Workshops

Available Workshops

All our workshops support the overall aim of the National Curriculum to “develop understanding of the nature, processes and methods of science;  to answer scientific questions about the world around” and cover the statutory requirements to teach “practical scientific methods, processes and skills through the teaching of the programme of study content”.

Our workshops are practical, exciting and inspiring.

Click a link to find out more about a specific workshop or scroll down the page to browse the entire list:

Primary workshops

Secondary workshops

• Buggies
• Chromatography
• Citrus
• Rollers
• Solar Circuits
• Space
• Studying Substances
• Wind

A full day of workshops will cost £400 (+ VAT). We usually deliver the same workshop in each session.

The Royal Society of Chemistry's Outreach Fund is designed to give financial support to individuals and organisations in order to enable them to run chemistry-based events and activities. More details are available from the Royal Society of Chemistry.

We specialise in practical workshops with activities available for Foundation Years, KS1/2, and KS3/4.

All workshops develop investigative science skills. All workshops are designed to support both the National Curriculum for England and Wales and the Curriculum for Excellence in Scotland.

All our Workshop Leaders have successfully passed an enhanced DBS check.

If a school cancels a booking at less than two weeks' notice, Sphere Science Ltd reserves the right to invoice the school for the full cost of the work commissioned.

As we work in schools, there might be a few days' delay in replying to your enquiry.

Our workshop programme is extremely popular so the more lead-time (and choice of dates) you can offer, the better. Some workshops are available in all areas - these are indicated by an asterisk below.

Three workshop sessions will usually fit into a school day. Workshops are designed for a class of about 30 children with their class teacher. These workshops are designed specifically to develop pupil skills.

Notes are provided as support for the teacher to follow up the workshop. We hope that teachers will use the workshop ideas in their own teaching.

* = Some of the workshops need extra support - either adults or pupil helpers. Pupil helpers will have an opportunity to develop science communication skills so the pupils selected to help need to be alert, fairly competent and likely to benefit from taking part in the session.

~ = Not available in all areas

National Curriculum (England & Wales) links

International Primary Curriculum links

Scottish Guidelines links

Air* Forces:  identify the effects of air resistance Context: how things move through the air and how their movement can be altered. These are a set of contrasting investigations making gyrocopters, hoopsters and kites. Space: hall Time: 90 minutes Age group: Y5/Y6
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Boats [coming soon] Forces: identify the effects of water resistance                                                                                                           Context: how things float (and sink) using different materials and making different boat shapes. This is a sequence of short investigations making boats and rafts. Space: classroom with access to a tap Time: 90 minutes Age group: Y3/Y4, Y5/Y6
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Buggies~ Forces (Y3/4): compare how things move on different surfaces; notice that some forces need contact between two objects Forces (Y5/6): identify the effects of friction, that act between moving surfaces Context: how the energy from the release of air in a balloon powers a small car (buggy). As the pupils make buggies, they investigate the variables affecting how they work. The class keeps the buggies.     Space: hall or very large classroom Time: 90 minutes Age group: Y3/Y4, Y5/Y6
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Carousel* Everyday materials: describe the simple physical properties of a variety of everyday materials; use materials with certain physical properties; Uses of everyday materials: identify and compare the suitability of a variety of everyday materials; Forces and magnets: notice that some forces need contact between two objects, but magnetic forces can act at a distance; observe how magnets attract or repel each other and attract some materials and not others Context: materials and forces. This is a set of five investigations based around the theme of a circus.  Space: hall or classroom Time: 75 minutes Age group: Y1/Y2
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Circuits*~ Electricity: construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers; identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery; recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit; recognise some common conductors and insulators, and associate metals with being good conductors. Context: this is a set of six short circuit investigations. Space: hall Time: 75 minutes Age group: Y1/Y2
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Citrus Y6 Animals including humans: recognise the impact of diet Context: how much Vitamin C (relatively) is found in different citrus fruits. This is an investigation by pupils, discussing fair testing and accurate results.   Space: classroom with at least one sink. Time: 90 minutes. Age group: Y5/Y6
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Fire Everyday materials: distinguish between an object and the material from which it is made; describe the simple physical properties of a variety of everyday materials. Uses of everyday materials: find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching States of matter: observe that some materials change state when they are heated or cooled Properties and changes of materials: compare everyday materials on the basis of their properties, including transparency; demonstrate that changes of state are reversible changes   Context: the origins and properties of waxes, changes of state and non-reversible changes. This is a lively interactive discussion, easily differentiated to focus on specific topics. Space: classroom or hall with electrical point Time: 75 minutes Age group: Y1/Y2, Y3/Y4, Y5/Y6
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Play* Context: pupils investigate a variety of toys to think about how they work.  Concepts covered include pushing, pulling and twisting, and introducing fair testing. Space: hall Time: 75 minutes Age group: Y1/Y2
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Recycling ~ Context: pupils think about recycling in general and then use old sugar paper to produce small pieces of new paper, and examine different combinations of new fibres. Space: classroom with sink Time: 90 minutes Age group: Y3/Y4, Y5/Y6
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Rollers Forces (Y3/4): compare how things move on different surfaces; notice that some forces need contact between two objects Forces (Y5): identify the effects of friction, that act between moving surfaces Context: how the energy from the release of an elastic band powers a small toy (bandroller). This is an investigation, as the pupils make bandrollers, of the variables affecting how they work. The class keeps the bandrollers. Space: hall or classroom Time: 75 minutes. Age group: Y3/Y4, Y5/Y6
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Solar Circuits Electricity: compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches Context: how a simple circuit is affected by a sequence of small changes. This is a number of small investigations some of which use solar cells. Space: classroom and outdoors (weather permitting).  Lamps will be used in bad weather. Time: 90 minutes. Age group: Y5/Y6
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Sorting Substances [coming soon]   Pupils investigate different methods of separating mixtures. Middle & Upper Primary   Room: classroom with at least one sink Time: about 90 minutes
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Space*~ Earth and space: describe the movement of the Earth, and other planets, relative to the Sun in the solar system; describe the movement of the Moon relative to the Earth; describe the Sun, Earth and Moon as approximately spherical bodies; use the idea of the Earth’s rotation to explain day and night and the apparent movement of the sun across the sky. Students carry out simple investigations into phases of the moon, the solar system, stars, the night sky, and shadows. They also need to evaluate the modelling concepts used. Space: hall Time: 90 minutes Age group: Y5/Y6
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Story*~   Simple, accessible science investigations, linked to a story book. Parents and carers can be invited to take part. Space: classroom Time: 1 hour Age group: N/R/Y1 and Y5/Y6
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Studying Substances~ Properties and changes of materials: know that some materials will dissolve in liquid to form a solution; use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering; demonstrate that dissolving, mixing are reversible changes; explain that some changes result in the formation of new materials, and that this kind of change is not usually reversible; Context: pupils try ten different experiments to test their ability to follow instructions, observe carefully and record accurately. Space: hall Time: 90 minutes Age group: Y5/Y6
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Wind~ Context: pupils design a model wind turbine and investigate variables to improve its efficiency. Space: hall or large classroom Time: 90 minutes Age group: Y5/Y6
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Secondary Workshop Details

All our workshops encourage curiosity in science with investigations of variables that can be changed quickly to enable students to collect data and/or assess results.

click here to download details

Buggies

Students each build and test a buggy powered by a balloon. They work out all the independent variables and choose one to investigate its effect on a dependent variable.

They can retain their buggies for further testing.

Space required: hall

Time: 90 minutes

Chromatography [coming soon]

Students use different forms of chromatography (including radial and ascending) before investigating out to separate the pigments in grass.

Space required: laboratory or classroom with sink

Time: 90 minutes

Citrus

Students investigate the amount of Vitamin C in different fruits using DCPIP solution.  They need to identify and control all variables to produce accurate results.

Space required: room with at least one accessible sink.

Time: 90 minutes

Rollers

Students each build and test a wind-up toy to determine the optimum value for each variable. They can retain their toys for further testing.

Space required: hall

Time: 75 minutes

Studying Substances

Students carry out ten simple investigations (all are either physical or chemical changes) which require them to follow written instructions carefully and make accurate observations.

Space required: laboratory or classroom with sink

Time: 90 minutes

Solar Circuits

Students investigate different electrical circuits (including the use of different components) using solar cells in lieu of batteries.

Space: classroom and outdoors (weather permitting).  Lamps will be used in bad weather.

Time: 60-90 minutes

Space

Students carry out simple investigations into phases of the moon, the solar system, stars, the night sky, and shadows. They also need to evaluate the modelling concepts used.

Space required: hall

Time: 90 minutes

Wind

Students are challenged to design a model wind turbine and then to make it more efficient by investigating different variables. Their wind turbines will be tested using an electric fan.

Space required: hall

Time: 90 minutes

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Teacher comments

Air

“Good progression of investigative skills/ideas. Good discussion of variable/constant. Reinforced good practice in fair testing.”

Buggies

“An excellent example of active learning. The class had a brilliant afternoon, and looking forward to conducting more testing next week.”

Carousel

“Excellent range of fun activities that children could understand, enjoyed, stayed on task throughout. Promoted team work and thinking.”

Circuits

“Brilliant! Perfectly pitched and so well set out and prepared. Given me confidence to try out something similar as part of a topic.”

Citrus

“The children have never been so enthusiastic about science as they were during this investigation. Very well taught, organised, resourced and differentiated. A most impressive experience.”

Fire

“Covered hundreds of learning objectives! I couldn't possibly ask the children what they had learnt because there was so much! Brilliant! Thanks!”

Play

“The children were buzzing afterwards. The session acted as a real “eye opener” for me – seeing how science can be delivered so easily with everyday objects.”

Recycling

“The kids loved this and want to do it again – we will!”

Rollers

“Very good. Practical, hands on, requiring skills such as measuring, decision making, precision, safe use of equipment etc.”

Solar Circuits

“Highly organised, well resourced and children were expected to ‘discover' rather than being spoon fed. Children kept interested with a wide range of activities.”

Space

“There was a fun element to the workshop and I am particularly looking forward to using the umbragraph next time the topic is being taught.”

Story

"The children loved the activities and it was extremely well organised.  The activities were pitched at the correct level for the children so they could all have a go." 

Wind

“The children really enjoyed making wind turbines. The content was first class and fitted in well with the science topic on electricity.”

General

"Thanks you so much for today! The children absolutely loved it and our activities carried on well into the afternoon and I plan to do more tomorrow. Thanks also for the book and the extra resources you left - very kind of you. I will return the evaluation form ASAP. Hopefully see you again soon."

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Equipment and Materials

The provision of each workshop includes all equipment and materials.

Many of our resources are supplied by the Technology Shop at Ivydale Science & Technology Service who are also happy to supply directly to schools.

Ivydale School

Ivydale Road

Nunhead

London

SE15 3BU

Tel: 0207 639 3316

Fax: 0207 635 8218

www.slstc.southwarklea.org.uk

Email: techshop@ivydale.southwark.sch.uk