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This article describes how a homework task on climate change is being developed as part of a larger project on sustainability issues -- Urban Science. The ultimate aim of this European project is to improve the teaching of scientific enquiry so that students develop the competences to actively contribute to creating sustainable cities, to understand how cities consist of linked systems that affect each other and to gain scientific skills for employment, thereby becoming more motivated to study science. It was found that students can research and present information in spider diagrams and relate this to everyday life. Although this was at a relatively high level, they were not linking different aspects of climate change. The idea of creating a 'messy wall' from the students' work during stage 1 of the Urban Science project is discussed.

This article describes how energy issues and education for sustainable development (ESD) are part of the agenda for two current European projects, CoDeS and SUSTAIN. The latter is mainly concerned with the development of inquiry-based primary and lower secondary science education while the former is a network that aims to learn more about collaborations within schools and communities that foster sustainable development. Even though the words "sustainability" and "global warming" are not mentioned in the 2014 key stage 3 (ages 11-14) science and geography National Curriculum in England, it is suggested that teaching the difficult concept of energy within the framework of sustainability will increase the engagement and curiosity of pupils and their motivation to study science using different contexts.

If a programme were to be devised for the early-career development of science teachers, what might such a programme look like? This was the focus of a meeting of science educators interested in developing such a structure, from the start of initial teacher training onwards. The contributions, modified and written up here, include a suggested "five-year programme" that has ideas for broadening opportunities for trainee science teachers and early-career science teachers and that makes good use of the support provided by the Science Learning Centre consortia. Additional proposals for focusing on "threshold concepts" and on "core representations" add detail to the proposed programme. It is hoped that the contributions will provoke discussion among the science education community and that the introduction of such a programme will be given serious consideration.