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Energy in Mind workshops for KS2 students

Energy image with light bulb

National Energy Action (NEA) has recently been commissioned, amongst a number of things, to deliver face to face sessions aimed at primary aged children to educate and equip them to become more energy efficient. The offer is open to all primary schools in the city, but priority is initially given to those schools in Leicester West.

Further information

Energy in Mind - school workshops

  • Face to face delivery in school sessions
  • KS2 delivery initially
  • Separate sessions designed for Upper Key stage Two (Years 5 & 6) and Lower Key stage Two (Years 3 & 4)
  • Educate children about energy and equip them to become more efficient users
  • Enable children to disseminate information learned to families/carers/friends at home

 Energy in Mind – school sessions

  • 2- 2 ½ hour session (break of 20 mins in between)
  • Sessions to be delivered (1 morning and/or 1 afternoon)

All sessions led by a qualified, DBS checked teacher.

All primary schools in Leicester City can participate, but priority is given to schools in within the LE1 to Le5 boundary. 

A face to face delivered session aimed at primary aged children to educate and equip them to become more energy efficient. Learning is linked to the requirements of the National Curriculum, PSHE and Citizenship Programmes of Study and UN Sustainable Development Goals. Embedded in the learning are British Values and Green Skills. Learning is designed to be collaborative with student interaction. Learning will be differentiated and account for a range of abilities, including SEND.

Sessions will look at energy in terms of electricity and gas with the aims for the children to understand the terms and consider the differences between natural / renewable and non-renewable types of energy. There will be references to the impacts that wasting energy is having on our environment and look at how the children can make a difference from doing some things around their locality (home and school). Children should become more aware of how energy is used around the home and be mindful of potential dangers associated with it. This is also designed for the children to educate those within their immediate circle (family/carers/friends).

Tasks are designed in a variety of ways including group work, matching tasks, and discussions. Tasks are design in a way that children of differing abilities can access them at a level appropriate for them.

Embedded within the sessions are a range of skills that are linked to the government’s green skills agenda. These are skills that are intended to equip people with attributes needed to access jobs that will be beneficial to the 2050 net zero target.

Objectives for session:

  • Understand what energy is and the difference between renewable and non-renewable energy sources.
  • Consider how different energy sources are used around the home and respect the dangers associated with them.
  • Appreciate the impact that energy use has on our environment and consider ways that we can help in relation to global warming.
  • Consider how electricity is wasted and what can be done to reduce this.
  • Consider ways that different types of insulation can be used to maintain heat within the home.

Book a workshop / further questions

If you have any further questions or are interested in booking workshops for your school, please contact Dean West (National Energy Action Training and Education Officer): dean.west@nea.org.uk

National curriculum links:

Science

  • Compare and group together everyday materials based on their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets.
  • 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.

Geography:

  • Human geography, including types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water.

PSHE Programme of Study Links:

  • Healthy Lifestyles - Physical Wellbeing: 
    • H3. choices that support a healthy lifestyle and recognise what might influence these.
    • H4. how to recognise that habits can have both positive and negative effects on a healthy lifestyle.
    • H8. how sleep contributes to a healthy lifestyle; routines that support good quality sleep; the effects of lack of sleep on the body, feelings, behaviour, and ability to learn.
  • Healthy Lifestyles – Mental Health:
    • H16. strategies and behaviours that support mental health — including how good quality sleep.
    • H18. everyday things that affect feelings and the importance of expressing feelings.
    • H24. problem-solving strategies for dealing with emotions, challenges, and change.
  •  Healthy Lifestyles – Keeping Safe:
    • H38. how to predict, assess and manage risk in different situations.
    • H39. hazards (including fire risks) that may cause harm, injury, or risk in the home and what they can do to reduce risks and keep safe.

 UN Sustainable Development Goals:

  • Good Health and Wellbeing
  • Affordable and Clean Energy
  • Sustainable Cities and Communities
  • Responsible Consumption and Production
  • Climate Action

 Citizenship Programme of Study Links:

  • Talk and write about their opinions, and explain their views, on issues that affect themselves and society.
  • Embedded into the learning will be aspects of British values and citizenship such as:
  • Individual liberty allows people to pursue their own goals and interests, providing they do not harm others. This British value is based on the idea that people should be free to make their own decisions and choices within the bounds of the law, of course.
  •  Mutual respect and (2) tolerance of different faiths and beliefs. Whether you view these as one whole, or as two individual values, they both promote understanding and acceptance of people from different backgrounds and with different beliefs and help to create a more inclusive and diverse society.

Please consider the environment.