AS: You can do that. That's good. That's good. Ok. So. I think that - the way that it's structured is that - you know - you start off at key stage 1 with - there's not a lot of science but then when you sort of move through key stage 2 and 3 and 4, everything that you do the following key stage you introduce a little bit more and then build on what you've already learnt and everything. And - for me I suppose, just looking it but maybe this is because I'm looking at it you know when I'm adult rather than when I'm a child learning it, it just seems more cohesive, I suppose. And so, you know, if you learnt early on that you know, there are, you know, forces are equal and opposite and all that malarkey. All the different laws in chemistry and whatever else then maybe - and then you learn it again and you build on that then maybe - um - science becomes easier to learn. I don't know. I hope so because=
BS: =so what do you think the effect is that's going to have? Is it going to change the way they see science or the way they just see the world in general?
AS: It's difficult to say. I don't know. ((pause)) I don't know. You know, it hasn't - I don't think it's changed. There's still people that's put off science you know, when they go to secondary school. I don't know whether that's a - whether it's because of the way that science is taught or whether it's what has to be taught or whether it's just a cultural thing that everyone just thinks science is really not cool and I'm not going to be involved in it. I don't know but so, I'm not sure I don't know whether they're ((pause)) I'm not sure what difference it makes but I think certainly looking at it from my perspective which obviously is very different to the perspective of a 5 year old. It just seems that it sort of builds quite nicely. So it seems - as I said it before much more cohesive. So.