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.

Science work for the new term - let industry inspire you

Children working on the Water for Industry activity

 



Make your time spent on science work with your primary class benefit the children to great effect by using activities set in an industrial context. CIEC activities are all set in an  industrial context which anchors the science work firmly in the real world. Not only does this help to reinforce the scientific principle being looked at but it also introduces children to the idea of working with science and in industry.

Look at the full range of primary science activities and see how the Children Challenging Industry project is run.


 Children Challenging Industry Project (CCI) is the flagship primary project from CIEC (Centre for Industry Education Collaboration).

One of CIEC’s Advisory Teachers works with one class at a time by going into school and carrying out science activities with an industrial context with the class. The class teacher observes and joins in. The culmination of the sessions is a visit to a local industry where the children can see the science they have been doing in school translated into industry.

The result is the children’s science results improve, they remember the whole experience for years afterwards and many of them become interested in working in the science industries. The primary teachers gain excellent CPD in their own school and the local industries find that not only do the local children and community benefit but the experience of working with the children and schools promotes job satisfaction.

Children Challenging Industry runs in the north of England and the Hertfordshire area. If your company is interested in getting involved (wherever you are) please contact either Joy Parvin or Gayle Pook (Co-directors of CIEC) at ciec@york.ac.uk