Curriculum Links
England
Curriculum links documented for schools in England relate to the National Curriculum in England, Framework Document (December 2014) and DfE's Mathematics AS and A level Content Guide (2016).
The SAMHE monitor can be considered a 'data logger' and the data available from it through the Web App can be used to teach pupils about making careful and systematic observations using standard units.
Equally, the Web App features several activities involving data logging as part of practical experiments, including, for example, our CO2 before and after exercise activity which encourages pupils to record and compare measurements of carbon dioxide in the classroom before and after physical activity. This activity guides pupils through the process of looking for changes and patterns, drawing simple conclusions, identifying new questions and making predictions. Pupils can also design their own experiments using the data recorded by the monitor as evidence.
Year 5 pupils learning to calculate and compare the area of rectangles will be able to practise their skills in the SAMHE Web App, and contribute data to our research, through a guided data entry exercise on describing a classroom and key features of it including size of the classroom and the total area of windows and doors. In so doing, pupils will be able to see the practical value of the new skill they are learning and its real life application.
This activity also involves some estimation skills (estimating the height of the classroom) which is used to provide information about the volume of the classroom.
In conjunction with their work on the Earth and Atmosphere topic in Key Stage 3 and 4 Chemistry pupils will look at atmospheric composition and the potential effects of, and mitigation strategies for, increased levels of carbon dioxide. As part of their investigation into this pupils may find various SAMHE resources useful including, for example, our About Air Pollution page which could be used to support their understanding of the links between human activity, carbon dioxide production, human health and the environment. At the local level, pupils will be able to see the effects of human activities both indoors and outdoors via their SAMHE monitor data.
Similarly, in Key Stage 3 Geography pupils will be taught to understand how human and physical processes interact to influence and change landscapes, environments and the climate; and how human activity relies on effective functioning of natural systems. Pupils could consider how classroom activities affect the classroom environment as a small-scale case study in connection with this, and use our Data Detectives activity to explore this. For example, use of materials that release a lot of VOCs, from hairspray to eating an orange nearby, would impact data readings. Pupils will learn how healthy classroom environments rely on ventilation to help them refresh the air and control the temperature.
In addition, in Key Stage 4, pupils are tasked with understanding scientific processes by using different lines of scientific enquiry to help answer scientific questions about the world around them. In particular, using our Data Visualisations and/or Download Data feature, students can use their SAMHE data to form hypotheses and perform experiments on concentrations of CO2, and sources of common atmospheric pollutants, such as VOCs, and PM2.5, within the small-scale case study of their classroom.
In Key Stages 3 and 4, pupils investigate the roles played by public institutions and community organisations, as well as learning more about the ways they, as members of a community, can influence positive change.
Our Write to Your MP, Design a SAMHE poster, and Clean Air Zones debate activities could all support pupils exploring these topics by guiding them through the process of gathering data to support their views (including data gathered by their classroom's SAMHE monitor) and develop a persuasive argument taking into account their given audience ranging from fellow pupils to members of local government.
Pupils learning about communicable diseases in Key Stage 4 Biology will cover pathogens, viral diseases and measures to prevent the spread of diseases. SAMHE is relevant to this because our monitors record the concentration of carbon dioxide indoors, which will rise when levels of shared/re-breathed air are high and can be used to indicate when ventilation is required, in turn helping to reduce the risk that airborne diseases are spread.
All data recorded by a school's SAMHE monitor is available for export through the Web App as a csv file which can provide A-level Maths pupils with a useful alternative dataset to which they can apply data analysis, presentation and interpretation skills in Microsoft Excel or other data management software.
An additional benefit of using the SAMHE data compared with the datasets provided by the exam boards is that the data is more relevant and meaningful to pupils as it relates to the classrooms they work in and they may well have directly influenced the readings.
Scotland
Curriculum links documented for schools in Scotland are based on the following document unless otherwise stated: Curriculum for Excellence: Experiences and Outcomes.
Our Describe Your Room activity will provide pupils with real world examples to which they can apply their learning on how to calculate the area of 2D and 3D shapes as part of the 'measurement' focus under 'Number, Money, and Measure'. This activity guides pupils through the process of calculating the total area of windows and doors in the classroom as well as the volume of the classroom itself which will help make pupils' learning more tangible.
SAMHE can support Third level pupils learning about climate change, the role of human activity in it and the impact of atmospheric change on living things by providing a micro-case study within the classroom to which they can apply their learning.
Looking at classroom air quality provides interesting parallels as it too is affected by both human activity and natural sources and has associated health effects. The impact of activities ranging from traffic outside the school to saharan desert dust storms, the use of cleaning or personal hygiene products, eating food and even just moving and breathing will be observable in the data recorded by the SAMHE monitor. Pupils can explore this on their own using our data visualisations or with support from our Data Detectives activity. Pupils may also apply their findings and interpretations to a wider understanding of climate processes and change.
SAMHE can be used to support pupils' learning under the 'People, place, and environment' curriculum organiser by providing them with data that can be used to explore the impacts of human activity within a controlled environment (the classroom) as well as the impacts of the environment on them.
Relatedly, SAMHE data could be used to complement pupils' work on resource use, sustainability, and ways of managing impact of environmental issues since it can provide insight into how best to balance the competing demands of ventilation, thermal comfort and energy consumption.
This can be linked with practical experiments including using the SAMHE monitor to experiment with different ventilation scenarios, such as by opening higher-level windows to provide sufficient ventilation without compromising a comfortable classroom temperature and increasing energy usage. In addition, pupils will be able to take a more active role in data collection and analysis by developing crucial critical thinking skills through the use of our Web App activities, including our Data Detectives activity.
As part of the People, Past Events, and Societies focus, pupils will be tasked with making reasoned judgements about how the exercise of power, including political decisions involving environmental and climate policy, affects the rights and responsibilities of citizens. SAMHE can be used to support pupils' development of these skills by providing them with a wealth of data to interpret (which they can explore independently or with the support of our activities such as Data Detectives) and use to form the bases of informed arguments about what could be done to improve classroom air quality and who is responsible for it, both within and beyond the school.
Our Write to Your MP, Design a SAMHE poster, and Clean Air Zones debate activities can be used to support this learning directly and will guide pupils through the process of structuring their argument/communicating their point of view and how to adapt it to suit their chosen audience.
Through SAMHE pupils will have lots of opportunities to carry out practical experiments and data collection exercises which can be used to support the development of their inquiry and investigative skills across Second, Third and Fourth levels. For example, by learning to interpret the data collected by their SAMHE monitor and depicted on the Web App in a variety of graphical formats, pupils will gain a greater understanding of their classroom environment, which they can link with observations about how they feel, to make conclusions about the conditions which are most effective for learning.
This could either be through guided practical experiments such as CO2 levels before and after exercise, analysis of historical data through the Data Detectives activity or pupils could use SAMHE data, which can be exported in csv format for use in external data analysis software, to support exploration of their own hypotheses.
Wales
Curriculum links documented for schools in Wales are based variously on the following documents: Curriculum for Wales: Programme of Study for Mathematics, Key Stages 2-4 (2016), Key Stages 2-4:Science in the National Curriculum for Wales (2008) and Key Stages 2-3: Geography in the National Curriculum for Wales (2008).
SAMHE can support Key Stage 2 Maths pupils in Wales to develop their data skills by providing them with data they can use to practise compiling charts, graphs, and tables. Pupils will also be able to use the interactive data visualisation tools on the SAMHE Web App and practice extracting and interpreting information from them. Since this data is both real-time and relates to their classroom it should serve to bring their study of this topic to life!
In addition, pupils can work with interactive activities such as Data Detectives that will guide them through lines of enquiry.
SAMHE can be used to help Key Stage 3 pupils develop their skills of communication and enquiry by providing opportunities for them to interpret, analyse, and effectively communicate data, using both qualitative and quantitative methods. This can be done with the support of our activities, or through independent investigation of the monitor data.
For example, pupils can use our Data Detectives activity to investigate interesting patterns in their data, and narrow in on a possible answer based on available evidence which they are then encouraged to evaluate and discuss with the class. Our CO2 before and after exercise activity is another example of an activity which would be well suited to support this area of learning as it guides pupils through the process of recording conditions and making a prediction before carrying out the investigation, making observations and confirming whether the observed effects matched their hypotheses.
Equally, the range of data visualisations in the Web App will support pupils to conduct their own pattern spotting enquiries which they can support by compiling their own diagrams and graphs using the raw monitor data which is available for download. This can then be linked with communication focused activities such as our Write to Your MP, Design a SAMHE poster, and Clean Air Zones debate activities which will give pupils the opportunity to learn how to effectively communicate scientific findings including considerations about presentation, format and audience.
In conjunction with learning how to collect and analyse data and developing lines of enquiry, pupils will be given opportunities to understand the interdependence of the environment and humans. They will be able to evaluate the data collected on their SAMHE monitor via the Web App and draw conclusions that will help them gain a better understanding of how human activity (e.g. their actions) affects the local environment, including pollution and air quality. In addition, pupils can refer to the SAMHE About Air Pollution page or other resources, which could be used as part of investigation into this and will be able to develop appropriate, well-informed arguments.
The Key Stage 2-4 Curriculum document for Science states that KS4 pupils will be given the opportunity to build upon their scientific knowledge, skills, and understanding and learn about the ways in which science and scientists work within society. Engaging with the SAMHE Web App, including activities such as Data Detectives, can help to fulfil this by providing pupils with opportunities to examine and interpret air quality data collected in their classroom and develop their ability to relate their growing understanding of science to others, to making informed decisions about lifestyles, and to scientific developments in society. Analysis of the monitor data outside of the Web App could also be used to support pupils exploring the relationship between data, evidence, theories, and explanations while also developing their problem-solving skills in both individual and collaborative activities.
SAMHE can be used to support Key Stage 2 and 3 Geography pupils in Wales by providing them with data to support investigations into changes of an environment over time and the causes and effects of human and natural processes (in both cases at the scale of their own classrooms!).
The SAMHE data and range of data visualisations will empower Key Stage 2 pupils to explore longer term or seasonal changes and pupils can complete guided investigations of short term changes through our Data Detectives activity. Data detectives will also support Key Stage 3 pupils to explore the effects of human activities both in the classroom and beyond it, which can be linked with opportunities to communicate their findings through activities such as Write to Your MP or Design a SAMHE poster.
Northern Ireland
Curriculum links documented for Northern Ireland relate to the following documents / CCEA pages: Communication Levels 3,4 and 5: Writing to persuade, The World Around Us, CCEA GCE Specification in Mathematics, Local and Global Citizenship and Environment and Society.
Our Write to Your MP and Design a SAMHE poster activities guide pupils through the process of researching a topic, deciding on the key message(s) that need to be conveyed from it and how to communicate them effectively for a given target audience including considerations about style and structure.
The benefit of using SAMHE to support this area of learning is that data recorded by the SAMHE monitor is directly relevant to pupils since it comes from the classrooms they work in and is affected by their actions. Therefore, the letters or posters that pupils develop through our activities could be used to effect change within or beyond the school by persuading other pupils, members of staff, or parties outside of the school such as school governors, local councillors, or even your local MP.
SAMHE can be used to support learning under the 'Interdependence' focus area across Key stages 1 and 2 since the buildup of CO2 or pollutants in the classroom can have effects on how pupils feel and pupils in turn can affect the classroom environment through the actions they take - see our Air Pollution and Health page for more information. Both of these things can be matched with data recorded by the SAMHE monitor and explored in more detail in the SAMHE Web App.
For example, high CO2 levels can cause a room to feel stuffy which may decrease pupils' receptiveness to learning, while the simple action of opening a window can cause CO2 levels to decrease and help make the classroom a more comfortable place to learn as a result. This should be balanced with thermal comfort e.g. how warm or cool pupils feel in the room.
Pupils can also explore the effect they have on the classroom environment through our CO2 levels before and after exercise, CO2 levels of an empty classroom, and Data Detectives activities. Pupils may also enjoy looking for patterns in the monitor data which align with what is happening in the classroom using the data visualisations in the Web App which would support pupils to explore questions of their own.
GCE Mathematics students can use SAMHE to practise the statistical, graphical and data analysis skills they learn as part of AS2 by exporting monitor data in .csv format and feeding it into an appropriate software package such as Excel. Since actions that pupils take within a classroom directly affect the air quality, the exported SAMHE data will reflect these interactions, helping bring the data to life and enabling pupils to see the value of statistical analyses for solving questions in real life contexts.
For example, pupils can explore the effects of different sampling methods, calculate measures of central tendency and deviation, and have informed discussions about the differences between correlation and causation by comparing the data with observations about what was happening in the relevant classroom(s) over the time period to which the data relates. Our Data Detectives activity can be used to support this kind of investigation.
SAMHE can be used to support pupils learning about human rights and social responsibility by sparking conversations and debate around many complex topics, including: the importance of indoor air quality for a healthy learning environment; whether there should be a right in the UK to clean air; who is responsible for maintaining good air quality and what steps can be taken to improve it. Pupils could be encouraged to explore these lines of enquiry by thinking about what they as individuals can do to improve or maintain good air quality compared with what we could do as a society and how this could be supported or led by government action. Our Write to Your MP and Design a SAMHE poster activities would fit well with this work.
An additional benefit of using SAMHE to animate this part of the curriculum is through the SAMHE monitor and Web App, pupils will have access to present day data which relates to their own classrooms, helping to make some of these bigger concepts more tangible.
Key Stage 3 Geography pupils could use SAMHE in the context of their work around developing a sense of place and belonging at a local level. For example, they could map their different journeys to school and discuss the relative impacts of these on the environment and air quality both outdoors and indoors. This could be linked with an investigation into whether there might be any related effects on personal health and, if so, what steps can be taken to minimise them.
This might culminate in the development of a school action plan using the Clean Air for Schools Framework, or using our guided activity to Write a letter to your local MP.
Pupils could then compare this to how pupils at other schools travel to school and the different associated effects for air quality and health, perhaps starting with thinking about points of difference or similarity between different areas within the country before moving onto differences between countries.
Used in this way SAMHE can support pupils to develop personal understanding, mutual understanding, and citizenship skills across objectives 1 and 2 for Environment and Society per the Statutory Requirements for Geography at Key Stage 3.
Extended Project Qualification (EPQ) Further Research
SAMHE is well suited for use in EPQs and can help pupils meet all four assessment objectives (AOs).
Pupils can use the SAMHE Web App activities to gain an initial understanding of indoor air quality, learn new skills in data handling (AO3) and identify the areas they would like to study further (AO1). The Web App also enables pupils to download data from the SAMHE monitor for further analysis (AO2). The SAMHE website hosts information about air pollution, air quality monitoring and health and links out to additional resources which can be used to support pupils' projects (AO2).
Pupils could also use our Web App quizzes to compare their knowledge and understanding at the start and end of their projects, as part of evaluating their learning (AO4). In addition to a written project report, pupils could also present their findings to school management to inform the school's air quality/ventilation strategy, and also share their conclusions beyond the school community through the 'Write to your local MP' Web App activity (AO4).
Some examples of EPQ projects using SAMHE could be:
- An investigation comparing classroom air quality during Winter and Spring
- Understanding ventilation via investigation of carbon dioxide levels in classrooms
- Comparing levels of Particulate Matter and TVOCs in Art and Design classrooms to those of other classrooms
- Investigating temperature and humidity: applying simple thermal comfort metrics/models to classrooms
- Methods of improving indoor air quality in classrooms