Caroline Skerry

In primary school. My year 5/6 teacher was showing us convection using a camping cooker, jam jar and a piece of potassium permanganate in water. The purple line was just beginning to move in around the jar, when the jar exploded. That was me hooked on science!

Teaching was the last thing I wanted to do. In fact, in my end of school yearbook my quote is 'He who can does, he who can't teaches'. However, when I began my PGCE in 1997, I realised that teaching was my vocation and 24 years later I still look forward to going to work every day. How lucky am I!?

Being the best I can be, and ensuring all the children in my care have the opportunity to be the best they can be.

If you have a passion for chemistry, realise it.

They inspire me every day with their enthusiasm, love for learning and curiosity.

Good science education can support global challenges by ensuring that the time is taken to consider all the outcomes, particularly the environmental ones. Scientists must always have our planet at the forefront of their minds in everything they do.

Because it is an integral part of primary science, and let's be honest, it's where a lot of the 'fun' science happens.

The day a former student came to find me to tell me they had become a teacher because I had inspired them, and any time one of my students has a 'lightbulb' moment.

Lockdown learning.

Because without chemistry there would be no wine or beer.

All science educators are ultimately aiming to achieve the same outcomes – to ensure excellent science education. Working as a team ensures that all teachers have access to the resources and support they need to achieve this.

There are too many people to name, from Tony Doyle, my first Head, to the PSTT, STEM Learning, the RSC, and the SMT at St Joseph's where I work now, and of course all those in between.

Ah – the element of surprise.