This resource introduces the different perceptions, often negative, that can arise within sport. Using examples from the elite level of the game, students are asked to watch or read stimulus materials, and discuss as a group what they think and feel about it. Explore this PHSE teaching resource to better understand why negative perceptions can develop in a sporting context, and how to approach these challenging topics. Use this as starter activity to build understanding of how to approach challenging topics as well as improving discussion and debating techniques. This resrouce can be used to alongside other PSHE and STEM resrouces at stemcrew.org/englandwomen SUMMER TERM 2022: Use this resrouce as students prepare to submit entries to #ChangeTheGame - stemcrew.org/resources/challenge-perceptions/

Ahead of the UEFA Women’s Euro 2022, the England Women’s football team is calling on you to challenge perceptions around women’s football within your schools and communities. It’s simple to take part. Think about what your big idea is, what format you’re going to showcase it in; then submit your students’ ideas by 1st July 2022! What are you waiting for? Get behind the England Women’s team and show your support for challenging perceptions to win the chance for your students’ work to be shared by The FA on one of their media channels. To support students as they prepare entries, you can use: stemcrew.org/resources/assembly/ stemcrew.org/resources/challenge-perceptions/

This Assembly resource introduces the England Women’s football team, builds understanding of the women’s game and explains why keeping active is important for a healthy lifestyle. The slides introduce the theme of challenging perceptions, not only about women’s football, but also about accessibility and participation in sport in general. Whilst the assebmly can be used in isolation, it can be used alongside other PSHE and STEM resources at stemcrew.org/englandwomen

Learning Objectives: To understand air resistance is a force which slows things down. To investigate how air resistance can be minimized. Working scientifically How can I investigate the best way of minimising air resistance for a runner? Ask questions and develop a line of enquiry based on observations of the real world, alongside prior knowledge and experience. Make predictions using scientific knowledge and understanding. Use appropriate techniques, apparatus, and materials during fieldwork and laboratory work, paying attention to health and safety. Present observations and data using appropriate methods, including tables and graphs. ** Lesson Description** The INEOS 1:59 Challenge didn’t just write a new chapter in the history of sport, the work of the performance team also created a completely new way to run marathons, with their extraordinary innovation in formation of the pace-making team.

LESSON DESCRIPTION These two lessons guide students learning on several Microsoft Excel skills and the use of questionnaires. The context of the SPIRIT scoring system of Ultimate frisbee will help students see a real-life use of how ICT skills can assist a sporting context. LEARNING OBJECTIVES To be able to organise a spreadsheet on excel.​ To be able to use the SUM and AVERAGE functions on Excel.​​ To explain why spreadsheets are better than paper questionnaires.​ To apply knowledge to create an excel spreadsheet for the Spirit scoring system in Ultimate frisbee. Access more for free here!

FREE Sustainability Resource for Life Cycle Assessment requirements for KS3 & GCSE Science (Chemistry) and DT. Perfect for blended learning, to share on Google classroom register at STEM Crew.org The America’s Cup, known as the F1 of sailing features LCA as part of the Protocol (rules) for the Cup. Using the real life and engaging context of the British America’s Cup Team, INEOS TEAM UK – students will learn that all products are likely to have some negative impact on the environment and it is important we consider the four key areas of; · Extracting and processing raw materials · Manufacturing and packaging · Use and operation during its lifetime · Disposal at the end of its useful life.

A tutor group style lesson resource designed to help students understand, normalise, and take ownership of the new control measures required on their return to school because of COVID-19. The aim is to help remove the anxiety that is likely to be felt by many students in coming back to school in a COVID world. Taking inspiration from the INEOS Sports teams and their proven team approach to delivering ZERO days lost to illness, the lesson takes students through risk assessing their own activities in relation to COVID-19 and reflecting on the need not just to protect themselves but each other within and outside the school. Learning Objectives Identify how we currently successfully manage hazards and risk in our everyday lives Know what COVID-19 is, how it is spread and how it makes us ill. Describe how we can protect ourselves and others from COVID-19. Know who we are protecting and why it is important we all adopt a team approach. Find more FREE resources on this topic, including posters for use around your school on STEM Crew https://www.stemcrew.org/zerodays/

This forms part of a comprehensive package of resources to support the behavioural change required in schools as we manage the impact of COIVD-19. Intended to ease the anxiety that might be felt by some students through providing knowledge, clear practical steps and the support of key sports stars from across INEOS Sports teams. They have been using a ‘ZERO Days’ approach for years to minimise illness where it has become part of their normal everyday approach. Learning Objectives Explain how bacteria, fungi and protists cause illness Describe how bacteria, fungi and protists live and reproduce Compare how viruses and bacteria reproduce and make us unwell Explain how the spread of pathogen can be reduced or prevented. Lesson Description In this, the second of three curriculum linked Biology lessons covering infection and response, we cover bacteria, fungi, and protists. Students research the life cycle and how each causes illness before going on to make recommendations to the sports teams about how the risk of infection can be reduced. This knowledge is then applied to COVID-19 reduction strategies in school. The intention being to make the strong contextual link between curriculum learning and everyday life, ensuring scientific knowledge informs daily practice and behavioural change, just as it does for INEOS Sports teams. Find more resources for this topic FREE on STEM Crew https://www.stemcrew.org/resources/zero-biology-bacteria-fungi-protists/

Biology: Nutrition Learning Objectives: Food stores energy which when eaten is transferred to the consumer. Each individual requires a specific amount of food depending on their energy requirement. Different food groups store different amounts of energy. Working scientifically Ask questions and develop a line of enquiry based on observations of the real world, alongside prior knowledge and experience. Make predictions using scientific knowledge and understanding. Use appropriate techniques, apparatus, and materials during fieldwork and laboratory work, paying attention to health and safety. Present observations and data using appropriate methods, including tables and graphs. Context On 12th October 2019 Eliud Kipchoge, with support from the INEOS 1:59 Performance team, broke the last great barrier in modern athletics, the two-hour marathon. In doing so he inspired others to believe that they can overcome their own personal barriers. He believes that #NoHumanIsLimited.

Through the exciting context of the British challenge for the America’s Cup supported by the Lloyds Register Foundation archives, this teaching resource explores composite and nano materials for GCSE and KS3 Design Technology and Engineering as well as supporting the nanoparticles element of the science curriculum. In addition to the teaching presentation and video there is a practical demonstration idea for you to amaze your students by creating glass fibre in front of their eyes as well as worksheets all available for FREE from STEM Crew.

This Computing topic explores the real-life context of the America’s Cup race start where the boats need to cross the start line as close to the gun as possible but not before! Check out the full resource including further lessons and game access as well as our other resources at www.stemcrew.org This engaging activity will promote computational thinking, providing both a challenge and a competitive experience. Throughout this topic, students will understand the importance of coding efficiency by exploring a range of algorithmic solutions developed using code blocks. They will sequence instructions to develop a program which they will test and then make further refinements. This topic comprises of a set of slides which support underpinning computational thinking concepts and provide the teacher with guidance and suggestions for further exploration. Code for the Cup game available for students at www.stemcrew.org/coding-game

To allow students to continue their learning whilst studying at home our Big Questions are a way of enabling pupils to make cross curricular links and relate their learning to the world around them. A Big Question is a way of guiding pupils to make links between distinct subject areas and relate them to the world around them. We have chosen 6 Big Questions and added the resources your pupils / children will need to be able to form a detailed and considered response. The questions span a range of areas; human performance, design, the environment and technology. The Big Question projects may be used for teaching science or design technology curriculum, or as part of a cross curricular project across multiple subjects (including English and humanities). Our Big Question topics include: • What impact have advances in materials science had on boat design? • What does it take to become an elite athlete? • How do you design a winning America’s Cup boat? • How can we design a product to minimise it’s impact on the environment? • How has innovation and technology impacted performance in sport? • What does it take to win the America’s Cup – the world’s oldest sporting trophy? Subjetcs: Design & Technology, Food Technology, Information and Communications Technology, Maths, Physics, Science STEM Crew Key Stage: 3&4 Type: Student workbook, Teachers’ notes, Worksheet, Worksheets

This forms part of a comprehensive package of resources to support the behavioural change required in schools as we manage the impact of COIVD-19. Intended to ease the anxiety that might be felt by some students through providing knowledge, clear practical steps and the support of key sports stars from across INEOS Sports teams. They have been using a ‘ZERO Days’ approach for years to minimise illness where it has become part of their normal everyday approach. Learning Objectives Describe what is meant by a pathogen Describe different ways pathogens can be spread Describe how viruses cause illness Explain how the spread of pathogens can be reduced or prevented Describe how viruses live and reproduce inside cells, causing cell damage. Lesson Description In this, the first of three curriculum linked Biology lessons covering infection and response topic, we investigate what pathogens are and how they spread. Focusing on communicable disease and viruses exemplified through Coronaviruses and COVID-19. Using the professional sporting context of the INEOS Grenadiers to see how they reduced the threat of lost training and competition days due to illness through infection control and the ZERO Days program. Students carry out a hands-on practical activity to support thinking and learning around how communicable diseases are spread and the need to identify the source of an infection.

Lesson Summary: This lesson covers renewable energy resources, using the exciting context of the America’s Cup boat, and the changes that have occurred over the years using historic information from the Lloyd’s Register Foundation. Students are encouraged to think about the various types of energy resources, how they are generated, used and the impact they have on the environment. This resource can be shared to Google classroom via our website and is ideal for blended learning. Lesson Objectives: Identify renewable energy sources Describe the difference between renewable and non-renewable energy sources Evaluate different renewable energy resource Be aware of the arguments for and against the selection of fossil fuels, renewable energy and nuclear power Access further lessons and more FREE resources at STEM Crew National Curriculum learning: Key Stage 3 and 4 –National Curriculum teaches pupils about topics such as climate change, use of natural resources and the impact of human actions on the environment in the science programmes of study. This includes study of renewable and non-renewable energy sources in Key Stage 4 physics and the efficacy of recycling in Key Stage 3 chemistry. This enables students to study topics that will support their understanding of energy resources, including the impact of technology on developing sustainable sources of energy.

This forms part of a comprehensive package of resources to support the behavioural change required in schools as we manage the impact of COIVD-19. Intended to ease the anxiety that might be felt by some students through providing knowledge, clear practical steps and the support of key sports stars from across INEOS Sports teams. They have been using a ‘ZERO Days’ approach for years to minimise illness where it has become part of their normal everyday approach. This resource can be shared to Google classroom via our website and is ideal for blended learning. Learning Objectives: Describe how the body protects itself from disease Describe the body’s first line defences. Lesson Description In this, the third of three curriculum linked Biology lessons covering infection and response, using the context of professional sports, we look at how the body protects itself from pathogens covering the immune system and the first line of defence. Find more resources from our ZERO Days Toolkit FREE on STEM Crew: https://www.stemcrew.org/resources/zero-biology-immune-system/

Learing Objectives: To be able to solve problems involving bearings and use bearing notation. Know what a three-figure bearing is. Accurately draw a point using three-figure bearing and distance data. Work out the bearing of one point from another. Lesson Description. In order to achieve the sub-two-hour marathon, in a challenge which many thought impossible, there could be no stone left unturned in the meticulous planning and preparation by the INEOS 1:59 Challenge team. One of the major decisions that needed to be made was about the course. What makes a good route and how do you adapt, measure and plot the best course? You can find more resources for this lesson including live teaching, on our STEM Crew site. https://www.stemcrew.org/resources/ineos-159-challenge-course-selection/

This Design & Technology (D&T) resource has been produced to give students the opportunity to practice a contextual challenge task ahead of their GCSE NEA in a real-life and exciting context of the British America’s Cup team. It has been designed to lead students through a single cycle of the iterative design process. The D&T contextual challenges cover three sections: Explore, Create and Evaluate. All activities and timings are suggested; the resource can be used flexibly by you in class, as a project or in an after-school club. A student workbook is available to accompany this resource for FREE at STEM Crew.

Building resilience is more important now than ever. Develop an understanding of ‘Resilience ‘ Explore the concept of a growth mindset Discussing how to face challenges Explore the concept of ‘resilience’ and find out how to develop a growth mindset. STEM Crew have created this resource, complete with a detailed presentation, including hands on activities to inspire and engage your students. This is perfect for blended learning as it can be easily used in school or at home. Listen to INEOS TEAM UK talk about their approach the challenge of sailing in the America’s Cup. Highlighting how being resilient, working hard and staying focussed can help you achieve your goals. Find more assets and remote learning projects on STEM Crew.org https://www.stemcrew.org/resources/resilience-workshop/

Lesson Description In this curriculum linked Biology lesson, covering infection, response and vaccinations, using the context of professional sports, we look at how and why vaccines work. Learning Objectives Describe what a vaccine is. Explain how a vaccine works. Explain how immunity through vaccination can lead to a return to sport for all. (Exploring the concept of ‘Herd Immunity’)

About the resource This Biology resource focuses on ocean acidification and the important role our oceans and plants like seagrass play in tackling climate change by capturing carbon dioxide, alongside the world’s rainforests. Learning Objectives Gain knowledge of seagrass structure How seagrass uses photosynthesis to produce oxygen Be able to describe some of the factors that can impact the growth of seagrass Find more resources like this, available to download for free on STEM Crew