will be held on Thursday 9th, Friday 10th and Saturday 11th of January alongside the BT Young Scientist & Technology Exhibition 2020
Are you interested in competing in the Primary Science Fair which has been held alongside the BT Young Scientist & Technology Exhibition since 2001? A whole class (max 30 per day) students can bring a project to the event which is held alongside the longest running Science Fair in Europe which is now in its 56th year.
Applications for 2020 are now open.
CLOSING DATE FRIDAY THE 15TH OF NOVEMBER!
For queries please call 1800 924 362.
Brief Summary of Primary Science Curriculum
The Social, Environment and Scientific Education Primary Curriculum provides opportunities for pupils to explore, investigate and develop an understanding of the natural, human, social and cultural dimensions of local and wider environments; to learn and practice a wide range of skills; and to acquire open, critical and responsible attitudes. Pupils can explore both the natural environment and the human environment. Natural environments are formed largely through the interaction of the Earth’s physical features and processes, its flora and fauna, for example the tropical rain forest, a peatland or a rocky seashore. Human environments are those modified by human activity such as farming, the presence of people, extraction of resources and the provision of roads, communication links and construction of buildings. Some human environments are termed built environments (constructed by people) and others result from social and cultural activities and are entirely human activities. A key characteristic of learning in SESE/Science is involving pupils in the active exploration and investigation of environments. Pupils actively construct their own understanding. A scientific approach to investigation skills, concepts and knowledge through which they can observe, question, investigate, understand and think logically about living things and their environments, materials, forces, everyday events and problems. The knowledge and skills they gain can be applied in designing and making activities.
Aims of SESE are:
- Enable child to acquire knowledge, skills and attitudes to develop informed and critical understanding of social, environmental and scientific issues
- To reinforce and stimulate curiosity and imagination about local and wider environments
- To enable child to play responsible role as individual, family member and member if local, regional, national, European and global communities
- Foster an understanding of and concern for the total interdependence of all humans, living things and Earth
- Foster responsibility for ling-tern care of the environment and to promote sustainable use of Earth’s resources, through personal lifestyle and participation in collective environmental decision making
- To cultivate humane and responsible attitudes and an appreciation of the world in accordance with beliefs and values
Learning in Science
Development of pupils’ ideas is central to science education. They use ideas formed from previous experience to make sense of things that happen around them. Ideas may be limited and inconsistent with formal theories. Science education helps them to modify ideas and develop more scientific understandings. Meaningful learning occurs when pupils construct their understanding by modifying their existing ideas in the light of new insights gained from scientific investigations.
Science and technology
The process of practical problem solving provides children with a context in which to use their aesthetic and inventive capacities to design and make models and artefacts. Teachers actively encourage their classes to make models and systems, for example having learnt about the topic of weather they could design and make a rain gauge and instruments for recording wind direction and strength. Skills of exploration, planning, designing and making enable pupils to apply their scientific knowledge.
Aims of science education are:
- To develop knowledge, skills and understanding of scientific and technological concepts through exploration of human, natural and physical aspects of the environment
- To develop a scientific approach to problem solving which emphasises understanding and constructive thinking
- To encourage the child to explore, develop and apply scientific ideas and concepts through designing and making activities
- To foster the child’s natural curiosity, so encouraging independent enquiry and creative action
- To help the child to appreciate the contribution of science and technology to the social, economic, cultural and other dimensions of society
- To cultivate and appreciation and respect for the diversity of living and non-living things, their interdependence and interactions
- To encourage the child to behave responsibly to protect, improve and cherish the environment and to become involved in the identification, discussion, resolution and avoidance of environmental problems and so promote sustainable development
- To enable the child to communicate ideas, present work and report findings using a variety of media
Curiosity about world Knowledge and understanding Observe, ask questions, discern patterns, hypothesise, plan, experiment, design, make, measure, discuss, analyse and evaluate results and so develop scientific approach to problem solving Develop and apply constructive thinking Understand application of some basic scientific ideas and concepts in everyday life Explore and appreciate influence of science and technological developments have on societies, life styles economic activities and the environment Communicate and record observations, evidence and results of experiments and investigations using a variety of oral, written and graphical forms and other media Explore environmental repercussions of human actions on physical natural and human environments Understand interdependence of wide variety of living things and their environments – importance of conserving habitats and environments and begin to understand that all life on planet now and in future depends on sustainable development of the planet Actively involved in discussion exploration and resolution of environmental issues Understand and apply safety code in scientific and technological investigations and activities
Overview of 3rd, 4th, 5th and 6th class curriculum
- Investigating and experimenting
- Estimating and measuring
- Analysing – sorting and classifying; recognising patterns; interpreting
- Recording and communicating
Designing and making
Strands – and strand units
- Living things – human life; plant and animal life
- Energy and forces – light; sound; heat; magnetism and electricity; forces
- Materials – properties and characteristics of materials; materials and change
- Environmental awareness and care – environmental awareness; science and the environment; caring for the environment
The Rules – not too many!
This is not a competition, all schools will receive participation certs to distribute to their students and will also receive a plaque to say that they have been part of The Primary Science Fair at the BT Young Scientist and Technology Exhibition 2020. Max number of pupils is 30 per project and where possible should be made up of a full class group For smaller schools multi grade classes can put a project forward and they should be a combination of 3rd to 6th class only. We may accept more than one project per school dependent on availability of spaces All ideas will go through a quick screening process which will be undertaken by judges from the BT Young Scientist & Technology Exhibition as we may receive more applications than we can accept. They may also suggest some minor’s changes to those projects that are joining us in January. A max of 8 students should be at the stand at the The Primary Science Fair at the BT Young Scientist and Technology Exhibition 2020 at any one time. We will suggest guidelines. We operate a strict 6:1 pupil to adult ratio, this must include all adults including SNA’s. This so we can make sure that we do not capacity issues at the venue.