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Why not book a LEGO Robotics Activity Day as part of a topic/project:

Key facts for Tim Peake Primary Project

Resources (Can be used at any time even if you don’t register and participate).

National STEM centre list of all resource documents:

Or download all/individual teacher and student handouts individually from the main website:

Key facts for Polar Explorer Resources

Download all/individual teacher and student handouts individually from the main website:

Teacher notes booklet:

Key facts for Mission X 2018

 Register here using code MX2018 :

 Main challenge is “Walk to the moon” running next in January-April 2018. (Has been run every year since 2013)

 Run in UK by National STEM centre in York. Their Mission X page is here:

 Main (international) page is here:

Participation allows registering points for challenges, blogging etc. The combination of all international teams helps “Astro Charlie” to achieve a target such as “Walk to the moon”. You also get a flag, stickers, certificates etc.

 Resources (Can be used at any time even if you don’t register and participate).

 National STEM centre list of all resource documents:

 Includes booklet:

 Or download all/individual teacher and student handouts individually from the main website: 



Lighthouse Keeper's Lunch Project

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Cardinal Newman School, Hersham Surrey. Year 3 "Forces and Light" Enquiry School Project:

How can we improve our science/technology teaching to make it more child-centred, creative, imaginative and less teacher directed

 Slideshare PresentationLighthouse Keeper's Lunch Science Project  Click here to make a schools work enquiry

10 Activities on magnets, springs, pulleys, light and rockets linked to the book:

The Lighthouse Keeper's Lunch 

Lighthouse Keeper's Lunch

 Quote from the author Ronda Armitage:

With the very able assistance of scientist, Brian Egles and their teachers Year Three had based their science topic around our lighthouse keeper books. Amongst many other scientific inventions the children had made working lighthouses, sent up distress flares(water rockets) and made a springy safety system in case Mr. Grinling should fall from the lighthouse(tested with real eggs.)The classes were full of enthusiasm for the project and were delighted to explain various aspects of it to us. It was a wonderful note to end the term on.

 Each activity lasts for a half day session with a whole class: 

  1. Build a large lighthouse using a carpet tube, half a ton of papier maché, paint, an LED lamp and an empty plastic bottle. Decorate with sea and rocks.
  2. Magnet testing and making electromagnets
  3. Find the magnetic rocks around the lighthouse using your home made boat and magnet detector, make a chart.
  4. Make a springy safety system to save the lighthouse keeper (Mr Grinling - an egg) if he falls onto the rocks - test and compare the designs with real eggs.
  5. Make a pulley system with a basket to get the lighthouse keeper's lunch from his cottage on the cliffs to his lighthouse on the island.
  6. Make a model lighthouse with a real electric circuit. Make yours produce a different light so you can recognise it in the dark.
  7. Test the effects of light rays with mirrors and prisms.
  8. Make a distress flare (water rocket) and test it in the school field. Measure the flight time and distance and find the best quantity of water.
  9. Make a telescope and use it to read the book from the other side of the classroom. 
  10. Have an assembly to show your parents everything you have done.
Other work done alongside the project included making a large seaside collage, a "sea themed" lunch plate and writing seaside stories and poems.

Quote from the Creative Partnerships Enquiry Schools Project Agent Dan Lake:

Brian's Lighthouse Keeper's Lunch Year 3 Science Project is a feat of innovative delivery that has cleverly woven literacy and science together by a commitment to creative learning and by orchestrating a number of stimulating external visitors to the school. Direct extracts from children’s work both delight and illustrate the effectiveness of the ‘risky’ explorative process to unleash their engagement and creativity. Brian has clearly inspired some pupils (notably this includes low achievers) to shift significantly in their learning and enabled the teachers to think differently about teaching. The Creative Partnerships Enquiry Programme has been very well deployed, and to great effect. There are some clearly set-out recommendations for future practice. Learning science through a story has opened the way for new strategies, such as laying emphasis on team-working and a practical approach, which will also be of service in other, already-identified areas of the curriculum.