(PDF) KS3 Science Non Statutory Guidance - Curriculum · for Science 7 4.1 The Layout of ... and...

ScienceKey Stage 3 Non Statutory Guidance

for Science

A CCEA Publication © 2007

1 Section01 PurposeofthisGuidance

3 Section02 ScienceintheNorthernIrelandCurriculum

5 Section03 LinkstoKeyStage2andKeyStage45 3.1 KeyStage26 3.2 KeyStage4

7 Section04 UnderstandingtheStatutoryRequirements

forScience7 4.1 TheLayoutoftheStatutoryRequirements8 4.2 Knowledge,UnderstandingandSkills11 4.3 CurriculumObjectivesandKeyElements15 4.4 LearningOutcomes18 4.5 ThinkingSkillsandPersonalCapabilities

21 Section05 ApproachestoLearningandTeaching21 5.1 KeyMessages22 5.2 AssessmentforLearning24 5.3 ConnectingtheLearning27 5.4 ActiveLearning

29 Section06 AuditingandPlanning29 6.1 ConductingaDepartmentalAudit30 6.2 Long,MediumandShortTermPlanning

31 Appendices:31 Appendix1 Cross-CurricularSkills35 Appendix2 ThinkingSkillsandPersonalCapabilities38 Appendix3 KeyElementsinScience50 Appendix4 LinkingSciencewithLearningforLifeandWork

Contents

GuidanceforScienceatKeyStage3

1


ThisguidanceispartofthesupportandimplementationpackagefortheRevisedNorthernIrelandCurriculum(hereafterreferredtoasNorthernIrelandCurriculum)alreadywithyourschoolthatincludes:

TheStatutoryCurriculumatKeyStage3:SupplementaryGuidance;andTheCurriculumSupportandImplementationBox.

Boththeseresourcesandadditionallearningandteachingmaterialsarealsoavailableatwww.nicurriculum.org.uk.

ScienceispartoftheminimumrequirementforeverypupilatKeyStage3.Thisguidanceseekstobuildongoodpracticeandtoprovideheadsofdepartmentwithinformationandpracticalapproachestohelpthemplanandroll-outtherequirementsforScienceinamanageableway.TheguidanceexplainsandprovidesinterpretationofthestatutoryrequirementsforScience.

Therearedepartmentalquestionsandactivitiesaftereachsectionwhichcanhelpyouandthemembersofyourdepartmenttoreflectonandevaluateyourcurrentpracticeandidentifyactionsfordepartmentalplanning.

ThequestionsandactivitiesfollowThe 4A’s Model for Planningasdocumentedinthebooklet,Planning for the Revised Curriculum at Key Stage 3,inyourschool’sCurriculumSupportandImplementationBox.WorkingthroughthisguidanceanditsaccompanyingactivitiesmeansthatyourdepartmentwillbewelloncourseforrollingouttheNorthernIrelandCurriculum.

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Section01PurposeofthisGuidance

01

3


TheNorthernIrelandCurriculumseekstoempowerpupilstoachievetheirpotentialandtomakeinformedandresponsibledecisionsthroughouttheirlives.Itisabouthelpingpupilsprepareforlifeandwork:

asindividuals;ascontributorstosociety;ascontributorstotheeconomyandenvironment.

Sciencehasasignificantroletoplayinthis.Ithasdevelopedasabodyofknowledgeandprocessesassuccessivegenerationshaveattemptedtomakesenseoftheworldaroundthem.KeyStage3Scienceaimstostimulatepupils’curiosityandenthusiasmtodevelopasenseofwonderinScience.DevelopingskillsinscientificmethodsofenquirycanengagepupilstodevelopunderstandingoftheprocessesofScienceaswellascontentofscientificknowledge.

Usinginvestigationandpracticalexperimentstoincreasemotivation,supportcollaborativeworkingandconnectlearningaboutSciencetotherealworld,pupilswilldeveloptheirThinkingSkillsandPersonalCapabilities.Adoptingamoreenquiry-basedandproblem-centredapproachwillspurpupils’criticalandcreativethinking.Thiswillencouragethemtoaskmorequestionstodevelopandevaluateexplanationsofphenomenaandeventsintheworldaroundthem.

WithintheNorthernIrelandCurriculum,thereisagreateremphasisontakingtimetolearnwithunderstanding,toconsolidatepupils’knowledgeandtoenablepupilsinmakingconnectionsbothwithinScienceandwithotherareasoflearning.Agreaterfocusonskillsandcapabilitiesaimstodeveloppupilsasindependentlearners.

MeetingCurriculumObjectivesSciencedevelops pupils as individualsby:

helpingpupilsexploreinfluencesontheirpersonalhealthandmakechoicesforhealthyliving;equippingthemtomakepersonaldecisionsaboutmoralandethicalissues,nowandinthefuture.

Science develops pupils as contributors to societyby:exploringtheadvantagesanddrawbacksofscientificandtechnologicaldevelopmentsforindustry,business,medicineandouroverallqualityoflife;exploringhowthemediainformsusaboutScienceandscience-relatedissues.

Sciencedevelops pupils as contributors to the economy and environmentby:gaininganawarenessofhowtheskillsandknowledgedevelopedinSciencecanbeappliedinlifeandwork;exploringtheSciencebehindeverydayproducts,particularlythosemanufacturedlocally;gaininganappreciationoftheroleofScienceinconsumerissues;challengingpupilstoexploretheconsequencesoftheirinteractionswiththeenvironment;becomingawareoftheneedforchangetobesustainableandtheimportanceofthinkingglobally,actinglocally.

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Section02ScienceintheNorthernIrelandCurriculum

02

4


QuestionsforDepartments

InordertocontributetothecurriculumobjectivesduringKeyStage3,whatdowewantourpupilsinScienceto:

know(knowledgeandunderstanding);

beabletodo(skills);

belike(attitudesanddispositions)?

Action

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3.1 KeyStage2ScienceandTechnologyisacontributoryelementtotheTheWorldAroundUsalongwithGeographyandHistoryatKeyStages1and2.

TheWorldAroundUsisorganisedunderthefollowingfourinterrelatedstrands:

Interdependence;Place;MovementandEnergy;ChangeOverTime.

ThestatutoryrequirementsforTheWorldAroundUsat KeyStage2aresetoutbelow.

ThroughthecontributoryelementsofScienceandTechnology,HistoryandGeography,teachersshouldenablepupilstodevelopknowledge,understandingandskillsin:

InterdependencePupilsshouldbeenabledtoexplore:

Howtheyandothersinteractintheworld;Howlivingthingsrelyoneachotherwithinthenaturalworld;Interdependenceofpeopleandtheenvironmentandhowthishasbeenacceleratedovertimebyadvancesintransportandcommunications;Theeffectofpeopleonthenaturalandbuiltenvironmentovertime.

PlacePupilsshouldbeenabledtoexplore:

Howplaceinfluencesthenatureoflife;Waysinwhichpeople,plantsandanimalsdependonthefeaturesandmaterialsinplacesandhowtheyadapttotheirenvironment;Featuresof,andvariationsinplaces,includingphysical,human,climatic,vegetationandanimallife;Ourplaceintheuniverse;Changeovertimeinplaces;Positiveandnegativeeffectsofnaturalandhumaneventsuponplaceovertime.

MovementandEnergyPupilsshouldbeenabledtoexplore:

Thecausesandeffectofenergy,forcesandmovement;Causesthateffectthemovementofpeopleandanimals;Howmovementcanbeacceleratedbyhumanandnaturaleventssuchaswars,earthquakes,famineorfloods;Positiveandnegativeconsequencesofmovementanditsimpactonpeople,placesandinterdependence.

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Section03LinkstoKeyStage2andKeyStage4

03

6


ChangeoverTimePupilsshouldbeenabledtoexplore:

Howchangeisafeatureofthehumanandnaturalworldandmayhaveconsequencesforourlivesandtheworldaroundus;Waysinwhichchangeoccursoverbothshortandlongperiodsoftimeinthephysicalandnaturalworld;Theeffectsofpositiveandnegativechangesgloballyandhowwecontributetosomeofthesechanges.

Infulfillingthestatutoryrequirements,teachersshouldprovideabalanceofexperiencesacrossScienceandTechnology,GeographyandHistory,andconnectthesewherepossible.

Inaddition,teachinginTheWorldAroundUsshouldprovideopportunitiesforchildrenastheymovethroughKeyStages1and2toprogress:

frommakingfirsthandobservationsandcollectingprimarydatatoexaminingandcollectingrealdataandsamplesfromtheworldaroundthem;fromidentifyingsimilaritiesanddifferencestoinvestigatingsimilaritiesanddifferences,patternsandchange;fromrecognisingafairtesttodesigningandcarryingoutfairtests;fromusingeverydaylanguagetoincreasinglypreciseuseofsubjectspecificvocabulary,notationandsymbols.

3.2 KeyStage4TheflexibleframeworkatKeyStage3allows:

teacherstoestablishfoundationsforKeyStage4studybyprovidingopportunitiesforpupilstodemonstratedeeperunderstanding;pupilstobecomemoreindependentlearnerswhowillbemoreadeptandexperiencedinmanagingtheirownlearning.

KeyStage3experiencesshouldprovidearobustbasisforlearningatKeyStage4.Theknowledge,understandingandskillsoutlinedinthestatutoryrequirementsforKeyStage3Scienceprovideaframeworkthatenablesteacherstotailorthebreadthanddepthofcoveragetomeettheneedsandinterestsofpupils.

CCEAoffersarangeofqualifications,detailsofwhichareavailableontheCCEAwebsite.Atthetimeofwriting,GCSEspecificationsinallsubjectsarecurrentlybeingreviewed.

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7


Developingpupils’Knowledge,UnderstandingandSkills

(Objective1)DevelopingpupilsasIndividuals

(Objective2)DevelopingpupilsasContributorstoSociety

(Objective3)DevelopingpupilsasContributorstotheEconomyandEnvironment

Throughengagementwitharangeofstimuliincludingpeers,poetry,prose,drama,non-fiction,mediaandmultimediawhichenhancecreativityandstimulatecuriosityandimagination,pupilsshouldhaveopportunitiestobecomecritical,creativeandeffectivecommunicatorsby:• expressingmeaning,feelingsandviewpoints;

• talking,toincludedebate,role-play,interviews,presentationsandgroupdiscussions;

• listeningactivelyandreportingback;

• readingandviewingforkeyideas,enjoyment,engagementandempathy;

• writingandpresentingindifferentmediaandfordifferentaudiencesandpurposes;

• participatinginarangeofdramaactivities;

• interpretingvisualstimuliincludingthemovingimage;

• developinganunderstandingofdifferentforms,genresandmethodsofcommunicationandanunderstandingofhowmeaningiscreated;

• developingtheirknowledgeofhowlanguageworksandtheiraccuracyinusingtheconventionsoflanguage,includingspelling,punctuationandgrammar;

• analysingcriticallytheirownandothertexts;

• usingarangeoftechniques,formsandmediatoconveyinformationcreativelyand

appropriately.

Pupilsshouldhaveopportunitiesto:

Engage,throughlanguage,withtheirpeersandwithfictionalandreal-lifecharactersandsituations,toexploretheirownemotionsanddevelopcreativepotential,forexample,discusswhattheywouldhavedoneorhowtheywouldhavefeltwhenfacedwithasituationinanovel;produceadigitalportfoliohighlightingtheirpersonalqualitiesetc.(KeyElement:PersonalUnderstanding)

Exploreandrespondtoothers’emotionsasencounteredinliterature,themedia,movingimageandpeerdiscussion,forexample,inrole-playempathisewithsomeonewhoseexperienceisdifferentfromtheirown.Developtheabilitytouselanguage(includingbodylanguage)effectivelyincommunicatingwithandrelatingtoothers,forexample,exploresituationsinwhichtone,choiceofwords,gesture,facialexpressioncanaltermeaning/impact.(KeyElement:MutualUnderstanding)

ExploreissuesrelatedtoPersonalHealth:Considertheeffectivenessoflanguageincurrenthealthcampaigns,forexample,exploretheuseofimageryandemotivelanguageinposters,leafletsandtelevisionetc.Createacampaigntopromoteahealthandsafetyissuesuchasdealingwithmisuseofsubstances.Improviseascenedemonstratingpeersupportorpeerpressureaboutahealthrelatedissue.(KeyElement:PersonalHealth)

ExploreissuesrelatedtoMoralCharacter:Demonstrateawillingnesstochallengestereotypical,biasedordistortedviewpointswithappropriatelysensitive,informedandbalancedresponses,forexample,discussmoralchoicesofreal-lifeandfictionalcharacters;takeresponsibilityforchoicesandactions.(KeyElement:MoralCharacter)

Exploretheuseoflanguageandimageryinconveyingandevokingavarietyofpowerfulfeelings,forexample,commentonafilm,novel,performanceorpoemwhichhasstimulatedapersonalinsight.(KeyElement:SpiritualAwareness)


Useliterature,drama,poetryorthemovingimagetoexploreothers’needsandrights,forexample,considertheneedsofafictionalcharacter;participateinaroleplayinvolvingconflictingrightsetc.(KeyElement:Citizenship)

Explorehowdifferentculturesandbeliefsarereflectedinarangeofcommunicationmethods,forexample,investigatelocaloraltraditionsanddialectsetc;compareandcontrasthowthecultureandlifestyleofdifferentcountriesarerepresentedinstories/poems/imagesetc.(KeyElement:CulturalUnderstanding)Explorethepowerofarangeofcommunicationtechniquestoinform,entertain,influenceandpersuade,forexample,compileandjustifyalistoftoptentelevisionadvertisements/websitesforyoungpeople;createandlaunchaninnovativelifestylearticleorfeatureforyoungpeopleetc.Considerhowmeaningsarechangedwhentextsareadaptedtodifferentmedia,forexample,compareandcontrastafilmandbookversionofthesamestoryetc.(KeyElement:MediaAwareness)

ExploreissuesrelatedtoEthicalAwareness:Investigateandevaluatecommunicationtechniquesusedtoexplorearelevantethicalissue,forexample,trackcoverageofthesameissueinarangeofmedia;designandproduceowncurrentaffairsprogramme/newssheetforayoungaudienceetc.(KeyElement:EthicalAwareness)


Investigatetheimportanceofcommunicationskillsinlife/worksituations,forexample,participateininterviewsandself-marketing;developanadvertisingcampaignforalocalcompanyorproduct;investigatejobsincompaniesinNorthernIrelandandelsewhereinwhichgoodcommunicationisessentialtobusinessetc.(KeyElement:Employability)

ExploreissuesrelatedtoEconomicAwareness:Exploretheimpactofeconomicsonthelivesofpeople,forexample,debatewhetheryoushouldbuyitemsproducedbychildlabour;considerreasonsandconsequencesoffinancialdifficultiesofacharacterinliterature.(KeyElement:EconomicAwareness)

Planandcreateaneffectivecommunicationcampaign,forexample,producepromotionalliteraturewitheco-friendlyguidelinesforavisittoanatural/culturalheritagesite;presentthecaseforpreservingalocalsite/building;participateinamodelyouthassembly/parliamentaboutaglobalissueetc.(KeyElement:EducationforSustainableDevelopment)

LearningOutcomes

ThelearningoutcomesrequirethedemonstrationofskillsandapplicationofknowledgeandunderstandingofEnglishandMediaEducation.

Pupilsshouldbeableto:

researchandmanageinformationeffectively,usingMathematicsandICTwhereappropriate;showdeeperunderstandingbythinkingcriticallyandflexibly,solvingproblemsandmakinginformeddecisions,usingMathematicsandICTwhereappropriate;demonstratecreativityandinitiativewhendevelopingideasandfollowingthemthrough;workeffectivelywithothers;demonstrateself-managementbyworkingsystematically,persistingwithtasks,evaluatingandimprovingownperformance;communicateeffectivelyinoral,visualandwrittenformats(includingICTandthemovingimage)showingclearawarenessofaudienceandpurposeandattentiontoaccuracy.

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NB:Teachersmaydevelopactivitiesthatcombinemanyofthestatutoryrequirements,providedthat,acrosstheKeyStage,allofthestatutoryaspectshighlightedinBOLD(includingeachoftheKeyElements)aremet.

TheobjectivesaremadeupofKeyElements.Theseprovide

opportunitiesforsubjectstoconnectwithLearningforLifeandWorkandwithother

subjects.

TheKnowledge,Understandingand

SkillsinSciencetobedevelopedduringKey

Stage3

ObjectivesThecurriculumobjectivesprovidetherealandrelevantcontextsinwhichknowledge,understanding

andskillsinSciencearedeveloped.Theobjectivesshouldbedeveloped

throughoutthekeystage.

LearningOutcomesThesestatetheskillsand

capabilitiespupilsshouldbeabletodemonstratethroughoutthekeystageinthecontextof

Science.

4.1 TheLayoutoftheStatutoryRequirements

Thissectionincludesexplanationof:

TheLayoutoftheStatutoryRequirements;Knowledge,UnderstandingandSkills;CurriculumObjectivesandKeyElements;LearningOutcomes;ThinkingSkillsandPersonalCapabilities.

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Section04UnderstandingtheStatutoryRequirementsforScience

04

ExemplarSeebackcoverforanA3versionof

theStatutoryRequirementsforSciencewithadditionalguidanceandexamples

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4.2 Knowledge,UnderstandingandSkillsThefirstcolumninthestatutoryrequirementsforScienceisheaded“DevelopingPupil’sKnowledge,UnderstandingandSkills”.

Everythinginthiscolumnisastatutoryrequirementforthekeystageasawhole;notforindividualyearswithinthekeystage.Itisintendedthatschoolsinterpretanddeveloptheserequirementsasappropriatetotheirowncontext.TherecursivenatureofSciencemeansthatthebulletpointsinthe‘Knowledge,UnderstandingandSkills’columnarelikelytobecoveredanumberoftimesineachacademicyearwithinthekeystage.

Thefollowingtableseekstoexplain,illustrateandexpandonthebulletpointsunder‘Knowledge,UnderstandingandSkills’.

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Developingpupils’Knowledge,UnderstandingandSkills SupportingNotes

developskillsinscientificmethodsofenquirytofurtherscientificknowledgeandunderstanding:

planningforinvestigationsobtainingevidencepresentingandinterpretingresults

developcreativeandcriticalthinkingintheirapproachtosolvingscientificproblems

researchscientificinformationfromarangeofsources

developarangeofpracticalskills,includingthesafeuseofscienceequipment

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Thereisanemphasisondevelopingskillsinscientificmethodsofenquiry.ItmaybeusefultoexplorehowtheseweredevelopedsothatpupilsgainaninsightintothehistoryandphilosophyofScience(CulturalUnderstanding).Pupilsaregivenopportunitiestoplaninvestigations,obtainevidence,andpresentandinterprettheirresults.Theseopportunitiesmaybeseparateactivitiesorcombinedtoformacompleteinvestigation.Theymaybebasedoninvestigatingandexploringquestionsposedbythepupils.

ManyoftheissuesaddressedinSciencehavenosingleanswerorsolutionandarerichcontextsforpupilstodeveloptheirproblem-solvinganddecision-makingskills.

Pupilshaveaccesstohugeamountsofscientificinformationonlineaswellasfromnewspapers,magazines,televisionandradio.Theyneedtobecomediscerningintheirresearchandassessthereliabilityoftheinformation;alsotobecomeawarethatthereisusuallymorethanonewaytoviewanissue.

Scienceisapracticalsubject.Pupilsshouldhaveopportunitiestousescientificequipmentinengagingandrelevantcontexts,developingskillsinaccuratelymeasuringandrecordinginformation.

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Developingpupils’Knowledge,UnderstandingandSkills SupportingNotes

Learnabout:OrganismsandHealth

InterdependenceofplantsandanimalsCells,genesandreproductionHealthybodyandmind

Chemicalandmaterialbehaviour

AtomsandchemicalchangesStructures,properties,usesofmaterialsElements,compoundsandmixtures

Forcesandenergy

ForcesandenergytransferUsingelectricitySoundandlight

EarthandUniverse

TheenvironmentandhumaninfluencesThesolarsystemanduniverse

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PupilsdeveloptheirSciencespecificandcross-curricularskillsastheyincreasetheirknowledgeandunderstandingofSciencethroughthestudyof:

organismsandhealth;chemicalandmaterialbehaviour;forcesandenergy;andtheearthanduniverse.

Whilecoveringthestatutoryrequirementsdescribed,teachershaveflexibilitytofollowboththeirownandpupilinterests.

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10


QuestionsforDepartments

WhatisthecurrentbalancebetweenScienceknowledge,understandingandskillsinthedepartment’sprovision?

WhataretheimplicationsforfurtherlearningandteachingatKeyStage3?

Action

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4.3 CurriculumObjectivesandKeyElementsThecurriculumobjectivesarebrokendownintokeyelements.ThekeyelementsareavehicleforensuringthatSciencedirectlyconnectstothewholecurriculumobjectives.ThekeyelementsalsoprovideameansforconnectinglearninginSciencetoothersubjectsandLearningforLifeandWork.UsingLearningforLifeandWorktomakeconnectionsisexploredfurtherin5.3ConnectingtheLearning.

Thetablebelowshowshoweachcurriculumobjectiveislinkedtospecifickeyelements.

TheNorthernIrelandCurriculumshouldproviderelevantopportunitiestohelpeachpupildevelopas:

Objective1

Anindividual

Objective2

Acontributortosociety

Objective3

Acontributortotheeconomyandtheenvironment

KeyElements

PersonalUnderstandingMutualUnderstanding

PersonalHealthMoralCharacter

SpiritualAwareness

KeyElements

CitizenshipCulturalUnderstanding

MediaAwarenessEthicalAwareness

KeyElements

EmployabilityEconomicawareness

EducationforSustainableDevelopment

Forexample,developingpupilsasindividuals(objective1)willrequireafocusonthekeyelementsofPersonalUnderstanding,MutualUnderstanding,PersonalHealth,MoralCharacterandSpiritualAwareness.Eachsubjectmustcontributetoallkeyelementsacrossthekeystage.Somesubjectswillhavemorenaturallyoccurringopportunitiestopromotecertainkeyelements.ThekeyelementsthatSciencecontributestomorefullyare:

PersonalUnderstanding;PersonalHealth;MediaAwareness;EthicalAwareness;Employability;EconomicAwareness;EducationforSustainableDevelopment.

Forexample,SciencewillhavealeadingroleinlearningaboutPersonalHealthandEducationforSustainableDevelopment.Althougheveryothersubjectwilladdressaspectsofthese,asignificantamountofwhatiscoveredinSciencecanbelookedatthroughthelensesof‘PersonalHealth’and‘EducationforSustainableDevelopment’.

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Thetextwithincolumns2,3and4inthestatutoryrequirementsforSciencerelatestoactivitieswhichcontextualisesomeofthekeyelements.SomeofthekeyelementsaremoresignificantthanothersinScience,andtherefore,activitiesrelatingtoaspecifickeyelementmayberevisitedoftenduringKeyStage3.FurtherdetailedexamplesforhoweachkeyelementmaybeaddressedinSciencearegiveninAppendix3.

Thekeyelementscanhelptomakemeaningfullinkswithothersubjects.Theypromotecoherenceacrossthewholecurriculum,andfacilitatemorecollaborativeplanningandteaching.

ThefollowingtablegivesexamplesofsomeofthequestionswhichmayhelptoexploreandextrapolatewhatismeantbyeachkeyelementinScience.

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QuestionsforDepartments•Whichkeyelementsdowe:

addresswell;needtofocusmoreon;notaddressatall?

Arethereanykeyelementsthatwecoulddevelopwithanotherdepartmenttopromoteconnectedlearning?

Action

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4.4 LearningOutcomesLearningOutcomesstatetheskillsandcapabilitiespupilsshouldbeabletodemonstratethroughoutKeyStage3ineachsubject.Thesearesimilaracrosseachareaoflearningandpromotetheinfusionofthecross-curricularskills(Communication,UsingMathematicsandUsingICT)(pleaserefertoAppendix1forfurtherguidanceonthecross-curricularskills).ThelearningoutcomesalsopromotetheinfusionofThinkingSkillsandPersonalCapabilities(alsorefertoAppendix2forfurtherguidanceonThinkingSkillsandPersonalCapabilities).

Aswithallsubjects,itisstatutoryforteacherstoprovideopportunitiesforpupilstoacquireanddevelopthecross-curricularskillsandtheThinkingSkillsandPersonalCapabilitiesinScience.PupilsshouldalsobegivenopportunitiestodemonstratetheirskillsandapplicationofknowledgeandunderstandingofSciencetomeetthelearningoutcomes.

EvidenceforLearningOutcomesEvidenceoftheapplicationofskills,knowledgeandunderstandingforalearningoutcomecanbedemonstratedatanypointinthelearningprocess.Learningoutcomescanbebasedonprocessorproduct.Theymaybeevidencedbyteacher,pupilorpeerassessmentofarangeofpupils’workandperformance,includingworkgeneratedusingICT.Thenatureoffeedbackonlearningoutcomescanbequalitative,quantitative,verbalorwrittentosuitthepurposeoftheassessment.

UsingandRecordingEvidenceThenumberofoccasionswhenlearningoutcomesareinternallyrecorded,thesystemforinternalrecordingandtheusemadeofinternalrecordsisatthediscretionofdepartmentsinlinewithwholeschoolpolicy.Learningoutcomescanbedemonstratedthroughformalorinformalassessment,formativeand/orsummativeassessment.

Evidenceoflearningoutcomescanbe:recordedinformally,thatis,primarilyforfeedbacktopupilsandforteacherreference;recordedformally,thatis,inlinewithdepartmentalandinternalwholeschoolassessmentpolicyrequirements;usedtoinformreportingrequirements,forexample,inrelationtoPupilProfilerequirements.

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SkillsandtheLearningOutcomesTherelationshipbetweenthelearningoutcomesandthecross-curricularskillsandThinkingSkillsandPersonalCapabilitiesissetoutinthetablebelow.

LearningOutcomesCross-CurricularSkills/ThinkingSkillsandPersonalCapabilities

Demonstratearangeofpracticalskillsinundertakingexperiments,includingthesafeuseofscientificequipmentandappropriatemathematicalcalculations

UsingMathematics

Useinvestigativeskillstoexplorescientificissues,solveproblemsandmakeinformeddecisions

Thinking,Problem-Solving,Decision-Making

Researchandmanageinformationeffectively,includingUsingMathematicsandUsingICTwhereappropriate

ManagingInformationCommunication,UsingMathematics,UsingICT

Showdeeperscientificunderstandingbythinkingcriticallyandflexibly,solvingproblemsandmakinginformeddecisions,demonstratingUsingMathematicsandUsingICTwhereappropriate

Thinking,Problem-Solving,Decision-MakingUsingMathematics,UsingICT

Demonstratecreativityandinitiativewhendevelopingideasandfollowingthemthrough

BeingCreative

Workeffectivelywithothers WorkingwithOthers

Demonstrateself-managementbyworkingsystematically,persistingwithtasks,evaluatingandimprovingownperformance

Self-Management

Communicateeffectivelyinoral,visual,written,mathematicalandICTformats,showingclearawarenessofaudienceandpurpose

CommunicationUsingMathematicsUsingICT

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QuestionsforDepartmentsHowcanweplanforlearningoutcomes?

Howcanourexistingdepartmentalassessmentpolicybeamendedtomakereferencetothelearningoutcomes?

Whichlearningoutcomeswillbethemostchallengingforourdepartment?

Action

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4.5 ThinkingSkillsandPersonalCapabilitiesTheThinkingSkillsandPersonalCapabilitiesframeworkconsistsoffiveoverlappingstrands:

ManagingInformation;Thinking,Problem-Solving,Decision-Making;BeingCreative;WorkingwithOthers;Self-Management.

Eachstrandisbrokendownintofurtherdetail(seeappendix2).Thesecanfacilitatelessonplanningandprovidecriteriaagainstwhichpupils’performancescanbeassessedandreported,forexample,linkingcauseandeffect,examiningevidence,planningatask,etc.

Manyoftheskillsarenotnewandarealreadybeingdevelopedacrossarangeofsubjects.ThissingleframeworkaimstomakethedevelopmentofThinkingSkillsandPersonalCapabilitiesmorestructuredandexplicit,toencourageapplicationacrossarangeofcontextsandtoprovideacommonlanguagethatpupilsandteacherscanusetotalkabouttheirthinkingandlearning.

ThereareanumberofteachingstrategiesthatwillpromotethedevelopmentofThinkingSkillsandPersonalCapabilitiesgenerally,forexample,settingopenendedtasks,effectivequestioning,usingthinkingframesanddiagrams,reflectingandtalkingaboutthinkingandlearning,providingmeaningfulopportunitiesforcollaborativelearning,etc.ManyoftheseactivitiesalsosupporttheprinciplesofAssessmentforLearning.

Thebigshift,however,istofocusonopportunitiesinSciencewhereaspecificthinkingskillorpersonalcapabilitycanbeusedtodeepenunderstandingofaparticularconceptorcontextinScience.Thecontextusedprovidesopportunitiesforthedevelopmentandpracticeofthethinkingskillorpersonalcapability.Thiscanleadtolessonswherethereistheparalleldevelopmentofsubjectknowledgeandunderstandingaswellasthedevelopmentof,forexample,aparticularmodeofthinking.Thisapproachisknownasinfusion;addingonethingtoanothertogiveitanewsignificance.

Planningforinfusioninvolves,forexample:

(a)lookingacrossaseriesofunitsofworkforYear8andidentifyingwherethemostappropriatecontextsaretointroduceanddevelopspecificskills,suchas,evaluatingthemostappropriateinformation,justifyingopinions,reachingagreementwithinagroup,etc.

(b)identifyingthespecificskillsandcapabilitiesbestdevelopedthroughScienceandsettingupcontextstointroduceandpractisethem,suchas,comparingandcontrasting,examiningoptionsandweighingupprosandcons,takingturns,sharingandcooperating,etc.

ThisexplicitapproachtodevelopingThinkingSkillsandPersonalCapabilitiesprovidesopportunitiestoobserve,record,feedbackandreportonpupils’strengthsandareasforfuturefocusintermsoftheirdevelopmentinThinkingSkillsandPersonalCapabilities.Italsoenablespupilstotransferparticularthinkingskillsorpersonal/interpersonalskillstoothercontexts.

Progressioninskillsandcapabilitiesisonlymadethroughtheirpracticeandapplicationinarangeofcontextsandatincreasinglevelsofchallengeanddemand.

ContinuingProfessionalDevelopment(CPD)materialshavebeendevelopedtopromotetheinfusionofThinkingSkillsandPersonalCapabilitiesacrossthecurriculum.Thesematerialsareavailableatwww.nicurriculum.org.uk.

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QuestionsforDepartmentsHowcanSciencemeaningfullydevelopeachstrandoftheThinkingSkillsandPersonalCapabilitiesframework?

WherearethekeyopportunitiesinScienceforinfusion?

Action

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5.1 KeyMessagesFlexibilityTeachersnowhavetheopportunitytousethestatutoryrequirementstodeviseschemesandunitsofworkinSciencethatfollowtheneedsandinterestsofthepupil.Thisdoesnotmeanthrowingoutschemesofworkthathavebeencarefullydevelopedovertheyears.Itprovidesopportunitiesforteacherstobuildonthoseunitsthatbestengageanddeveloptheirpupilsandreplaceorrevitalisethoseunitsthatdidnotengagethepupilssomuch.

RelevanceTeachershaveopportunitiestolookforthemesorissuesthatarerealandrelevanttothelivesofpupilstoday.TheSciencespecificskillsandtheconceptsinthefirstcolumnofthestatutoryrequirementsforSciencecanbedevelopedthroughcurrentscience-relatedissues,inthemediaorlocally,thatpupilsexpressaninterestin.

IntegratedTeachershaveopportunitiestocombineaspectsofBiology,ChemistryandPhysicstoinformunitsofworkwhichhelppupilsgainabetterunderstandingofthecomplexityofhowtheworldaroundusworks.Forexample,theairandbreathing,lightandhowwesee,etc.

ValuesBasedThekeyelementsprovideopportunitiesforpupilstoreflectonmoral,ethical,spiritual,socialandculturaldimensionsofScienceissuesrelatingtorealpeopleandrealplacesandtoconsidertheirownviewsandopinionsaboutthem.

ActionOrientatedThroughenquiry-basedlearning,pupilsdevelopskillsinplanninginvestigationsandpracticalexperimentalactivities.Therearealsoopportunitiesforpupilstobechallengedaboutindividualandcollectivesocialandenvironmentalresponsibilities.

FutureFocusedPupilsarechallengedtothinkaboutthetypeofworldtheywouldliketoshareinyearstocomeandhowbesttoachieveit.TheywillalsohaveopportunitiestoexplorehowtheskillsdevelopedthroughSciencemighthelptheminthefuture.

Section05ApproachestoLearningandTeaching

05

22


5.2 AssessmentforLearning‘AssessmentforLearning’(AfL)isanapproachthatcansupporteffectivelearningandteaching.AssessmentforLearningfocusesonthelearningprocess(ratherthantheendproduct)andattemptsnottoprovelearningbutratherimproveit.Itisformativeassessment.Itisawayforustotakestockoflearningduringtheprocessanditcanhelpinformteachersofhowthelearningisprogressing.

In‘AssessmentforLearning’:

thereisahighemphasison transferable learning;assessmentbecomesamuchmore transparent process becauseitisbasedoncriticalinformationthatissharedwiththelearners;andlearnersareableto take responsibilityfortheirownlearning,andforaspectsoftheirassessment.

‘AssessmentforLearning’isnotsomethingextraor‘boltedon.’Itintegrateswithexistingclassroompractice.AssessmentforLearninginvolvesthefollowingkeyactions:

••

•

ContinuingProfessionalDevelopment(CPD)materialshavebeenprovidedforschoolstopromoteAssessmentforLearning.

Sharinglearningintentions

Alearningintentionisadescriptionofwhatteacherswantpupilstoknow,understandorbeabletodobytheendofanactivity.Ittellspupilswhatthefocusforlearningisgoingtobe.Ithelpsbothteachersandpupilstofocusonthelearningratherthantheactivity,forexample:Identifywhatpupilswillbelearning(Wearelearningto…..)Explainthereasonforlearning(Wearelearningthisbecause…….)

Sharingandnegotiatingsuccesscriteria

Successcriteriaarestatementsthathelppupilsrecogniseiftheyhavebeensuccessfulintheirlearning.Pupilsmaybeinvolvedindecidingthese.Theysummarisetheprocessesorcharacteristicsneededforsuccess,andtheyalwayslinkdirectlytothelearningintention.Theyessentiallyspelloutthestepsoringredientsrequiredtoachievethelearningintention,offeringspecificguidanceonhowtobesuccessful.

Givingfeedbacktopupils

Qualityfeedbackisessentialforeffectivelearningandteaching.Feedbackcanmotivatepupilsbybuildingself-esteemandreinforcingthepositive.Tobetrulyformativethefeedbackmustinformthenextstepsinthelearningprocess.Forexample,whenofferingwrittenfeedback:1.Findtwooccasionswheretheyhaveachievedsuccess(symbolscanbe

used);2.Identifyanaspectoftheirworkthattheycanimmediatelyimprove;3.Providethemwithapromptorstrategyonhowtoimprove;4.Givethemtimetomakethisimprovement.

Effectivequestioning Effectivequestioningisaboutaskingquestionsinawaythatelicitsmaximumfeedbackfrompupils,whichcanthenbeusedtoevaluate,planandextendlearning,forexample:

Askbetterquestions:ask‘open’questionsorreframequestionswherethereisnosinglecorrectanswerandpupilsarerewardedforexploringoptionsandsharingpossiblesolutions;Askquestionsbetter:providepupilswithtimetothink;byincreasingthewaittimeto3or5secondsbetweenposingthequestionandaskingfortheanswer,teacherscanmakeasignificantdifferencetothequestion’seffectiveness.

•

•

Selfandpeerassessment

Pupilreflectionpromotesindependentlearning,communicationandsupportintheclassroom.Teacherscandeveloppupilreflectionintheclassroomthroughtheuseofpeerandself-assessmentandself-evaluation.

23


QuestionsforDepartmentsWhichoftheseAssessmentforLearningkeyactionsarepartofourexistingclassroompractice?

Whichdoweneedtogivemoreattentionto?

Howdowedothis?

Action

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5.3 ConnectingtheLearningTheNorthernIrelandCurriculumisdesignedtoaccommodatelinksacrosssubjects.Manynaturallinksexist,althoughtheymaybeunder-exploited.Wheretheselinksareidentifiedandplannedfor,theyhavethepotentialtomakelearningmoremeaningful,informedandpurposeful.Opportunitiestoconnectlearningrangefromsmallandinformaltowholeschoolandformallyplanned.

Anyofthefollowingmaybeusedasdriversforconnectedlearningbetweentwoormoresubjects:

Skills/LearningOutcomes;KeyElements;Themes;Concepts;Learningexperiences;KeyconceptswithinLearningforLifeWork;Othersuitableapproaches.

•••••••

QuestionsforDepartmentsWhichofthesecouldbestbeusedasastartingpointtomakemeaningfulconnectionswithothersubjects?

Action

•

(ExamplesofconnectinglearningacrosssubjectsareavailableinthematicunitsandonecollaborativeunitprovidedintheCurriculumSupportandImplementationBox).

25


ConnectingtoLearningforLifeandWorkOnewayofbeginningtomakeconnectionsisinLearningforLifeandWork.ThefoursubjectstrandswithinLearningforLifeandWork(HomeEconomics,LocalandGlobalCitizenship,EmployabilityandPersonalDevelopment)contributedirectlytothethreecurriculumobjectivestodevelopthepupilas:

anindividual;acontributortosociety;acontributortotheeconomyandenvironment.

TheotherareasoflearningalsocontributetothecurriculumobjectivesandLearningforLifeandWork.WellplannedandorganisedworkwithinsubjectsmakeadistinctiveandnaturalcontributiontoLearningforLifeandWorkandhelptostrengthenandenrichitsprovisionasawhole.

Teachershaveflexibilitytoenhancethebreadthanddepthoftheirsubject’scontributiontoLearningforLifeandWork.Scienceteacherscantherefore:

raiseawarenessaboutLearningforLifeandWorkkeyconcepts;developmoredetailedunderstandingaboutLearningforLifeandWorkkeyconceptswithintheirsubjectcontext;exploreparticularLearningforLifeandWorkkeyconcepts.Whendeliveredinsufficientdepth,anareaoflearning/subjectstrandcantakefullresponsibilityformeetingaparticularstatementofrequirement.

MoredetailedguidanceinlinkingSciencewithLearningforLifeandWorkisprovidedinAppendix4.

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•

26


QuestionsforDepartmentsWhichaspectsofourcurrentpracticepromoteconnectedlearning?

Whataretheissuesaroundthemanagementofconnectedlearning?

Howwillweknowthatpupilsarelearningtomakeconnections?

Action

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27


5.4 ActiveLearningEngagingpupilsintheirlearningandprovidingthemwithopportunitiestodemonstrateThinkingSkillsandPersonalCapabilitiesrequiresanapproachbeyondtraditionaldidacticmethods.

AglossaryActive Learning and Teaching MethodsisincludedintheCurriculumSupportandImplementationBoxandisavailablefromwww.nicurriculum.org.uk.Thisresourcecontainsawiderangeofactiveandexperientialstrategiestopromotepupils’participationandengagement.Scienceprovidesrichcontextsinwhichtousearangeofactivelearningstrategies.

QuestionsforDepartmentsWhichactivelearningstrategieswouldworkforus?

Howdoestheclimateinourclassroomssupporttheuseofactivelearning?

Whataretheimplicationsforclassroommanagement?

Action

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6.1 ConductingaDepartmentalAuditWhenplanningtocarryoutadepartmentalaudit,refertothetrainingmaterialsPlanning for the Revised Curriculum at Key Stage 3.Usedinconjunctionwiththefollowingguidance,departmentscandecidehowtoevaluateexistingandplannedprovision.

Auditsareastartingpointforthelongtermplanningprocess.Thereareanumberofpossible‘ways-in’tocarryingoutanaudit.Someoftheseareoutlinedinthetablebelow.Furtherdetailsareavailableatwww.nicurriculum.org.uk.

Section06AuditingandPlanning

06

StartingPointforAudit DescriptionofProcess

CurriculumObjectives Whatdoweteachandwhy?Lookathowthetopicscurrentlytaughtaddressthebroadcurriculumobjectives.Theobjectivesprovidearationaleforthetopic.Thekeyelementscanprovidethefootholdsintotheobjectives.

KeyElements Checkwhereunitsofworkcontainaspectsofthekeyelements,orcouldbere-focusedtosuit.Checkforcoverageacrossthekeystage.Removeexcessiveduplication,addmaterialtoaddressanyomissions.

ThinkingSkillsandPersonalCapabilities

StartingwithcurrentunitsofworkitispossibletoaudittheprovisionofThinkingSkillsandPersonalCapabilitiesusingthestatementsfromthe“From–ToProgressMap”.Aftercompletinganauditinthisway,gapsinprovisioncaneasilybedetectedanditwillthenbepossibletodevelopopportunitiestoensureoverallcoverageinayearandprogressionacrossthekeystage.

LearningExperiences Listthecategoriesoflearningexperiencefromthe‘BigPicture’documentinacolumn.Besideeach,matchtheunitsofworkinyourschemewhichfitwiththecategory.Assessthecoverage:isthereagoodmixtureandvarietyofexperienceplanned?

‘BlueSkies’ Beginwithaspirationsforacompletelynewschemeofwork,andworkupdetailssoastomatchplannedexperienceswithNorthernIrelandCurriculumrequirements.

30


6.2 Long,MediumandShortTermPlanningLongTermPlanningInproducinglongtermplansorschemes of work,youneedtothinkabout:

howScienceisdeliveredacrossthewholekeystage;howSciencelinkswiththewidercurriculumobjectives;howandwhentodevelopspecificskillsandcapabilitiesacrossthekeystage;howSciencecanactivelylinkwithothercurricularareas;howSciencealignswithwholeschooldevelopment/circumstances.

MediumTermPlanningInplanning units of work,youneedtothinkabout:

identifyingbigquestions/issuestoengagepupilsandsupportanenquirybasedapproach;thelearningandteachingactivitiesandstrategiestobestdeveloptheskills;howtobuildintimeformonitoring,evaluatingandreviewing.

ShortTermPlanningInplanning a lesson or series of lessons,youneedtothinkabout:

makingthelearningintentionsexplicittoclarifywhatyouwantthepupilstoknow,understandand/orbeabletodo;agreeingandnegotiatingwiththepupilswhatsuccessinthistask/activitywilllooklike;usingalaunchactivitytoengagethepupilsanddeveloptheirsenseofenquiry;usingarangeofactivities/challenges;supportingandpromptingpupilperformance;planningplenariestofeedback,reflectonthinkingandlearning,makeconnectionstootherlearningandsetupnextlesson(s).

Curriculumdevelopmentisaprocesswhichrequiresongoingevaluation.Itisusefultothinkaboutwhysomelessonswork,whileothersdon’tsucceedaswewouldlike.

Foranyschemeofwork/lessonorseriesoflessons,itmaybeusefultoask:

Howwelldidthepupilsrespondtothat?Didtheyenjoyit?Didtheyseetherelevance?Weretheymotivatedtolearn?

Howwelldidtheyachieve?Whatevidenceofachievementwasthere?Wasthereevidenceofdeeplearning?HowdoIknowthis?HowdidIcollectit?

WhatmodificationscouldImakeInthecontent?Inthelearningresources/materials?Inthelearningactivities?

WhendidIlastexperiencea“buzz”intheclassroom?Whattheme/issuewerethepupilslearningabout?Whatwasthebigenquiry/keyquestion?Whatactivity(ies)weretheydoing?Whatwasthepurposeoftheirlearning?WhydidIchoosetheseparticularresourcestousewiththosepupils?

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CommunicationAcrosstheCurriculumCommunicationiscentraltothewholecurriculum.Pupilsshouldbeabletocommunicateinordertoexpressthemselvessocially,emotionallyandphysically,todevelopasindividuals,engagewithothersandcontributeasmembersofsociety.PupilsshouldbegivenopportunitiestoengagewithanddemonstratetheskillofCommunicationandtotransfertheirknowledgeaboutcommunicationconceptsandskillstoreal-lifemeaningfulcontextsacrossthecurriculum.

Themodesofcommunicationincludetalkingandlistening,readingandwriting.However,effectivecommunicationalsoincludesnon-verbalmodesofcommunication,widerliteracyandtheuseofmultimediaandICTtechnologieswhichmaycombinedifferentmodes.Pupilsarethereforeencouragedtobecomeeffectivecommunicatorsbyusingarangeoftechniques,formsandmediatoconveyinformationandideascreativelyandappropriately.

TherequirementsforCommunicationaresetoutbelow.

Acrossthecurriculum,atalevelappropriatetotheirability,pupilsshouldbeenabledtodevelopskillsin:

TalkingandListeningPupilsshouldbeenabledto:

listentoandtakepartindiscussions,explanations,role-playsandpresentations;contributecomments,askquestionsandrespondtoothers’pointsofview;communicateinformation,ideas,opinions,feelingsandimaginings,usinganexpandingvocabulary;structuretheirtalkandspeakclearlysothatideascanbeunderstoodbyothers;adaptwaysofspeakingtoaudienceandsituation;usenon-verbalmethodstoexpressideasandengagewiththelistener.

ReadingPupilsshouldbeenabledto:

readarangeoftexts*forinformation,ideasandenjoyment;usearangeofstrategiestoreadwithincreasingindependence;find,selectanduseinformationfromarangeofsources;understandandexploreideas,eventsandfeaturesintexts*;useevidencefromtexts*toexplainopinions.

*Textsrefertoideasthatareorganisedtocommunicateandpresentamessageinwritten,spoken,visualandsymbolicforms.

WritingPupilsshouldbeenabledto:

talkabout,planandeditwork;communicateinformation,meaning,feelings,imaginingsandideasinaclearandorganisedway;develop,expressandpresentideasinavarietyofformsandformats,usingtraditionalanddigitalresources,fordifferentaudiencesandpurposes;writewithincreasingaccuracyandproficiency.

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Appendix1Cross-CurricularSkills

Appendices

32


UsingMathematicsAcrosstheCurriculumUsingMathematicsistheskillofapplyingmathematicalconcepts,processesandunderstandingappropriatelyinavarietyofcontexts.Ideallytheseshouldbeinrelevantreallifesituationsthatrequireamathematicaldimension.

Pupilsarelikelytoacquireandconsolidatetheirmathematicalknowledge,conceptsandskillswithintheareaoflearningforMathematicsandNumeracy.However,theyshouldbegivenopportunitiestotransfertheirunderstanding,asappropriate,toothercontextsacrossthecurriculum.Pupilscandemonstratetheirmathematicalknowledge,understandingandskillsinavarietyofwaystocommunicate,manageinformation,thinkcritically,solveproblemsandmakedecisions.

TherequirementsforUsingMathematicsaresetoutbelow.

Acrossthecurriculum,atalevelappropriatetotheirability,pupilsshouldbeenabledto:

choosetheappropriatematerials,equipmentandmathematicstouseinaparticularsituation;usemathematicalknowledgeandconceptsaccurately;worksystematicallyandchecktheirwork;usemathematicstosolveproblemsandmakedecisions;developmethodsandstrategies,includingmentalmathematics;exploreideas,makeandtestpredictionsandthinkcreatively;identifyandcollectinformation;read,interpret,organiseandpresentinformationinmathematicalformats;usemathematicalunderstandingandlanguagetoaskandanswerquestions,talkaboutanddiscussideasandexplainwayofworking;developfinancialcapability;useICTtosolveproblemsand/orpresenttheirwork.

•

••••••••

••

33


UsingInformationandCommunicationsTechnologyAcrosstheCurriculumUsingInformationandCommunicationsTechnology(ICT)providespowerfultoolsandcontextstosupportmeaningfullearningandhasthepotentialtotransformandenrichpupils’learningexperiencesandenvironmentsacrossthecurriculum.ThecreativeuseofICTcanempowerlearnerstobecomeindependent,self-motivatedandflexible,helpinginturntodevelopself-esteemandpositiveattitudestolearning,withwhichtorealisetheirfullpotential.Italsoprovidesopportunitiestocollaboratewithinandbeyondtheclassroomtoposequestions,takerisksandrespondpositivelyto‘whatif’questions.

Tohelpdevelopskillsinresearching,handlingandcommunicatinginformationpupilsshouldhaveopportunities,usingICT,toengageingenuineresearchandpurposefultaskssetinmeaningfulcontexts.Theyshouldbeencouragedtore-workinformation,presentandexchangetheirideasandtranslatetheirthinkingintocreativeproductsandproductionswhichshowanawarenessofaudienceandpurpose.

TherequirementsforUsingICTaresetoutbelow.

Acrossthecurriculum,atalevelappropriatetotheirability,pupilsshouldbeenabledtodevelopskillsto:

ExplorePupilsshouldbeenabledto:

accessandmanagedataandinformation;research,select,processandinterpretinformation;investigate,makepredictionsandsolveproblemsthroughinteractionwithdigitaltools;understandhowtokeepsafeanddisplayacceptableonlinebehaviour.

ExpressPupilsshouldbeenabledto:

create,develop,presentandpublishideasandinformationusingarangeofdigitalmedia;createinformationandmultimediaproductsusingarangeofassets.

ExchangePupilsshouldbeenabledto:

communicateusingarangeofcontemporarymethodsandtools;share,collaborate,exchangeanddevelopideasdigitally.

EvaluatePupilsshouldbeenabledto:

talkabout,reviewandmakeimprovementstowork,reflectingontheprocessandoutcome;considerthesourcesandresourcesused.

ExhibitPupilsshouldbeenabledto:

manageandpresenttheirstoredwork;showcasetheirlearningacrossthecurriculum.

••••

•

•

••

•

•

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34


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and

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omta

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ae

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rran

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ns

• • • • •

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ntat

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ch

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wp

upils

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ecom

eth

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erat

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ent

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enqu

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vest

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and

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n,fo

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ross

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ld w

ww

.sci

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rg,t

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and

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gsw

ith

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rsc

hool

s

• • • • • •

Cros

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rric

ular

Ski

llsin

Sci

ence

35


Thinkingskillsaretoolsthathelppupilstogobeyondtheacquisitionofknowledgeinordertosearchformeaning,applyideas,analysepatternsandrelationships,createanddesignsomethingnewandmonitorandevaluatetheirprogress.

Personalandinterpersonalskillsandcapabilitiesunderpinsuccessinallaspectsoflife.Itisimportant,therefore,thatpupil’sself-esteemandself-confidenceareexplicitlyfosteredalongwiththeabilitytounderstandandmanagetheirownemotionsandtointeracteffectivelywithothers.

TeachersshouldhelppupilstodevelopThinkingSkillsandPersonalCapabilitiesbyfocusingonthefollowingareas.

Appendix2ThinkingSkillsandPersonalCapabilities

36


Thin

king

ski

lls

and

Pers

onal

Ca

pabi

litie

sst

rand

s

Man

agin

gIn

form

atio

nTh

inki

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robl

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inve

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Thin

king

Ski

llsa

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nalC

apab

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sin

Sci

ence

37


Thin

king

ski

lls

and

Pers

onal

Ca

pabi

litie

sst

rand

s

Man

agin

gIn

form

atio

nTh

inki

ng,P

robl

em-S

olvi

ng,

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akin

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ativ

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ngw

ithO

ther

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lf-M

anag

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t

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ples

of

cont

exts

inS

cien

ceW

hen

sele

ctin

gth

em

ost

appr

opri

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hod

for

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cing

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geo

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wn

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and

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?W

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accu

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nshi

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the

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over

yof

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icill

in

38


Knowledge,UnderstandingandSkills

PersonalUnderstanding MutualUnderstanding

Developskillsinscientificmethodsofenquirytofurtherscientificknowledgeandunderstanding:

planningforinvestigationsobtainingevidencepresentingandinterpretingresults.

Developcreativeandcriticalthinkingintheirapproachtosolvingscientificproblems.

Researchscientificinformationfromarangeofsources.

Developarangeofpracticalskills,includingthesafeuseofscienceequipment.

–

––

Structuretheirwayofworking.

Developingtheirplanningskills.

Goalsetting.

Developingtheircapacitytounderstandandseeaproblemfromvariousviewpointsandconsiderbenefitsanddisadvantages.

Findoutaboutthebrainandlearning.

Whenworkinginthesciencelaboratory,beawareoftheirstrengthsandtheareasthattheyneedtofocusonforimprovement.

Workcollaborativelytoplaninvestigations.

Trusteachothertotakemeasurementsandrecordobservations.

Shareacommongoal/aim/plan.

Respectothers’opinionswheninterpretingresults.

Learntoevaluateideasandsuggestimprovementswithoutbeingoffendedorcausingoffence.

Dealwithconflictinginformation.

Findoutabouthowdifferentcountriesareapproachingascientificissue.

Awarenessofsafetyofothers.

Agreedstrategiesforsafepracticeandreducingriskinthelab.

ThisappendixprovidesarangeofexamplesforaddressingthekeyelementsinScience.TheexamplesaremappedtothefirstcolumnofthestatutoryrequirementsforScience(i.e.Knowledge,UnderstandingandSkills).

Examplesofdevelopingpupils’Knowledge,UnderstandingandSkillsthroughtheKeyElementsof…

Appendix3KeyElementsinScience

39



PersonalUnderstanding MutualUnderstanding

Learnabout:

OrganismsandHealth;

Chemicalandmaterialbehaviour;

Forcesandenergy;

EarthandUniverse.

MakeapersonalDNAnecklace.Emotionalandphysicalchangesatpuberty.Cells,genesandreproduction

Explorewaysofimprovingownlearningbyfindingouthowthebrainfunctions.Healthybodyandmind

Sourcesofeverydaymaterialsthatyouuse,forexample,lycra,polythene,etc.Structures,properties,usesofmaterials

Elements,compoundsandmixturesthatmakeupthebody.Elements,compoundsandmixtures

Foodasanenergysource.Howweuseenergy.Forcesandenergytransfer

Reproductionincontextofcaringsecurerelationship.Cells,genesandreproduction

40



PersonalHealth MoralCharacter






–

––

Planningforsafeinvestigations.

Identifyrisksandsuggest/takestepstomitigatethese.

Usingscientificinformation,adoptasensibleapproachtolookingaftertheirhealth.

Researchanaspectof‘KeepingHealthy’.

Handlechemicalsandequipmentinasafemanner.

Beawareofrisks.

Knowproceduresincaseofaccident.

Whenobtainingevidence,assessallresults,notjusttheonesthatsupporttheirhypothesis.

Lookatwholepicturewheninterpretingresults–notjumpingtohastyconclusions.

Challengeover-simplisticinterpretationsofscientificissues.

FindouttheSciencebehindasensationalheadline.

Obtainscientificresultsfairlyandgenuinely.


41



PersonalHealth MoralCharacter

Learnabout:

OrganismsandHealth;


Forcesandenergy;

EarthandUniverse.

Healthbenefitsofplants.Usingplantsforpharmaceuticals.Interdependenceofplantsandanimals

Knowledgeofmenstrualcycle.Aspectsofreproductivehealth.Factorsforahealthypregnancy.Cells,genesandreproduction

Howeffectiveareyourhandwashingmethods?Investigate!Healthybodyandmind

Awarenessofharmfulmaterialsandeffectsonhealth,forexample,CarbonMonoxide,etc.Awarenessofsubstancesnecessaryforhealth:water,air,mineralssuchasironandcalcium,etcUseofchlorinetopurifywatersupply.Elements,compoundsandmixtures

Amountofenergyusedindifferentactivities.Forcesandenergytransfer

Imaginelifewithoutelectricity.Usingelectricity

Howwesee.Howwehear.Medicalequipmentwhichusesoundandlight,forexample,ultrasoundscansandopticalfibrescopes.Soundandlight

Howwillglobalwarmingandtheholeintheozonelayeraffectourhealth?Avoidingskincancer.Diseasescausedbypollution.Theenvironmentandhumaninfluences

Takeresponsibilityforchoicesandactions.Cells,genesandreproduction

Takeresponsibilityforcurrentbehaviourwhichmayaffectfuturehealth.Healthybodyandmind

Makeinformedpersonalchoicestoreduceimpactontheenvironment.Theenvironmentandhumaninfluences

42



SpiritualAwareness Citizenship






–

––

Awarenessofthescientificmethodasanobjectivemeanstotestandfindoutmoreabouttheworldaroundus.

Developcreativeandcriticalthinkingasapersonalstrength.

Comparescientificinformationwithfaithbeliefs.

Beawareoftheamazingthingsthatwecanfindoutusingscientificequipment;howitcanmakeadifferencetoourlives.

Realisingthatthescientificmethodunderpinsallscientificresearch.

Criticallyassessthesourceandqualityofdatausedforsolvingscientificproblems.

Assessreliabilityofsourcesofscientificinformation.

Developskillstocollectreliabledata.


43



SpiritualAwareness Citizenship

Learnabout:

OrganismsandHealth;


Forcesandenergy;

EarthandUniverse.

Awarenessthatourgeneshavebeenpasseddowntousthroughgenerationsinthepast;throughourchildren,theywillbepassedtogenerationsinthefuture.Similaritiesanddifferencesbetweencells.Cells,genesandreproduction

Complexityanddiversityoflivingthings:

Howorganismsbecomemorecomplexfromonecelledcreaturestohumans.Howsimilarcreaturesdevelopdifferentlywhenseparated,forexample,finchesonGalapagosIsles.

Cells,genesandreproductionInterdependenceofplantsandanimals

Awarenessofhowmanyatomscouldfitintoafullstop.Atomsandchemicalchanges

Scaleofforcesin,forexample,ahurricane,atomicbomb,etc.Forcesandenergytransfer

Senseofwonderat,forexample,arainbow,dispersingandreformingwhitelightusingaprism,Newtonwheels,observingNewton’srings.Soundandlight

Vastnessofsolarsystemanduniverse.Conceptoflightyear.Howskyatnightishowstarslookedthousandsofyearsago.Thesolarsystemanduniverse

–

–

ThestoryofhowthescientificmethodwasusedtodeterminethestructureofDNA.Cells,genesandreproduction

44



CulturalUnderstanding MediaAwareness






–

––

HowscientificmethodsofenquiryweredevelopedfromRenaissancetimes,forexample,throughtheworkofDescartes.

Storiesofcriticalandcreativethinkersinthepastwhochallengedacceptedtheoriesofthetime,forexample,GalileoandWegener.

Awarenessofhowknowledgeandinformationaboutascientificissuehasevolvedanddevelopedovertime.

StoriesofhowtheBunsenburnerandmicroscopewereinvented.

Awarenessofhowscientifictechniquesandideasweredeveloped;howthedifferentstagescanbedemonstratedintheclassroom.

Lookatanewsarticledescribingarecentadvanceinscience.Areanyaspectsofthescientificmethodmentioned?

Presenttheresultsandconclusionsofaninvestigationintheformatofanewsarticle.

Compareandcontrasthowascientificissueiscoveredintwoormorenewspapers.

Roleplayaradio/TVinterviewaboutascientificissue.

Explorehowascientificissue/problemisdealtwiththrougharangeofmedia.

UsetheInternettosourceinstructionsforscienceexperiments.


45



CulturalUnderstanding MediaAwareness

Learnabout:

OrganismsandHealth;


Forcesandenergy;

EarthandUniverse.

Developmentofanimalhusbandryanduseofartificialselection.InterdependenceofplantsandanimalsStoryofMendel’sobservationswhichledtotheoriesaboutinheritance.Cells,genesandreproduction

FindouthowtheworkofscientistssuchasPasteur,JennerandHarveyhavecontributedtoourknowledgeofthehumanbody.Healthybodyandmind

Howoxygenwasdiscovered.Importanceofironandplasticsinourlives.Howironhasbeenextractedfromitsorethroughouttheages.Structures,properties,usesofmaterials

Howdifferentelements,compoundsandmixtureshaveinfluencedorchangedourlives,forexample,usingsulphurtovulcaniserubberfortyres,developmentofcarbonfibretomakecanoesandbicycles,etc.Elements,compoundsandmixtures

StoryofEddisoninventinglightbulb.Faradayandhisdiscoveriesaboutelectricity.Usingelectricity

StoryofBellinventingtelephone.Fibreoptics.Storyoffirsttransatlantictelegraphcable.Soundandlight

Biodiversityissuesinthenews.Interdependenceofplantsandanimals

Howdevelopmentsingeneticsandcellbiologyarereportedinthenews.Howadvancesinreproductionarereported.Cells,genesandreproduction

Newsarticlesonhealthissues.Healthybodyandmind

Reportsonnewmaterialsandhowtheywillaffectourlives.Structures,properties,usesofmaterials

Hownewtechnologyisreported,forexample,developmentsinfibreoptics.Soundandlight

Environmentalissuesinthenews.Theenvironmentandhumaninfluences

Spaceexplorationandrelatedtechnologicaldevelopmentsinthenews.Thesolarsystemanduniverse

46



EthicalAwareness Employability






–

––

Isallscientificenquiryjustified?

Aretheresomeareasthatshouldbeleftalone?

Distinguishbetweensubjectiveandobjectiveviewpointswhenapproachingproblems.

Makeresponsiblechoicesusingscientificinformationavailable.

EthicaldilemmaswithpracticalworkinScience.

RespectforlivingcreaturescaredfororexaminedinScienceclass.

IndustrylinkwiththeResearchandDevelopmentdepartmentofafirm.

Considerhowskillsinscientificmethodsofenquirycouldbeusefulinarangeofcareers.

Developenterpriseskillsbythinkingofpossibleinvestigations.

Considerhowcriticalandcreativethinkingwouldbeusefulinarangeofcareers.

Awarenessofsciencejournalismasacareer.

Considerhowskillsinresearchinginformationwouldbeusefulinarangeofcareers.

Imagineyouareusingscientificskillsinanemploymentcontext,forexample,forensicscientist.

Considerhowscientificskillswouldbeusefulinarangeofcareers.


47



EthicalAwareness Employability

Learnabout:

OrganismsandHealth;


Forcesandenergy;

EarthandUniverse.

Stemcellresearch.Abortion.GMcrops.Cells,genesandreproduction

Isanimalresearchtofindcuresfordiseasesjustified?Risksofpeopletakingpartindrugstrials.Healthybodyandmind

Debate:‘Arechemicalsalwaysbad?’Structures,properties,usesofmaterialsElements,compoundsandmixtures

Discussifappropriatetousedesertsindevelopingcountriesforsolarpower.Usingelectricity

Piratingmusic,burningCDs,etc.Responsibleuseofscannersetc.Soundandlight

Choicesforprotectingtheenvironment.Theenvironmentandhumaninfluences

Isamountspentonspaceresearchjustified?Thesolarsystemanduniverse

HowDNAtechnologyisusedincrimeinvestigation.Cells,genesandreproduction

Explorecareersof:PolymerChemist;ResearchandDevelopmentScientist.Structures,properties,usesofmaterials

Basicelectricalknowledgesuchasfittingaplugandchangingafuse.Explorecareerofanelectrician.Usingelectricity

Explorecareersof:Optician;Lightingandsoundtechnicians;Photographer.Soundandlight

48



EconomicAwareness EducationforSustainableDevelopment






–

––

Findouthowmuchisspentonanaspectofscientificenquiry/research.Doyouthinkitisworthwhile?Considervalueofpossiblebenefits.

Considercostwhenplanninginvestigations.

Investigateaproducttodeterminebestvalue,forexample,contentofvitaminCindifferentbrandsoforangejuice–istherealinkbetweenvitaminCcontentandprice?

Discussanddebatecost-effectivesolutionstoscientificproblems.

Costsofdifferentmethodsofresearchinginformation.Ifthereisaschoolrestrictiononnumberofprintouts,howbestcanyoumanageyourinformationgathering?

Findcreativewaysofcarryingoutlowcostinvestigations.

Plananinvestigationinanenvironmentalcontext/onanenvironmentalissue.

Investigatetheeffectsofpollution.

Usecriticalandcreativethinkingtosuggestpossiblesolutionstoanenvironmentalissue.

Thinkthroughlongtermimplicationsof,forexample,climatechangeandreducedbiodiversity.

Researchanenvironmentalissueusingarangeofsources.

Recyclepaperinthelab–‘makingChinesepaper’.

Useconsumablesinthelabinasustainablemanner.


49



EconomicAwareness EducationforSustainableDevelopment

Learnabout:

OrganismsandHealth;


Forcesandenergy;

EarthandUniverse.

Abilitytomakeproductsmorecheaply.Structures,properties,usesofmaterials

Costingofdifferentmethodsofgeneratingelectricity.Efficiencyintransportingelectricity–reducinglossesduetoheat.Usingelectricity

Debate:‘Isittooexpensivetoprotecttheenvironment?’Theenvironmentandhumaninfluences

Considertheadvantagesofspaceexplorationandresearch:

satelliteTVmobilephonessatellitenavigationweatherforecasting

GoogleEarthThesolarsystemanduniverse

––––

–

Importanceofbiodiversity.Interdependenceofplantsandanimals

GMCrops.Cells,genesandreproductionHealthybodyandmind

Impactofsyntheticmaterialsontheenvironment.Structures,properties,usesofmaterials

Theimpactofgeneratingelectricityontheenvironment.Usingelectricity

Soundandlightpollution.Soundandlight

Specificmeasurestoimproveandprotecttheenvironment.Investigatewhatcanbedonetoconserveandpromotebiodiversity.Theenvironmentandhumaninfluences

Useofsatellitestomonitorenvironmentalfactors,forexample,integrityofozonelayer.Thesolarsystemanduniverse

50


PersonalDevelopmentAspectsofPersonalDevelopmentcanbeaddressedinSciencethroughthekeyelementsofPersonalHealthandPersonalUnderstandingandthroughlearningaboutOrganismsandHealth.

WithinthekeyconceptofPersonalHealth:investigatetheinfluencesonphysicalandemotional/mentalpersonalhealth;developunderstandingabout,andstrategiestomanage,theeffectsofchangeonbody,mindandbehaviour;investigatetheeffectsonthebodyoflegalandillegalsubstancesandtherisksandconsequencesoftheirmisuse.

WithinthekeyconceptofRelationships:exploretheimplicationsofsexualmaturation;exploretheemotional,socialandmoralimplicationsofearlysexualactivity.

HomeEconomicsAspectsofHomeEconomicscanbeaddressedinSciencethroughthekeyelementofPersonalHealthandthroughlearningaboutOrganismsandHealth.

WithinthekeyconceptofHealthyEating:explorewaystoachieveahealthydiet.

LocalandGlobalCitizenshipThroughdiscussionanddebateintheScienceclassroomthereareopportunitiestocontributetothekeyconceptofDemocracyandActiveParticipation:

investigateanissuefromarangeofviewpointsandsuggestactionthatmightbetakentoimproveorresolvethesituation.

EducationforEmployabilityOpportunitiestocontributetothekeyconceptofEnterpriseandEntrepreneurship:

demonstrateinitiativeandcreativityinorganisingataskorresolvingaproblem.

OpportunitiestocontributetothekeyconceptofCareerManagement:assesspersonalskillsandachievementstodate;identifyareasofinterestandsettargetsforself-improvement;usearangeofICTresourcestoinvestigateavarietyofbothfamiliarandunfamiliarjobs.

••

•

••

•

•

•

•

•

Appendix4LinkingSciencewithLearningforLifeandWork

Scie

nce

and

Tech

nolo

gy: S

cien

ceTh

e m

inim

um c

onte

nt is

set

out

bel

ow. T

he s

tatu

tory

requ

irem

ents

are

set

out

in b

old

unde

r K

now

ledg

e, U

nder

stan

ding

and

Ski

lls

in c

olum

n 1,

und

er th

e Cu

rric

ulum

Obj

ectiv

es a

nd K

ey E

lem

ents

in c

olum

ns 2

, 3 a

nd 4

and

in th

e Le

arni

ng O

utco

mes

at t

he b

otto

m.

Addi

tiona

l non

-sta

tuto

ry g

uida

nce

and

sugg

estio

ns a

re s

et o

ut in

pla

in te

xt a

nd it

alic

s.

Dev

elop

ing

pupi

ls’

Kno

wle

dge,

Und

erst

andi

ng a

nd S

kills

(Obj

ectiv

e 1)

Dev

elop

ing

pupi

ls a

s In

divi

dual

s(O

bjec

tive

2)D

evel

opin

g pu

pils

as

Cont

ribu

tors

to S

ocie

ty

(Obj

ectiv

e 3)

Dev

elop

ing

pupi

ls a

s Co

ntri

buto

rs to

the

Econ

omy

and

the

Envi

ronm

ent

Pupi

ls s

houl

d ha

ve o

ppor

tuni

ties,

thro

ugh

the

cont

exts

op

posi

te, t

o:

deve

lop

skill

s in

sci

entifi

c m

etho

ds o

f enq

uiry

to fu

rthe

r sc

ient

ific

know

ledg

e an

d un

ders

tand

ing:

plan

ning

for

inve

stig

atio

ns,

obta

inin

g ev

iden

ce,

pres

entin

g an

d in

terp

retin

g re

sult

s;

deve

lop

crea

tive

and

criti

cal t

hink

ing

in th

eir

appr

oach

to

solv

ing

scie

ntifi

c pr

oble

ms;

rese

arch

sci

entifi

c in

form

atio

n fr

om a

ran

ge o

f sou

rces

;

deve

lop

a ra

nge

of p

ract

ical

ski

lls, i

nclu

ding

the

safe

use

of

sci

ence

equ

ipm

ent;

lear

n ab

out:

Org

anis

ms

and

Hea

lth

Inte

rdep

ende

nce

of p

lant

s an

d an

imal

sCe

lls, g

enes

and

rep

rodu

ctio

nH

ealt

hy b

ody

and

min

d

Chem

ical

and

mat

eria

l beh

avio

urAt

oms

and

chem

ical

cha

nges

Stru

ctur

es, p

rope

rtie

s, u

ses

of m

ater

ials

Elem

ents

, com

poun

ds a

nd m

ixtu

res

Forc

es a

nd e

nerg

yFo

rces

and

ene

rgy

tran

sfer

Usi

ng e

lect

rici

tySo

und

and

light

Eart

h an

d U

nive

rse

The

envi

ronm

ent a

nd h

uman

influ

ence

sTh

e so

lar

syst

em a

nd u

nive

rse.

• • • • • • • • • • • • • •

Pupi

ls s

houl

d ha

ve o

ppor

tuni

ties

to:

Expl

ore

emot

iona

l dev

elop

men

t, fo

r ex

ampl

e, th

e ch

ange

s as

soci

ated

with

pub

erty

.In

vest

igat

e w

ays

of im

prov

ing

own

lear

ning

by

findi

ng o

ut

how

the

brai

n fu

nctio

ns.

(Key

Ele

men

t: Pe

rson

al U

nder

stan

ding

)

Expl

ore

phys

ical

, che

mic

al a

nd b

iolo

gica

l eff

ects

on

pers

onal

hea

lth,

for

exam

ple,

inhe

rite

d ch

arac

teri

stic

s,

exer

cise

and

nut

ritio

n, m

isus

e of

che

mic

als,

loud

sou

nd, e

tc.

(Key

Ele

men

t: Pe

rson

al H

ealt

h)

Expl

ore

issu

es r

elat

ed to

Mut

ual U

nder

stan

ding

Res

pect

and

co-

oper

ate

with

oth

ers

in th

e pr

oces

s of

sc

ient

ific

enqu

iry,

for

exam

ple,

wor

k ef

fect

ivel

y as

par

t of a

te

am in

inve

stig

ativ

e w

ork.

(Key

Ele

men

t: M

utua

l Und

erst

andi

ng)

Expl

ore

issu

es r

elat

ed to

Mor

al C

hara

cter

Rec

ogni

se a

nd c

halle

nge

over

-sim

plis

tic o

r di

stor

ted

gene

ralis

atio

ns a

bout

sci

ence

with

info

rmed

and

bal

ance

d re

spon

ses

and

take

res

pons

ibili

ty fo

r ch

oice

s an

d ac

tions

.(K

ey E

lem

ent:

Mor

al C

hara

cter

)

Expl

ore

issu

es r

elat

ed to

Spi

ritu

al A

war

enes

sD

evel

op a

sen

se o

f won

der

abou

t the

uni

vers

e, fo

r ex

ampl

e, th

e sc

ale

from

the

smal

lnes

s of

the

atom

to th

e va

stne

ss o

f out

er s

pace

; the

com

plex

ity, d

iver

sity

, and

in

terd

epen

denc

e of

livi

ng th

ings

.(K

ey E

lem

ent:

Spir

itual

Aw

aren

ess)

Pupi

ls s

houl

d ha

ve o

ppor

tuni

ties

to:

Inve

stig

ate

how

the

med

ia (i

nter

net,

tele

visi

on, r

adio

, ne

wsp

aper

s) h

elp

info

rm th

e pu

blic

abo

ut s

cien

ce a

nd

scie

nce

rela

ted

issu

es. E

xplo

re s

ome

of th

e st

reng

ths

and

limita

tions

of t

hese

sou

rces

of i

nfor

mat

ion,

for

exam

ple,

m

aint

ain

a jo

urna

l of s

cien

ce is

sues

in th

e ne

ws;

com

pare

an

d co

ntra

st d

iffer

ent a

ppro

ache

s to

dea

ling

with

sci

entifi

c is

sues

.(K

ey E

lem

ent:

Med

ia A

war

enes

s)

Expl

ore

som

e et

hica

l dile

mm

as a

risi

ng fr

om s

cien

tific

deve

lopm

ents

, for

exa

mpl

e, te

stin

g of

new

che

mic

al

prod

ucts

for

wea

pons

dev

elop

men

t; gr

owin

g ge

netic

ally

m

odifi

ed c

rops

.(K

ey E

lem

ent:

Ethi

cal A

war

enes

s)

Expl

ore

issu

es r

elat

ed to

Citi

zens

hip

Cons

ider

fact

ors

that

nee

d to

be

take

n in

to a

ccou

nt w

hen

asse

ssin

g st

atem

ents

that

cla

im to

be

base

d on

sci

entifi

c re

sear

ch in

to is

sues

affe

ctin

g so

ciet

y, fo

r ex

ampl

e, th

ena

ture

, qua

lity

and

sour

ce o

f the

dat

a.(K

ey E

lem

ent:

Citiz

ensh

ip)

Expl

ore

issu

es r

elat

ed to

Cul

tura

l Und

erst

andi

ngCo

nsid

er h

ow th

e de

velo

pmen

t of s

cien

tific

idea

s or

th

eori

es r

elat

e to

the

hist

oric

al o

r cu

ltura

l con

text

, for

ex

ampl

e,th

e de

velo

pmen

t of t

he h

elio

cent

ric

mod

el o

f the

so

lar

syst

em, J

enne

r’s

wor

k on

vac

cina

tion,

etc

.(K

ey E

lem

ent:

Cult

ural

Und

erst

andi

ng)

Pupi

ls s

houl

d ha

ve o

ppor

tuni

ties

to:

Iden

tify

how

ski

lls d

evel

oped

thro

ugh

scie

nce

will

be

use

ful t

o a

wid

e ra

nge

of c

aree

rs, f

or e

xam

ple,

jo

bs in

volv

ing

anim

al w

elfa

re, b

uild

ing

and

cons

truc

tion,

ed

ucat

ion,

ele

ctri

cal w

ork

, eng

inee

ring

, env

iron

men

tal

man

agem

ent,

finan

cial

ser

vice

s, fo

od a

nd fa

rmin

g, fo

rens

ics,

in

form

atio

n an

d co

mm

unic

atio

ns te

chno

logy

, jou

rnal

ism

, pl

umbi

ng, t

echn

olog

y, p

harm

aceu

tical

s, m

edic

ine,

etc

.(K

ey E

lem

ent:

Empl

oyab

ility

)

Inve

stig

ate

a pr

oduc

t of e

cono

mic

impo

rtan

ce to

de

term

ine

the

scie

nce

behi

nd it

, for

exa

mpl

e, e

xplo

re a

su

cces

sful

loca

l pro

duct

and

gen

erat

e id

eas

for

a pr

oduc

t of

thei

r ow

n.In

vest

igat

e a

prod

uct t

o de

term

ine

best

val

ue, f

or

exam

ple,

com

pare

per

form

ance

and

cos

t of a

n ec

onom

y an

d br

ande

d pr

oduc

t, co

nsum

er p

rodu

ct te

stin

g, e

tc.

(Key

Ele

men

t: Ec

onom

ic A

war

enes

s)

Inve

stig

ate

the

effe

cts

of p

ollu

tion,

for

exam

ple,

wat

er,

air,

land

, sou

nd e

tc. a

ndsp

ecifi

c m

easu

res

to im

prov

e an

d pr

otec

t the

env

iron

men

t, fo

r ex

ampl

e, r

enew

able

ene

rgy,

ef

ficie

nt u

se o

f res

ourc

es, w

aste

min

imis

atio

n, e

tc.

Expl

ore

the

impo

rtan

ce o

f bio

dive

rsity

, how

it im

pact

s on

ou

r liv

es a

nd h

ow it

is a

ffec

ted

by h

uman

act

ivity

.In

vest

igat

e w

hat c

an b

e do

ne to

con

serv

e an

d pr

omot

e bi

odiv

ersi

ty,f

or e

xam

ple,

sch

ool w

ildlif

e ga

rden

s/w

ilder

ness

are

as, a

nti-

pollu

tion

stra

tegi

es, h

abita

t m

anag

emen

t, et

c.(K

ey E

lem

ent:

Educ

atio

n fo

r Su

stai

nabl

e D

evel

opm

ent)

Lear

ning

Out

com

es

The

lear

ning

out

com

es r

equi

re th

e de

mon

stra

tion

of

skill

s an

d ap

plic

atio

n of

kno

wle

dge

and

unde

rsta

ndin

g of

Sc

ienc

e.

Pupi

ls s

houl

d be

abl

e to

:

dem

onst

rate

a r

ange

of p

ract

ical

ski

lls in

und

erta

king

exp

erim

ents

, inc

ludi

ng th

e sa

fe u

se o

f sci

entifi

c eq

uipm

ent a

nd a

ppro

pria

te m

athe

mat

ical

cal

cula

tions

;us

e in

vest

igat

ive

skill

s to

exp

lore

sci

entifi

c is

sues

, sol

ve p

robl

ems

and

mak

e in

form

ed d

ecis

ions

;re

sear

ch a

nd m

anag

e in

form

atio

n ef

fect

ivel

y, in

clud

ing

Usi

ng M

athe

mat

ics

and

Usi

ng IC

T w

here

app

ropr

iate

;sh

ow d

eepe

r sc

ient

ific

unde

rsta

ndin

g by

thin

king

cri

tical

ly a

nd fl

exib

ly, s

olvi

ng p

robl

ems

and

mak

ing

info

rmed

dec

isio

ns, d

emon

stra

ting

Usi

ng M

athe

mat

ics

and

Usi

ng IC

T w

here

app

ropr

iate

;de

mon

stra

te c

reat

ivity

and

initi

ativ

e w

hen

deve

lopi

ng id

eas

and

follo

win

g th

em th

roug

h;w

ork

effe

ctiv

ely

with

oth

ers;

dem

onst

rate

sel

f man

agem

ent b

y w

orki

ng s

yste

mat

ical

ly, p

ersi

stin

g w

ith ta

sks,

eva

luat

ing

and

impr

ovin

g ow

n pe

rfor

man

ce;

com

mun

icat

e ef

fect

ivel

y in

ora

l, vi

sual

, wri

tten

, mat

hem

atic

al a

nd IC

T fo

rmat

s, s

how

ing

clea

r aw

aren

ess

of a

udie

nce

and

purp

ose.

• • • • • • • •

NB

:Te

ache

rs m

ay d

evel

op a

ctiv

ities

that

com

bine

man

y of

the

stat

utor

y re

quir

emen

ts, p

rovi

ded

that

, acr

oss

the

key

stag

e, a

ll of

the

stat

utor

y as

pect

s hi

ghlig

hted

in B

OLD

(inc

ludi

ng e

ach

of th

e K

ey E

lem

ents

) are

met

.

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