main thrust of the project, however is analytical and concerned with Skalkottas's twelve-note compositional process. Overall, the study attempts to establish, for the first time, a coherent and authoritative approach to Nikos Skalkottas and his musical language, which will allow him to be properly contextualised within the western art music canon.

This 18-month, international networking project aims to bring together dance educators, researchers, industry stakeholders, and artists from UK, Nordic countries and US, to raise the profile and status of dance education and to exchange ideas on the topic of Critical Dance Pedagogy. Through discourse (four hybrid seminar-workshops) and in practice (Artist Lab), the Critical Dance Pedagogy network seeks to examine taken-for-granted assumptions, dominant stereotypes, educational and studio structures that (re)produce hierarchies of positions and capitals, barriers and exclusions, and social inequalities, Together participants in the network will examine widening access and participation, student-artist-centred learning and democratic practices in dance education, for greater diversity and inclusion. The network will particularly focus on pedagogy within secondary, further and higher education, and will examine complexities and enablers of democratic working. The significant, complex, embodied issues will be at the core of the discussions, debate, artist development at the Artist Lab, and in the academic, industry-facing and public-facing outputs. Through a series of four, hybrid seminar-workshops, the network will establish opportunities for new scholarly discourse and UK and international connections on the topic of Critical Dance Pedagogy. Key themes will be explored from different disciplinary lenses and methodologies (e.g. sociology, gender, queer, race theory, philosophy, learning theories) and international/cultural perspectives. Each of the seminar-workshops will host 50 participants and will take place across the UK and hybrid to enable global and wide UK access. The seminar-workshops are as follows: 1.Intertextualities and Identities to take place at Canterbury Christ Church University (CCCU) Speakers:Dr Nyama McCarthy-Brown, (Ohio State University, US), Dr Funmi Adewole (De Montford University, UK), Ash Mukherjee (UK). 2.Equality, Diversity and Inclusion to take place at University of Coventry (UoC) Speakers:Dr Ali Duffy (Texas Tech University, US).Sophie Rebecca, (UK), Dr Kathryn Stamp (Co-I, UoC). 3.Pedagogy(ies) and Practices to take place at University of Edinburgh (UoE) Speakers: Professor Eeva Antilla, (University of Arts, Finland), Stuart Waters (UK), Dr Wendy Timmons (UoE). 4.Leadership and futures to take place at Queen's University Belfast (QUB) Speakers: Professor Rosemary Martin (Nord University, Norway), Dr Aoife McCarthy (QMB), Professor Angela Pickard (PI, CCCU). The network will also connect with leading dance industry organisations at the forefront of sector and policy research related to dance education: One Dance UK, People Dancing, Dance HE, South East Dance, Parable Dance, Parents and Carers in Performing Arts (PiPA), Advancing Women's Aspirations in Dance (AWA), Dance Mama, to ensure the benefits of the network and research are beyond academia, and dance sector voices are fully integrated. The network will also explore student-artist-centred learning, pedagogy and practice in an Artist Lab facilitated by Stuart Waters (a teaching artist with multifaceted intertextualities). The range of outputs and dissemination have potential to reach and benefit widely across public, academic, educator, and industry audiences in the UK and internationally. There will be one public-facing: a film for public engagement and response of learnings/practices as student-responsive pedagogy from the Artist Lab, two academic: special issue of a journal and book proposal, and two industry-facing: summary report and infographic, that will support future scholarly research, professional dance education/training, artistic/performance practices, and policy development. The network has potential to impact thinking, policy and practice within dance education contexts to facilitate a diverse, creative student and artistic workforce.

In this project, we will engage upper primary school children (prioritising schools that meet the profile of STFC's Wonder Initiative target audience) with research taking place at the Diamond facility. The Diamond facility houses a synchrotron which is used to conduct research in a variety of applied fields of science and technology. Through this project with Diamond, we will bring into classrooms how light can be used to help investigate the world around us, address real-world problems and inform our thinking about Big Questions. The National Curriculum for Key Stage 2 science states that children should develop their understanding of what it means to "work scientifically". As part of this, students need "the scientific knowledge required to understand the uses and implications of science, today and for the future" (DfE, 2015). This means that students need to be able to make connections between the science topics they cover and the work of scientists in real-world contexts. However, students in areas of deprivation with low science capital are less likely to have access to science engagement activities (for example, visits to science museums and participating in STEM workshops) that help them make these connections. Additionally, primary teachers may vary in their confidence in teaching about 'working scientifically', particularly when fielding questions that may be beyond their specialisms. To improve conversations about science and promote the value of STEM skills and careers to a wider audience, this project aims to support a dialogue between primary science teachers and scientists to ensure the wonder and interest of 'working scientifically' is accessible to all students. The Epistemic Insight initiative has a wealth of experience in connecting National Curriculum science topics, the "uses and implications of science" in the real world and the Big Questions on which science informs our thinking. In our research on primary science education, our findings indicate that Big Questions have the capacity to provoke curiosity and wonder in children from diverse scientific and non-scientific backgrounds (Billingsley, Abedin & Nassaji, 2020). Therefore, this project will bring together our expertise with the cutting-edge work taking place at Diamond to develop three zines that thematically connect three key areas of research with KS2 science topics. Zines use an appealing combination of text and images to create a concise comic-like narrative format (four sides of A4) to generate enthusiasm about a particular area of interest. The zines will be an inclusive and accessible resources for primary students. The zines will: 1. Develop students' curiosity through showing how science can inform our thinking about Big Questions and real-world problems. 2. Build students' understanding of what it is to "work scientifically" through real-life stories of research happening at Diamond. 3. Show how scientists work in dialogue with other disciplines to address real-world problems. In addition to these primary aims, the graphic narrative format of the zines will create opportunities for classroom discussions around the following key priority areas for STEM engagement: - Represent diversity of gender, ethnicity and religion within the scientific community. - Dispel misperceptions about what science looks like in practice. - Inspire students with how science is making exciting discoveries that improve our lives. Zines will be supported by teachers' guides designed to promote classroom discussion on what it means to work scientifically and will include a relevant hands-on activity to be done in the classroom or at home. The zines and accompanying resources will be co-created through a series of workshops bringing together our educational research team with Diamond scientists, science public engagement professionals, STEM ambassadors and primary teachers.

This 18-month project will enable sustained engagement with six primary schools in two nations: Northern Ireland and England. Students will interact with a series of four innovative workshop interventions in school to strengthen connections between schools and STFC science and scientists. Their activity will end with a showcase event where students from the 'wonder audience' present a science project to our partner and STEM networks. 600 students in Years 5 and 6 will carry out a series of accessible hands-on science investigations that build their understanding of Astronomy. The workshop investigations begin with a Discovery Bag of hands-on science activities and resources which have been shown to remove barriers of participation to science and inspire students from primary schools in socioeconomic deprived areas to feel included and get involved. Collaborating with STEM networks, local charities and our established school partners, we will recruit and build relationships with schools in deprived areas of England and Northern Ireland where there is documented low social mobility and with low levels of education, employment, health, and housing. To develop and test our approach we will work with schools in Belfast, Thanet and Canterbury. One school in the Thanet area will be a peer lead and mentor, supporting other schools with developing their pedagogical approaches, with the aim that all students whatever their ability and background feel included and build their understanding of STFC science. The methodology we employ begins with hands-on science, resourced via an innovative 'Discovery Bag' of science and Big Questions investigations. As such students engage directly with science activities and ways of thinking that are curiosity-driven and agentic, without the necessity for prior learning. For example, students experiment with making water droplets on a plastic lid to observe the properties and behaviour of water while generating their own follow-up questions such as 'Where does water come from?' and 'Is there water in space?'.

Motivation School students generally enjoy practical work in physics but dislike the rigidity of so-called recipe investigations - which are investigations that follow a set method, designed to guide them to an expected answer. Further, over the long term, an overuse of recipe investigations fosters a disinterest in science, misperceptions about how science is done and confusion about what physics tells us about the nature of universe. In addition, the entrenched subject compartmentalisation of secondary school science and exam pressure means that physics becomes disconnected from real-world contexts and the multidisciplinary topics discussed in other subjects. Students miss out on opportunities to explore the relationships between physics and Big Questions as part of their formal learning. Students in areas of deprivation frequently struggle to access employer-based and science enrichment activities and have low science capital - and are hardest hit by these negative aspects of school science. Our project is designed to address this gap. Aims, outcomes, outputs, impact The project will transform how 600 participating students (age 8-12) in six schools in areas of deprivation and will enrich their understanding of physics by providing them with workshop activities linked to real world contexts and Big Questions in which to see the value, relevance and power and limitations of physics. As a result, students develop a deeper appreciation of the curiosity, creativity and wonder that is involved in real-world science exploration. Each school will have three in-school workshops for up to 100 students. Students are in groups of about 30 and the workshops run concurrently three times. 180 students (30 per school) also attend a showcase event on campus. Six workshops will be designed - three for primary students aged 8-10 and three for secondary students aged 11-13. The workshops brief is to help students to experience the curiosity, creativity and wonder of thinking like a physicist while tackling misperceptions and negative attitudes towards physics associated with compartmentalisation, exam pressure and recipe investigations. Expert physicist Prof John Wood (honorary scientist at RAL) will provide scenarios that inspire students' imaginations about how physics works drawn from solar and particle physics, cosmology and accelerator science. These workshops will supplement two existing physics workshops from a previous project. Professional Development in participating schools will build 24 teachers' understanding of how to create activities that link classroom physics with big questions about the nature of reality. Five University Outreach Ambassadors will gain expertise in science communication and ways to teach physics to students. Our aim is that our Ambassadors who are mostly Education Studies undergraduates will become experienced and passionate STEM influencers in future; During the workshops the students will create a project for a showcase event on campus. The challenge and excitement of the showcase will create a focus while giving students the freedom to research and devise their own responses. 180 students will come on campus for a day of sharing questions, ideas and demonstrations. The showcase will be promoted to university teacher trainees, university staff and the media. Project dissemination will provide a case study of how researchers, experienced scientists and university outreach ambassadors can work with students to enhance their understanding of the nature of physics. The case study together with resources for successful activities will be published and promoted to STEM professionals and teachers via organisations such as the ASE. Research findings will be disseminated to academics, teachers and policy makers via National Curriculum Policy groups via conference presentations, policy reports, journal articles and a special edition of School Science Review.