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Newsletter 42
In this issue:
Helpline Q & A
Fireworks
CLEAPSS Primary website
Health & Safety Myths
Where are all the bees?
Food chain resources
SAPS
Making time for monitoring
Sub-levels in science?
CLEAPSS publications
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PST number 42
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AUTUMN 2008
Remember, remember ...
This is the time of year when
CLEAPSS receives lots of calls to
the Helpline about fireworks. We
get asked about activities and
experiments that teachers can do
with their pupils in school.
CLEAPSS would always urge caution and we have
produced a new guidance leaflet, PS81 Fireworks and
explosives. Although written more for teachers and
technicians in secondary schools the document provides
useful background information about the legal issues
involved.
Also included in the leaflet is a list of references and
resources that could be used by primary science
coordinators to inform project or topic work on fireworks
and firework safety.
A selection of the references is given here:
www.fireworksafety.co.uk
Www.hse.gov.uk/explosives/fireworks/
www.gunpowder-plot.org
www.royalgunpowdermills.com
Q. Can children take home battery-operated
electric buggies or other items made in class?
A. Although tempting to send children home with
the things they have made, you really need to
think it through!
It is impossible to predict what might happen
to the treasured objects after they leave the
classroom. Younger siblings may get hold of
them - are they safe to be chewed or
ingested? Do they have bits which may come
off and result in a small child choking?
You may have taken scrupulous care with
hygiene when preparing food or making bath
bombs, for example, but can you be sure that
things won’t be eaten or handled by someone
with food allergies or sensitive skin?
Think it through - do a risk assessment and, if
in doubt, give CLEAPSS a call.
Q. Where can we get copper(II) sulfate for our ‘Gifted & Talented’
club?
A. Primary catalogues have, generally, dropped their chemical lists
in favour of ready-prepared kits for various activities.
It is usually better to avoid hazardous chemicals (copper (II)
sulfate, for example, is HARMFUL if swallowed and IRRITATING
to eyes and skin) and stick to substances available from a
supermarket, pharmacy or hardware store.
There may, however, be occasions when it is appropriate for
(well-supervised) children to carry out an activity using materials
that are not generally available and that are possibly HARMFUL
or IRRITANT. Other hazardous substances (e.g. TOXIC or
CORROSIVE) are best avoided in primary schools.
Several educational scientific suppliers have assured CLEAPSS
that they would be happy to supply reagents from their secondary
catalogues to primary schools on request. View the details on
your supplier’s website or contact the sales team.
Make sure that you have secure, suitable storage for any
hazardous chemicals. Be sure too that you are confident about
handling the chemicals and know how to dispose of them at the
end of the activity.
CLEAPSS guide L5p Safe use of household and other chemicals
is full of useful information and ideas.
Q. Help - I’ve broken a mercury
thermometer!
A. Luckily the teacher had used it in
a tray which contained the
broken glass and the mercury.
The caretaker had then covered
the tray to avoid further spillage
and to contain vapours. We
suggested calling a local
secondary school to ask if the
technician there could treat the
spill and remove the residues for
specialist disposal.
Mercury is TOXIC. Small globules
of the metal find their way into
cracks so it is important to ensure
that all traces are safely removed.
Mercury also attacks other
metals, so wear disposable
gloves to avoid contact with any
jewellery if you do need to clear
up after a breakage.
The use of mercury
thermometers in primary schools
is discouraged as safer
alternatives are readily available.
Contact CLEAPSS if you have any queries or concerns.
PST number 42
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AUTUMN 2008
CLEAPSS Primary Science Website is here!
The primary website is now up and running! So, provided you have access to the
internet, you will quickly be able to find answers to questions about health and safety
as well as having access to resources aimed at supporting excellence in primary
science and technology teaching.
• All of our primary documents (see p8) will be available - all of the time!
• Updated information will be instantly available.
• There is a SEARCH facility to help you find the information you need.
• You will be able to download and print documents you want.
Website
www.cleapss.org.uk
You will need the username and password that appear below and in each copy of
Primary Science and Technology .
The username and password will change in January each year but we will let you
know in good time what they will be.
We would be interested in what
you think of this new resource.
Please let us know.
Email: science@cleapss.org.uk
Don’t forget you can still use the CLEAPSS Helpline!
If you can’t find the information you want on our new website, or you would like some additional information
about, for example, an activity, materials, equipment, storage or safety, then get in touch with us.
Also - don’t hesitate to let us know if you think we should have some guidance about a particular topic!
You can contact the Helpline by ‘phone, fax, email or letter (the CLEAPSS address is on the back page).
Tel: 01895 251496 Fax: 01895 814372 Email: science@cleapss.org.uk
If you write, fax or email us, please don’t forget to give us your name, the name of your school and the
Local Authority (if applicable) so we can contact you if we need to.
Password snapshot
CLEAPSS website password
Baroness Susan Greenfield’s
research focuses on brain
physiology, and particularly the
effects of Parkinson’s and
Alzheimer’s diseases. She is,
perhaps, better known as a
populariser of science and has
given Royal Institution lectures
and written books about the
brain and consciousness, eg,
The Human Brain: a Guided
Tour.
www.cleapss.org.uk
Access to the members-only part of the CLEAPSS
website requires a user name and a password.
Click on the ‘Primary Schools’ button and the
‘Members-only’ button. You will then be asked to
type in a user name and password.
User name: cleapss2008
Password: susangreenfield
You will be able to use these until we update the
codes words in a future PST newsletter.
PST number 42
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AUTUMN 2008
Health & Safety Myths!
Where are all the bees?
This year’s appalling summer has led to a shortage
of British honey and honeybees are under threat
from parasitic diseases and the puzzling ‘colony
collapse’ disorder.
HSE at the 2008 CLEAPSS Safety Conference
One of the main speakers at this year’s Safety
Conference for Local Authority officers was Lorraine
Shepherd of the Health and Work Division of the
HSE. Lorraine spoke authoritatively on the subject
of sensible risk management, which is currently a
particular focus for the HSE. Among the points that
Lorraine made were:
• Children need risk in their lives. If we don’t provide it
they will go out and find it.
• Children should not avoid risk.
• Properly managed science experiments do not pose
significant risks to children.
• Health & safety is about saving lives and stopping
people from becoming injured or sick at work.
• Don’t concentrate on trivial risks. Health & Safety law
does not require action for trivial risks (see the
Management Regs ACOP para 13 (a) – insignificant
risks can usually be ignored as can risk arising from
routine activities associated with life in general).
• Generic risk assessment has to be adopted and
adapted to suit local circumstances.
Apparently there are no wild honeybees in Britain,
every bee you see is from a managed hive and the
number of beekeepers is also falling.
Bees are so critical to the pollination of plants that
there have been some wild claims that, if the
honeybee were to die out, mankind would follow in
four years because many food plants would not
survive! This overlooks the many wind-pollinated
food plants - especially the cereals - which are not
dependent on insect pollination. Nevertheless, there
is an environmental threat; and it’s one that children
can understand and begin to do something about.
The British Beekeepers association has developed
a schools pack for Key Stages 1 and 2 which is a
useful tool for teaching about the plants and
animals that surround us, minibeasts, pollination
and care for the environment.
The resource (revised in 2008) is available in two
formats - as a conventional ring binder or as a CDROM. It is full of lesson ideas appropriate across
the primary age range. It costs £15 (including post
and packing) from the BBKA (see below).
These are all points that we support and which form
the basis of our work with schools. A main message
remains much as it did the last time an HSE officer
spoke at our conference. Because it is well
managed, school science is safe (so too is school
design & technology).
The use of generic (or model) risk assessments,
modified to meet local circumstances, involves
teachers in thinking how best to prepare for practical
work and to teach pupils safely and effectively.
Risks are ever present in all of our lives. In schools,
by focusing on real risks and not those which are
routine or trivial, staff can concentrate on helping
pupils learn and not be diverted into unnecessary
paperwork. And so say all of us!
The CD version is structured as a self-contained
website - so no Internet connection is needed.
There is a teacher support section and an
interactive ‘classroom’ that children can browse
themselves. This version costs £10. Order forms for
both products are at: www.bees4kids.org.uk
Local beekeeping organisations will have
enthusiastic and well-resourced beekeepers who
are experienced at presenting in schools. This
might be an ideal science club activity but do carry
out a risk assessment first - a small number of
people may have a severe allergic reaction to bee
stings. If in doubt then contact CLEAPSS for advice.
The HSE is keen that the many
myths about health and safety
are debunked. They have a
website
www.hse.gov.uk/myth/
index.htm
which is a great source of cartoons about several of the more
common myths. A new cartoon
is produced each month and
they can be downloaded and
printed out as colour posters.
The cartoon shown here is from
August 2007 and highlights the
myth about egg boxes being
banned from use in craft
lessons!
PST number 42
Contact the BBKA at: The National
Beekeeping centre, Stoneleigh Park,
Warwickshire, CV8 2LZ.
Food Chains
Have you discovered the food chain
mobiles (freshwater and garden) on the
CLEAPSS Primary science website yet?
Look for E243p and E244p.
SAPS!
The Science and Plants for Schools
(SAPS) website
www-saps.plantsci.cam.ac.uk
has some great ideas, activities and
resources for use in primary schools and
is well worth a look.
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AUTUMN 2008
PST Task Sheet 01: A burning candle
CLEAPSS will soon republish guide L5p on materials. These teacher notes are adapted from that guide.
A wax candle is a solid fuel. Heat melts the wax to a liquid which then evaporates to a gas. The gas burns to
produce light and heat and two waste products – water and carbon dioxide (and, sometimes, some soot).
When a candle burns, the exposed wick becomes longer and begins to smoke. The longer the wick, the larger the
flame and the faster the candle burns away. Once, special cutters were used to trim the wick; but, in 1825, a monk
named Cambacéres invented a wick that bends over. It pokes out of the unburnt gas into the air, where the tip burns
away. The black part of the wick, inside the candle flame, is not exposed to air, and so it only slowly chars. Modern
candles have a self-trimming wick.
Candles are extinguished by removing the fuel (blowing the wax gas away - an oil rig fire is extinguished by an
explosion); removing the oxygen (snuffing) or by making the temperature too low for the wax to burn (chilling).
Children can: observe a burning candle safely at close range; learn that candle wax is a solid fuel; understand that a
burning candle emits both heat and light; use vocabulary such as: ‘candle, wax, wick, light, flame,
burn’; observe and describe the colours in a candle flame (the bluish unburnt candle wax gas and the
yellow / orange burning wax); possibly observe and describe the black soot produced at the tip of the
flame; notice that hot wax runs and is liquid – and possibly that very hot wax vaporises and is a gas;
notice how the candle’s wick is burnt away outside the flame; learn that the candle is permanently
changed; understand that the candle has been burnt away – and that burning is irreversible.
Note: the relationship between a container’s size and the time a candle takes to go out is not a simple one. The
candle may not be extinguished by a lack of oxygen; more likely it is put out by a falling ‘blanket’ of carbon dioxide.
CARE:
Tea light or night light candles are more stable than traditional candles. They should be used in a
metal tray containing a layer of clean sand and lit only by the teacher.
CARE:
The children should be warned that the burning candle is VERY hot. They should tie back long hair,
do up loose clothing and they must not lean over the candle flame.
What will be needed:
A tea light on a layer of sand in a metal tray or tin lid (pupil).
A stopwatch or timer (pupil).
Matches and two sizes of jam jar (teacher).
A burning candle
What to do
Put a tea light in a metal tray of sand then ask your teacher to check it and to light it for you.
♦ Watch what happens
What happens to the solid wax?
What happens to the wick? Is the wick straight – or curved?
Does a curved wick bend outside the flame?
What happens when the wick is in the air outside the flame?
♦ What colours can you see in the flame?
Can you see the unburnt gas? Can you see the glowing, burning gas?
Is there black soot at the tip of the flame?
Your teacher will carefully hold a jam jar above the flame.
♦ What can you see?
Is there black soot on the jar?
Are there drops of water? Where are they from?
Your teacher will lower the jam jar over the candle.
♦ What happens? Why?
What can you see in the jar?
What might happen with a bigger jar? Why?
Finally - time how long the candle burns in a small jam jar and then predict how long the candle will
burn in a large jam jar. Your teacher will lower the big jam jar over the candle. Say ‘Now’ when you think
the candle will go out. Were you right?
PST number 42
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AUTUMN 2008
Making time for monitoring
Teaching another class can give you a good idea of that
group of pupils’ understanding and skills development.
This approach requires careful planning and you will need
to establish how your lesson fits in your colleague’s plans
and what to expect in terms of the children’s knowledge
and skill development.
Science co-ordinators often find monitoring the
most challenging part of their role. Good monitoring
tracks continuity and progression and should ensure
that the teaching and learning experiences of a
school’s pupils are of a consistently high quality.
Is your focus really on the teaching and learning?
A clear focus is essential; decide before you start what it is
you are monitoring. You can’t possibly monitor ‘science’
but you can look at specific issues such as questioning or
recording. If things aren’t as they should be then you can
identify and tackle individual areas of concern.
This will be a test of you as a curriculum leader - if it goes
poorly, it may damage your credibility. If it goes well - don’t
expect applause. You are, after all, the science expert!
An alternative tactic is the 10 minute swap. Agree a time
with another subject coordinator to swap classes. Aim to
ask the children questions about their recent science
experiences, their skills and learning. You could formalise
this by asking them to complete concept maps on a given
area of learning. Meanwhile, your colleague can do the
same with your class for their own subject area. You can
exchange your findings later.
What's on the wall?
Displays should illustrate a school’s achievements and
qualities. This, after all, is children’s work thought worthy of
wall space and is there to encourage and motivate. The
walls will also tell you something about the range of
science experiences in the school; and about the profile
and status of science as a subject.
I'll be watching you!
How do you best use a lesson observation?
Trawl the books
A familiar aspect of an OFSTED inspection is the request
for pupils’ books and these can cast light on learning,
especially if viewed positively. One effective tactic is to
look at a representative selection of children's work and
evaluate what is good, and what can be improved on.
There may be justification in some teachers feeling ‘overobserved’ so any monitoring by lesson observation needs
sensitive management, good planning and clear intentions
if it is not to be seen as a burden. Monitoring by lesson
observation may already be part of the school’s approach
to self-evaluation. It should be seen as a way to maintain
standards, share ideas, support staff, and, in science
especially, as a contribution to the management of health
and safety.
The AKSIS project established the ‘commentary’ as one
approach to evaluating pupils’ work. For example, if
monitoring a science enquiry, you would first establish the
age and year the children are in and then look at their
work with a view to answering a number of questions.
Agree, well in advance, what the focus of the lesson
observation will be and draw up a short lesson observation
checklist with the teacher concerned. Remember, five
questions thoroughly explored will be far more useful than
fifty ticked boxes.
Whose enquiry is it?
What is the context?
What question are the pupils trying to answer?
Do they make predictions?
Are they doing ‘fair tests’? Is it clear why?
Do they draw conclusions?
How good is their evidence?
Has safety been considered?
What help is the teacher’s marking - if any?
Agree if you will be there purely as an observer, or
whether you are to be actively involved in the lesson. The
latter is less threatening to the teacher and also less
confusing to the children. You can also learn a lot more by
talking with and helping the pupils.
As soon as possible after any observation, the class
teacher should receive feedback and a copy of the
observation notes. Agree actions for improvement and file
the notes to inform future monitoring.
What level is this?
Consider the next highest level - how could
children work towards that level?
How could they improve?
What help could be given when marking?
What would improved work look like?
Conclusion
Sensitive monitoring leads to a review of practice, the audit
of resources and policy, and provides a general insight
into the strength of science teaching across the school.
After evaluating several pieces of work in this way, it will
be possible to give advice to individual teachers on how to
improve the teaching and learning in their lessons. You
will also have gained an impression of the strengths and
weaknesses across the school.
Good quality, effective monitoring demonstrates a wholeschool commitment to self-evaluation and to improving
standards.
Remember, however, that this approach only evaluates
the written work which is a reflection of the teaching and
learning in science.
This article has been adapted from CLEAPSS guide L232
A Guide for Primary Science Coordinators by CLEAPSS’
Primary Science Consultant.
Swap with me?
How do you get into other classrooms and how can you
use that precious time to best effect?
If you have any comments on this article, please email
science@cleapss.org.uk.
PST number 42
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AUTUMN 2008
Theoretically, it might be possible to design written tests
that identified these sub-levels. Some published
commercial tests claim that degree of accuracy - but do
they deliver it and can you trust the results and/or use the
information constructively?
Sub-levels in science
Are they desirable or even achievable?
Primary language and mathematics both have
sub-levels – so why not primary science?
Teachers need to demonstrate progress and head
teachers are under pressure to demonstrate effective
schools and schools are aiming to track the science
progress of individual pupils. From these demands has
come the feeling that, perhaps, we should be able to
place every child on a theoretical step of the ladder for
each of the four science attainment targets.
So what can teachers do?
If you are asked to provide sub-levels, you could use
your professional judgement to interpret any test results.
“What a pity, Carl missed a Level 3 by just a
couple of points. I think (and my classroom
observation bears this out) that Carl is close to a
Level 3. I’d certainly put him at 2+.”
Or: “Danni did well. She surprised me. I’d have put her
at just above Level 4 (say 4+), but she cracked a
couple of the higher level answers. Certainly
judging from her science book I’d call her a very
good Level 4, but not quite a 5 yet. I think I could
say she’s at level 5 –.”
Combining your knowledge of the children with test
results will enable you to plan more effectively. It may
lead you to setting and grouping the children, but all
decisions should put their learning first. Secure
evaluation will lead to sound teaching and learning. This
is far better than relying completely on a paper or digital
test which probably won’t accurately reflect the individual
child or the teacher’s own assessment.
Against this, QCA does not appear to recognise
sublevels; they don’t formally exist and QCA doesn’t
encourage their use. In addition, the level descriptions
are not designed to do this either; instead they present a
general picture of ‘a child at Level 3’, for example.
In practice, it could be possible to judge that a child is just
better than one particular Level or is approaching the
next. This could be expressed as + and –; as in Level 3+
or Level 4–. A third sub-level is used in maths and
language - expressed as a, b, c.
How achievable are sub-levels in science?
In science the levels shade into each other. For
example, how does ‘they use simple equipment
provided’ (L2) differ from ‘using a range of simple
equipment’ (L3)? Perhaps they use more kit at L3; but
what kit and how isn’t clear. So how do you measure it?
Is a child who is good with a ruler and timer at level 2 but
another, who can read a thermometer, at level 3? The
description doesn’t tell you – and it doesn’t set out to.
In practical activities, differentiation is very difficult.
Suppose you have decided the following:
Level 3c = recognises that magnetism is
‘concentrated’ at the poles of a magnet
Level 3b = can name the poles North and South
Level 3a = knows that like poles attract and unlike
poles repel?
You then give the pupils some magnets to explore. How
can you stop them discovering all these things – and a
lot more besides? And should you? Indeed, how can you
recognise and record these differences in a class of
more than thirty?
It’s worth asking yourself, ‘If I was confident that a child
was at level 3 and the test only gave them a level 2, what
would I actually record?’ Maybe you would go for an
in-between score; although your professional judgement
should count for at least as much as a child’s test
performance on what might have been an off day.
What should be hoped for is that, for example, a pupil
who is at Level 2 in year 3 makes sufficient progress to
be ‘a secure Level 3’ in year 4. A combination of
professional judgement and a result from a reliable test
should confirm this improvement.
This article has been written by CLEAPSS’ Primary Science Consultant. If you have any comments on the article please email science@cleapss.org.uk.
BA Festival of Science 2008
Like us, you may not have made it to this year’s Festival
of Science organised by the BA (British Association for
the Advancement of Science) and held in Liverpool.
However, it is worth having a look at the festival website
www.the-ba.net/the-ba/FestivalofScience/index.htm
as well as visiting the BA’s home website
www.the-ba.net/the-ba/index.htm
for information about what went on at the festival and for
useful links to science news, ideas and activities for young
people.
In maths and language the situation is quite different.
Addition can be differentiated into adding two units,
adding three units, or adding a string of units. Spelling
can be eternally subdivided, from very simple words to
hard ones. Differentiating the ideas in science is much
more difficult.
Curriculum time is another issue. Most schools might
give two hours a week to science – if that. This is a very
short time in which to collect the evidence to argue that
Pupil A is a shade better than Pupil B … and be fair to
both children.
PST number 42
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AUTUMN 2008
Free publications from CLEAPSS - please write, phone, fax or e-mail for copies.
Please print your name clearly, give your school address and name of Local Authority, if applicable. Copy this page and mark the items you need. Please
use a BLACK pen, if you fax this page to us. If you would like publications to be sent electronically, email your request and indicate that you would prefer
this format. If you do email us, please include the name and postcode of your school.
CLEAPSS, The Gardiner Building, Brunel Science Park, Kingston Lane, Uxbridge, UB8 3PQ
Tel: 01895 251496 Fax/Ans: 01895 814372 E-mail: science@cleapss.org.uk Website: www.cleapss.org.uk
Name ………………………………………………………….School…………………………………………………………..
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(Please tick if applicable)
Sc2 LIFE PROCESSES AND LIVING THINGS
L42
Plants for classrooms Robust and useful plants (03/89)
L52
Small mammals Keeping them safely and humanely (09/07)
L56
Housing & keeping animals Information on minibeasts and vertebrates (12/05)
L71
Incubating & hatching eggs A complete guide (01/06)
L124
Aquaria in primary schools: electrical safety Guidance to ensure a safe set-up (01/99)
L181
Cold-water aquaria Safety, set-up, maintenance, feeding & sources, for tadpoles, other amphibians & gold fish (09/90)
L190
Studying microorganisms in primary schools Which microbes to use, safe & exciting investigations, info (05/97)
L197
Giant African land snails Where to get them, how to keep them and what to observe (07/06)
L201
Giant millipedes How to keep these unusual animals (12/92)
L206
Tadpoles How to rear them to ensure a high success rate (09/94)
L213
Science with minibeasts: Snails Information and ideas for practical activities (09/95)
L226
Carnivorous plants How to grow and investigate these bizarre and unusual plants (11/01)
L227
Stick insects Guidance on keeping and using these fascinating animals (12/02)
L245
Ourselves Guidance on teaching the topic with details of resources available (09/05)
L257
Science with minibeasts: Earthworms Where to get them, how to keep them and what to observe (01/08)
E243/244p Freshwater / Garden food chain mobiles Teaching resources about food chains and food webs (10/04)
PS55
Bringing pets & other animals into schools Guidance on all the issues you need to consider (04/02)
Sc3 MATERIALS AND THEIR PROPERTIES
L5p
Safe use of household and other chemicals Safety advice (09/99)
Sc4 PHYSICAL PROCESSES
L86p
Electrical safety Electricity and its use in primary schools (09/95)
L112
Batteries and L-V units Safe use and comparisons (07/01)
L122p
Simple electric circuits with bulbs & batteries A complete guide (09/06)
L161
Magnets for primary schools Information, ideas for practical work and details of sources (04/95)
L163
Teaching forces Guidance for teaching this difficult topic (03/06)
E230p/237 Circ-kit / Electric Dominoes! Resources to help in teaching about electrical circuits (10/07 and 11/03)
EARTH & SPACE, WEATHER, ENVIRONMENT
L120p
L123
L198
L221
SRA08/09
Earth science: Key Stages 1 & 2 Information, resources and ideas for activities (12/92)
Teaching weather at Key Stages 1 & 2 Equipment and learning materials (04/94)
Earth in space Practical tips and sources of equipment (07/99)
Developing & using environmental areas Help with creating and using wildlife areas (12/98)
Practical activities in the school grounds etc / Using school ponds Risk assessment advice and info (10/06 & 09/06)
TECHNOLOGY
L18
L110
L/DL111
L203
PS60
Glues and adhesives Guidance on what to use (05/00)
Materials & components for technology What to buy and the best sources (03/97)
Tools & techniques in primary D&T / Photos Safe use of tools in D&T (09/07 & 09/07)
Control technology Advice and equipment (10/93)
Datalogging & control equipment for primary schools What’s available and what to buy (01/07)
SCIENTIFIC ENQUIRY, SCIENCE MANAGEMENT & MISCELLANEOUS
L24p
Magnifiers & microscopes for primary science Including RMS-approved and digital models (09/03)
L46/E240 Storage for primary science/Labels for primary science storage Info/guidance plus labels to print (09/93 & 09/04)
L127
Starting photography Photograms, blueprints and pinhole cameras (04/96)
L157p
Measuring temperature Buying and using thermometers (07/01)
L204
Science for primary-aged pupils with motor difficulties Info to help with teaching in main-stream classrooms (05/94)
L216p
Inspecting safety in science: a guide for Ofsted inspectors in primary schools (09/96)
L224
Model health & safety policy in primary science Customisable guide on health & safety and risk assessment (12/06)
L241
Teaching health & safety in primary science Guidance & activities to help teach pupils about health & safety (12/04)
L247
Make it and Use it! Constructing resources for primary science (01/08)
L255
A guide for primary science coordinators Roles, monitoring, managing resources and policies (12/06)
E232p
Common safety signs & hazard symbols To print out and use when teaching about health and safety (12/06)
PS22
Health & safety in primary science & technology Key aspects of health & safety for at new / trainee teachers (04/07)
PS74
Using plaster of Paris in primary schools Safety advice and information (04/07)
Download these from our website.
PST number 42
8
AUTUMN 2008