Energy home

Curriculum links

Wales

Use the tables below to see how each activity in the Energy Home supports the curricula for science and geography in Wales.

Science

  Topic Pupils should be taught Online challenges Activity cards
Scientific enquiry 1. The nature of science

1 to apply their ideas and knowledge and understanding of science when thinking about and investigating phenomena in the world around them

2 to consider information obtained from their own work and also, on some occasions, from other sources

The search for energy

On the trail of the energy wasters

Our new school

The town is going renewable

1, 2, 3, 4, 6, 7, 8, 9, 10
    3 that scientific ideas can be tested by means of information gathered from observation and measurement

The search for energy: Part 1 Energy at home

The town is going renewable: Part 4 How much energy do we need?

1, 8
  2. Communication in science 1 to report their work clearly in speech and writing using relevant scientific vocabulary   1, 10
    2 to use a range of methods, including diagrams, drawings, graphs, tables and charts, to record and present information in an appropriate and systematic manner   1, 7, 8, 9
    5 to search for and access relevant scientific information   6, 9
  3. Investigative skills

1 to turn ideas suggested to them, and their own ideas, into a form that can be investigated

2 that asking questions and using their knowledge and understanding of the context to anticipate what may happen, can be useful when planning what to do

The search for energy: Part 1 Energy at home

The search for energy: Part 3 Power!

On the trail of the energy wasters

The town is going renewable

7, 9
   

4 that in situations where the factors can be identified and controlled, a fair test may be carried out.

5 to consider what equipment or other resources to use

8 to make careful observations and measurements and record them appropriately

11 to make comparisons and to identify and describe trends or patterns in data

12 to use the results of their investigations to draw conclusions

13 to try to relate the outcomes of their investigation or their conclusions to their scientific knowledge and understanding

  7, 9
   

6 to recognise the hazards and risks to themselves and others

7 to use equipment or other resources correctly taking action to control risks

The search for energy Part 2: Substations

On the trail of the energy wasters

3, 7
Materials and their properties Grouping and classifying materials

1 to compare everyday materials on the basis of their properties, including hardness, strength, flexibility and magnetic behaviour, and to relate these properties to everyday uses of the materials

2 that some materials are better thermal insulators/conductors than others

Our new school 8
    3 that some materials are better electrical conductors/insulators than others The search for energy: Part 1 Energy at home 1
  Changing materials 7 that temperatures is a measure of how hot or cold things are   8
Physical processes Electricity 1 that a complete conducting circuit, including a battery or power supply, is needed for a current to flow to make electrical devices work
2 to investigate how switches can be used to control electrical devices in simple series and parallel arrangements
The search for energy: Part 1 Energy at home 1

Geography

Topic Attainment targets Online challenges Activity cards
1. Geographical enquiry and skills

When studying places and environments, pupils should be given opportunities to:

1 observe and ask questions about geographical features and issues

2 collect, record and present evidence to answer questions

3 analyse evidence, draw conclusions or opinions and communicate findings in an appropriate way

The search for energy: Part 2 Substations

The search for energy: Part 3 Power!

On the trail of the energy wasters

Our new school

The town is going renewable

3, 4, 5, 10
 

When using geographical enquiry skills, pupils should be taught to:

9 use secondary sources for information, ideas and explanations

10 use ICT to gain access to additional information sources and to assist in handling, classifying and presenting evidence and communicating ideas

  9
3. Theme

When studying the theme of environmental change, pupils should be taught to:

1 identify ways in which people affect the environment

The search for energy: Part 3 Power!

6, 7, 9, 10
 

When studying the theme of environmental change, pupils should be taught to:

3 recognise that people have different views about changes to the environment

The town is going renewable 10
 

During the investigations, pupils should be taught opportunities to:

4 formulate ideas and opinions about geographical issues and events

The town is going renewable 10
 

During the investigations, pupils should be taught opportunities to:

5 understand the individual’s responsibility for the environment

On the trail of the energy wasters