Science appears to be coming under increasing pressure in parts of society and the media, with an increase in 'fake news' and less regard for 'experts'. If this is to be combatted, it is important that students develop a good understanding of both the big conceptual ideas of science and the nature of science itself. This understanding will mean the public is better placed to make sense of scientific information and hopefully build trust in the scientific process. This article, which follows on from Part 1 where the issues around teachers' understanding of the nature of science were explored, looks at some teaching strategies and resources that might be used to address the issues raised. [For Part 1, see EJ1259066.]