A condensed Key Stage 3: Supplementary guidance – sciencewsassets.s3.amazonaws.com/ws/nso/pdf/5a4310dabf19f... · a set of the yearly teaching objectives from the Framework for

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A condensed Key Stage 3: Supplementary guidance – science

A condensed Key Stage 3:Supplementary guidance – science

Subject leaders andteachers of scienceStatus: Recommended

Date of issue: 03-2005

Ref: DfES 1109-2005

Guidance

Curriculum andStandards

A condensed Key Stage 3:Supplementary guidance – science

Disclaimer

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A condensed Key Stage 3: Supplementary guidance – science iiiDfES 1109-2005 © Crown copyright 2005

Contents

Introduction 1

Background 1

About this document 1

The explorative nature of a condensed Key Stage 3 3

Designing a flexible Key Stage 3 curriculum 3

Organising teaching time 8

Reviewing and modifying a scheme of work for science 8

Consolidating knowledge, skills and understanding 11

Increasing the pace of learning 12

Assessment and target setting 14

Yearly teaching objectives 15

Example six-term outline of the yearly teaching objectives: Year 1 22

Example six-term outline of the yearly teaching objectives: Year 2 28

Using and modifying the DfES/QCA scheme of work forKey Stage 3: science 34

A condensed Key Stage 3: Supplementary guidance – science 1DfES 1109-2005 © Crown copyright 2005

Introduction

BackgroundThe Key Stage 3 National Strategy aims to raise standards by strengtheningteaching and learning across the curriculum for all 11–14-year-olds. It is basedon four important principles:

� expectations: establishing high expectations for all pupils and settingchallenging targets for them to achieve;

� progression: strengthening the transfer from Key Stage 2 to Key Stage 3 andensuring progression in teaching and learning across Key Stage 3;

� engagement: promoting approaches to teaching and learning that engageand motivate pupils and demand their active participation;

� transformation: strengthening teaching and learning through a programme ofprofessional development and practical support.

The 2001 Green Paper Schools: Building on Success proposed a two-year KeyStage 3 pilot and this was initiated in February 2003 as part of the Key Stage 3National Strategy. The aims of the project are to develop ways of completingprogrammes of study for Key Stage 3 in two years that will:

� increase the pace of learning and raise standards;

� enhance pupils’ motivation and engagement;

� improve transfer between Key Stage 2 and Key Stage 3;

� increase curriculum flexibility through the use of saved time in Key Stage 3and throughout the 14–19 phase.

About this documentThis guidance is intended to help departments in planning to meet the NationalCurriculum requirements for science when they are designing a condensed KeyStage 3 curriculum. It has been based on early lessons from the two-year KeyStage 3 project. This is an ongoing project that is still being evaluated andconsequently this guidance may be subject to further revisions. This guidancehas been written as a supplement to the Framework for teaching science: Years7, 8 and 9 (DfES 0136/2002) and should be read in conjunction with that

document. It should also be read in conjunction with The National Curriculum forEngland: science and A condensed Key Stage 3: Designing a flexible curriculum(DfES 0798-2004).

2 A condensed Key Stage 3: Supplementary guidance – scienceDfES 1109-2005 © Crown copyright 2005

Key Stage 3 National StrategyTwo-year Key Stage 3 project

Introduction

This document contains:

� a set of the yearly teaching objectives from the Framework for teachingscience: Years 7, 8 and 9 (DfES 0136/2002) organised for a condensed KeyStage 3 programme. It is important to note that this represents only oneexample of how the yearly teaching objectives for Years 7, 8 and 9 may becovered in two years. The objectives in this document are the same as thosein the Framework;

� an example showing how a department might plan to cover the yearlyteaching objectives over a six-term condensed Key Stage 3;

� an example of a process for deciding how individual units from the non-statutory DfES/QCA scheme of work for Key Stage 3: science (QCA 0045)might be combined to support a two-year science curriculum.

The explorative nature of a condensedKey Stage 3The two-year Key Stage 3 project is explorative. The examples and suggestionscontained in this guidance are therefore tentative. The impact of the project isbeing evaluated by Ofsted and NfER/LSE. Their final reports are not due to besubmitted until autumn 2006. Consequently, lessons will be drawn from theevaluation as it proceeds.

Pupils have only one opportunity to learn and achieve in Years 7, 8 and 9. Anyschool contemplating a two-year Key Stage 3 should be confident thatparticipating pupils would achieve at least the same level of success in thecondensed Key Stage 3 curriculum as they would have in three years. Equally itis important for the school to have systems in place that will enable pupilsfollowing a condensed programme in Years 7 and 8 to revert to a three-yearprogramme if their learning is not on target to meet at least national expectationsby the end of Year 8.

Designing a flexible Key Stage 3 curriculumAn important principle is that a condensed Key Stage 3 programme shouldprovide pupils with a rich, challenging and engaging curriculum that will enablethem to achieve standards at least as high as those they would have achievedhad they studied the programme over three years.

Teachers should think about science in the context of the whole-schoolcurriculum when considering whether or not to implement a condensed KeyStage 3 programme. They should reflect on their reasons for considering acondensed programme and which pupils are likely to benefit. For example, acondensed programme may better meet the needs of all pupils, or it may only beappropriate for a particular group of pupils. Having reflected on these issues,teachers will need to consider the design of the condensed programme of study.One possible sequence for designing a flexible science curriculum is set out onthe following page.



Introduction



Introduction

Discuss as a school (in senior leader/subject leader/department meetings)principles, opportunities, constraints and your aims for the condensed Key

Stage 3 within the context of the whole-school 11–19 curriculum. Agree the allocation and distribution of teaching time.

Review your current scheme of work to identify strengths and ascertainwhat changes you need to make to support an effective Key Stage 3curriculum, bearing in mind the need to cover the National Curriculum

programme of study.

Plan units of work that ensure coverage of the programme of study.Amend your existing scheme of work as appropriate or, if nesessary,

design a new scheme of work from first principles. Use the yearlyobjectives and additional guidance to identify progression and set an

appropriate level of challenge.

Define and agree pupils’ expected levels of attainment at the end of thecondensed key stage.

Ensure that you have effective systems for tracking and responding topupils’ progress.

Decide how you are going to group the pupils in order to maximise theprogress of all concerned.

Identify which groups/pupils might need additional support.Decide how you are going to allocate teachers to groups.



Introduction

Sufficient time needs to be allowed to enable teachers to review the programme ofstudy and make the necessary revisions to plans. Detailed planning of completeschemes of work in advance, at least for the first year of a condensedprogramme, will help to ensure continuity and progression and appropriatecoverage of the programme of study. It will also avoid additional pressure ondepartments later in the year. Departments will also need time to review schemesof work and pupils’ progress over the year so that they can refine future planning.

The National Curriculum handbook for secondary teachers in England describesa set of aims for the school curriculum. A school should provide a balanced andbroadly-based curriculum for all pupils which:

� provides opportunities for all pupils to learn and achieve;

� promotes pupils’ spiritual, moral, social, cultural, mental and physicaldevelopment;

� prepares pupils for the opportunities, responsibilities and experiences ofadult life.

These interdependent aims for the school curriculum cannot be fully achievedwithout the provision of PSHE. A condensed curriculum should therefore reflectthe importance of PSHE and schools need to consider carefully how theguidelines in the non-statutory Framework, together with the statutory sex,relationship and drugs education curriculum, will be delivered.

When designing a condensed Key Stage 3 curriculum in science, it is importantto ensure that it fully meets the requirements of the statutory Key Stage 3programme of study for science and that it:

� reflects the school’s character and ethos;– for example, if a school has a particular focus on developing ICT across

the curriculum, then the science curriculum should provide pupils withappropriate planned opportunities to both use and develop their ICTskills within their science lessons;

– it supports the school’s aims for condensing the key stage;

� is broad and balanced;– it will enable pupils to cover the whole of the National Curriculum

programme of study, including the requirement to teach abouthuman reproduction. During Key Stage 3, all pupils should be taught:about the physical and emotional changes that take place duringadolescence; about the human reproductive system, including themenstrual cycle and fertilisation; how the foetus develops in the uterus,including the role of the placenta;

– it gives appropriate emphasis to the different strands of the programmeof study. In particular, it is important that the processes of scientificenquiry receive as much attention as the facts, skills and conceptscontained within the sections on life processes and living things,materials and their properties, and physical processes.

– it takes account of, and includes opportunities to teach pupils about,hazards, risks and risk control;

� is inclusive;– it should be accessible to, and engage and inspire, all targeted pupils;– it develops and extends pupils’ knowledge and understanding of science

using engaging and interesting contexts for learning, including practicalwork and contemporary science;

– a condensed curriculum should not be used as a vehicle for disapplyinglower-attaining pupils;

– if the curriculum is being condensed for higher-attaining pupils only, thisshould not limit new opportunities for the other pupils;

� builds on what pupils already know, understand and can do;– the curriculum in the autumn term is planned in such a way that it

smooths the transfer from Key Stage 2 to Key Stage 3. It is differentiatedappropriately, based on Key Stage 2 test levels, raw scores andqualitative information;

– the curriculum enthuses pupils through communicating high expectationsof what they can achieve;

� is planned within the context of the whole 11–19 curriculum;– the opportunities offered by the released time are carefully thought

through and planned in sufficient detail to ensure continuity andprogression either to or from the condensed programme;

– consideration is given to how pupils will be able to move betweendifferent curriculum pathways both within Key Stage 3 and beyond;



Introduction

– expectations for pupil attainment at the end of the condensedprogramme are clarified at the outset;

� ensures that connections between scientific ideas and across the curriculumare emphasised;– key scientific ideas are presented in an interrelated way to enable pupils

to make sense of the subject;– the curriculum helps pupils to appreciate the importance of science by

establishing links with other subjects. For example, there is collaborationbetween science and history teachers when planning a history unit ‘Howhas 20th-century medicine changed people’s lives?’ and collaborationbetween science and geography teachers when planning a geographyunit ‘Can the earth cope?’;

– practical work is used to give pupils first-hand experience of the way thatscientific ideas are developed through using empirical evidence andcreative thinking;

� makes links with the PSHE Framework through teaching and learning onhealth, drugs (including medicines), sex education and safety.



Introduction



Introduction

Organising teaching timeThere are no prescribed time allocations for individual subjects. It is up to eachschool to determine the amount of time needed to teach the science curriculumeffectively and for its pupils to cover the programme of study successfully. TheKey Stage 3 National Strategy booklet Designing the Key Stage 3 curriculum(DfES 0003/2002) identified the following averaged time allocations for scienceover the three years of the key stage.

In reducing the overall number of weeks available for teaching the scienceprogramme of study from 108 to 72 for example, schools will need to considercarefully the way that teaching time is organised in order to maximiseopportunities for learning for all pupils.

Schools need to identify how much of the PSHE programme will be deliveredthrough discrete curriculum time and how much will be taught through othercurriculum areas and activities, including science.

When considering the most effective way of organising the teaching time, it isimportant to decide:

� how the total number of hours available for teaching science should bedistributed across the condensed key stage;

� the most effective way of distributing the teaching time across a term orteaching week;

� how the distribution of the teaching time reflects the needs of differentgroups of pupils.

Further guidance on organising teaching time may be found in A condensed KeyStage 3: Designing a flexible curriculum (DfES 0798-2004).

Reviewing and modifying a scheme of workfor scienceThe National Curriculum programme of study for science is the statement of thestatutory learning entitlement for all pupils. When following the Key Stage 3programme of study, pupils need to be supported to:

� build on their existing scientific knowledge and understanding;

� make links between different areas of science;

� use scientific ideas and models to explain phenomena and events.

However a school decides to structure a flexible Key Stage 3 science curriculum,the National Curriculum programme of study is the starting point for decidingwhat pupils should be taught.

Average Total hours over % of a typicalhours:minutes per week one year of 36 weeks 25-hour teaching week

3:00 108 12%



Introduction

Stages in planning a science scheme of work

Although the Key Stage 3 programme of study for science must be taught to allpupils in its entirety, schools have considerable freedom to decide which parts toemphasise and which to cover more lightly so that they can give all pupils a richand balanced curriculum.

Long-term planning

The programme ofstudy and the yearlyteaching objectives

A map of progression built up from:

� programme of study for science at Key Stage 3

� yearly teaching objectives

Medium-term planning

Learning objectivesand broad suggested

outcomes

Study units:

� Each unit covers a theme in the school’s sciencecurriculum and includes learning objectives, ideasfor possible teaching activities to support themand intended learning outcomes. The DfES/QCAscheme of work can be used as a planningresource, for example

Short-term planning

Lesson objectivesand specific learning

outcomes

Lesson plans with, for example:

� lesson objectives and intendedoutcomes for pupils

� pupil grouping

� key questions

� scientific vocabulary

� resources

Coverageandassessmentof the yearlyteachingobjectives

The Framework for teaching science: Years 7, 8 and 9 (DfES 0136/2002) is non-statutory guidance built around a body of yearly teaching objectives in scientificenquiry and five key scientific ideas:

� cells;

� interdependence;

� particles;

� forces;

� energy.

The Framework will help departments to plan and modify an effective scheme ofwork that incorporates progression. It is important to note that, although theyearly teaching objectives identify for each year the core of what pupils shouldknow and understand about scientific enquiry and the key ideas, they do notcover the whole Key Stage 3 programme of study and so do not form a sciencecurriculum on their own.

The non-statutory DfES/QCA scheme of work for Key Stage 3: science (QCA0045) and its accompanying teacher’s guide are a useful resource when planning



Introduction

how to modify an existing scheme of work for a condensed Key Stage 3. Inparticular, Appendix 1 and Appendix 2 are helpful in monitoring the extent towhich your modified scheme:

� covers the programme of study adequately;

� is structured to support progression in scientific enquiry and the key scientificideas;

� is sequenced to make the best use of the resources available in the sciencedepartment.

Questions to be answered in modifying a scheme of work include the following.

� Which units are the most useful in supporting progression by being goodvehicles for the yearly teaching objectives?

� Which units can be usefully combined?

� Are there units that can be given a light touch or safely be omitted?

� Are effective links with other parts of the curriculum safeguarded?

Further guidance on planning can be found in section 4 of the Framework.

Consolidating knowledge, skills andunderstandingIn a flexible key stage where the curriculum may be condensed, the timeavailable to consolidate and practise knowledge, skills and understanding maybe reduced. Consequently, departments need to guarantee that they providesufficient opportunities for pupils, especially those with weaker literacy andnumeracy skills, to consolidate and practise what they have learned and reflecton their learning. This involves ensuring that:

� time is used effectively to focus on understanding, key ideas and concepts,patterns and relationships;

� there is an emphasis on activities and questions that encourage pupils tothink and make decisions;

� activities encourage pupils to use and apply knowledge, skills andunderstanding in a range of familiar and unfamiliar contexts;

� opportunities are identified that enable pupils to use and apply knowledge,skills and understanding across the curriculum;

� lesson starters are used effectively to practise and consolidate key skills;

� effective use is made of learning opportunities outside lessons, includinghomework;

� teaching focuses on key skills that are transferable, and develops pupils’ability to solve problems rather than follow rules.



Introduction



Introduction

Increasing the pace of learningIncreasing the pace of learning is not the same as increasing the pace ofteaching. Furthermore, increasing the pace of teaching does not in itself increasethe pace of learning. Increasing the pace of teaching may lead to more of thecurriculum being covered, but pupils may be hurried and moved on to a newtopic before they have had the opportunity to consolidate their learning.

To increase the pace of learning, planning needs to:

� remove areas of duplication and combining related aspects of study in ascheme of work;

� identify opportunities in other curriculum areas where key ideas from sciencecan be reinforced and applied in new contexts. This may be managedthrough drawing on common content, developing common skills or usingcontent from another subject as a stimulus for learning;

� ensure a purposeful start to the first year of Key Stage 3 by effective transferfrom Key Stage 2. This includes responding to the fact that some of thescience topics taught in Key Stage 3 build directly upon what pupils havealready learned in Key Stage 2, whereas some of the ideas are new andintroduced in Key Stage 3.

Knowledge about the Key Stage 2 programme of study and Science: a schemeof work for Key Stages 1 and 2 (QCA /98/211/50) should inform decisions aboutwhere and when yearly teaching objectives should be taught and assessed in aflexible Key Stage 3 curriculum to maintain continuity and ensure progression.

To increase the pace of learning, planning needs to:

� establish clear and purposeful classroom routines that help pupils toconcentrate on their learning;

� identify learning activities that develop pupils’ higher order skills such asenquiry, analysis and evaluation;

Areas of Year 7 science that relate directly to the Key Stage 2 programme of study:

Areas of Year 7 science that are new: Cells

Particles

Chemical reactions

Energy

Investigative science

Environment

Feeding relationships

Solutions

Separating mixtures

Forces

Electric circuits

Earth and beyond



Introduction

� provide opportunities for pupils to construct meaning, recognising that thismay take more time, but will improve learning;

� teach for metacognition – provide opportunities for pupils to reflect on theirthinking;

� emphasise the key ideas and help pupils to make connections by planninglearning activities that involve a group of objectives, perhaps clusteredaround a key objective;

� extend thinking – where there is a clear strand of progression, objectivesfrom subsequent years can be used to accelerate learning;

� explicitly teach pupils the skills and attitudes that will help them to becomeindependent learners;

� identify learning objectives within a unit of work or a lesson and be clearabout intended learning outcomes – what precisely the teacher expectspupils to be able to do at the end of that unit or lesson;

� structure units of work and lessons into ‘episodes’ – distinct stages oflearning – allocating most time to developing the key ideas;

� make more effective use of time across units of work and within lessons;

� ensure that individual episodes within a lesson do not exceed theconcentration span of pupils. For example, in Key Stage 3 episodes mightnormally last less than 15 minutes.

Additional guidance can be found in the materials accompanying the Key Stage 3 National Strategy whole-school training materials:

� Assessment for learning (DfES 0043-2004 G) and associated science subjectdevelopment tasks;

� Pedagogy and practice: teaching and learning in secondary schools (DfES0423-2004 G).



Introduction

Assessment and target settingProviding challenge and raising pupils’ achievement are important criteria forjudging the success of a condensed Key Stage 3. It is important that teachersmake good use of all the information available to them about their pupils’previous attainment in science if the pupils are to make a successful start to thecondensed Key Stage 3 curriculum and maintain progress throughout.

A ‘clean sheet’ approach at the beginning of Year 7 is impractical andundervalues what has been achieved in earlier key stages. It allows pupils tocoast or fall back when they need to be challenged. Science departments needto make early decisions about what their pupils already know, understand andcan do, based on numerical data such as Key Stage 2 national test levels, rawscores and end-of-Key Stage 2 teacher assessments. Teachers of Year 7 pupilswill want to use this information and subsequent assessments to ensure thattheir teaching is targeted at the appropriate level and that an appropriate pace oflearning for all pupils is maintained.

In a condensed Key Stage 3, it is vital that teachers know what pupils arecapable of achieving and pupils know what is expected of them. Settingcurricular targets for pupils that are linked to the teaching objectives to becovered in a unit will help pupils and teachers to focus on their learning.Negotiating curricular targets with pupils will also promote reflection and increasethe pace of learning by helping them to become increasingly independentlearners. Additional guidance on setting and using curricular targets can befound in Assessment for learning (DfES 0043-2004 G).

Further guidance on assessment and target setting can be found in section 6 ofthe Framework for teaching science: Years 7, 8 and 9 (DfES 0136/2002) and theQCA Assessing progress in science materials (QCA/03/1145)

A key decision when the Key Stage 3 programme of study is covered in Years 7and 8 is whether pupils should be entered for the National Curriculum tests atthe end of Year 8 or Year 9. It is vital that a school establishes and agrees criteriafor deciding when pupils should be entered for National Curriculum tests and itshould not be assumed that all pupils would be entered at the end of Year 8. Apupil should only be entered for a National Curriculum test early if theheadteacher judges that they have completed the programme of study, are readyto move on to the Key Stage 4 programme of study, and have attained at leastthe nationally expected standard of level 5/6.


Yearly teaching objectivesThe long-term plan which follows shows one way in which the yearly teaching objectives for science may be arranged to support progression in pupils’ skills,knowledge and understanding through a condensed Key Stage 3 curriculumover two years.



Yearly teaching objectives

Pupils in the first year should be Pupils in the second year should betaught to: taught to:

� Explain how scientific ideas have changedover time; describe some of the positive andnegative effects of scientific and technologicaldevelopments.

� Select and use a suitable strategy for solvinga problem; identify strategies appropriate todifferent questions, including those in whichvariables cannot be easily controlled.

� Make sufficient systematic and repeatedobservations and measurements withprecision, using an appropriate technique.

� Use appropriate range, precision andsampling when collecting data during ascientific enquiry, and explain why these andcontrolled experiments are important.

� Select and use appropriate methods forcommunicating qualitative and quantitativedata.

� Describe patterns in data; use scientificknowledge and understanding to interpret thepatterns, make predictions and checkreliability.

� Draw conclusions from their own data anddescribe how their conclusions are consistentwith the evidence obtained, using scientificknowledge and understanding to explainthem.

� Consider whether an enquiry could have beenimproved to yield stronger evidence, e.g.improving the accuracy or sufficiency ofmeasurements or observations; explain anyanomalous results.

� Describe how evidence or the quality of theproduct supports or does not support aconclusion in their own and others’ enquiries;identify the limitations of data in conclusions.

� Consider early scientific ideas, including howexperimental evidence and creative thinkinghave been combined to provide scientificexplanations and how some early scientificideas do not match present-day evidence.Describe how new creative thinking has beenused to provide a scientific explanation.

� Use scientific knowledge to decide how ideasand questions can be tested; makepredictions of possible outcomes.

� Identify more than one strategy forinvestigating questions and recognise thatone enquiry might yield stronger evidencethan another.

� Carry out preliminary work such as trial runsto help refine predictions and to suggestimprovements to the method.

� Recognise that a range of sources ofinformation or data is required.

� Identify and control the key factors that arerelevant to a particular situation.

� Use a range of first-hand experience,secondary sources of information and ICT tocollect, store and present information in avariety of ways, including the generation ofgraphs.

� Select and use appropriate equipment,including ICT, to make observations andmeasurements correctly, e.g. 1°C or 1newton.

� Use repeat measurements to reduce errorand check reliability.

� Present and interpret experimental resultsthrough the routine use of tables, bar chartsand simple graphs, including line graphs.

� Evaluate the strength of evidence, e.g. in barcharts and graphs; indicate whetherincreasing the sample would havestrengthened the conclusions.

Scientific enquiry





� Use a word and/or symbol equation todescribe respiration and explain similaritieswith burning of fuels.

� Explain that cells obtain energy throughrespiration, which often requires oxygen(aerobic respiration); use this to explain whytissues need a good blood supply; identifysimilarities in aerobic respiration in animalsand plants.

� Explain that multi-celled organisms survivewell only if all their parts work well together;use this to explain how smoking, alcohol,some drugs and exercise affect parts of thehuman body.

� Explain that the nucleus in a cell containsgenes that control all the characteristics of theorganism; use this to explain:– fertilisation, where genes from one parent

join with genes from the other to producea new set of genes;

– how selective breeding, either by natureor by humans, can increase the chance ofcertain genes passing from parent tooffspring.

� Describe photosynthesis and the requirementof chlorophyll, light, carbon dioxide and water;know that plant nutrition involvesphotosynthesis and other nutrients obtainedfrom the soil; use this to explain:– photosynthesis as a source of biomass;– that these other nutrients, used to

produce proteins and other substances,can be supplied by fertilisers;

– how leaves and roots are adapted to theirfunctions;

– conditions in which plants grow well.

� Distinguish between photosynthesis andrespiration in plants, including by using wordequations.

� Describe a simple model for cells that recognisesthose features all cells have in common and thedifferences between animal and plant cells.

� Explain that some living organisms are only onecell but that others are multi-celled.

� Explain that growth means an increase in the sizeand number of cells.

� Explain that in multi-celled organisms certain cellsmay become specialised, e.g. sperm and eggcells.

� Explain that similar specialised cells can begrouped together to form tissues, that tissues canform organs, and that these do not all developand grow at the same time; use this to explainwhy and how some organisms care for andprotect their offspring.

� Describe fertilisation as the joining of the nucleus ofa male sex cell, e.g. sperm, to the nucleus of afemale sex cell, e.g. egg, and use this knowledgeto explain that the resulting offspring are alwayssimilar to their parents but never identical.

� Describe the role of the main nutrients in the body;explain why all cells need them and the importanceof a balanced diet.

� Explain why some nutrients have to be brokendown before the body can use them, and usemodels and analogies to describe how enzymesbreak down large molecules during digestion.

� Describe the digestive system using knowledge ofenzymes to explain how it works, and the role ofthe circulation system in transporting the productsof digestion to cells.

� Classify bacteria and fungi as cellular micro-organisms and viruses as micro-organisms that aresmaller than a cell; explain that some micro-organisms are useful to humans and some areharmful.

� Describe some of the systems in the human bodyfor fighting infecting micro-organisms andimmunisation as a way of improving immunity; useknowledge of cells, tissues and organs to explainhow these systems work.

Cells





Interdependence and energy

� Explain that energy is transferred betweenorganisms in food chains and webs anddescribe relationships of organisms in a foodweb. Use these to:– relate the abundance and distribution of

organisms to the resources availablewithin the habitat;

– begin representing relationships usingpyramids of numbers and explain howpyramids of numbers represent feedingrelationships in a habitat;

– explain why photosynthesis is importantto humans;

– explain why maximising human foodproduction can significantly affect otheranimals and plants;

– explain how the abundance anddistribution of organisms relate to theresources available within a habitat andhow these may be affected by pesticides,weedkillers and the accumulation oftoxins.

� Explain that habitats change in response tochanges in physical, chemical and biologicalfactors.

� Begin to describe a model for the wholeenvironment that recognises how thematerials that make up all living organisms arerecycled, and that energy from sunlight flowsthrough the system; use this to explain theneed for sustainable development.

� Explain that organisms can be grouped bytheir similarities and differences, and that aspecies is a group of very similar organisms.

� Identify some of the main taxonomic groupsof animals and plants, describing somecommon features.

� Explain how food chains within a habitat canbe combined into food webs.

� Describe ways in which organisms areadapted to daily or seasonal changes in theirenvironment and to their mode of feeding;use this idea to explain why some organismscan live more successfully than others indifferent habitats.

Interdependence





� Describe a more sophisticated particle modelfor matter, recognising that:– atoms and combinations of atoms can be

represented by symbols and formulae.

� Use the more sophisticated particle model toexplain how chemical reactions take place.

� Identify evidence which indicates that achemical reaction has taken place, such asthe association of energy transfer withchemical change.

� Recognise that chemical reactions can bemodelled by assuming that atoms canrearrange themselves, and that this canhappen in only a limited number of ways, e.g. A + B → AB, AB + CD → AD + CB.

� Use the particle rearrangement model to:– predict the names and formulae for

products that might be formed from givenreactants;

– write word and symbol equations forsome simple reactions;

– explain why mass is conserved inchemical reactions;

– explain how acids react with bases andneutralisation occurs.

� Describe how metals react with:– oxygen, water, acids and oxides;– solutions of salts of other metals.

� Identify differences in reactivity of metals toconstruct a reactivity series; use this toexplain uses of metals and make predictionsabout the reactions of metals.

� Describe a simple particle model for matter,recognising:– the size, arrangement, proximity,

attractions and motion of particles insolids, liquids and gases;

– the relationship between heating andmovement of the particles.

� Use the simple particle model to explain:– why solids and liquids are much less

compressible than gases;– why heating causes expansion in solids,

liquids and gases;– why diffusion occurs in liquids and gases;– why air exerts a pressure;– why changes of state occur;– why mass is conserved when substances

dissolve to form solutions;– why temperature increases are likely to

result in substances dissolving morequickly;

– the formation of a saturated solution;– movement of substances through cell

membranes by assuming particles are ofdifferent sizes;

– how crystals form and that slow coolingresults in the formation of larger crystalsfrom molten material and solutions.

� Describe a more sophisticated particle modelfor matter, recognising that:– the atom is the basic building block of

matter;– there is a relatively small number of

different atoms;– elements consist of only one type of atom;– compounds consist of fixed combinations

of different types of atoms that cannoteasily be separated.

Particles





� Use friction in liquids and gases to explorehow resistance to an object moving throughthem changes with the object’s speed andshape; explain how streamlining reduces anobject’s resistance to air and water.

� Recognise how the turning effect of a force(moment) is related to the size of the forceand the distance the force is from the pivot;use moments to explain how a simple objectcan be balanced.

� Recognise how the effect of a force dependsupon the area to which it is applied and thatthe force acting per unit area is calledpressure; use the relationship to explain:– the pressure exerted by solids;– pressure within liquids and gases.

� Recognise that gravity is a force of attractionbetween objects, that this force is greater forlarge objects like the Earth but gets less thefurther another object moves away from theEarth’s surface; use these ideas to explain:– how weight is different on different

planets;– how stars, planets, and natural and

artificial satellites are kept in position inrelation to one another.

� Recognise that a force has both magnitudeand direction and use this to:– identify the directions in which forces act;– describe situations in which forces are

balanced.

� Describe situations in which forces areunbalanced and use this idea to explain achange in:– the shape of an object;– the direction of a moving object;– the speed of a moving object.

� Explore the forces acting on stationaryobjects.

� Describe the forces acting on objects movingat constant speed.

� Distinguish between mass and weight, givingexamples.

� Describe some ways of reducing frictionbetween an object and a solid surface andsome situations in which friction is useful.

� Identify magnetic materials and theirproperties, including forces of attraction andrepulsion.

� Use the idea of force to describe the patternsof magnetic fields produced by permanentmagnets and electromagnets.

� Predict how the magnetic field patternchanges when the strength of anelectromagnet increases.

Forces





� Recognise that when sound travels byvibrations from the source it is transferringenergy; use this idea to:– describe amplitude and frequency;– explain the transmission, production and

reception of sound.

� Recognise the idea of energy conservation asa useful scientific accounting system whenenergy is transferred; use this to explainenergy transfers in familiar situations, energyefficiency and energy dissipation.

� Develop, from a simple model of energytransfer in electrical circuits, the idea ofpotential difference in electrical circuits.

� Use the model of energy conservation toexplain how:– the potential difference measured across

cells or components shows how muchenergy is transferred from the cells to thecurrent and from the current to thecomponents;

– electrical energy can be generated usingfuels, including the energy transfersinvolved; recognise possibleenvironmental effects of this.

� Identify a range of fuels and explain:– the uses of fuels (food) by living and non-

living ‘systems’;– their use as valuable resources;– why conservation of fuels is important in

the light of the Earth’s diminishing energyresources.

� Use a simple model of energy transfer toexplain:– that the Sun is the ultimate source of

energy;– how non-living things can change or move

and describe these events;– the transfer stages in a range of living and

non-living systems;– the purpose of cells in an electric circuit;– that electric current carries energy to

components in an electric circuit;– that in an electric circuit energy is

transferred to the components;– that the electric current is the same at all

points in a series circuit and divides alongthe branches of a parallel circuit.

� Describe energy transfer as the result oftemperature difference and use this to explainthat:– heating is a process where energy is

transferred;– temperature change is the response of the

material to the energy transfer;– radiation is a means of energy transfer

which does not directly depend on themovement of particles.

Energy and particles

� Use the particle model of solids, liquids andgases and energy transfer to explain:– the processes of conduction, convection

and evaporation;– what happens when substances change

state;– the performance of thermal conductors

and insulators.

Energy


Example six-term outline of the yearly teachingobjectives: Year 1

Autumn term Spring term Summer term

� Consider early scientific ideas, including how experimental evidence and creative thinking havebeen combined to provide scientific explanations and how some early scientific ideas do notmatch present-day evidence. Describe how new creative thinking has been used to provide ascientific explanation.

� Use scientific knowledge to decide how ideas and questions can be tested; make predictions ofpossible outcomes.

� Identify more than one strategy for investigating questions and recognise that one enquiry mightyield stronger evidence than another.

� Carry out preliminary work such as trial runs to help refine predictions and to suggestimprovements to the method.

� Recognise that a range of sources of information or data is required.

� Identify and control the key factors that are relevant to a particular situation.

� Use a range of first-hand experience, secondary sources of information and ICT to collect, storeand present information in a variety of ways, including the generation of graphs.

� Select and use appropriate equipment, including ICT, to make observations and measurementscorrectly, e.g. 1°C or 1 newton.

� Use repeat measurements to reduce error and check reliability.

� Present and interpret experimental results through the routine use of tables, bar charts and simplegraphs, including line graphs.

� Evaluate the strength of evidence, e.g. in bar charts and graphs; indicate whether increasing thesample would have strengthened the conclusions.

Scientific enquiry



Example six-term outline of the yearly teaching objectives: Year 1


� Describe a simple model forcells that recognises thosefeatures all cells have incommon and the differencesbetween animal and plantcells.

� Explain that some livingorganisms are only one cellbut that others are multi-celled.

� Explain that growth meansan increase in the size andnumber of cells.

� Explain that in multi-celledorganisms certain cells maybecome specialised, e.g.sperm and egg cells.

� Explain that similarspecialised cells can begrouped together to formtissues, that tissues can formorgans, and that these donot all develop and grow atthe same time; use this toexplain why and how someorganisms care for andprotect their offspring.

� Describe fertilisation as thejoining of the nucleus of amale sex cell, e.g. sperm, tothe nucleus of a female sexcell, e.g. egg, and use thisknowledge to explain thatthe resulting offspring arealways similar to theirparents but never identical.

� Describe the role of the mainnutrients in the body; explainwhy all cells need them andthe importance of abalanced diet.

� Explain why some nutrientshave to be broken downbefore the body can usethem, and use models andanalogies to describe howenzymes break down largemolecules during digestion.

� Describe the digestivesystem using knowledge ofenzymes to explain how itworks, and the role of thecirculation system intransporting the products ofdigestion to cells.

� Classify bacteria and fungi ascellular micro-organisms andviruses as micro-organismsthat are smaller than a cell;explain that some micro-organisms are useful tohumans and some areharmful.

� Describe some of thesystems in the human bodyfor fighting infecting micro-organisms and immunisationas a way of improvingimmunity; use knowledge ofcells, tissues and organs toexplain how these systemswork.

Cells





� Explain that organisms canbe grouped by theirsimilarities and differences,and that a species is a groupof very similar organisms.

� Identify some of the maintaxonomic groups of animalsand plants, describing somecommon features.

� Explain how food chainswithin a habitat can becombined into food webs.

� Describe ways in whichorganisms are adapted todaily or seasonal changes intheir environment and totheir mode of feeding; usethis idea to explain whysome organisms can livemore successfully thanothers in different habitats.

Interdependence





� Describe a simple particlemodel for matter,recognising:– the size, arrangement,

proximity, attractions andmotion of particles insolids, liquids and gases;

– the relationship betweenheating and movement ofthe particles.

� Use the simple particlemodel to explain:

– why solids and liquids aremuch less compressiblethan gases;

– why heating causesexpansion in solids, liquidsand gases;

– why diffusion occurs inliquids and gases;

– why air exerts a pressure;– why changes of state

occur;– why mass is conserved

when substances dissolveto form solutions;

– why temperature increasesare likely to result insubstances dissolvingmore quickly;

– the formation of asaturated solution;

– movement of substancesthrough cell membranesby assuming particles areof different sizes;

– how crystals form and thatslow cooling results in theformation of larger crystalsfrom molten material andsolutions.

� Describe a moresophisticated particle modelfor matter, recognising that:

– the atom is the basicbuilding block of matter;

– there is a relatively smallnumber of different atoms;

– elements consist of onlyone type of atom;

– compounds consist offixed combinations ofdifferent types of atomsthat cannot easily beseparated.

Particles





� Recognise that a force hasboth magnitude anddirection and use this to:– identify the directions in

which forces act;– describe situations in

which forces arebalanced.

� Describe situations in whichforces are unbalanced anduse this idea to explain achange in:– the shape of an object;– the direction of a moving

object;– the speed of a moving

object.

� Explore the forces acting onstationary objects.

� Describe the forces actingon objects moving atconstant speed.

� Describe some ways ofreducing friction between anobject and a solid surfaceand some situations in whichfriction is useful.

� Distinguish between massand weight, giving examples.

� Identify magnetic materialsand their properties,including forces of attractionand repulsion.

� Use the idea of force todescribe the patterns ofmagnetic fields produced bypermanent magnets andelectromagnets.

� Predict how the magneticfield pattern changes whenthe strength of anelectromagnet increases.

Forces





� Identify a range of fuels andexplain:– the uses of fuels (food) by

living and non-living‘systems’;

– their use as valuableresources;

– why conservation of fuelsis important in the light ofthe Earth’s diminishingenergy resources.

� Use a simple model ofenergy transfer to explain:– that the Sun is the

ultimate source of energy;– how non-living things can

change or move anddescribe these events;

– the transfer stages in arange of living and non-living systems;

– the purpose of cells in anelectric circuit;

– that electric currentcarries energy tocomponents in an electriccircuit;

– that in an electric circuitenergy is transferred tothe components;

– that the electric current isthe same at all points in aseries circuit and dividesalong the branches of aparallel circuit.

� Describe energy transfer asthe result of temperaturedifference and use this toexplain that:– heating is a process

where energy istransferred;

– temperature change is theresponse of the materialto the energy transfer;

– radiation is a means ofenergy transfer whichdoes not directly dependon the movement ofparticles.

Energy and particles

� Use the particle model ofsolids, liquids and gases andenergy transfer to explain:– the processes of

conduction, convectionand evaporation;

– what happens whensubstances change state;

– the performance ofthermal conductors andinsulators.

Energy


Example six-term outline of the yearly teachingobjectives: Year 2


� Explain how scientific ideas have changed over time; describe some of the positive and negativeeffects of scientific and technological developments.

� Select and use a suitable strategy for solving a problem; identify strategies appropriate to differentquestions, including those in which variables cannot easily be controlled.

� Make sufficient systematic and repeated observations and measurements with precision, using anappropriate technique.

� Use appropriate range, precision and sampling when collecting data during a scientific enquiry,and explain why these and controlled experiments are important.

� Select and use appropriate methods for communicating qualitative and quantitative data.

� Describe patterns in data; use scientific knowledge and understanding to interpret the patterns,make predictions and check reliability.

� Draw conclusions from their own data and describe how their conclusions are consistent with theevidence obtained, using scientific knowledge and understanding to explain them.

� Consider whether an enquiry could have been improved to yield stronger evidence, e.g. improvingthe accuracy or sufficiency of measurements or observations; explain any anomalous results.

� Describe how evidence or the quality of the product supports or does not support a conclusion intheir own and others’ enquiries; identify the limitations of data in conclusions.

Scientific enquiry





� Use a word and/or symbolequation to describerespiration and explainsimilarities with burning offuels.

� Explain that cells obtainenergy through respiration,which often requires oxygen(aerobic respiration); use thisto explain why tissues needa good blood supply; identifysimilarities in aerobicrespiration in animals andplants.

� Explain that multi-celledorganisms survive well only ifall their parts work welltogether; use this to explainhow smoking, alcohol, somedrugs and exercise affectparts of the human body.

� Describe photosynthesis andthe requirement ofchlorophyll, light, carbondioxide and water; know thatplant nutrition involvesphotosynthesis and othernutrients obtained from thesoil; use this to explain:– photosynthesis as a

source of biomass;– that these other nutrients,

used to produce proteinsand other substances,can be supplied byfertilisers;

– how leaves and roots areadapted to theirfunctions;

– conditions in which plantsgrow well.

� Distinguish betweenphotosynthesis andrespiration in plants,including by using wordequations.

� Explain that the nucleus in acell contains genes thatcontrol all the characteristicsof the organism; use this toexplain:– fertilisation, where genes

from one parent join withgenes from the other toproduce a new set ofgenes;

– how selective breeding,either by nature or byhumans, can increase thechance of certain genespassing from parent tooffspring.

Cells





Interdependence and energy� Explain that energy is

transferred between organismsin food chains and webs anddescribe relationships oforganisms in a food web. Usethese to:– relate the abundance and

distribution of organisms tothe resources availablewithin the habitat;

– begin representingrelationships using pyramidsof numbers and explain howpyramids of numbersrepresent feedingrelationships in a habitat;

– explain why photosynthesisis important to humans;

– explain why maximisinghuman food production cansignificantly affect otheranimals and plants;

– explain how the abundanceand distribution oforganisms relate to theresources available within ahabitat and how these maybe affected by pesticides,weedkillers and theaccumulation of toxins.

� Explain that habitats change inresponse to changes inphysical, chemical andbiological factors.

� Begin to describe a model forthe whole environment thatrecognises how the materialsthat make up all livingorganisms are recycled, andthat energy from sunlight flowsthrough the system; use this toexplain the need for sustainabledevelopment.

Interdependence





� Describe a moresophisticated particle modelfor matter, recognising that:– atoms and combinations

of atoms can berepresented by symbolsand formulae.

� Use the more sophisticatedparticle model to explainhow chemical reactions takeplace.

� Identify evidence whichindicates that a chemicalreaction has taken place,such as the association ofenergy transfer with chemicalchange.

� Recognise that chemicalreactions can be modelledby assuming that atoms canrearrange themselves, andthat this can happen in onlya limited number of ways, e.g. A + B → AB, AB + CD→ AD + CB.

� Use the particlerearrangement model to:– predict the names and

formulae for products thatmight be formed fromgiven reactants;

– write word and symbolequations for somesimple reactions;

– explain why mass isconserved in chemicalreactions;

– explain how acids reactwith bases andneutralisation occurs.

� Describe how metals reactwith:– oxygen, water, acids and

oxides;– solutions of salts of other

metals.

� Identify differences inreactivity of metals toconstruct a reactivity series;use this to explain uses ofmetals and make predictionsabout the reactions ofmetals.

Particles





� Use friction in liquids andgases to explore howresistance to an objectmoving through liquids andgases changes with theobject’s speed and shape;explain how streamliningreduces an object’sresistance to air and water.

� Recognise how the turningeffect of a force (moment) isrelated to the size of theforce and the distance theforce is from the pivot; usemoments to explain how asimple object can bebalanced.

� Recognise how the effect ofa force depends upon thearea to which it is appliedand that the force acting perunit area is called pressure;use the relationship toexplain:– the pressure exerted by

solids;– pressure within liquids

and gases.

� Recognise that gravity is aforce of attraction betweenobjects, that this force isgreater for large objects likethe Earth but gets less thefurther another object movesaway from the Earth’ssurface; use these ideas toexplain:– how weight is different on

different planets;– how stars, planets, and

natural and artificialsatellites are kept inposition in relation to oneanother.

Forces





� Recognise that when lighttravels from a source it istransferring energy; use thisidea to:– describe the nature and

propagation of light;– explain the behaviour of

light, including reflectionand absorption.

� Recognise that when soundtravels by vibrations from thesource it is transferringenergy; use this idea to:– describe amplitude and

frequency;– explain the transmission,

production and receptionof sound.

� Recognise the idea of energyconservation as a usefulscientific accounting systemwhen energy is transferred;use this to explain energytransfers in familiarsituations, energy efficiencyand energy dissipation.

� Develop, from a simplemodel of energy transfer inelectrical circuits, the idea ofpotential difference inelectrical circuits.

� Use the model of energyconservation to explain how:– the potential difference

measured across cells orcomponents shows howmuch energy istransferred from the cellsto the current and fromthe current to thecomponents;

– electrical energy can begenerated using fuels,including the energytransfers involved;recognise possibleenvironmental effects ofthis.

Energy


Using and modifying theDfES/QCA scheme of workfor Key Stage 3: scienceThe table below suggests one possible way that the units from the QCA schemeof work for Key Stage 3 might be sequenced to support pupils’ progression inthe key ideas and yearly teaching objectives. Many other routes are possible.The table is not intended to imply that all of the units must, or even should, beused or that any individual unit cannot be modified or combined with others.

YEAR 1

Particles, forces, energy (Autumn term)7G Particle model of solids, liquids and gases, 7H Solutions, 7A Cells, 7B Reproduction, 7K Forces and their effects, 7I Energy resources

Particles, cells, energy (Spring term)8E Atoms and elements, 7E Acids and alkalis, 7F Simple chemical reactions, 8G Rocks and weathering, 8A Food and digestion, 8C Microbes and disease,7J Electrical circuits

Interdependence, energy, particles, forces (Summer term)7D Variation and classification, 7C Environment and feeding relationships, 8I Heating and cooling, 8H The rock cycle, 8J Magnets and electromagnets

YEAR 2

Particles, cells, energy, forces (Autumn term)8F Compounds and mixtures, 8B Respiration, 9B Fit and healthy, 7L The solarsystem and beyond, 8K Light, 8L Sound and hearing, 9K Speeding up

Particles, forces, cells (Spring term)9E Reactions of metals and metal compounds, 9F Patterns of reactivity, 9L Pressure and moments, 9C Plants and photosynthesis

Interdependence, cells, energy, forces (Summer term)8D Ecological relationships, 9D Plants for food, 9A Inheritance and selection, 9I Energy and electricity, 9J Gravity and space, 9G Environmental chemistry, 9H Using chemistry, 9M Investigating scientific questions

The time allocation for each QCA unit assumes a three-year Key Stage 3. Forthis reason, to ensure that their science curriculum is broad, balanced, engagingbut also manageable in the time available, science subject leaders will need tomake careful decisions about:

� which units they will use;

� which will be shortened or cut completely;

� which units are the most useful in supporting progression by being goodvehicles for assessing the yearly teaching objectives;

� which units can be usefully combined to emphasise connections and keyscientific ideas;

� safeguarding effective links with other parts of the curriculum.



Using and modifying the DfES/QCA scheme ofwork for Key Stage 3: science

EXAMPLE

How units can be modified and combined

A science department agrees a map for progression in the key idea ofparticles in Key Stage 3. Following discussion and supported by the KeyStage 3 science consultant, the department uses its progression map toinform how the yearly teaching objectives will be distributed in thecondensed Key Stage 3 curriculum.

As part of its more detailed medium-term planning the department decidesto amalgamate some units – 7G Particle model of solids, liquids and gases,7H Solutions and 8H The rock cycle – because taken together theysupport all of the yearly teaching objectives for particles in Year 7.

The Key Stage 3 science coordinator works with subject specialists in thedepartment and uses the department’s agreed progression map and theFramework to decide:

� which parts of the units support the yearly teaching objectives moststrongly;

� the order in which to teach the content of the units to support thedepartment’s progression map;

� which parts of the units contain ideas previously learned in primary school;

� which parts of the units may be given a light touch or safely omitted;

� whether or not the new unit can be extended to include appropriateyearly teaching objectives for particles from Year 8;

� which aspects of scientific enquiry will be emphasised in theamalgamated unit;

� the amount of teaching time to allocate to the new unit;

� an effective starting point for teaching and opportunities to review andassess work with pupils.



Using and modifying the DfES/QCA scheme ofwork for Key Stage 3: science

EXAMPLE continued

A summary of the outcome appears below.

PurposeTo support the Year 7 yearly teaching objectives for the key scientific idea ofparticles for a two-year Key Stage 3 science curriculum.DfES/QCA units:� 7G Particle model of solids, liquids and gases� 7H Solutions

Aspects of the two units retained and emphasised to supportprogression and the yearly teaching objectives for Year 7� How are theories created? (7G)� What are the differences between solids, liquids and gases? (7G)� How can the particle model explain the differences between solids, liquids

and gases? (7G)� How can the particle model explain other phenomena? (7G)� What happens to the solute when a solution is made? (7H)� Is there a limit to the amount of solid that will dissolve in a liquid? (7H)� What else affects solubility? (7H)

Aspects added to extend the coverageTeaching and learning about part of the Year 8 yearly teaching objectiveconcerned with how the rate of cooling of solutions and molten materialaffects crystal size, and using the particle model to explain the observations.(Compare with aspects of DfES/QCA Unit 8H The rock cycle.)

Focus for scientific enquiry yearly teaching objectives� Consider how experimental evidence and creative thinking have been

combined to provide scientific explanations.� Use appropriate equipment to make observations and measurements

correctly.� Present and interpret experimental results through simple graphs.

Starting point for the unit‘What will happen to this salty water if I leave it out on the bench for 24hours?’ Pupils share ideas based on their learning from Key Stage 2 anddiscuss what they understand about the relationship between theories,experiments and evidence.

Assessment� Mid-unit: outcomes of pupils’ ideas of applying the particle theory to a

range of other phenomena.� End of unit: outcomes of pupils investigating and explaining the effects of

cooling on crystal size.

The new unit is included in the department’s overall plan for schemes of workas part of the teaching programme for the first term of Year 7.

The science subject leader and/or Key Stage 3 science coordinator monitorthe teaching and learning of the new unit to collect evidence for a planneddepartmental evaluation meeting that informs its first review.

Copies of this document may be available from:

DfES Publications Tel: 0845 60 222 60Fax: 0845 60 333 60Textphone: 0845 60 555 60e-mail: [email protected]

Ref: DfES 1109-2005

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A condensed Key Stage 3: Supplementary guidance – sciencewsassets.s3.amazonaws.com/ws/nso/pdf/5a4310dabf19f... · a set of the yearly teaching objectives from the Framework for