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
GuidanceforScienceatKeyStage3
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
GuidanceforScienceatKeyStage3
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
GuidanceforScienceatKeyStage3
QuestionsforDepartments
InordertocontributetothecurriculumobjectivesduringKeyStage3,whatdowewantourpupilsinScienceto:
know(knowledgeandunderstanding);
beabletodo(skills);
belike(attitudesanddispositions)?
Action
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5
GuidanceforScienceatKeyStage3
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
GuidanceforScienceatKeyStage3
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
GuidanceforScienceatKeyStage3
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)
Pupilsshouldhaveopportunitiesto:
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)
Pupilsshouldhaveopportunitiesto:
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
8
GuidanceforScienceatKeyStage3
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.
9
GuidanceforScienceatKeyStage3
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
GuidanceforScienceatKeyStage3
QuestionsforDepartments
WhatisthecurrentbalancebetweenScienceknowledge,understandingandskillsinthedepartment’sprovision?
WhataretheimplicationsforfurtherlearningandteachingatKeyStage3?
Action
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11
GuidanceforScienceatKeyStage3
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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12
GuidanceforScienceatKeyStage3
Thetextwithincolumns2,3and4inthestatutoryrequirementsforSciencerelatestoactivitieswhichcontextualisesomeofthekeyelements.SomeofthekeyelementsaremoresignificantthanothersinScience,andtherefore,activitiesrelatingtoaspecifickeyelementmayberevisitedoftenduringKeyStage3.FurtherdetailedexamplesforhoweachkeyelementmaybeaddressedinSciencearegiveninAppendix3.
Thekeyelementscanhelptomakemeaningfullinkswithothersubjects.Theypromotecoherenceacrossthewholecurriculum,andfacilitatemorecollaborativeplanningandteaching.
ThefollowingtablegivesexamplesofsomeofthequestionswhichmayhelptoexploreandextrapolatewhatismeantbyeachkeyelementinScience.
13
GuidanceforScienceatKeyStage3
Dev
elop
ing
the
Key
Ele
men
tsth
roug
hSc
ienc
e
Dev
elop
ing
pupi
lsa
s...
indi
vidu
als
…c
ontr
ibut
ors
tos
ocie
ty…
con
trib
utor
sto
the
econ
omy
and
envi
ronm
ent
Pers
onal
Und
erst
andi
ngW
hatc
ause
sth
eem
otio
nalc
hang
esd
urin
gpu
bert
y?Ca
nun
ders
tand
ing
how
my
brai
nfu
nctio
nsim
prov
em
yle
arni
ng?
Wha
tlea
rnin
gst
rate
gies
wor
kbe
stfo
rm
e?W
hata
rem
yst
reng
ths
whe
ndo
ing
prac
tical
wor
k?
Mut
ual U
nder
stan
ding
How
can
we
wor
kw
ellt
oget
her
asa
team
?W
how
illp
erfo
rmd
iffer
enta
spec
tso
fata
sk?
How
can
we
liste
nto
eve
ryon
e’s
idea
s?W
hyd
ow
eno
talw
ays
agre
ew
ithe
ach
othe
r?
Pers
onal
Hea
lth
How
can
Ilo
oka
fter
my
body
tos
tay
heal
thy?
Wha
tis
ahe
alth
ydi
et?
How
can
we
wor
ksa
fely
inth
ela
b?H
owc
anI
redu
cer
isks
tom
yhe
alth
? M
oral
Cha
ract
erW
hylo
oka
tthe
big
ger
pict
ure?
Why
isit
impo
rtan
tnot
toju
mp
toh
asty
co
nclu
sion
s?W
hyc
halle
nge
over
-sim
plis
ticin
terp
reta
tions
of
scie
ntifi
cis
sues
?
Spir
itual
Aw
aren
ess
Wha
tin
the
wor
ldin
spir
esm
e?H
owh
asS
cien
ceh
elpe
dto
exp
lain
the
wor
ld
arou
ndu
s?W
hyd
evel
ops
kills
inc
ritic
ala
ndc
reat
ive
thin
king
?
Citiz
ensh
ipH
owd
oIk
now
that
sci
entifi
cda
ta/in
form
atio
nis
relia
ble?
How
iss
cien
tific
info
rmat
ion
used
inm
akin
gde
cisi
ons
that
af
fect
soc
iety
?C
any
oug
ive
exam
ples
?W
hata
reth
edi
ffere
ntv
iew
poin
tsw
hen
cons
ider
ing
apr
oble
m?
Cult
ural
Und
erst
andi
ngW
hati
sth
ehi
stor
y/st
ory
behi
ndd
evel
opm
ents
and
theo
ries
in
Sci
ence
?W
hich
dis
cove
ries
hav
ech
ange
dor
had
am
ajor
impa
cto
nou
rliv
es?
How
hav
esc
ient
ific
idea
san
dex
plan
atio
nsc
hang
edo
ver
time?
Med
ia A
war
enes
sH
owa
reS
cien
ceis
sues
repo
rted
on
and
pres
ente
dby
the
med
ia?
How
doe
sth
ege
nera
lpub
licfi
ndo
uta
bout
sci
entifi
cis
sues
?Ar
eal
lsou
rces
ofi
nfor
mat
ion
trus
twor
thy?
Can
you
find
the
Scie
nce
behi
nds
ensa
tiona
listh
eadl
ines
?H
owh
asth
eIn
tern
etc
hang
edh
oww
efin
dsc
ient
ific
info
rmat
ion?
Ethi
cal A
war
enes
sH
owd
oou
rch
oice
sim
pact
on:
othe
rs?
the
envi
ronm
ent?
How
can
we
use
new
sci
entifi
ckn
owle
dge
resp
onsi
bly?
Wha
tare
the
dile
mm
asth
atw
efa
cew
ithn
ewa
dvan
ces
in
Scie
nce?
Is
all
scie
ntifi
cen
quir
yju
stifi
ed?
Wha
tis
the
diffe
renc
ebe
twee
nob
ject
ive
and
subj
ectiv
e?
• •
Empl
oyab
ility
Wha
tski
llsd
ow
ede
velo
pin
Sc
ienc
e?W
hich
car
eers
are
rela
ted
to
Scie
nce?
How
do
scie
ntis
tsm
ake
adi
ffere
nce
too
urli
ves?
Econ
omic
Aw
aren
ess
Doe
sSc
ienc
eaf
fect
wha
twe
buy?
How
isS
cien
ceu
sed
inm
akin
gdi
ffere
ntp
rodu
cts?
Doe
sth
ew
ord
‘sci
entifi
c’o
na
prod
uctm
ean
that
it’s
bet
ter?
Educ
atio
n fo
r Su
stai
nabl
e D
evel
opm
ent
How
are
livi
ngth
ings
dep
ende
nt
one
ach
othe
r?H
owc
anw
eaf
fect
the
envi
ronm
ent:
for
the
bett
er?
for
wor
se?
How
can
we
mak
ea
diffe
renc
e?H
owc
anw
em
easu
rep
ollu
tion?
Why
try
tos
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GuidanceforScienceatKeyStage3
QuestionsforDepartments•Whichkeyelementsdowe:
addresswell;needtofocusmoreon;notaddressatall?
Arethereanykeyelementsthatwecoulddevelopwithanotherdepartmenttopromoteconnectedlearning?
Action
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GuidanceforScienceatKeyStage3
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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GuidanceforScienceatKeyStage3
QuestionsforDepartmentsHowcanweplanforlearningoutcomes?
Howcanourexistingdepartmentalassessmentpolicybeamendedtomakereferencetothelearningoutcomes?
Whichlearningoutcomeswillbethemostchallengingforourdepartment?
Action
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GuidanceforScienceatKeyStage3
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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GuidanceforScienceatKeyStage3
QuestionsforDepartmentsHowcanSciencemeaningfullydevelopeachstrandoftheThinkingSkillsandPersonalCapabilitiesframework?
WherearethekeyopportunitiesinScienceforinfusion?
Action
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GuidanceforScienceatKeyStage3
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
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GuidanceforScienceatKeyStage3
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.
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GuidanceforScienceatKeyStage3
QuestionsforDepartmentsWhichoftheseAssessmentforLearningkeyactionsarepartofourexistingclassroompractice?
Whichdoweneedtogivemoreattentionto?
Howdowedothis?
Action
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GuidanceforScienceatKeyStage3
5.3 ConnectingtheLearningTheNorthernIrelandCurriculumisdesignedtoaccommodatelinksacrosssubjects.Manynaturallinksexist,althoughtheymaybeunder-exploited.Wheretheselinksareidentifiedandplannedfor,theyhavethepotentialtomakelearningmoremeaningful,informedandpurposeful.Opportunitiestoconnectlearningrangefromsmallandinformaltowholeschoolandformallyplanned.
Anyofthefollowingmaybeusedasdriversforconnectedlearningbetweentwoormoresubjects:
Skills/LearningOutcomes;KeyElements;Themes;Concepts;Learningexperiences;KeyconceptswithinLearningforLifeWork;Othersuitableapproaches.
•••••••
QuestionsforDepartmentsWhichofthesecouldbestbeusedasastartingpointtomakemeaningfulconnectionswithothersubjects?
Action
•
(ExamplesofconnectinglearningacrosssubjectsareavailableinthematicunitsandonecollaborativeunitprovidedintheCurriculumSupportandImplementationBox).
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GuidanceforScienceatKeyStage3
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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GuidanceforScienceatKeyStage3
QuestionsforDepartmentsWhichaspectsofourcurrentpracticepromoteconnectedlearning?
Whataretheissuesaroundthemanagementofconnectedlearning?
Howwillweknowthatpupilsarelearningtomakeconnections?
Action
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GuidanceforScienceatKeyStage3
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.
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GuidanceforScienceatKeyStage3
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
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GuidanceforScienceatKeyStage3
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.
•
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GuidanceforScienceatKeyStage3
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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GuidanceforScienceatKeyStage3
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tsci
entifi
cte
rmin
olog
y,as
app
ropr
iate
Dis
cuss
and
wri
tep
lans
for
Scie
nce
inve
stig
atio
nsW
rite
repo
rts
onp
ract
ical
wor
k/Sc
ienc
ein
vest
igat
ions
• • • • •
Mea
sure
men
tCh
oose
app
ropr
iate
uni
tsa
nd
appa
ratu
sto
reco
rda
ccur
ate
mea
sure
men
ts
Conv
ertb
etw
een
diffe
rent
met
ric
units
,for
exa
mpl
e,m
etre
sto
cm
Han
dlin
gda
ta
Use
mea
n,m
ode,
med
ian
and
rang
ew
here
app
ropr
iate
U
nder
stan
dho
wre
peat
ing
mea
sure
men
tsa
ndta
king
an
aver
age
impr
oves
/con
firm
sth
eac
cura
cyo
fth
ere
sults
ina
nin
vest
igat
ion
Cons
truc
ting
and
inte
rpre
ting
grap
hsCo
nstr
uctin
gan
dre
adin
gin
form
atio
nfr
omta
bles
Usi
ngfo
rmul
ae
Rea
rran
ging
equ
atio
ns
• • • • •
Crea
ting
mul
timed
iap
rese
ntat
ions
whi
ch
allo
wp
upils
tob
ecom
eth
eir
own
dire
ctor
s/ed
itors
/art
ists
/mus
icia
ns/c
amer
aop
erat
ors
/res
earc
hers
/scr
iptw
rite
rs/a
ctor
sA
Pow
erP
oint
pre
sent
atio
nw
iths
ets
ofim
ages
on
as
cien
ce-r
elat
edto
pic
Rec
ord
larg
ese
tso
finf
orm
atio
n/da
tau
sing
da
talo
ggin
geq
uipm
ent
Org
anis
ean
dpr
esen
tdat
a(e
.g.g
raph
s,ta
bles
,ch
arts
dat
abas
es)i
nor
der
tos
earc
han
dso
rt
data
ina
nsw
erto
an
enqu
iry
ques
tion
Use
as
prea
dshe
etto
pro
cess
dat
are
cord
edin
Sc
ienc
ein
vest
igat
ions
Use
ele
ctro
nic
met
hods
toc
omm
unic
ate
and
shar
ein
form
atio
n,fo
rex
ampl
e,u
sing
Sci
ence
Ac
ross
the
Wor
ld w
ww
.sci
ence
acro
ss.o
rg,t
oex
plor
eSc
ienc
eto
pics
and
sha
refi
ndin
gsw
ith
othe
rsc
hool
s
• • • • • •
Cros
s-Cu
rric
ular
Ski
llsin
Sci
ence
35
GuidanceforScienceatKeyStage3
Thinkingskillsaretoolsthathelppupilstogobeyondtheacquisitionofknowledgeinordertosearchformeaning,applyideas,analysepatternsandrelationships,createanddesignsomethingnewandmonitorandevaluatetheirprogress.
Personalandinterpersonalskillsandcapabilitiesunderpinsuccessinallaspectsoflife.Itisimportant,therefore,thatpupil’sself-esteemandself-confidenceareexplicitlyfosteredalongwiththeabilitytounderstandandmanagetheirownemotionsandtointeracteffectivelywithothers.
TeachersshouldhelppupilstodevelopThinkingSkillsandPersonalCapabilitiesbyfocusingonthefollowingareas.
Appendix2ThinkingSkillsandPersonalCapabilities
36
GuidanceforScienceatKeyStage3
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,
Dec
isio
n-M
akin
gB
eing
Cre
ativ
eW
orki
ngw
ithO
ther
sSe
lf-M
anag
emen
t
Purp
ose
Tod
evel
ople
arne
rs’
abili
ties
ina
nin
form
atio
nin
tens
ive
envi
ronm
ent
Toe
ngag
epu
pils
ina
ctiv
ele
arni
ngs
oth
atth
eyc
an
gob
eyon
dm
ere
reca
llof
fa
ctua
linf
orm
atio
nan
dth
ero
utin
eap
plic
atio
nof
pr
oced
ures
Toe
ncou
rage
per
sona
lre
spon
seo
fthe
lear
ner
byp
rom
otin
gdi
spos
ition
sfo
rcu
rios
ity,e
xplo
ratio
n,
expe
rim
enta
tion
and
inve
ntio
n
Toe
nabl
ele
arne
rsto
en
gage
inc
olla
bora
tive
activ
ities
and
tom
ake
the
mos
toft
heir
lear
ning
w
hen
wor
king
with
oth
ers
Toh
elp
lear
ners
to
beco
me
mor
ese
lf-di
rect
eds
oth
atth
eyc
an
man
age
thei
rle
arni
ngin
ne
ws
ituat
ions
and
inth
elo
nger
term
Exam
ples
of
proc
esse
sin
whi
ch
pupi
lsa
rein
volv
ed
Acce
ssin
g,s
elec
ting,
re
cord
ing,
inte
grat
ing,
co
mm
unic
atin
g
Sear
chin
gfo
rm
eani
ng,
deep
enin
gun
ders
tand
ing,
co
ping
with
cha
lleng
es
Imag
inin
g,g
ener
atin
g,
inve
ntin
g,ta
king
ris
ksfo
rle
arni
ng
Bei
ngc
olla
bora
tive,
be
ing
sens
itive
too
ther
s’
feel
ings
,bei
ngfa
ira
nd
resp
onsi
ble
Eval
uatin
gst
reng
ths
and
wea
knes
ses,
set
ting
goal
san
dta
rget
s,m
anag
ing
and
regu
latin
gse
lf
Exam
ples
of
cont
exts
inS
cien
ceB
eaw
are
ofa
ndc
onsi
der
ara
nge
ofp
ossi
ble
sour
ces
ofin
form
atio
n;
whe
npl
anni
ngfo
ra
Scie
nce
inve
stig
atio
n,
cons
ider
the
ques
tion
‘Has
an
ythi
ngli
keth
isb
een
done
bef
ore?
’
Purp
osef
ulin
form
atio
nfin
ding
Just
ifyth
eus
eful
ness
of
the
info
rmat
ion;
isit
re
liabl
e,c
urre
nta
ndfr
ee
ofb
ias?
Use
sci
entifi
ckn
owle
dge
toc
ritic
ally
ass
ess
valid
ity
ofin
form
atio
n
Puto
bjec
ts/m
ater
ials
in
tog
roup
s;d
ecid
eon
cl
assi
ficat
ions
;lea
rn
abou
tgro
upin
gsu
sed
in
Scie
nce
such
as
livin
gan
dno
n-liv
ing,
man
-mad
ean
dna
tura
lmat
eria
ls,m
etal
san
dno
n-m
etal
s,e
tc;u
se
ake
yto
cla
ssify
obj
ects
;de
sign
ak
eyfo
rth
is
purp
ose
Sequ
ence
eve
nts
and
bea
ble
toe
xpla
inth
eor
der
ofth
ese
quen
ce,
for
exam
ple,
sta
ges
in
alif
ecy
cle
ors
tage
sin
m
anuf
actu
ring
pro
duct
ssu
cha
sir
on/s
teel
Pupi
lsp
ose
ques
tions
to
stim
ulat
eth
eir
curi
osity
Dev
elop
hyp
othe
ses
toe
xpla
ine
vent
san
dph
enom
ena
inth
ew
orld
ar
ound
them
Com
eup
with
idea
s;
deba
tea
ndd
iscu
ssth
em;
test
idea
sou
t
Take
an
idea
and
dev
elop
it;
bui
ldo
nea
cho
ther
’s
idea
s
Cons
ider
oth
er
appr
oach
esw
hen
doin
gin
vest
igat
ive
wor
k
Dea
lwith
une
xpec
ted
resu
lts;b
eop
ento
new
ch
alle
nges
and
face
new
pr
oble
ms
Gro
upw
ork
asp
arto
fSc
ienc
ein
vest
igat
ions
and
ot
her
prac
tical
wor
k
Ing
roup
con
text
s,
dist
ribu
teta
sks/
role
s;
take
turn
s;n
egot
iate
w
hod
oes
wha
t;sh
are
info
rmat
ion
with
eac
hot
her;
eac
hpu
pilt
akes
a
role
ind
ecis
ion
mak
ing;
al
lopi
nion
sar
eva
lued
;pu
pils
lear
nto
dea
lwith
di
sagr
eem
ents
and
reac
ha
com
prom
ise
Mee
tagr
eed
dead
lines
Be
awar
eof
saf
ety
and
risk
sin
the
lab
Wor
kth
roug
han
in
vest
igat
ion
or
expe
rim
enti
nan
ord
ered
/st
ruct
ured
way
Man
age
time
whe
ndo
ing
prac
tical
act
iviti
es;t
ake
into
acc
ount
sim
ulta
neou
sac
tiviti
esw
hen
plan
ning
,fo
rex
ampl
e,‘w
hile
the
wat
eris
hea
ting,
Iw
ill…
’
Kno
ww
ho/w
hen/
whe
re
toa
skfo
rad
vice
or
assi
stan
cee
spec
ially
w
hen
doin
gpr
actic
al
inve
stig
atio
ns
Thin
king
Ski
llsa
ndP
erso
nalC
apab
ilitie
sin
Sci
ence
37
GuidanceforScienceatKeyStage3
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,
Dec
isio
n-M
akin
gB
eing
Cre
ativ
eW
orki
ngw
ithO
ther
sSe
lf-M
anag
emen
t
Exam
ples
of
cont
exts
inS
cien
ceW
hen
sele
ctin
gth
em
ost
appr
opri
ate
met
hod
for
sour
cing
info
rmat
ion,
co
nsid
era
ran
geo
fpo
ssib
les
ourc
es:o
wn
mea
sure
men
ts;c
olle
ctin
gda
tau
sing
,for
exa
mpl
e,a
qu
estio
nnai
re,a
nex
tern
al
sour
ce
Des
crib
esi
mila
ritie
san
ddi
ffere
nces
and
st
ate
whi
cha
reth
em
ost
impo
rtan
t;sp
ota
nd
desc
ribe
any
pat
tern
sbe
hind
them
Dev
elop
ah
ypot
hesi
sas
th
est
artin
gpo
intf
ora
sc
ient
ific
inve
stig
atio
n;
mak
epr
edic
tions
Des
ign
afa
irte
st.
Pupi
ls
deci
de:w
hatt
hey
will
ch
ange
;wha
tthe
yw
ill
keep
the
sam
e;w
hatt
hey
will
mea
sure
and
how
of
ten
Exam
ine
expe
rim
enta
lev
iden
ceu
sing
the
follo
win
gqu
estio
ns:H
ow
relia
ble
isit
?W
ere
the
mea
sure
men
tsta
ken
accu
rate
ly?
How
man
yre
peat
sw
ere
used
to
info
rmth
eav
erag
e?A
re
ther
ean
yan
omal
ous
resu
lts?
Are
the
resu
lts
reas
onab
le?
Mak
eco
nnec
tions
be
twee
ntw
ose
tso
fdat
aor
eve
nts
and
desc
ribe
the
rela
tions
hip
betw
een
them
in
ow
nw
ords
,for
exa
mpl
e,
exer
cise
and
hea
rt
rate
,spe
eda
ndb
raki
ng
dist
ance
s,e
tc;h
ow
wou
ldth
ere
latio
nshi
pbe
affe
cted
ifs
omet
hing
ch
ange
d
Lear
nab
outm
ista
kes/
failu
res
whi
chle
dto
sc
ient
ific
brea
kthr
ough
s,
for
exam
ple,
the
disc
over
yof
pen
icill
in
38
GuidanceforScienceatKeyStage3
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
GuidanceforScienceatKeyStage3
Knowledge,UnderstandingandSkills
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
GuidanceforScienceatKeyStage3
Knowledge,UnderstandingandSkills
PersonalHealth MoralCharacter
Developskillsinscientificmethodsofenquirytofurtherscientificknowledgeandunderstanding:
planningforinvestigationsobtainingevidencepresentingandinterpretingresults.
Developcreativeandcriticalthinkingintheirapproachtosolvingscientificproblems.
Researchscientificinformationfromarangeofsources.
Developarangeofpracticalskills,includingthesafeuseofscienceequipment.
–
––
Planningforsafeinvestigations.
Identifyrisksandsuggest/takestepstomitigatethese.
Usingscientificinformation,adoptasensibleapproachtolookingaftertheirhealth.
Researchanaspectof‘KeepingHealthy’.
Handlechemicalsandequipmentinasafemanner.
Beawareofrisks.
Knowproceduresincaseofaccident.
Whenobtainingevidence,assessallresults,notjusttheonesthatsupporttheirhypothesis.
Lookatwholepicturewheninterpretingresults–notjumpingtohastyconclusions.
Challengeover-simplisticinterpretationsofscientificissues.
FindouttheSciencebehindasensationalheadline.
Obtainscientificresultsfairlyandgenuinely.
Examplesofdevelopingpupils’Knowledge,UnderstandingandSkillsthroughtheKeyElementsof…
41
GuidanceforScienceatKeyStage3
Knowledge,UnderstandingandSkills
PersonalHealth MoralCharacter
Learnabout:
OrganismsandHealth;
Chemicalandmaterialbehaviour;
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
GuidanceforScienceatKeyStage3
Knowledge,UnderstandingandSkills
SpiritualAwareness Citizenship
Developskillsinscientificmethodsofenquirytofurtherscientificknowledgeandunderstanding:
planningforinvestigationsobtainingevidencepresentingandinterpretingresults.
Developcreativeandcriticalthinkingintheirapproachtosolvingscientificproblems.
Researchscientificinformationfromarangeofsources.
Developarangeofpracticalskills,includingthesafeuseofscienceequipment.
–
––
Awarenessofthescientificmethodasanobjectivemeanstotestandfindoutmoreabouttheworldaroundus.
Developcreativeandcriticalthinkingasapersonalstrength.
Comparescientificinformationwithfaithbeliefs.
Beawareoftheamazingthingsthatwecanfindoutusingscientificequipment;howitcanmakeadifferencetoourlives.
Realisingthatthescientificmethodunderpinsallscientificresearch.
Criticallyassessthesourceandqualityofdatausedforsolvingscientificproblems.
Assessreliabilityofsourcesofscientificinformation.
Developskillstocollectreliabledata.
Examplesofdevelopingpupils’Knowledge,UnderstandingandSkillsthroughtheKeyElementsof…
43
GuidanceforScienceatKeyStage3
Knowledge,UnderstandingandSkills
SpiritualAwareness Citizenship
Learnabout:
OrganismsandHealth;
Chemicalandmaterialbehaviour;
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
GuidanceforScienceatKeyStage3
Knowledge,UnderstandingandSkills
CulturalUnderstanding MediaAwareness
Developskillsinscientificmethodsofenquirytofurtherscientificknowledgeandunderstanding:
planningforinvestigationsobtainingevidencepresentingandinterpretingresults.
Developcreativeandcriticalthinkingintheirapproachtosolvingscientificproblems.
Researchscientificinformationfromarangeofsources.
Developarangeofpracticalskills,includingthesafeuseofscienceequipment.
–
––
HowscientificmethodsofenquiryweredevelopedfromRenaissancetimes,forexample,throughtheworkofDescartes.
Storiesofcriticalandcreativethinkersinthepastwhochallengedacceptedtheoriesofthetime,forexample,GalileoandWegener.
Awarenessofhowknowledgeandinformationaboutascientificissuehasevolvedanddevelopedovertime.
StoriesofhowtheBunsenburnerandmicroscopewereinvented.
Awarenessofhowscientifictechniquesandideasweredeveloped;howthedifferentstagescanbedemonstratedintheclassroom.
Lookatanewsarticledescribingarecentadvanceinscience.Areanyaspectsofthescientificmethodmentioned?
Presenttheresultsandconclusionsofaninvestigationintheformatofanewsarticle.
Compareandcontrasthowascientificissueiscoveredintwoormorenewspapers.
Roleplayaradio/TVinterviewaboutascientificissue.
Explorehowascientificissue/problemisdealtwiththrougharangeofmedia.
UsetheInternettosourceinstructionsforscienceexperiments.
Examplesofdevelopingpupils’Knowledge,UnderstandingandSkillsthroughtheKeyElementsof…
45
GuidanceforScienceatKeyStage3
Knowledge,UnderstandingandSkills
CulturalUnderstanding MediaAwareness
Learnabout:
OrganismsandHealth;
Chemicalandmaterialbehaviour;
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
GuidanceforScienceatKeyStage3
Knowledge,UnderstandingandSkills
EthicalAwareness Employability
Developskillsinscientificmethodsofenquirytofurtherscientificknowledgeandunderstanding:
planningforinvestigationsobtainingevidencepresentingandinterpretingresults.
Developcreativeandcriticalthinkingintheirapproachtosolvingscientificproblems.
Researchscientificinformationfromarangeofsources.
Developarangeofpracticalskills,includingthesafeuseofscienceequipment.
–
––
Isallscientificenquiryjustified?
Aretheresomeareasthatshouldbeleftalone?
Distinguishbetweensubjectiveandobjectiveviewpointswhenapproachingproblems.
Makeresponsiblechoicesusingscientificinformationavailable.
EthicaldilemmaswithpracticalworkinScience.
RespectforlivingcreaturescaredfororexaminedinScienceclass.
IndustrylinkwiththeResearchandDevelopmentdepartmentofafirm.
Considerhowskillsinscientificmethodsofenquirycouldbeusefulinarangeofcareers.
Developenterpriseskillsbythinkingofpossibleinvestigations.
Considerhowcriticalandcreativethinkingwouldbeusefulinarangeofcareers.
Awarenessofsciencejournalismasacareer.
Considerhowskillsinresearchinginformationwouldbeusefulinarangeofcareers.
Imagineyouareusingscientificskillsinanemploymentcontext,forexample,forensicscientist.
Considerhowscientificskillswouldbeusefulinarangeofcareers.
Examplesofdevelopingpupils’Knowledge,UnderstandingandSkillsthroughtheKeyElementsof…
47
GuidanceforScienceatKeyStage3
Knowledge,UnderstandingandSkills
EthicalAwareness Employability
Learnabout:
OrganismsandHealth;
Chemicalandmaterialbehaviour;
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
GuidanceforScienceatKeyStage3
Knowledge,UnderstandingandSkills
EconomicAwareness EducationforSustainableDevelopment
Developskillsinscientificmethodsofenquirytofurtherscientificknowledgeandunderstanding:
planningforinvestigationsobtainingevidencepresentingandinterpretingresults.
Developcreativeandcriticalthinkingintheirapproachtosolvingscientificproblems.
Researchscientificinformationfromarangeofsources.
Developarangeofpracticalskills,includingthesafeuseofscienceequipment.
–
––
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.
Examplesofdevelopingpupils’Knowledge,UnderstandingandSkillsthroughtheKeyElementsof…
49
GuidanceforScienceatKeyStage3
Knowledge,UnderstandingandSkills
EconomicAwareness EducationforSustainableDevelopment
Learnabout:
OrganismsandHealth;
Chemicalandmaterialbehaviour;
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
GuidanceforScienceatKeyStage3
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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