Monday, March 16, 2015

Industry visits improve children’s perceptions of industry

A Greneway pupil inspecting substrate during the Johnson Matthey site visit

In February 2015 pupils from Greneway Middle school, Royston, visited the Johnson Matthey site at Royston as the culmination of their Children Challenging Industry (CCI) experience. During their visit the children visited the Technology Centre to find out what catalysts are and what they do and made their own wash coats (the active part of the catalyst). This was followed by a tour of the site where they saw robots applying wash coat to the substrate.
The visit demonstrated how their school activities (the process of developing a good bubble mixture had much in common with the development and testing of wash coats) were directly related to work on the site.
A recent report on the impact of the CCI project in Royston schools demonstrated that children who are shown how science works in the ‘real world’ (in this case in industry) show a greater understanding of science and the possibility that they could have a future career using science.
Teachers taking part in CCI reported the greatest impact as being:
·         Improvement of children’s investigative skills and group work
·         Range of teaching ideas and the practical activities
·         The CIEC Advisory Teacher’s expert knowledge of science and the industrial content of the activities.
The majority of teachers felt their knowledge of teaching science had improved, the class sessions linked well to industry, the site visit was an important component of the experience and that they would use the written resources again. The CCI project also fulfilled their expectations.
At the end of the CCI intervention the teachers showed greater understanding of the interesting jobs available in industry and the economic benefits of industry.
Of the children who participated:
·         Over 80% enjoyed the investigations, learned something new and enjoyed the challenges
·         Over 70% liked learning about industry and now like science more.
The activities the Greneway children worked on in school were:

Below are some observations the children made following their visit to the JM site (positive comments far outweigh any negative comments).

What the children said:
 “I liked it all because I was learning new things.”
 “I enjoyed the ketchup bit because it was really fun and they explained it clearly.”
“I liked watching the robots.”
“The robots move like humans.”

In response to what did you enjoy the most:
“seeing the robots and learning what they do and sorting out the catalyst.”
“making the experiment with all of the liquids.”
“seeing the robots sorting out the catalysts.”
“looking at the cars.”

In response to what did you enjoy the least:
“Walking and walking upstairs and apart from that nothing.”

Deb McGarrity, Royston Site and Community Coordinator commented, "The difficulties of attracting young people into careers in science have been well documented in recent years.  From this perspective, I think it is important that schools in our area understand what Johnson Matthey actually does, and how exciting and varied a career in science can be”.

Monday, February 2, 2015

Lotte Chemical UK Ltd host a great site visit for pupils from Errington Primary School, Marske

Year 5 pupils from  Errington Primary School, Marske by the Sea, recently visited Lotte Chemical as the culmination of their Children Challenging Industry sessions led by Jenny Harvey, CIEC Advisory Teacher in the north east.

The class were doing activities from Plastics Playtime and after their visit to Lotte to see the science concepts they had studied in school in action in industry they wrote a very enthusiastic letter of thanks:

Wednesday, January 14, 2015

The Centre for Industry Education Collaboration introduce using industry as a primary science context to even more teachers at the annual Association of Science Education Conference, Reading

Teachers enjoying Nicky Waller's workshop (and the following pictures)

The response to the CIEC talks at the ASE conference this year was overwhelmingly positive with over 70 teachers attending Jenny Harvey’s workshop Embedding ‘Working Scientifically’ Skill within Real-life Contexts.

Jenny was delighted with the response, “Really positive comments with people saying 'Oh, I'm going to tweet about that now' and 'that was just what I needed' or 'that was great, thank you'. People loved the CIEC materials and think they're really useful and different with lots of ideas and examples. They particularly liked the hands on 'real life industrial' scenarios. I still had teachers approaching me the next day to say how much they'd enjoyed my session and that they couldn't wait to start using our resources.”

Joy Parvin’s session on Outstanding Science in Context demonstrated how, by making the children into ‘scientists’ for the industry based CIEC activities helps them to achieve more in both science understanding and an understanding of how science underpins so much of industry.


Nicky Waller’s workshop entitled Exciting Science Clubs for Key Stage One. “People commented how it was great to have a session focusing on the younger primary aged children as there were not many of these exclusively in the ASE programme. I was pleased to have 30 attend and participate in the first session of the day and my intention was to run a practical workshop, where they got to try out a range of carefully planned, tried and tested science activities either created for or adapted to suit children in Key Stage One. They also explored how they can organise and manage a science club in their own school, access reasonably priced resources and inspire even the youngest of our future scientists.”


Monday, January 5, 2015

Meet some of the CIEC (Centre for Industry Education Collaboration) team in Reading at ASE 2015

The complete Centre for Industry Education Collaboration (CIEC) team: (from left) Gayle Pook, Nicky Waller, Jane Winter, Clare Warren, Jenny Harvey and Joy Parvin

If you are attending this year's annual ASE conference at Reading do take the opportunity to meet and chat to Joy Parvin, Nicky Waller and Jenny Harvey.

Jenny is the first CIEC team member to hold a workshop - Friday 9th January at 12.30pm in the Palmer Building, Room 107. Using CIEC practical activities Jenny will be looking at links to the new curriculum, age appropriate standards of expectation in 'Working Scientifically' and how to use these for planning progression through Years One to Six.

Joy Parvin is talking at 3.30pm the same day (also Room 107 in the Palmer Building). Joy will be demonstrating how using freely available CIEC activities can help children develop their science skills by active participation in science activities.
Do come to the talk to meet Joy and get to know more about CIEC.

Nicky Waller's workshop is on Saturday 10th at 9.30am in Room G9 of the AMS Building. Nicky will be demonstrating how there are plenty of suitable science activities for 5-7 year olds who would enjoy a science club.

Monday, November 3, 2014

CIEC resources suggested in NSLC chat

The following question was posted on 18 October on the STEM centre chat board.

Generating Electricity

Water for Industry

What will people be using to enrich science topics for children who have mastered all the topic objectives while the teacher is supporting those who need more input? I am thinking it will be applying knowledge in design and problem solving tasks such as CIEC activities, is that what everyone else thinks?

Jenny Harvey, CIEC Advisory Teacher for the North East replies here:
'Of course I think that is a brilliant idea, but then I use them all the time, being the Advisory Science Teacher for Children Challenging Industry across Teesside. I also know that our online resources cover many aspects to the new primary science curriculum as can be noted here:
More and more teachers are using the CIEC resources to address context and purpose. Our investigations tackle real problems that are encountered within science-based industries, reflecting more closely the way science is carried out in 'real life'. This approach improves children's motivation and understanding. So why not check them out!
Plastics Playtime
All of our topics are available as fully downloadable pdf files with lesson plans, equipment lists, work sheets and cards and the latest ones have interactive web sites too. They are real life science activities with purpose, relevant to the new primary curriculum and what's more they are all free!'
Primary Science resources link:

Monday, October 13, 2014

The 2014 NEPIC Golf Day is a great success – especially for the winners, Lucite, and Children Challenging Industry who benefitted from the money raised!

The 20th NEPIC Golf Day, organised by Paul Butler, was held on September 4th at De Vere Slaley Hall, Northumberland and was voted a great success by all 168 golfers who took part.
The Lucite International team (David Heaviside, Jason Wing, John Furnell and Alistair Briggs) were the winners – with individuals taking other prizes (see below).

Sembcorp continued with their main sponsorship of the event with George Ritchie presenting the prizes, the registration gift was presented by ABB and score cards covered by Siemens. Utilitywise supported the Hole in One competition and the trophies provided by Lucite International were made from their own acrylic resins.

Chemoxy were responsible for the pre-dinner entertainment (Tricky Bob), Oranmore presented the Golf Simulator and Lockton’s Insurance  the golfer’s on course Video Analysis. The putting competition prize was given by Crane-Tomlinson Hall partnership.

The raffle raised an amazing £1350 for Children Challenging Industry, CIEC’s flagship primary project to introduce primary children to exciting science set in an industrial context. The money raised will be used for much needed PPE and practical equipment. Gayle Pook and Nicky Waller were delighted to accept the cheque on behalf of CIEC from Dr Stan Higgins, CEO of NEPIC.
Winners Table
Overall Winner: Lucite International (90)
Hunting Course:
1st Place: Px Limited (84)
2nd Place: ABB (77)
3rd Place: Quantum Controls (76)
Nearest to Pin: Phil Tunstill, Oranmore
Longest Drive: M Hassell, Sembcorp

Priestman Course:
1st Place: Lucite International (90)
2nd Place: RTC North (85)
3rd Place: Utilitywise (84)
Nearest to Pin: Arthur Chapman
Longest Drive: Howard Young, Western Union


Monday, September 8, 2014

New curriculum - links to primary science activities

The start of term is such a busy time - make sure all your science work is linked to the new curriculum.

Save some time by using CIEC activities which all have strong curriculum links. Nicky Waller, one of  the CIEC Advisory Teachers in the north east has spent the summer looking at all our resources and checking the CIEC links to the new curriculum - science obviously but also maths, design and technology, English, art and design etc.

Below is an example of the links Nicky highlights in the popular Water for Industry activity for 10-12 year olds:

By following a 'water cycle' from a reservoir, through an industrial site where it is treated, used as cooling water, and treated again before being returned to a river, the children investigate corrosion of materials, filtration techniques, heat exchange and carry out an extension activity on pH adjustment to regulate the acidity of the water.

Water for Industry (10 - 12 year olds) Curriculum Links

The following National Curriculum (for England) areas are supported by this work:

Working Scientifically Upper Key Stage 2
planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary
taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate
recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs
using test results to make predictions to set up further comparative and fair tests
reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations
identifying scientific evidence that has been used to support or refute ideas or arguments
Properties and Changes of Materials (Y5)
compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets
know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution
use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating
give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic
demonstrate that dissolving, mixing and changes of state are reversible changes
explain that some changes result in the formation of new materials, and that this kind of change is not usually reversible, including changes associated with burning and the action of acid on bicarbonate of soda
Maths (Key Stage 2)
estimate, compare and calculate different measures, including money in pounds and pence (Y4 Measurement)
interpret and present discrete and continuous data using appropriate graphical methods, including bar charts and time graphs (Y4 Statistics)
solve comparison, sum and difference problems using information presented in bar charts, pictograms, tables and other graphs (Y4 Statistics)
calculate and compare the area of rectangles (including squares), and including using standard units, square centimetres (cm2) and square metres (m2) and estimate the area of irregular shapes (Y5 Measurement)
use all four operations to solve problems involving measure [for example, length, mass, volume, money] using decimal notation, including scaling (Y5 Measurement)
solve comparison, sum and difference problems using information presented in a line graph (Y5 Statistics)
complete, read and interpret information in tables, including timetables (Y5 Statistics)
Computing (Key Stage 2)
use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content
select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information
Design and Technology (Key Stage 2)
Design: generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design
Make: select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities
Evaluate: evaluate their ideas and products against their own design criteria and consider the views of others to improve their work
English (Y5/6)
(Spoken Language)
§ listen and respond appropriately to adults and their peers
§ ask relevant questions to extend their understanding and knowledge
§ use relevant strategies to build their vocabulary
§ articulate and justify answers, arguments and opinions
§ give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings
§ maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments
§ use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas
§ speak audibly and fluently with an increasing command of Standard English
§ participate in discussions, presentations, performances, role play, improvisations and debates
§ gain, maintain and monitor the interest of the listener(s)
§ consider and evaluate different viewpoints, attending to and building on the contributions of others
§ select and use appropriate registers for effective communication
retrieve, record and present information from non-fiction (Y5/6 Reading – comprehension)
provide reasoned justifications for their views (Y5/6 Reading – comprehension)
plan their writing by identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own (Y5/6 Writing – composition)
noting and developing initial ideas, drawing on reading and research where necessary (Y5/6 Writing – composition)
selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning (Y5/6 Writing – composition)
using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining] (Y5/6 Writing – composition)


The material is aimed at 10-12 year olds, though the activities can be modified for use with other age groups and their associated learning objectives.