Science subject leader development materials · 1 Science subject leader development materials: Handouts Contents PowerPoint™ handouts Supporting the development of effective HSW

Science subject leader development materials

Autumn 2009

Sciencesubjectleaderdevelopmentmaterials

Autumn2009

First published in 2009 Ref: 00630-2009DOM-EN

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1 The National Strategies | Secondary Science subject leader development materials: Handouts

Contents

PowerPoint™ handouts Supporting the development of effective HSW and APP practice 3

Handouts Handout 1.0 Science programme for subject leader development materials (SLDM) 2009–10 11

Handout 1.1 Level descriptions – arranged with all levels together 13

Handout 1.2 The Framework for secondary science: overview and learning objectives 17

Handout 1.3 APP science assessment guidelines 39

Handout 1.4 APP threads 45

Handout 1.5 Rough guide to levelness 62

Handout 1.6 Rich questions, strategies for progression, amplification and yearly

learning objectives (YLOs) in four difficult areas 63

Handout 1.7 Planning sheet 76

Handout 1.8 Rich questions 77

Handout 1.9 Barriers to learning 78

Handout 1.10 Progression in developing How science works (HSW) 81

© Crown copyright 2009 00630-2009DOM-EN


Supporting the development of effective HSW and APP practice



00630-2009DOM-EN © Crown copyright 2009












Handout1.0Scienceprogrammeforsubjectleaderdevelopmentmaterials(SLDM)2009–10The science SLDM programme scheduled to run from summer 2009 to summer 2010 will have a core theme based on developing the teaching, learning and assessment of How science works (HSW) and the role of Assessing Pupils’ Progress (APP) in this context. Additional materials will be available, focusing on key aspects of the STEM agenda and the commitment to improve progression to post-16 science. The underlying philosophy of all the sessions remains the dedication to strengthen science teaching and learning and to narrow the achievement gap.

Autumn 2009

Core session • Supporting the effective development of HSW and APP in science practice.

Additional materials • Progression to post-16 learning.

• Using repurposed key scientific ideas materials, with HSW and APP embedded.

• Supporting interactive teaching.

Spring 2010

Core session • Supporting the effective development of HSW and Assessment for Learning (AfL) with APP practice.

• Narrowing the gap: supporting literacy in science particularly for bilingual learners.

Additional materials • Narrowing the gap: gender guidance for science.

• Narrowing the gap: Key Stage 4 intervention strategies.

• 11–16 curriculum models to support progression.




Summer 2010

Core session • Enhancing the development of effective HSW and AfL with APP practice.

• Progression to post-16 in science.

Additional materials • Making STEM enhancement and enrichment effective.




Handout1.1Leveldescriptions–arrangedwithalllevelstogether

Level 4 AT1: Pupils decide on an appropriate approach, including using a fair test to answer a question, and select suitable equipment and information from that provided. They select and use methods that are adequate for the task. Following instructions, they take action to control obvious risks to themselves. They make a series of observations and measurements and vary one factor while keeping others the same. They record their observations, comparisons and measurements using tables and bar charts and begin to plot points to form simple graphs. They interpret data containing positive and negative numbers. They begin to relate their conclusions to patterns in data, including graphs, and to scientific knowledge and understanding. They communicate their conclusions using appropriate scientific language. They suggest improvements in their work, giving reasons.

AT2: Pupils describe some processes and phenomena related to organisms, their behaviour and the environment, drawing on scientific knowledge and understanding and using appropriate terminology, for example using food chains to describe feeding relationships between plants and animals in a habitat. They recognise that evidence can support or refute scientific ideas, such as in the identification and grouping of living things. They recognise some applications and implications of science, such as the use of predators to control pest populations.

AT3: Pupils describe some processes and phenomena related to materials, their properties and the Earth, drawing on scientific knowledge and understanding and using appropriate technology, for example separation methods. They recognise that evidence can support or refute scientific ideas, such as the classification of reactions as reversible or irreversible. They recognise some applications and implications of science, such as the safe use of acids and alkalis.

AT4: Pupils describe some processes and phenomena related to energy, forces and space, drawing on scientific knowledge and understanding and using appropriate terminology, for example the observed position of the Sun in the sky over the course of a day. They recognise that evidence can support or refute scientific ideas, such as sounds being heard through a variety of materials. They recognise some applications and implications of science, such as the use of electrical components to make electrical devices.

Level 5 AT1: Pupils decide on appropriate approaches to a range of tasks, including selecting sources of information and suitable apparatus. They select and use methods to obtain data systematically. They recognise hazard symbols and make, and act on, simple suggestions to control obvious risks to themselves and others. They use line graphs to present data, interpret numerical data and draw conclusions from them. They analyse findings to draw scientific conclusions that are consistent with the evidence. They communicate these using scientific and mathematical conventions and terminology. They evaluate their working methods to make practical suggestions for improvements.

AT2: Pupils describe processes and phenomena related to organisms, their behaviour and the environment, drawing on abstract ideas and using appropriate terminology, for example the main functions of plant and animal organs and how these functions are essential. They explain processes and phenomena, in more than one step or using a model, such as the main stages of the life cycles of



humans and flowering plants. They apply and use knowledge and understanding in familiar contexts, such as different organisms being found in different habitats because of differences in environmental factors. They recognise that both evidence and creative thinking contribute to the development of scientific ideas, such as the classification of living things. They describe applications and implications of science, for example, solving some of the health problems that arise when organ damage occurs.

AT3: Pupils describe processes and phenomena related to materials, their properties and the Earth, drawing on abstract ideas and using appropriate terminology, for example the weathering of rocks. They explain processes and phenomena, in more than one step or using a model, such as the deposition of sediments and their formation into rocks. They apply and use knowledge and understanding in familiar contexts, such as identifying changes of state. They recognise that both evidence and creative thinking contribute to the development of scientific ideas, such as basing separation methods for mixtures on physical and chemical properties. They describe applications and implications of science, such as the uses of metals based on their specific properties or the benefits and drawbacks of the use of fossil fuels.

AT4: Pupils describe processes and phenomena related to energy, forces and space, drawing on abstract ideas and using appropriate terminology, for example ‘balanced forces’. They explain processes and phenomena, in more than one step or using a model, such as the length of a day or a year. They apply and use knowledge and understanding in familiar contexts. They recognise that both evidence and creative thinking contribute to the development of scientific ideas, such as objects being seen when light from them enters the eye. They describe applications and implications of science, such as the ways sound can be produced and controlled, for example in musical instruments.

Level 6 AT1: Pupils identify an appropriate approach in investigatory work, selecting and using sources of information, scientific knowledge and understanding. They select and use methods to collect adequate data for the task, measuring with precision, using instruments with finescale divisions, and identify the need to repeat measurements and observations. They recognise a range of familiar risks and take action to control them. They record data and features effectively, choosing scales for graphs and diagrams. They analyse findings to draw conclusions that are consistent with the evidence and use scientific knowledge and understanding to explain them and account for any inconsistencies in the evidence. They manipulate numerical data to make valid comparisons and draw valid conclusions. They communicate qualitative and quantitative data effectively, using scientific conventions and terminology. They evaluate evidence, making reasoned suggestions about how their working methods could be improved.

AT2: Pupils describe processes and phenomena related to organisms, their behaviour and the environment, using abstract ideas and appropriate terminology, for example simple cell structure and function. They take account of a number of factors or use abstract ideas or models in their explanations of processes and phenomena, such as environmental factors affecting the distribution of organisms in habitats. They apply and use knowledge and understanding in unfamiliar contexts, such as a food web in a habitat. They describe some evidence for some accepted scientific ideas, such as the causes of variation between living things. They explain the importance of some applications and implications of science, such as the use of selective breeding.

AT3: Pupils describe processes and phenomena related to materials, their properties and the Earth, using abstract ideas and appropriate terminology, for example the particle model applied to solids, liquids and gases. They take account of a number of factors or use abstract ideas or models in their explanations of processes and phenomena, such as word equations. They apply and use knowledge and understanding in unfamiliar contexts, such as relating changes of state to energy transfers in a range of contexts such as the formation of igneous rocks. They describe some evidence for some accepted scientific ideas, such as the patterns in the reactions of acids with metals and the reactions of a variety of substances with oxygen. They explain the importance of some applications and implications of science,



such as the production of new materials with specific desirable properties.

AT4: Pupils describe processes and phenomena related to energy, forces and space, using abstract ideas and appropriate terminology, for example electric current as a way of transferring energy. They take account of a number of factors in their explanations of processes and phenomena, for example in the relative brightness of stars and planets. They also use abstract ideas or models, for example sustainable energy sources and the refraction of light. They apply and use knowledge and understanding in unfamiliar contexts. They describe some evidence for some accepted scientific ideas, such as the transfer of energy by light, sound or electricity, and the refraction and dispersion of light. They explain the importance of some applications and implications of science, such as the responsible use of unsustainable sources of energy.

Level 7 AT1: Pupils plan appropriate approaches and procedures, by synthesising information from a range of sources and identifying key factors in complex contexts and in which variables cannot readily be controlled. They select and use methods to obtain reliable data, including making systematic observations and measurements with precision, using a range of apparatus. They recognise the need for a risk assessment and consult appropriate sources of information, which they follow. They record data in graphs, using lines of best fit. They analyse findings to draw conclusions that are consistent with the evidence and use scientific knowledge and understanding to explain these conclusions and identify possible limitations in primary and secondary data. They use quantitative relationships between variables. They communicate effectively, using a wide range of scientific and technical conventions and terminology, including symbols and flow diagrams. They begin to consider whether the data they have collected are sufficient for the conclusions they have drawn.

AT2: Pupils describe a wide range of processes and phenomena related to organisms, their behaviour and the environment, using abstract ideas and appropriate terminology and sequencing a number of points, for example respiration and photosynthesis, or pyramids of biomass. They make links between different areas of science in their explanations. They apply and use more abstract knowledge and understanding, in a range of contexts, such as inherited and environmental variation. They explain how evidence supports some accepted scientific ideas, such as the structure and function of cells. They explain, using abstract ideas where appropriate, the importance of some applications and implications of science, such as the uses of cells in stem cell research.

AT3: Pupils describe a wide range of processes and phenomena related to materials, their properties and the Earth, using abstract ideas and appropriate terminology and sequencing a number of points, for example the rock cycle. They make links between different areas of science in their explanations, such as between the nature and behaviour of materials and their particles. They apply and use more abstract knowledge and understanding, in a range of contexts, such as the particle model of matter, and symbols and formulae for elements and compounds. They explain how evidence supports some accepted scientific ideas, such as the reactivity series of metals. They explain, using abstract ideas where appropriate, the importance of some applications and implications of science, such as the need to consider the availability of resources, and environmental effects, in the production of energy and materials.

AT4: Pupils demonstrate extensive knowledge and understanding related to materials, their properties and the Earth. They use and apply this effectively in their descriptions and explanations, identifying links between topics, for example relating mode of formation of rocks to their texture and mineral content. They represent common compounds by chemical formulae and use these formulae to form balanced symbol equations for reactions. They interpret, evaluate and synthesise data from a range of sources and in a range of contexts, such as describing chemical reactions, classifying them and suggesting how new substances could be made. They show they understand the relationship between evidence and scientific ideas, and why scientific ideas may need to be changed. They describe and explain the importance of a wide range of applications and implications of science.



Level 8 AT1: Pupils recognise that different strategies are required to investigate different kinds of scientific questions, and use scientific knowledge and understanding to select an appropriate strategy. In consultation with their teacher they adapt their approach to practical work to control risk. They record data that are relevant and sufficiently detailed, and choose methods that will obtain these data with the precision and reliability needed. They analyse data and begin to explain, and allow for, anomalies. They carry out multi-step calculations and use compound measures, such as speed, appropriately. They communicate findings and arguments, showing awareness of a range of views. They evaluate evidence critically and suggest how inadequacies can be remedied.

AT2: Pupils demonstrate extensive knowledge and understanding related to organisms, their behaviour and the environment. They use and apply this effectively in their descriptions and explanations, identifying links between topics, for example relating cellular structure of organs to their associated life processes. They interpret, evaluate and synthesise data from a range of sources and in a range of contexts, for example environmental data from fieldwork. They show they understand the relationship between evidence and scientific ideas, and why scientific ideas may need to be changed, for example the short-term and long-term effects of environmental change on ecosystems. They describe and explain the importance of a wide range of applications and implications of science, such as relating photosynthesis and respiration to changes in the atmosphere and growth of crops.

AT3: Pupils demonstrate extensive knowledge and understanding related to materials, their properties and the Earth. They use and apply this effectively in their descriptions and explanations, identifying links between topics, for example relating mode of formation of rocks to their texture and mineral content. They represent common compounds by chemical formulae and use these formulae to form balanced symbol equations for reactions. They interpret, evaluate and synthesise data from a range of sources and in a range of contexts, such as describing chemical reactions, classifying them and suggesting how new substances could be made. They show they understand the relationship between evidence and scientific ideas, and why scientific ideas may need to be changed. They describe and explain the importance of a wide range of applications and implications of science.

AT4: Pupils demonstrate extensive knowledge and understanding related to energy, forces and space, for example the passage of sound waves through a medium. They use and apply this effectively in their descriptions and explanations, identifying links between topics. They interpret, evaluate and synthesise data from a range of sources and in a range of contexts. They show they understand the relationship between evidence and scientific ideas, and why scientific ideas may need to be changed, such as the developing understanding of the structure of the solar system. They describe and explain the importance of a wide range of applications and implications of science, such as relating the dissipation of energy during energy transfer to the need to conserve limited energy resources.


The National Strategies | Secondary 17 Science subject leader development materials: Handouts

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sele

ct re

leva

nt

scie

ntifi

c da

ta

and

othe

r sou

rces

of

evi

denc

e to

su

ppor

t or n

egat

e an

arg

umen

t in

less

fam

iliar

co

ntex

ts

•re

cogn

ise

that

sc

ient

ific

evid

ence

ca

n be

use

d to

sup

port

or

disp

rove

theo

ries

•de

scrib

e ho

w

scie

ntifi

c ev

iden

ce

from

diff

eren

t so

urce

s ca

rrie

s di

ffer

ent w

eigh

t in

sup

port

ing

or d

ispr

ovin

g th

eorie

s

•ex

plai

n ho

w

scie

ntifi

c ev

iden

ce

from

a ra

nge

of

sour

ces

can

be

used

to s

uppo

rt o

r di

spro

ve th

eorie

s

•de

scrib

e ex

ampl

es

of w

here

sc

ient

ific

theo

ries,

ap

plic

atio

ns a

nd

mod

els

have

be

en c

hang

ed b

y ne

w e

vide

nce

or

soci

etal

nor

ms

•ex

plai

n ho

w

scie

ntifi

c th

eorie

s,

appl

icat

ions

and

m

odel

s ha

ve

been

cha

nged

or

mod

ified

by

scie

ntis

ts a

s a

resu

lt of

new

ev

iden

ce

•ex

plai

n ho

w

scie

ntifi

c th

eorie

s,

appl

icat

ions

and

m

odel

s ha

ve b

een

chan

ged

by th

e st

reng

th o

f new

ev

iden

ce, c

hang

es

in s

ocie

tal n

orm

s or

val

ues



1.1b

A

pplic

atio

ns, i

mpl

icat

ions

and

cul

tura

l und

erst

andi

ng

Year

7

Year

8

Year

9

Year

10

Year

11

Exte

nsio

n

•de

scrib

e so

me

bene

fits

and

draw

back

s of

sci

entif

ic

deve

lopm

ents

with

w

hich

they

are

fa

mili

ar

•ex

plai

n so

me

issu

es, b

enef

its

and

draw

back

s of

sci

entif

ic

deve

lopm

ents

with

w

hich

they

are

fa

mili

ar

•ev

alua

te th

e is

sues

, ben

efits

an

d dr

awba

cks

of s

cien

tific

de

velo

pmen

ts

with

whi

ch th

ey

are

fam

iliar

•ev

alua

te th

e re

leva

nt is

sues

, be

nefit

s an

d dr

awba

cks

of s

cien

tific

de

velo

pmen

ts w

ith

whi

ch th

ey a

re

fam

iliar

and

dra

w

conc

lusi

ons

abou

t w

hich

wou

ld b

e m

ore

appr

opria

te

•de

scrib

e an

d ev

alua

te e

xam

ples

of

per

ceiv

ed

and

actu

al ri

sk

aris

ing

from

th

e ap

plic

atio

n of

sci

entif

ic o

r te

chno

logi

cal

deve

lopm

ents

•ev

alua

te a

nd

anal

yse

the

pote

ntia

l im

pact

of

the

appl

icat

ion

of n

ew s

cien

tific

an

d te

chno

logi

cal

deve

lopm

ents

•re

cogn

ise

that

de

cisi

ons

abou

t the

us

e an

d ap

plic

atio

n of

sci

ence

and

te

chno

logy

ar

e in

fluen

ced

by s

ocie

ty a

nd

indi

vidu

als

•re

cogn

ise

that

de

cisi

ons

abou

t the

us

e an

d ap

plic

atio

n of

sci

ence

and

te

chno

logy

ar

e in

fluen

ced

by s

ocie

ty a

nd

indi

vidu

als,

an

d ho

w th

ese

coul

d im

pact

on

peop

le a

nd th

e en

viro

nmen

t

•re

cogn

ise

that

diff

eren

t de

cisi

ons

on

the

use

and

appl

icat

ion

of

scie

ntifi

c an

d te

chno

logi

cal

deve

lopm

ents

m

ay b

e m

ade

in d

iffer

ent

econ

omic

, cu

ltura

l and

so

cial

con

text

s

•ex

plai

n th

at

scie

ntifi

c ev

iden

ce

coul

d be

sha

ped

by a

num

ber o

f fa

ctor

s an

d us

ed

to in

fluen

ce

deci

sion

s ta

ken

on th

e ap

plic

atio

n of

sci

entif

ic a

nd

tech

nolo

gica

l de

velo

pmen

ts

•de

scrib

e th

e po

wer

an

d lim

itatio

ns

of s

cien

ce in

ad

dres

sing

a

rang

e of

mor

al

or e

thic

al is

sues

, an

d ho

w th

is

coul

d in

fluen

ce

the

impa

ct o

f de

cisi

ons

take

n on

the

appl

icat

ion

of s

cien

tific

and

te

chno

logi

cal

deve

lopm

ents

•ex

plai

n ho

w

scie

ntifi

c ev

iden

ce

can

be s

hape

d by

bia

s, s

cien

tific

st

atus

, pol

itica

l or

econ

omic

fact

ors,

an

d ho

w th

is

coul

d in

fluen

ce

the

impa

ct o

f de

cisi

ons

take

n on

the

appl

icat

ion

of s

cien

tific

and

te

chno

logi

cal

deve

lopm

ents



1.1c

Co

mm

unic

atio

n fo

r aud

ienc

e an

d w

ith

purp

ose

Year

7

Year

8

Year

9

Year

10

Year

11

Exte

nsio

n

•us

e ke

y sc

ient

ific

voca

bula

ry a

nd

term

inol

ogy

in

disc

ussi

ons

and

writ

ten

wor

k

•us

e a

rang

e of

sci

entif

ic

voca

bula

ry a

nd

term

inol

ogy

cons

iste

ntly

in

disc

ussi

ons

and

writ

ten

wor

k

•co

mm

unic

ate

effe

ctiv

ely

and

use

appr

opria

te

scie

ntifi

c te

rmin

olog

y an

d co

nven

tions

in

disc

ussi

on a

nd

writ

ten

wor

k

•co

mm

unic

ate

effe

ctiv

ely

usin

g a

wid

e ra

nge

of s

cien

tific

te

rmin

olog

y an

d co

nven

tions

in

disc

ussi

on a

nd

writ

ten

wor

k

•co

mm

unic

ate

qual

itativ

e an

d qu

antit

ativ

e ev

iden

ce

effe

ctiv

ely

usin

g sc

ient

ific

term

inol

ogy

and

conv

entio

ns,

draw

ing

on

abst

ract

idea

s an

d m

odel

s as

ap

prop

riate

to

the

audi

ence

and

pu

rpos

e

•us

e a

wid

e ra

nge

of te

chni

cal

voca

bula

ry

and

tech

niqu

es

with

flue

ncy,

de

mon

stra

ting

com

mun

icat

ion

and

num

eric

al

skill

s as

ap

prop

riate

for a

ra

nge

of a

udie

nces

an

d pu

rpos

es

•id

entif

y an

d us

e th

e co

nven

tions

of

vario

us g

enre

s fo

r di

ffer

ent a

udie

nces

an

d pu

rpos

es in

sc

ient

ific

writ

ing

•ad

apt t

he s

tylis

tic

conv

entio

ns o

f a

rang

e of

gen

res

for

diff

eren

t aud

ienc

es

and

purp

oses

in

scie

ntifi

c w

ritin

g

•ad

apt t

he s

tylis

tic

conv

entio

ns o

f a

wid

er ra

nge

of g

enre

s fo

r diff

eren

t au

dien

ces

and

purp

oses

in

scie

ntifi

c w

ritin

g

•us

e si

mpl

e cr

iteria

to

judg

e th

e ap

prop

riate

ness

of

a pi

ece

of s

cien

tific

w

ritin

g fo

r a

part

icul

ar a

udie

nce

•de

vise

crit

eria

to

judg

e th

e ap

prop

riate

ness

of

a pi

ece

of s

cien

tific

w

ritin

g fo

r a

part

icul

ar a

udie

nce

•cr

itica

lly e

valu

ate

crite

ria u

sed

to ju

dge

the

appr

opria

tene

ss

of a

pie

ce o

f sc

ient

ific

writ

ing

for a

par

ticul

ar

audi

ence


24

1.2

Prac

tica

l and

enq

uiry

ski

lls1.

2a

Usi

ng in

vest

igat

ive

appr

oach

es: p

lann

ing

an a

ppro

ach

The National Strategies | Secondary Science subject leader development materials: Handouts


Year

7

Year

8

Year

9

Year

10

Year

11

Exte

nsio

n

•de

scrib

e an

ap

prop

riate

ap

proa

ch to

an

swer

a s

cien

tific

qu

estio

n us

ing

a lim

ited

rang

e of

in

form

atio

n an

d m

akin

g re

leva

nt

obse

rvat

ions

or

mea

sure

men

ts

•de

scrib

e an

ap

prop

riate

ap

proa

ch to

an

swer

a s

cien

tific

qu

estio

n us

ing

sour

ces

of

evid

ence

and

, w

here

app

ropr

iate

, m

akin

g re

leva

nt

obse

rvat

ions

or

mea

sure

men

ts

usin

g ap

prop

riate

ap

para

tus

•ex

plai

n ho

w

the

plan

ned

appr

oach

to

ans

wer

a

scie

ntifi

c qu

estio

n w

as

info

rmed

by

sci

entif

ic

know

ledg

e,

unde

rsta

ndin

g or

ot

her s

ourc

es o

f ev

iden

ce

•ex

plai

n ho

w th

e pl

anne

d ap

proa

ch

was

info

rmed

by

a ra

nge

of s

cien

tific

kn

owle

dge,

un

ders

tand

ing

and

evid

ence

and

, w

here

app

ropr

iate

, ho

w th

is in

fluen

ced

the

met

hod

of d

ata

colle

ctio

n

•ex

plai

n ho

w to

pl

an a

ppro

pria

te

appr

oach

es to

in

vest

igat

ory

wor

k by

syn

thes

isin

g in

form

atio

n fr

om a

ra

nge

of s

ourc

es in

co

mpl

ex c

onte

xts

and

whe

re

varia

bles

are

less

ea

sily

con

trol

led

•ex

plai

n w

hy

diff

eren

t ap

proa

ches

ar

e re

quire

d to

inve

stig

ate

diff

eren

t kin

ds o

f sc

ient

ific

ques

tions

an

d ho

w s

cien

tific

kn

owle

dge,

un

ders

tand

ing

and

sour

ces

of

evid

ence

are

use

d in

the

diff

eren

t ap

proa

ches

1.2b

U

sing

inve

stig

ativ

e ap

proa

ches

: sel

ecti

ng a

nd m

anag

ing

vari

able

s

Year

7

Year

8

Year

9

Year

10

Year

11

Exte

nsio

n

•re

cogn

ise

the

rang

e of

var

iabl

es

invo

lved

in a

n in

vest

igat

ion

and

deci

de w

hich

to

cont

rol

•de

scrib

e an

d id

entif

y ke

y va

riabl

es in

an

inve

stig

atio

n an

d as

sign

app

ropr

iate

va

lues

to th

ese

•us

e an

d ap

ply

inde

pend

ent

and

depe

nden

t va

riabl

es in

an

inve

stig

atio

n by

cho

osin

g an

app

ropr

iate

ra

nge,

num

ber

and

valu

e fo

r ea

ch o

ne

•id

entif

y ke

y fa

ctor

s in

com

plex

con

text

s w

here

var

iabl

es

are

less

eas

ily

cont

rolle

d

•us

e an

d ap

ply

key

varia

bles

in

com

plex

con

text

s,

incl

udin

g on

es in

w

hich

var

iabl

es

are

less

eas

ily

cont

rolle

d

•id

entif

y an

d m

anag

e a

rang

e of

var

iabl

es in

co

mpl

ex c

onte

xts

incl

udin

g on

es in

w

hich

var

iabl

es

are

less

eas

ily

cont

rolle

d


1.2c

U

sing

inve

stig

ativ

e ap

proa

ches

: ass

essi

ng ri

sk a

nd w

orki

ng sa

fely

Year

7

Year

8

Year

9

Year

10

Year

11

Exte

nsio

n

•ex

plai

n ho

w

actio

n ha

s be

en

take

n to

con

trol

ob

viou

s ris

k an

d ho

w m

etho

ds a

re

adeq

uate

for t

he

task

•ex

plai

n ho

w to

ta

ke a

ctio

n to

co

ntro

l the

risk

s to

them

selv

es

and

othe

rs, a

nd

dem

onst

rate

co

mpe

tenc

e in

th

eir p

ract

ical

te

chni

ques

•ex

plai

n ho

w

appr

oach

es to

pr

actic

al w

ork

wer

e ad

apte

d to

co

ntro

l ris

k

•us

e an

d ap

ply

risk

asse

ssm

ent

in c

arry

ing

out p

ract

ical

pr

oced

ures

•ex

plai

n w

hy th

e ch

osen

app

roac

h to

pra

ctic

al w

ork

need

ed to

be

adap

ted

to c

ontr

ol

risk

•ex

plai

n ho

w

haza

rds

are

iden

tifie

d an

d ris

ks m

anag

ed

to c

olle

ct d

ata

in

a sa

fe a

nd s

kilfu

l m

anne

r

1.2d

U

sing

inve

stig

ativ

e ap

proa

ches

: obt

aini

ng a

nd p

rese

ntin

g pr

imar

y ev

iden

ce

Year

7

Year

8

Year

9

Year

10

Year

11

Exte

nsio

n

•de

scrib

e an

d re

cord

ob

serv

atio

ns

and

evid

ence

sy

stem

atic

ally

•ex

plai

n ho

w th

e ob

serv

atio

n an

d re

cord

ing

met

hods

ar

e ap

prop

riate

to

the

task

•us

e an

d ap

ply

qual

itativ

e an

d qu

antit

ativ

e m

etho

ds to

ob

tain

and

reco

rd

suff

icie

nt d

ata

syst

emat

ical

ly

•ex

plai

n ho

w

inhe

rent

var

iatio

n,

e.g.

from

hum

an

erro

r, se

nsiti

vity

an

d ac

cura

cy o

f in

stru

men

t, ne

eds

to b

e co

nsid

ered

w

hen

colle

ctin

g da

ta

•us

e an

d ap

ply

syst

emat

ic

obse

rvat

ion

and

prec

ise

mea

surin

g w

ith a

rang

e of

ap

para

tus,

whi

lst

taki

ng a

ccou

nt o

f in

here

nt v

aria

tion,

to

obt

ain

and

reco

rd re

liabl

e da

ta

•us

e an

d ap

ply

syst

emat

ic

obse

rvat

ion

and

prec

ise

mea

surin

g w

ith a

rang

e of

ap

para

tus,

whi

le

taki

ng a

ccou

nt o

f in

here

nt v

aria

tion,

to

obt

ain

and

reco

rd re

liabl

e da

ta in

a m

ore

dem

andi

ng

cont

ext

•re

cogn

ise

that

th

e pr

esen

tatio

n of

exp

erim

enta

l re

sults

thro

ugh

the

rout

ine

use

of

tabl

es, b

ar c

hart

s an

d si

mpl

e gr

aphs

m

akes

it e

asie

r to

see

patt

erns

and

tr

ends

•de

scrib

e w

ays

in w

hich

the

pres

enta

tion

of

expe

rimen

tal

resu

lts th

roug

h th

e ro

utin

e us

e of

ta

bles

, cha

rts

and

line

grap

hs m

akes

it

easi

er to

see

pa

tter

ns a

nd tr

ends

•ex

plai

n ho

w th

e pr

esen

tatio

n of

ex

perim

enta

l re

sults

thro

ugh

the

rout

ine

use

of ta

bles

, cha

rts

and

line

grap

hs

mak

es it

eas

ier t

o se

e pa

tter

ns a

nd

tren

ds

•ap

ply

and

use

appr

opria

te w

ays

of

reco

rdin

g re

leva

nt

obse

rvat

ions

and

co

mpa

rison

s,

clea

rly id

entif

ying

po

ints

of p

artic

ular

si

gnifi

canc

e

•ex

plai

n ho

w

the

chos

en

pres

enta

tion

of

data

has

bee

n us

ed to

sup

port

a

valid

con

clus

ion

•ex

plai

n ho

w

the

chos

en

pres

enta

tion

of

data

take

s ac

coun

t of

unc

erta

inty

or

alte

rnat

ive

conc

lusi

ons



1.2e

W

orki

ng c

riti

cally

wit

h pr

imar

y ev

iden

ce

Year

7

Year

8

Year

9

Year

10

Year

11

Exte

nsio

n

•de

scrib

e pa

tter

ns

and

tren

ds in

re

sults

and

link

this

ev

iden

ce to

any

pr

edic

tion

mad

e

•de

scrib

e ho

w th

e pa

tter

ns a

nd tr

ends

in

the

resu

lts li

nk

to th

e co

nclu

sion

s dr

awn

and

whe

ther

th

e ev

iden

ce is

su

ffic

ient

•ex

plai

n ho

w

patt

erns

and

tr

ends

in

resu

lts c

an b

e m

anip

ulat

ed to

be

con

sist

ent

with

the

evid

ence

ga

ther

ed a

nd th

e pr

edic

tions

mad

e

•ex

plai

n ho

w th

e nu

mer

ical

dat

a ha

ve

been

man

ipul

ated

to

mak

e va

lid

com

paris

ons

and

conc

lusi

ons

linke

d to

th

e or

igin

al s

cien

tific

qu

estio

n

•sy

nthe

sise

and

m

anip

ulat

e da

ta,

anal

yse

findi

ngs

and

draw

val

id

and

relia

ble

conc

lusi

ons

cons

iste

nt w

ith

the

evid

ence

an

d lin

ked

to th

e or

igin

al s

cien

tific

qu

estio

n

•re

cogn

ise

that

co

rrel

atio

n do

es

not a

lway

s im

ply

caus

atio

n

•sy

nthe

sise

and

m

anip

ulat

e da

ta, a

naly

se

findi

ngs,

dra

w

valid

and

relia

ble

conc

lusi

ons

cons

iste

nt w

ith

the

evid

ence

, an

d ex

plai

n ho

w

stro

ngly

the

evid

ence

rela

tes

to th

e or

igin

al

scie

ntifi

c qu

estio

n

•ex

plai

n w

hy

corr

elat

ion

does

no

t alw

ays

impl

y ca

usat

ion

•de

scrib

e an

d su

gges

t how

pl

anni

ng a

nd

impl

emen

tatio

n co

uld

be im

prov

ed

•de

scrib

e an

d su

gges

t, w

ith

reas

ons,

how

pl

anni

ng a

nd

impl

emen

tatio

n co

uld

be im

prov

ed

•ex

plai

n ho

w

impr

ovem

ents

to

the

plan

ning

and

im

plem

enta

tion

wou

ld h

ave

led

to th

e co

llect

ion

of m

ore

valid

and

re

liabl

e ev

iden

ce

and

a m

ore

secu

re c

oncl

usio

n

•ev

alua

te th

e pl

anni

ng

and

impl

emen

tatio

n,

and

expl

ain

how

th

is c

ould

acc

ount

fo

r err

ors

and

anom

alie

s an

d ho

w

inad

equa

cies

cou

ld

be re

med

ied

•ev

alua

te th

e pl

anni

ng a

nd

impl

emen

tatio

n,

and

expl

ain

how

this

cou

ld

acco

unt f

or

erro

rs a

nd

anom

alie

s an

d th

e su

bseq

uent

im

pact

on

the

conc

lusi

on in

si

mpl

e co

ntex

ts

•ev

alua

te th

e pl

anni

ng a

nd

impl

emen

tatio

n,

and

expl

ain

how

th

is c

ould

acc

ount

fo

r err

ors

and

anom

alie

s an

d th

e su

bseq

uent

im

pact

on

the

conc

lusi

on in

mor

e co

mpl

ex c

onte

xts



1.2f

W

orki

ng c

riti

cally

wit

h se

cond

ary

evid

ence

Year

7

Year

8

Year

9

Year

10

Year

11

Exte

nsio

n

•de

scrib

e pa

tter

ns

and

tren

ds

in s

econ

dary

ev

iden

ce a

nd

link

thes

e to

the

pred

ictio

n or

co

nclu

sion

dra

wn

•de

scrib

e w

hat

need

s to

be

cons

ider

ed in

the

colle

ctio

n an

d m

anip

ulat

ion

of

sim

ple

seco

ndar

y ev

iden

ce to

ev

alua

te th

e co

nclu

sion

or

inte

rpre

tatio

n m

ade

•ex

plai

n w

heth

er

the

colle

ctio

n an

d m

anip

ulat

ion

of s

econ

dary

ev

iden

ce is

su

ffic

ient

or

insu

ffic

ient

to

supp

ort t

he

conc

lusi

on o

r in

terp

reta

tion

mad

e

•ex

plai

n, u

sing

sc

ient

ific

know

ledg

e an

d un

ders

tand

ing,

ho

w s

ome

of th

e lim

itatio

ns in

the

colle

ctio

n an

d m

anip

ulat

ion

of

seco

ndar

y ev

iden

ce

can

dist

ort t

he

conc

lusi

on d

raw

n

•ev

alua

te th

e co

nclu

sion

s dr

awn

by o

ther

s,

incl

udin

g sc

ient

ists

, in

fam

iliar

or

less

com

plex

co

ntex

ts a

nd

cons

ider

how

st

rong

ly th

e ev

iden

ce

supp

orts

thes

e co

nclu

sion

s or

cl

aim

s

•ev

alua

te th

e co

nclu

sion

s dr

awn

by o

ther

s,

incl

udin

g sc

ient

ists

, in

less

fa

mili

ar o

r mor

e co

mpl

ex c

onte

xts,

an

d co

nsid

er

how

str

ongl

y th

e ev

iden

ce s

uppo

rts

thes

e co

nclu

sion

s or

cla

ims

•re

cogn

ise

that

diff

eren

t co

nclu

sion

s m

ay

be d

raw

n fr

om

seco

ndar

y da

ta

•re

cogn

ise

that

the

sele

ctio

n, o

rder

ing

or re

ject

ion

of s

econ

dary

da

ta c

ould

lead

to

diff

eren

t co

nclu

sion

s

•ex

plai

n ho

w

seco

ndar

y nu

mer

ical

dat

a ha

ve b

een

man

ipul

ated

to

sup

port

a

part

icul

ar

conc

lusi

on o

r vi

ewpo

int

•re

cogn

ise

that

sci

entif

ic

cont

rove

rsie

s ca

n ar

ise

from

diff

eren

t in

terp

reta

tions

of t

he

sam

e ev

iden

ce

•de

scrib

e a

rang

e of

issu

es th

at

can

affe

ct th

e cr

edib

ility

of

data

•ex

plai

n ho

w

scie

ntifi

c co

ntro

vers

ies

can

aris

e fr

om

diff

eren

t way

s of

inte

rpre

ting

evid

ence



Rang

e an

d co

nten

t lea

rnin

g ob

ject

ives

2 O

rgan

ism

s, b

ehav

iour

and

hea

lth

2.1

Life

pro

cess

es

Year

7

Year

8

Year

9

Year

10

Year

11

Exte

nsio

n

•de

scrib

e th

e ro

le o

f org

an

syst

ems

in p

lant

s an

d an

imal

s th

at

can

cont

ribut

e to

the

seve

n lif

e pr

oces

ses

•ex

plai

n ho

w th

e or

gans

and

tiss

ues

in p

lant

s an

d an

imal

s fu

nctio

n to

sup

port

th

e se

ven

life

proc

esse

s in

a

heal

thy

orga

nism

•ex

plai

n ho

w th

e sp

ecia

lisat

ion

of

cells

in p

lant

s an

d an

imal

s su

ppor

t th

e se

ven

life

proc

esse

s in

a

heal

thy

orga

nism

•ex

plai

n ho

w

chem

ical

, phy

sica

l an

d bi

olog

ical

fa

ctor

s ca

n di

srup

t th

e se

ven

life

proc

esse

s

•ex

plai

n ho

w

indi

vidu

al

intr

acel

lula

r and

ex

trac

ellu

lar

proc

esse

s an

d st

ruct

ures

in

plan

ts a

nd

anim

als

supp

ort

the

seve

n lif

e pr

oces

ses

•ex

plai

n w

hy

cert

ain

chem

ical

, ph

ysic

al a

nd

biol

ogic

al fa

ctor

s ca

n di

srup

t th

e se

ven

life

proc

esse

s

•ex

plai

n ho

w

the

diff

eren

t in

trac

ellu

lar a

nd

extr

acel

lula

r pr

oces

ses

wor

k to

geth

er to

su

ppor

t life

in

fam

iliar

con

text

s

•ev

alua

te th

e im

pact

of

chem

ical

, phy

sica

l an

d bi

olog

ical

fa

ctor

s an

d ex

plai

n th

eir

effe

cts

on th

e lif

e pr

oces

ses

•us

e an

d ap

ply

thei

r un

ders

tand

ing

of

how

life

pro

cess

es

in o

rgan

ism

s w

ork

toge

ther

in u

nfam

iliar

co

ntex

ts

•cr

itica

lly e

valu

ate

the

rela

tive

impa

ct

of c

hem

ical

, phy

sica

l an

d bi

olog

ical

fact

ors

and

thei

r eff

ect o

n lif

e pr

oces

ses

in

unfa

mili

ar c

onte

xts



2.2

Vari

atio

n an

d in

terd

epen

denc

e

Year

7

Year

8

Year

9

Year

10

Year

11

Exte

nsio

n

•de

scrib

e ho

w

orga

nism

s ca

n va

ry a

nd h

ow

this

may

lead

to

thei

r sur

viva

l in

cha

ngin

g en

viro

nmen

ts

•de

scrib

e ho

w th

e m

ajor

taxo

nom

ic

grou

ps a

re

clas

sifie

d

•us

e a

com

bina

tion

of fo

od c

hain

s w

ithin

a h

abita

t to

pro

duce

food

w

ebs

•ex

plai

n ho

w

varia

tion

has

bene

fits

and

limita

tions

for

the

surv

ival

of

orga

nism

s in

sp

ecifi

c ha

bita

ts

•de

scrib

e so

me

exam

ples

of

varia

tion

aris

ing

from

inhe

rited

and

en

viro

nmen

tal

fact

ors

•ex

plai

n en

ergy

tr

ansf

er in

food

ch

ains

and

web

s an

d re

late

this

to

the

abun

danc

e of

or

gani

sms

•ex

plai

n ho

w

varia

tion

in

orga

nism

s ca

n be

art

ifici

ally

in

duce

d an

d th

e ef

fect

of t

hese

or

gani

sms

on th

e en

viro

nmen

t

•ex

plai

n ho

w

inte

rnal

and

ex

tern

al fa

ctor

s ca

n af

fect

ene

rgy

tran

sfer

in fo

od

chai

ns a

nd w

ebs

•ex

plai

n ho

w

the

com

bine

d ef

fect

s of

cha

nges

to

gen

es a

nd

envi

ronm

enta

l ch

ange

can

lead

to

var

iatio

n in

a

spec

ies

•ex

plai

n th

e flu

ctua

tions

in

dist

ribut

ion

and

popu

latio

n si

ze

usin

g:

•en

ergy

flow

•py

ram

ids

of

num

ber a

nd

biom

ass

•pr

edat

or/p

rey

rela

tions

hips

•ap

ply

and

use

thei

r kno

wle

dge

of v

aria

tion

and

inte

rdep

ende

nce

to e

xpla

in:

•na

tura

l sel

ectio

n

•th

e ap

plic

atio

ns

and

impl

icat

ions

of

art

ifici

al

sele

ctio

n

•ev

olut

iona

ry

and

ecol

ogic

al

rela

tions

hips

•ap

ply

and

use

thei

r ex

tens

ive

know

ledg

e of

var

iatio

n an

d in

terd

epen

denc

e to

ex

plai

n an

d cr

itica

lly

eval

uate

the

impa

ct

of h

uman

act

ivity

on

evo

lutio

nary

an

d ec

olog

ical

re

latio

nshi

ps



2.3

Beha

viou

r

Year

7

Year

8

Year

9

Year

11

Year

11

Exte

nsio

n

•de

scrib

e si

mpl

e le

arne

d an

d in

nate

beh

avio

urs

in re

spon

se to

in

tern

al a

nd

exte

rnal

stim

uli

and

how

thes

e ai

d su

rviv

al

•ex

plai

n ho

w

chan

ges

in

lear

ned

beha

viou

r du

e to

inte

rnal

an

d ex

tern

al

stim

uli a

re o

f be

nefit

to th

e or

gani

sm

•m

ake

links

be

twee

n ob

serv

ed s

ocia

l be

havi

ours

and

th

e be

nefit

to th

e su

rviv

al o

f the

sp

ecie

s

•ex

plai

n ho

w

chem

ical

and

el

ectr

ical

si

gnal

s en

able

bo

dy s

yste

ms

to re

spon

d to

in

tern

al a

nd

exte

rnal

cha

nges

an

d th

e ef

fect

of

this

on

beha

viou

r

•ex

plai

n th

e ef

fect

s of

nat

ural

an

d ar

tific

ial

subs

tanc

es o

n ch

emic

al a

nd

elec

tric

al s

igna

ls

with

in th

e bo

dy,

and

poss

ible

ef

fect

s on

be

havi

our

•ev

alua

te e

vide

nce

from

diff

eren

t sou

rces

ab

out t

he im

pact

of

natu

ral a

nd a

rtifi

cial

su

bsta

nces

on

beha

viou

r



3 Ch

emic

al a

nd m

ater

ial b

ehav

iour

3.1

Part

icle

mod

els

Year

7

Year

8

Year

9

Year

10

Year

11

Exte

nsio

n

•de

scrib

e m

atte

r us

ing

a si

mpl

e m

odel

and

use

it to

ex

plai

n ch

ange

s of

st

ate

•re

cogn

ise

the

link

betw

een

heat

ing

and

cool

ing

and

chan

ges

of s

tate

•us

e th

e si

mpl

e pa

rtic

le m

odel

to

exp

lain

th

e ph

ysic

al

char

acte

ristic

s of

so

lids,

liqu

ids

and

gase

s

•ap

ply

and

use

the

part

icle

mod

el

to d

escr

ibe

a ra

nge

of p

hysi

cal

obse

rvat

ions

•ap

ply

and

use

the

part

icle

mod

el to

de

scrib

e a

rang

e of

sep

arat

ion

tech

niqu

es

•ev

alua

te a

nd

refin

e th

e pa

rtic

le

mod

el to

exp

lain

a

rang

e of

phy

sica

l ob

serv

atio

ns

•ev

alua

te a

nd re

fine

the

part

icle

mod

el

to e

xpla

in a

rang

e of

sep

arat

ion

tech

niqu

es

•re

fine

the

part

icle

m

odel

to e

xplo

re

the

stru

ctur

e of

at

oms,

incl

udin

g pr

oton

s, n

eutr

ons

and

elec

tron

s

•ap

ply

part

icle

m

odel

s in

un

fam

iliar

co

ntex

ts, a

nd

begi

n to

eva

luat

e th

e st

reng

ths

and

wea

knes

ses

of th

e m

odel

•us

e th

e pa

rtic

le

mod

el a

nd id

eas

from

sci

ence

and

ac

ross

dis

cipl

ines

to

exp

lain

ph

enom

ena

and

eval

uate

the

use

of

the

mod

el

•us

e th

e pa

rtic

le

mod

el a

nd id

eas

from

sci

ence

and

ac

ross

dis

cipl

ines

to

exp

lain

com

plex

ph

enom

ena

and

mak

e cr

itica

l ev

alua

tions

to

just

ify th

e us

e of

a

‘goo

d en

ough

’ m

odel



3.2

Chem

ical

reac

tion

s

Year

7

Year

8

Year

9

Year

10

Year

11

Exte

nsio

n

•so

rt s

ome

reac

tions

into

re

vers

ible

and

irr

ever

sibl

e

•re

cogn

ise

that

ne

w m

ater

ials

ar

e m

ade

durin

g ch

emic

al re

actio

ns

•re

cogn

ise

that

m

ater

ials

can

be

mad

e up

of o

ne

or m

ore

kind

s of

pa

rtic

les

•de

scrib

e th

e ty

pe

and

arra

ngem

ent

of a

tom

s in

el

emen

ts,

com

poun

ds a

nd

mix

ture

s

•de

scrib

e an

d de

velo

p a

part

icle

m

odel

to e

xpla

in

the

diff

eren

ces

betw

een

the

term

s at

oms,

elem

ents

, co

mpo

unds

and

m

ixtu

res

•us

e a

part

icle

m

odel

to

cons

truc

t pr

edic

tions

for

sim

ple

chem

ical

re

actio

ns a

nd to

pr

oduc

e w

ord

equa

tions

•us

e a

part

icle

m

odel

to

cons

truc

t pr

edic

tions

for

chem

ical

reac

tions

an

d to

pro

duce

sy

mbo

l equ

atio

ns

•ex

plai

n th

e ev

iden

ce th

at a

ch

emic

al re

actio

n ha

s ta

ken

plac

e in

te

rms

of e

nerg

y tr

ansf

er a

nd

rear

rang

emen

ts

of b

onds

bet

wee

n at

oms

•us

e a

part

icle

m

odel

to p

redi

ct

the

outc

ome

of

chem

ical

reac

tions

an

d to

pro

duce

ba

lanc

ed s

ymbo

l eq

uatio

ns

•ex

plai

n th

e ev

iden

ce th

at a

ch

emic

al re

actio

n ha

s ta

ken

plac

e in

term

s of

re

arra

ngem

ents

of

bon

ds b

etw

een

atom

s, u

sing

the

mod

el o

f the

di

ffer

ence

s of

el

ectr

on s

truc

ture

be

twee

n el

emen

ts

•us

e a

part

icle

mod

el

to p

redi

ct th

e ou

tcom

e of

com

plex

ch

emic

al re

actio

ns

and

to p

rodu

ce

bala

nced

sym

bol

equa

tions

and

ioni

c ha

lf-eq

uatio

ns w

hen

appr

opria

te

•ex

plai

n th

e ev

iden

ce

that

a c

hem

ical

re

actio

n ha

s ta

ken

plac

e (in

a s

yste

m a

t eq

uilib

rium

) in

term

s of

ene

rgy

tran

sfer

an

d re

arra

ngem

ents

of

bon

ds b

etw

een

atom

s



3.3

Patt

erns

in c

hem

ical

reac

tion

s

Year

7

Year

8

Year

9

Year

10

Year

11

Exte

nsio

n

•de

scrib

e, re

cord

an

d gr

oup

obse

rvat

ions

fr

om c

hem

ical

re

actio

ns

•de

scrib

e pa

tter

ns

in a

rang

e of

ch

emic

al re

actio

ns

•lin

k ex

perim

enta

l an

d nu

mer

ical

da

ta to

illu

stra

te a

ra

nge

of p

atte

rns

in c

hem

ical

re

actio

ns

•ex

plai

n pr

oper

ties

and

patt

erns

in

reac

tivity

in

term

s of

a p

artic

le

mod

el fo

r ato

mic

st

ruct

ure

•ap

ply

know

ledg

e of

pat

tern

s of

re

activ

ity in

the

perio

dic

tabl

e to

pre

dict

the

outc

omes

of

reac

tions

from

a

rang

e of

fam

iliar

co

ntex

ts

•ap

ply

know

ledg

e of

pa

tter

ns o

f rea

ctiv

ity

in th

e pe

riodi

c ta

ble

to e

valu

ate

criti

cally

a

rang

e of

dom

estic

and

in

dust

rial p

roce

sses

in

clud

ing

syst

ems

at

equi

libriu

m



4 En

ergy

, ele

ctri

city

and

forc

es4.

1 En

ergy

tran

sfer

and

ele

ctri

city

Year

7

Year

8

Year

9

Year

10

Year

11

Exte

nsio

n

•de

scrib

e ho

w

ener

gy c

an

be s

tore

d, e

.g.

food

, fue

ls a

nd

elec

tric

al c

ells

•de

scrib

e ho

w

ener

gy is

tr

ansf

erre

d in

si

mpl

e co

ntex

ts

such

as

heat

ing

and

cool

ing,

food

ch

ains

and

sim

ple

circ

uits

•re

cogn

ise

that

qu

antit

ativ

e m

easu

res

of

ener

gy tr

ansf

er

are

need

ed to

in

form

dec

isio

ns,

e.g.

abo

ut

lifes

tyle

s

•de

scrib

e ho

w

ener

gy s

tore

d in

a

rang

e of

ene

rgy

reso

urce

s, e

.g.

food

, bio

mas

s,

oil,

gas,

win

d an

d w

aves

, ca

n be

use

fully

tr

ansf

erre

d

•us

e a

sim

ple

mod

el o

f ene

rgy

tran

sfer

to

desc

ribe

com

mon

ob

serv

atio

ns

•ex

plai

n w

hy

quan

titat

ive

mea

sure

s of

en

ergy

tran

sfer

sh

ould

als

o be

co

nsid

ered

whe

n m

akin

g in

form

ed

deci

sion

s, e

.g.

build

ing

win

d fa

rms

•ex

plai

n ho

w

elec

tric

ity is

ge

nera

ted

usin

g a

varie

ty o

f ene

rgy

reso

urce

s

•de

velo

p m

ore

com

plex

mod

els

of e

nerg

y tr

ansf

er

mec

hani

sms

(inco

rpor

atin

g id

eas

abou

t pa

rtic

les

or w

aves

)

•us

e en

ergy

-ac

coun

ting

syst

ems,

incl

udin

g Sa

nkey

dia

gram

s,

to tr

ack

ener

gy

tran

sfer

s

•us

e qu

antit

ativ

e m

easu

res

of

ener

gy tr

ansf

er to

su

ppor

t inf

orm

ed

deci

sion

-mak

ing

•ap

ply

the

idea

of

ene

rgy

cons

erva

tion

and

diss

ipat

ion

to

sim

ple

biol

ogic

al,

chem

ical

and

ph

ysic

al s

yste

ms

•ap

ply

the

conc

ept

of c

onse

rvat

ion

of e

nerg

y to

en

ergy

eff

icie

ncy

calc

ulat

ions

in

livi

ng a

nd

non-

livin

g sy

stem

s

•de

velo

p th

e id

ea o

f ene

rgy

diss

ipat

ion

in a

va

riety

of c

onte

xts

•ev

alua

te th

e ec

onom

ic

cost

s an

d en

viro

nmen

tal

effe

cts

of e

nerg

y us

e th

roug

h th

e m

easu

rem

ent o

f en

ergy

tran

sfer

s an

d ef

ficie

ncy

calc

ulat

ions

•de

scrib

e th

e ef

fect

s of

ene

rgy

tran

sfer

to li

ving

sy

stem

s by

el

ectr

omag

netic

an

d nu

clea

r ra

diat

ion

•us

e qu

antit

ativ

e m

easu

res

and

the

conc

ept o

f ene

rgy

cons

erva

tion

to

eval

uate

a ra

nge

of s

trat

egie

s to

co

nser

ve li

mite

d en

ergy

reso

urce

s

•us

e an

d ap

ply

com

plex

mod

els

of e

nerg

y tr

ansf

er

to a

wid

e ra

nge

of

phen

omen

a

•ex

plai

n a

wid

e ra

nge

of c

ompl

ex

phen

omen

a us

ing

the

prin

cipl

e of

co

nser

vatio

n of

ene

rgy

and

appr

opria

te w

ave

or p

artic

le m

odel

s

•ap

ply

broa

der o

r de

eper

kno

wle

dge

and

unde

rsta

ndin

g of

ene

rgy

in

expl

anat

ions

of

obse

rvat

ions

and

ph

enom

ena

•us

e va

lid a

nd ra

tiona

l ar

gum

ent t

o of

fer

solu

tions

to p

robl

ems

aris

ing

from

the

appl

icat

ions

and

im

plic

atio

ns o

f ene

rgy



4.2

Forc

es

Year

7

Year

8

Year

9

Year

10

Year

11

Exte

nsio

n

•re

cogn

ise

the

forc

es a

ctin

g on

an

obje

ct in

di

ffer

ent s

ituat

ions

•di

stin

guis

h be

twee

n si

tuat

ions

in

volv

ing

bala

nced

and

un

bala

nced

forc

es

•re

cogn

ise

that

fo

rces

can

co

mbi

ne o

r who

lly

or p

artly

can

cel

each

oth

er o

ut

and

thei

r siz

e an

d di

rect

ion

can

be

repr

esen

ted

usin

g ar

row

s

•re

cogn

ise

that

th

ere

are

cont

act

forc

es a

nd fo

rces

th

at a

ct a

t a

dist

ance

•ap

ply

idea

s ab

out

bala

nced

and

un

bala

nced

forc

es

to e

xpla

in th

e w

ay

obje

cts

mov

e

•in

vest

igat

e si

tuat

ions

whe

re

forc

es a

re a

pplie

d ov

er la

rge

and

smal

l are

as o

r ha

ve a

turn

ing

effe

ct

•re

cogn

ise

that

fo

rces

at a

di

stan

ce g

et

wea

ker a

s th

e di

stan

ce in

crea

ses

•re

cogn

ise

how

sim

ple

quan

titat

ive

rela

tions

hips

can

be

app

lied

to

the

way

obj

ects

m

ove

(incl

udin

g ba

lanc

ed a

nd

unba

lanc

ed

forc

es)

•re

cogn

ise

how

sim

ple

quan

titat

ive

rela

tions

hips

can

be

app

lied

to

situ

atio

ns w

here

fo

rces

are

app

lied

over

larg

e an

d sm

all a

reas

or

have

a tu

rnin

g ef

fect

•us

e si

mpl

e qu

antit

ativ

e re

latio

nshi

ps to

m

ake

pred

ictio

ns

in m

ore

com

plex

si

tuat

ions

•us

e si

mpl

e re

latio

nshi

ps

invo

lvin

g m

ore

com

plex

qu

antit

ies

to

mak

e qu

antit

ativ

e pr

edic

tions

in

fam

iliar

situ

atio

ns

•us

e re

latio

nshi

ps

invo

lvin

g m

ore

com

plex

qu

antit

ies

to

mak

e qu

antit

ativ

e pr

edic

tions

in

mor

e co

mpl

ex

and

unfa

mili

ar

situ

atio

ns

•ap

ply

know

ledg

e an

d un

ders

tand

ing

of

forc

es in

exp

lana

tions

of

obs

erva

tions

an

d ph

enom

ena

to c

ompl

ex a

nd

unfa

mili

ar c

onte

xts

•us

e va

lid a

nd ra

tiona

l ar

gum

ent t

o of

fer

solu

tions

to p

robl

ems

aris

ing

from

the

appl

icat

ions

and

im

plic

atio

ns o

f for

ces



5 Th

e en

viro

nmen

t, E

arth

and

the

univ

erse

5.1

Chan

ging

env

iron

men

t and

sust

aina

bilit

y

Year

7

Year

8

Year

9

Year

10

Year

11

Exte

nsio

n

•de

scrib

e ho

w

natu

ral a

nd

hum

an p

roce

sses

ha

ve c

hang

ed th

e at

mos

pher

e ov

er

time

•ex

plai

n so

me

of th

e ch

ange

s th

at h

ave

led

to

the

com

posi

tion

of th

e cu

rren

t at

mos

pher

e

•re

cogn

ise

sim

ple

idea

s of

sus

tain

able

de

velo

pmen

t

•us

e on

e or

mor

e m

odel

s, s

uch

as

the

carb

on c

ycle

or

food

web

s, to

ex

plai

n so

me

of

the

cons

eque

nces

of

cha

nges

in th

e en

viro

nmen

t

•us

e pr

imar

y an

d se

cond

ary

form

s of

evi

denc

e to

de

scrib

e an

d ex

plai

n th

e im

pact

of h

uman

ac

tions

at a

loca

l, re

gion

al a

nd

glob

al le

vel

•ev

alua

te th

e ac

cura

cy a

nd

valid

ity o

f prim

ary

and

seco

ndar

y ev

iden

ce in

re

latio

n to

hum

an

impa

ct o

n th

e bi

osph

ere

•de

scrib

e an

d an

alys

e ho

w

com

plex

dat

a co

uld

be

repr

esen

ted

or

mis

repr

esen

ted

to

just

ify d

ecis

ions

ta

ken

to m

anag

e su

stai

nabi

lity

•lin

k an

d sy

nthe

sise

da

ta a

nd e

vide

nce

from

a ra

nge

of

sour

ces

to e

xpla

in

hum

an im

pact

on

the

bios

pher

e

•de

scrib

e ho

w

evid

ence

and

ar

gum

ents

from

di

ffer

ent p

oliti

cal

and

econ

omic

pe

rspe

ctiv

es h

ave

been

use

d to

just

ify

deci

sion

s ta

ken

to

man

age

sust

aina

bilit

y



5.2

Chan

ging

Ear

th

Year

7

Year

8

Year

9

Year

10

Year

11

Exte

nsio

n

•re

cogn

ise

the

proc

esse

s in

volv

ed in

the

form

atio

n of

rock

s

•de

scrib

e th

e pr

oces

ses

invo

lved

in th

e fo

rmat

ion

of

sedi

men

tary

, m

etam

orph

ic

and

igne

ous

rock

s an

d us

e th

e ch

arac

teris

tics

of th

e ro

cks

to

expl

ain

how

they

fo

rmed

•us

e th

e ro

ck

cycl

e as

a m

odel

to

exp

lain

the

cycl

ical

nat

ure

of ro

ck-f

orm

ing

proc

esse

s an

d th

e tim

esca

les

over

whi

ch th

ey

oper

ate

•us

e th

e th

eory

of

plat

e te

cton

ics

to e

xpla

in s

ome

of th

e m

ajor

sl

ow (l

ong-

term

) ch

ange

s an

d th

e di

strib

utio

n an

d na

ture

of a

ctiv

e zo

nes

on th

e su

rfac

e of

the

Eart

h

•lin

k pl

ate

tect

onic

theo

ry

to it

s su

ppor

ting

geol

ogic

al

evid

ence

•ap

ply

and

use

the

theo

ry o

f pla

te

tect

onic

s to

exp

lain

re

late

d ge

olog

ical

ph

enom

ena



5.3

Eart

h, S

pace

and

bey

ond

Year

7

Year

8

Year

9

Year

10

Year

11

Exte

nsio

n

•de

scrib

e th

e ap

pare

nt

mov

emen

t of t

he

Sun

acro

ss th

e sk

y an

d th

e pa

tter

n in

the

chan

ging

ap

pear

ance

of t

he

Moo

n

•de

scrib

e th

e po

sitio

n of

the

Eart

h in

rela

tion

to th

e po

sitio

n of

ot

her b

odie

s in

th

e So

lar S

yste

m

and

use

this

to

expl

ain

som

e ph

enom

ena

•re

cogn

ise

that

as

tron

omy

and

spac

e sc

ienc

e pr

ovid

e ev

iden

ce

abou

t the

Sol

ar

Syst

em

•ap

ply

mod

els

and

use

scie

ntifi

c da

ta

to e

xpla

in th

e re

lativ

e m

ovem

ent

of th

e ce

lest

ial

bodi

es in

the

sola

r sy

stem

•de

scrib

e ho

w

astr

onom

y an

d sp

ace

scie

nce

prov

ide

evid

ence

of

the

sola

r sys

tem

an

d ga

laxy

•ex

plai

n so

me

met

hods

use

d to

ex

plor

e th

e so

lar

syst

em a

nd g

alax

y (b

oth

from

the

Eart

h an

d fr

om

Spac

e)

•ex

plai

n ho

w th

e el

ectr

omag

netic

sp

ectr

um c

an

info

rm th

e st

udy

the

star

s in

our

ga

laxy

(and

un

iver

se)

•ev

alua

te th

e av

aila

ble

evid

ence

an

d ex

plai

n w

hy it

favo

urs

an e

xpan

ding

un

iver

se a

s th

e cu

rren

t con

sens

us

mod

el

•ex

plai

n, u

sing

av

aila

ble

evid

ence

an

d m

odel

s of

the

univ

erse

, why

the

ultim

ate

fate

of t

he

univ

erse

is d

iffic

ult t

o pr

edic

t



Leve

l A

F1 T

hink

ing

scie

ntif

ical

ly

AF2

Und

erst

andi

ng

the

appl

icat

ions

and

im

plic

atio

ns o

f sci

ence

AF3

Com

mun

icat

ing

and

colla

bora

ting

in s

cien

ce

AF4

Usi

ng in

vest

igat

ive

appr

oach

es

AF5

Wor

king

cri

tica

lly

wit

h ev

iden

ce

8 A

cros

s a

rang

e of

co

ntex

ts a

nd p

ract

ical

si

tuat

ions

pup

ils:

•D

escr

ibe

or e

xpla

in

proc

esse

s or

ph

enom

ena,

logi

cally

an

d in

det

ail,

mak

ing

use

of a

bstr

act i

deas

an

d m

odel

s fr

om

diff

eren

t are

as o

f sc

ienc

e

•Se

lect

and

just

ify a

n ap

prop

riate

app

roac

h to

eva

luat

ing

the

rela

tive

impo

rtan

ce o

f a

num

ber o

f diff

eren

t fa

ctor

s in

exp

lana

tions

or

arg

umen

ts

•A

naly

se th

e de

velo

pmen

t of

scie

ntifi

c th

eorie

s th

roug

h th

e em

erge

nce

of n

ew,

acce

pted

idea

s an

d ev

iden

ce

Acr

oss

a ra

nge

of

cont

exts

and

pra

ctic

al

situ

atio

ns p

upils

:

•D

escr

ibe

way

s in

whi

ch

the

valu

es o

f a s

ocie

ty

influ

ence

the

natu

re o

f th

e sc

ienc

e de

velo

ped

in th

at s

ocie

ty o

r pe

riod

of h

isto

ry

•Ev

alua

te th

e ef

fect

s of

sci

entif

ic

or te

chno

logi

cal

deve

lopm

ents

on

soci

ety

as a

who

le

•Ex

plai

n th

e un

inte

nded

co

nseq

uenc

es

that

may

aris

e fr

om s

cien

tific

an

d te

chno

logi

cal

deve

lopm

ents

•M

ake

bala

nced

ju

dgem

ents

abo

ut

part

icul

ar s

cien

tific

or

tech

nolo

gica

l de

velo

pmen

ts

by e

valu

atin

g th

e ec

onom

ic, e

thic

al/

mor

al, s

ocia

l or c

ultu

ral

impl

icat

ions

Acr

oss

a ra

nge

of

cont

exts

and

pra

ctic

al

situ

atio

ns p

upils

:

•Cr

itica

lly e

valu

ate

info

rmat

ion

and

evid

ence

from

va

rious

sou

rces

, ex

plai

ning

lim

itatio

ns,

mis

repr

esen

tatio

n or

la

ck o

f bal

ance

•Pr

esen

t rob

ust a

nd

wel

l str

uctu

red

expl

anat

ions

, ar

gum

ents

or c

ount

er

argu

men

ts in

a v

arie

ty

of w

ays

•Su

gges

t the

sp

ecia

lism

s an

d sk

ills

that

wou

ld b

e ne

eded

to

sol

ve p

artic

ular

sc

ient

ific

prob

lem

s or

to

gen

erat

e pa

rtic

ular

ne

w s

cien

tific

or

tech

nolo

gica

l de

velo

pmen

ts

Acr

oss

a ra

nge

of

cont

exts

and

pra

ctic

al

situ

atio

ns p

upils

:

•Ju

stify

thei

r cho

ice

of s

trat

egie

s fo

r in

vest

igat

ing

diff

eren

t ki

nds

of s

cien

tific

qu

estio

ns, u

sing

sc

ient

ific

know

ledg

e an

d un

ders

tand

ing

•Ch

oose

and

just

ify

data

col

lect

ion

met

hods

that

min

imis

e er

ror,

and

prod

uce

prec

ise

and

relia

ble

data

•A

dapt

thei

r ap

proa

ches

to p

ract

ical

w

ork

to c

ontr

ol ri

sk b

y co

nsul

ting

appr

opria

te

reso

urce

s an

d ex

pert

ad

vice

Acr

oss

a ra

nge

of

cont

exts

and

pra

ctic

al

situ

atio

ns p

upils

:

•Pr

opos

e sc

ient

ific

expl

anat

ions

fo

r une

xpec

ted

obse

rvat

ions

or

mea

sure

men

ts,

mak

ing

allo

wan

ces

for

anom

alie

s

•Pr

oces

s da

ta, i

nclu

ding

us

ing

mul

ti-st

ep

calc

ulat

ions

and

co

mpo

und

mea

sure

s,

to id

entif

y co

mpl

ex

rela

tions

hips

bet

wee

n va

riabl

es

•Cr

itica

lly in

terp

ret,

eval

uate

and

sy

nthe

sise

con

flict

ing

evid

ence

• S

ugge

st a

nd ju

stify

im

prov

emen

ts

to e

xper

imen

tal

proc

edur

es u

sing

de

taile

d sc

ient

ific

know

ledg

e an

d un

ders

tand

ing

and

sugg

est

cohe

rent

str

ateg

ies

to ta

ke p

artic

ular

in

vest

igat

ions

furt

her

Ha

ndo

ut1

.3A

PPs

cien

cea

sses

sme

ntg

uid

elin

es



Leve

l A

F1 T

hink

ing

scie

ntif

ical

ly

AF2

Und

erst

andi

ng

the

appl

icat

ions

and

im

plic

atio

ns o

f sci

ence

AF3

Com

mun

icat

ing

and

colla

bora

ting

in s

cien

ce

AF4

Usi

ng in

vest

igat

ive

appr

oach

es

AF5

Wor

king

cri

tica

lly

wit

h ev

iden

ce

7A

cros

s a

rang

e of

co

ntex

ts a

nd p

ract

ical

si

tuat

ions

pup

ils:

•M

ake

expl

icit

conn

ectio

ns b

etw

een

abst

ract

idea

s an

d/or

m

odel

s in

exp

lain

ing

proc

esse

s or

ph

enom

ena

•Em

ploy

a s

yste

mat

ic

appr

oach

in d

ecid

ing

the

rela

tive

impo

rtan

ce

of a

num

ber o

f sc

ient

ific

fact

ors

whe

n ex

plai

ning

pro

cess

es

or p

heno

men

a

•Ex

plai

n ho

w d

iffer

ent

piec

es o

f evi

denc

e su

ppor

t acc

epte

d sc

ient

ific

idea

s or

co

ntrib

ute

to q

uest

ions

th

at s

cien

ce c

anno

t fu

lly a

nsw

er

•Ex

plai

n th

e pr

oces

ses

by w

hich

idea

s an

d ev

iden

ce a

re a

ccep

ted

or re

ject

ed b

y th

e sc

ient

ific

com

mun

ity

Acr

oss

a ra

nge

of

cont

exts

and

pra

ctic

al

situ

atio

ns p

upils

•Su

gges

t way

s in

w

hich

sci

entif

ic

and

tech

nolo

gica

l de

velo

pmen

ts m

ay b

e in

fluen

ced

•Ex

plai

n ho

w s

cien

tific

di

scov

erie

s ca

n ch

ange

w

orld

view

s

•Su

gges

t eco

nom

ic,

ethi

cal/m

oral

, soc

ial o

r cu

ltura

l arg

umen

ts fo

r an

d ag

ains

t sci

entif

ic

or te

chno

logi

cal

deve

lopm

ents

•Ex

plai

n ho

w c

reat

ive

thin

king

in s

cien

ce

and

tech

nolo

gy

gene

rate

s id

eas

for

futu

re re

sear

ch a

nd

deve

lopm

ent

Acr

oss

a ra

nge

of

cont

exts

and

pra

ctic

al

situ

atio

ns p

upils

:

•Ex

plai

n ho

w

info

rmat

ion

or

evid

ence

from

var

ious

so

urce

s m

ay h

ave

been

man

ipul

ated

in

ord

er to

influ

ence

in

terp

reta

tion

•Ef

fect

ivel

y re

pres

ent

abst

ract

idea

s us

ing

appr

opria

te s

ymbo

ls,

flow

dia

gram

s an

d di

ffer

ent k

inds

of

grap

hs in

pre

sent

ing

expl

anat

ions

and

ar

gum

ents

•Ex

plai

n ho

w s

cien

tists

w

ith d

iffer

ent

spec

ialis

ms

and

skill

s ha

ve c

ontr

ibut

ed to

pa

rtic

ular

sci

entif

ic

or te

chno

logi

cal

deve

lopm

ents

Acr

oss

a ra

nge

of

cont

exts

and

pra

ctic

al

situ

atio

ns p

upils

:

•Fo

rmul

ate

ques

tions

or

idea

s th

at c

an

be in

vest

igat

ed

by s

ynth

esis

ing

info

rmat

ion

from

a

rang

e of

sou

rces

•Id

entif

y ke

y va

riabl

es

in c

ompl

ex c

onte

xts,

ex

plai

ning

why

so

me

cann

ot re

adily

be

con

trol

led

and

plan

ning

app

ropr

iate

ap

proa

ches

to

inve

stig

atio

ns to

take

ac

coun

t of t

his

•Ex

plai

n ho

w to

take

ac

coun

t of s

ourc

es o

f er

ror i

n or

der t

o co

llect

re

liabl

e da

ta

•Re

cogn

ise

the

need

for

risk

asse

ssm

ents

and

co

nsul

t, an

d ac

t on,

ap

prop

riate

sou

rces

of

info

rmat

ion

Acr

oss

a ra

nge

of

cont

exts

and

pra

ctic

al

situ

atio

ns p

upils

:

•Ex

plai

n ho

w d

ata

can

be in

terp

rete

d in

di

ffer

ent w

ays

and

how

une

xpec

ted

outc

omes

cou

ld b

e si

gnifi

cant

•Id

entif

y qu

antit

ativ

e re

latio

nshi

ps b

etw

een

varia

bles

, usi

ng th

em

to in

form

con

clus

ions

an

d m

ake

furt

her

pred

ictio

ns

•A

sses

s th

e st

reng

th

of e

vide

nce,

dec

idin

g w

heth

er it

is

suff

icie

nt to

sup

port

a

conc

lusi

on

•Ex

plai

n w

ays

of

mod

ifyin

g w

orki

ng

met

hods

to im

prov

e re

liabi

lity



Leve

l A

F1 T

hink

ing

scie

ntif

ical

ly

AF2

Und

erst

andi

ng

the

appl

icat

ions

and

im

plic

atio

ns o

f sci

ence

AF3

Com

mun

icat

ing

and

colla

bora

ting

in s

cien

ce

AF4

Usi

ng in

vest

igat

ive

appr

oach

es

AF5

Wor

king

cri

tica

lly

wit

h ev

iden

ce

6A

cros

s a

rang

e of

con

text

s an

d pr

acti

cal s

itua

tion

s pu

pils

:

•U

se a

bstr

act i

deas

or

mod

els

or m

ultip

le

fact

ors

whe

n ex

plai

ning

pro

cess

es o

r ph

enom

ena

•Id

entif

y th

e st

reng

ths

and

wea

knes

ses

of

part

icul

ar m

odel

s

•D

escr

ibe

som

e sc

ient

ific

evid

ence

that

su

ppor

ts o

r ref

utes

pa

rtic

ular

idea

s or

ar

gum

ents

, inc

ludi

ng

thos

e in

dev

elop

men

t

•Ex

plai

n ho

w n

ew

scie

ntifi

c ev

iden

ce

is d

iscu

ssed

and

in

terp

rete

d by

the

scie

ntifi

c co

mm

unity

an

d ho

w th

is m

ay le

ad

to c

hang

es in

sci

entif

ic

idea

s

Acr

oss

a ra

nge

of c

onte

xts

and

prac

tica

l sit

uati

ons

pupi

ls:

•D

escr

ibe

how

diff

eren

t de

cisi

ons

on th

e us

es o

f sci

entif

ic

and

tech

nolo

gica

l de

velo

pmen

ts m

ay

be m

ade

in d

iffer

ent

econ

omic

, soc

ial o

r cu

ltura

l con

text

s

•Ex

plai

n ho

w s

ocie

ties

are

affe

cted

by

part

icul

ar s

cien

tific

ap

plic

atio

ns o

r ide

as

•D

escr

ibe

how

pa

rtic

ular

sci

entif

ic

or te

chno

logi

cal

deve

lopm

ents

hav

e pr

ovid

ed e

vide

nce

to

help

sci

entis

ts p

ose

and

answ

er fu

rthe

r qu

estio

ns

•D

escr

ibe

how

asp

ects

of

sci

ence

are

app

lied

in p

artic

ular

jobs

or

role

s

Acr

oss

a ra

nge

of c

onte

xts

and

prac

tica

l sit

uati

ons

pupi

ls:

•Id

entif

y la

ck o

f ba

lanc

e in

the

pres

enta

tion

of

info

rmat

ion

or

evid

ence

•C

hoos

e fo

rms

to c

omm

unic

ate

qual

itativ

e or

qu

antit

ativ

e da

ta

appr

opria

te to

the

data

and

the

purp

ose

of th

e co

mm

unic

atio

n

•D

istin

guis

h be

twee

n da

ta a

nd in

form

atio

n fr

om p

rimar

y so

urce

s,

seco

ndar

y so

urce

s an

d si

mul

atio

ns, a

nd

pres

ent t

hem

in th

e m

ost a

ppro

pria

te fo

rm

Acr

oss

a ra

nge

of c

onte

xts

and

prac

tica

l sit

uati

ons

pupi

ls:

•A

pply

sci

entif

ic

know

ledg

e an

d un

ders

tand

ing

in th

e pl

anni

ng

of in

vest

igat

ions

, id

entif

ying

sig

nific

ant

varia

bles

and

re

cogn

isin

g w

hich

ar

e in

depe

nden

t and

w

hich

are

dep

ende

nt

•Ju

stify

thei

r cho

ices

of

data

col

lect

ion

met

hod

and

prop

osed

num

ber

of o

bser

vatio

ns a

nd

mea

sure

men

ts

•Co

llect

dat

a ch

oosi

ng

appr

opria

te ra

nges

, nu

mbe

rs a

nd v

alue

s fo

r mea

sure

men

ts a

nd

obse

rvat

ions

•In

depe

nden

tly

reco

gnis

e a

rang

e of

fa

mili

ar ri

sks

and

take

ac

tion

to c

ontr

ol th

em

Acr

oss

a ra

nge

of

cont

exts

and

pra

ctic

al

situ

atio

ns p

upils

:

•Su

gges

t rea

sons

ba

sed

on s

cien

tific

kn

owle

dge

and

unde

rsta

ndin

g fo

r an

y lim

itatio

ns o

r in

cons

iste

ncie

s in

ev

iden

ce c

olle

cted

•Se

lect

and

man

ipul

ate

data

and

info

rmat

ion

and

use

them

to

con

trib

ute

to

conc

lusi

ons

•D

raw

con

clus

ions

that

ar

e co

nsis

tent

with

the

evid

ence

they

hav

e co

llect

ed a

nd e

xpla

in

them

usi

ng s

cien

tific

kn

owle

dge

and

unde

rsta

ndin

g

•M

ake

valid

com

men

ts

on th

e qu

ality

of t

heir

data



Leve

l A

F1 T

hink

ing

scie

ntif

ical

ly

AF2

Und

erst

andi

ng

the

appl

icat

ions

and

im

plic

atio

ns o

f sci

ence

AF3

Com

mun

icat

ing

and

colla

bora

ting

in s

cien

ce

AF4

Usi

ng in

vest

igat

ive

appr

oach

es

AF5

Wor

king

cri

tica

lly

wit

h ev

iden

ce

5A

cros

s a

rang

e of

con

text

s an

d pr

acti

cal s

itua

tion

s pu

pils

:

•U

se a

bstr

act i

deas

or

mod

els

or m

ore

than

one

ste

p w

hen

desc

ribin

g pr

oces

ses

or

phen

omen

a

•Ex

plai

n pr

oces

ses

or

phen

omen

a, s

ugge

st

solu

tions

to p

robl

ems

or a

nsw

er q

uest

ions

by

dra

win

g on

abs

trac

t id

eas

or m

odel

s

•Re

cogn

ise

scie

ntifi

c qu

estio

ns th

at d

o no

t ye

t hav

e de

finiti

ve

answ

ers

•Id

entif

y th

e us

e of

ev

iden

ce a

nd c

reat

ive

thin

king

by

scie

ntis

ts

in th

e de

velo

pmen

t of

scie

ntifi

c id

eas

Acr

oss

a ra

nge

of c

onte

xts

and

prac

tica

l sit

uati

ons

pupi

ls:

•D

escr

ibe

diff

eren

t vi

ewpo

ints

a ra

nge

of p

eopl

e m

ay h

ave

abou

t sci

entif

ic

or te

chno

logi

cal

deve

lopm

ents

•In

dica

te h

ow s

cien

tific

or

tech

nolo

gica

l de

velo

pmen

ts m

ay

affe

ct d

iffer

ent g

roup

s of

peo

ple

in d

iffer

ent

way

s

•Id

entif

y et

hica

l or

mor

al is

sues

lin

ked

to s

cien

tific

or

tech

nolo

gica

l de

velo

pmen

ts

•Li

nk a

pplic

atio

ns o

f sc

ienc

e or

tech

nolo

gy

to th

eir u

nder

pinn

ing

scie

ntifi

c id

eas

Acr

oss

a ra

nge

of c

onte

xts

and

prac

tica

l sit

uati

ons

pupi

ls:

•D

istin

guis

h be

twee

n op

inio

n an

d sc

ient

ific

evid

ence

in c

onte

xts

rela

ted

to s

cien

ce,

and

use

evid

ence

ra

ther

than

opi

nion

to

supp

ort o

r cha

lleng

e sc

ient

ific

argu

men

ts

•D

ecid

e on

the

mos

t ap

prop

riate

form

ats

to p

rese

nt s

ets

of

scie

ntifi

c da

ta, s

uch

as

usin

g lin

e gr

aphs

for

cont

inuo

us v

aria

bles

•U

se a

ppro

pria

te

scie

ntifi

c an

d m

athe

mat

ical

co

nven

tions

and

te

rmin

olog

y to

co

mm

unic

ate

abst

ract

id

eas

•Su

gges

t how

co

llabo

rativ

e ap

proa

ches

to s

peci

fic

expe

rimen

ts o

r in

vest

igat

ions

may

im

prov

e th

e ev

iden

ce

colle

cted

Acr

oss

a ra

nge

of c

onte

xts

and

prac

tica

l sit

uati

ons

pupi

ls:

•Re

cogn

ise

sign

ifica

nt v

aria

bles

in

inve

stig

atio

ns,

sele

ctin

g th

e m

ost

suita

ble

to in

vest

igat

e

•Ex

plai

n w

hy p

artic

ular

pi

eces

of e

quip

men

t or

info

rmat

ion

sour

ces

are

appr

opria

te fo

r th

e qu

estio

ns o

r ide

as

unde

r inv

estig

atio

n

•Re

peat

set

s of

ob

serv

atio

ns o

r m

easu

rem

ents

whe

re

appr

opria

te, s

elec

ting

suita

ble

rang

es a

nd

inte

rval

s

•M

ake,

and

act

on,

su

gges

tions

to c

ontr

ol

obvi

ous

risks

to

them

selv

es a

nd o

ther

s

Acr

oss

a ra

nge

of

cont

exts

and

pra

ctic

al

situ

atio

ns p

upils

:

•In

terp

ret d

ata

in a

va

riety

of f

orm

ats,

re

cogn

isin

g ob

viou

s in

cons

iste

ncie

s

•Pr

ovid

e st

raig

htfo

rwar

d ex

plan

atio

ns fo

r di

ffer

ence

s in

re

peat

ed o

bser

vatio

ns

or m

easu

rem

ents

•D

raw

val

id

conc

lusi

ons

that

ut

ilise

mor

e th

an o

ne

piec

e of

sup

port

ing

evid

ence

, inc

ludi

ng

num

eric

al d

ata

and

line

grap

hs

•Ev

alua

te th

e ef

fect

iven

ess

of th

eir

wor

king

met

hods

, m

akin

g pr

actic

al

sugg

estio

ns fo

r im

prov

ing

them



Leve

l A

F1 T

hink

ing

scie

ntif

ical

ly

AF2

Und

erst

andi

ng

the

appl

icat

ions

and

im

plic

atio

ns o

f sci

ence

AF3

Com

mun

icat

ing

and

colla

bora

ting

in s

cien

ce

AF4

Usi

ng in

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:

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f sci

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ence

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to

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upils

:

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plai

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e pu

rpos

es

of a

var

iety

of s

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tific

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tech

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gica

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velo

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nk a

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ecifi

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upils

:

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m

ore

than

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tabl

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stig

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e or

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ose

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serv

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ario

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form

ats,

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bles

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and

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ch

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y ha

ve fo

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xper

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Handout1.4APPthreads

Assessment Focus 1: Thinking Scientifically Threads

1 Using models for and in explanations

2 Weighing up evidence to construct arguments and explanations

3 The process of development of scientific ideas including the role of the scientific community in their development

4 Provisional nature of scientific evidence

Thread 1: Using models for and in explanations

Level Assessment criteria Addressed within KS3 SOL

Implications for departmental training and development

8 Describe or explain processes or phenomena, logically and in detail, making use of abstract ideas and models from different areas of science

7 Make explicit connections between abstract ideas and/or models in explaining processes or phenomena

6 Use abstract ideas or models or multiple factors when explaining processes or phenomena

Identify the strengths and weaknesses of particular models

5 Use abstract ideas or models or more than one step when describing processes or phenomena

Explain processes or phenomena, suggest solutions to problems or answer questions by drawing on abstract ideas or models

4 Use simple models to describe scientific ideas

3 Represent things in the real world using simple physical models



Thread 2: Weighing up evidence to construct arguments and explanations



8 Select and justify an appropriate approach to evaluating the relative importance of a number of different factors in explanations or arguments

7 Employ a systematic approach in deciding the relative importance of a number of scientific factors when explaining processes or phenomena

6 Describe some scientific evidence that supports or refutes particular ideas or arguments, including those in development

5 Identify the use of evidence and creative thinking by scientists in the development of scientific ideas

4 Identify scientific evidence that is being used to support or refute ideas or arguments

3 Identify differences, similarities or changes related to simple scientific ideas, processes or phenomena

Use straightforward scientific evidence to answer questions, or to support their findings



Thread 3: The process of development of scientific ideas including the role of the scientific community in their development



8 Analyse the development of scientific theories through the emergence of new, accepted ideas and evidence

7 Explain the processes by which ideas and evidence are accepted or rejected by the scientific community

6 Explain how new scientific evidence is discussed and interpreted by the scientific community and how this may lead to changes in scientific ideas

5 Identify the use of evidence and creative thinking by scientists in the development of scientific ideas

4 Use scientific ideas when describing simple processes or phenomena

3 Respond to ideas given to them to answer questions or suggest solutions to problems



Thread 4: Provisional nature of scientific evidence



8 Analyse the development of scientific theories through the emergence of new, accepted ideas and evidence

7 Explain how different pieces of evidence support accepted scientific ideas or contribute to questions that science cannot fully answer

6 Describe some scientific evidence that supports or refutes particular ideas or arguments, including those in development

5 Recognise scientific questions that do not yet have definitive answers

4 Identify scientific evidence that is being used to support or refute ideas or arguments



Assessment focus 2: Understanding the applications and implications of science

Threads

1 Effect of societal norms (political, social, cultural, economic) on science

2 Creative use of scientific ideas to bring about technological developments

3 Implications, benefits and drawback of scientific and technological development of society and the environment

4 How science relates to jobs and roles

Thread 1: Effect of societal norms (political, social, cultural, economic) on science



8 Describe ways in which the values of a society influence the nature of the science developed in that society or period of history

7 Suggest ways in which scientific and technological developments may be influenced

Suggest economic, ethical/moral, social or cultural arguments for and against scientific or technological developments

6 Describe how different decisions on the uses of scientific and technological developments may be made in different economic, social or cultural contexts

5 Describe different viewpoints a range of people may have about scientific or technological developments

Identify ethical or moral issues linked to scientific or technological developments



Thread 2: Creative use of scientific ideas to bring about technological developments



8 Explain the unintended consequences that may arise from scientific and technological developments

7 Explain how creative thinking in science and technology generates ideas for future research and development

6 Describe how particular scientific or technological developments have provided evidence to help scientists pose and answer further questions

Thread 3: Implications, benefits and drawbacks of scientific technological development of society and the environment

Level Assessment criteria Addressed with KS3 SOL


8 Evaluate the effects of scientific or technological developments on society as a whole

Make balanced judgements about particular scientific or technological developments by evaluating the economic ethical/moral, social or cultural implications

7 Explain how scientific discoveries can change world views

6 Explain how societies are affected by particular scientific applications or ideas

5 Indicate how scientific or technological developments may affect different groups of people in different ways

Link applications of science or technology to their underpinning scientific ideas



4 Describe some simple positive and negative consequences of scientific and technological developments

Recognise applications of specific scientific ideas

3 Explain the purposes of a variety of scientific or technological developments

Link applications to specific characteristics or properties

Thread 4: How science relates to jobs and roles



6 Describe how aspects of science are applied in particular jobs or roles

4 Identify aspects of science used within particular jobs or roles

3 Identify aspects of our lives, or of the work that people do, that are based on scientific ideas



Assessment focus 3: Communicating and collaborating in science

Threads

1 Using appropriate presentation skills to enhance communication of scientific findings and arguments

2 Explaining ideas and evidence using appropriate conventions, terminology and symbols

3 Presenting a range of views judging any possible misrepresentation

4 Scientists communicating worldwide using conventions

Thread 1: Using appropriate presentation skills to enhance communication of scientific findings and arguments



8 Present robust and well-structured explanations, arguments or counter arguments in a variety of ways

7 Effectively represent abstract ideas using appropriate symbols, flow diagrams and different kinds of graphs in presenting explanations and arguments

6 Choose forms to communicate qualitative or quantitative data appropriate to the data and the purpose of the communication

5 Decide on the most appropriate formats to present sets of scientific data, such as using line graphs for continuous variables

4 Select appropriate ways of presenting scientific data

3 Use scientific forms of language when communicating simple scientific ideas, processes or phenomena



Thread 2: Explaining ideas and evidence using appropriate conventions, terminology and symbols



8 Present robust and well-structured explanations, arguments or counter arguments in a variety of ways

7 Effectively represent abstract ideas using appropriate symbols, flow diagrams and different kinds of graphs in presenting explanations and arguments

6 Distinguish between data and information from primary sources, secondary sources and simulations, and present them in the most appropriate form

5 Use appropriate scientific and mathematical conventions and terminology to communicate abstract ideas

4 Use appropriate scientific forms of language to communicate scientific ideas, processes or phenomena

Use scientific and mathematical conventions when communicating information or ideas

3 Present simple scientific data in more than one way, including tables and bar charts



Thread 3: Presenting a range of views judging any possible misrepresentation



8 Critically evaluate information and evidence from various sources, explaining limitations, misrepresentation or lack of balance

7 Explain how information or evidence from various sources may have been manipulated in order to influence interpretation

6 Identify lack of balance in the presentation of information or evidence

5 Distinguish between opinion and scientific evidence in contexts related to science, and use evidence rather than opinion to support or challenge scientific arguments

Thread 4: Scientists communicating worldwide using conventions



8 Suggest the specialisms and skills that would be needed to solve particular scientific problems or to generate particular new scientific or technological developments

7 Explain how scientists with different specialisms and skills have contributed to particular scientific or technological developments

5 Suggest how collaborative approaches to specific experiments or investigations may improve the evidence collected

3 Identify simple advantages of working together on experiments or investigations



Assessment focus 4: Using investigative approaches Threads

1 To effectively plan appropriate scientific investigations

2 To identify and manipulate variables within the context of an investigation

3 To support the gathering of evidence through collection of precise and reliable data

4 To be aware of the risks associated with the investigative process

Thread 1: To effectively plan appropriate scientific investigations



8 Justify their choice of strategies for investigating different kinds of scientific questions, using scientific knowledge and understanding

7 Formulate questions or ideas that can be investigated by synthesising information from a range of sources

6 Collect data choosing appropriate ranges, numbers and values for measurements and observations

5 Explain why particular pieces of equipment or information sources are appropriate for the questions or ideas under investigation

4 Select appropriate equipment or information sources to address specific questions or ideas under investigation

3 Select equipment or information sources from those provided to address a question or idea under investigation



Thread 2: To identify and manipulate variables within the context of an investigation



8 Justify their choice of strategies for investigating different kinds of scientific questions, using scientific knowledge and understanding

7 Identify key variables in complex contexts, explaining why some cannot readily be controlled and planning appropriate approaches to investigations to take account of this

6 Apply scientific knowledge and understanding in the planning of investigations, identifying significant variables and recognising which are independent and which are dependent

Justify their choices of data collection method and proposed number of observations and measurements

5 Recognise significant variables in investigations, selecting the most suitable to investigate

4 Decide when it is appropriate to carry out fair tests in investigations

3 Identify one or more control variables in investigations from those provided



Thread 3: To support the gathering of evidence through collection of precise and reliable data



8 Choose and justify data collection methods that minimise error, and produce precise and reliable data

7 Explain how to take account of sources of error in order to collect reliable data

5 Repeat sets of observations or measurements where appropriate, selecting suitable ranges and intervals

4 Make sets of observations or measurements, identifying the ranges and intervals used

3 Make some accurate observations or whole number measurements relevant to questions or ideas under investigation

Thread 4: To be aware of the risks associated with the investigative process



8 Adapt their approaches to practical work to control risk by consulting appropriate resources and expert advice

7 Recognise the need for risk assessments and consult, and act on, appropriate sources of information

6 Independently recognise a range of familiar risks and take action to control them

5 Make, and act on, suggestions to control obvious risks to themselves and others

4 Identify possible risks to themselves and others

3 Recognise obvious risks when prompted



Assessment focus 5: Working critically with evidence Threads

1 Evaluation of the planning and implementation of scientific investigations

2 Consideration of errors and anomalies

3 Processing and analysing data to support the evaluation process and draw conclusions

4 Explanation and evaluation of evidence to support the scientific process

Thread 1: Evaluation of the planning and implementation of scientific investigations



8 Suggest and justify improvements to experimental procedures using detailed scientific knowledge and understanding and suggest coherent strategies to take particular investigations further

7 Explain ways of modifying working methods to improve reliability

6 Make valid comments on the quality of their data

5 Evaluate the effectiveness of their working methods, making practical suggestions for improving them

4 Suggest improvements to their working methods, giving reasons

3 Suggest improvements to their working methods



Thread 2: Consideration of errors and anomalies



8 Propose scientific explanations for unexpected observations or measurements, making allowances for anomalies

7 Assess the strength of evidence, deciding whether it is sufficient to support a conclusion

Explain ways of modifying working methods to improve reliability

6 Make valid comments on the quality of their data

5 Provide straightforward explanations for differences in repeated observations or measurements



Thread 3: Processing and analysing data to support the evaluation process and draw conclusions



8 Process data, including using multi-step calculations and compound measures, to identify complex relationships between variables

7 Assess the strength of evidence, deciding whether it is sufficient to support a conclusion

6 Select and manipulate data and information and use them to contribute to conclusions

Draw conclusions that are consistent with the evidence they have collected and explain them using scientific knowledge and understanding

Make valid comments on the quality of their data

5 Draw valid conclusions that utilise more than one piece of supporting evidence, including numerical data and line graphs

Interpret data in a variety of formats, recognising obvious inconsistencies

4 Identify patterns in data presented in various formats, including line graphs

Draw straightforward conclusions from data presented in various formats

3 Identify straightforward patterns in observations or in data presented in various formats, including tables, pie and bar charts

Describe what they have found out in experiments or investigations, linking cause and effect



Thread 4: Explanation and evaluation of evidence to support the scientific process



8 Critically interpret, evaluate and synthesise conflicting evidence

7 Explain how data can be interpreted in different ways and how unexpected outcomes could be significant

Identify quantitative relationships between variables, using them to inform conclusions and make further predictions

6 Suggest reasons based on scientific knowledge and understanding for any limitations or inconsistencies in evidence collected

4 Identify scientific evidence they have used in drawing conclusions



Handout1.5Roughguidetolevelness

Levelness 4 Levelness 3

Levelness 6 Levelness 5

This rock has shiny crystals in it. There are different sorts of crystals.

There are mineral crystals in this granite. It’s an igneous rock.

The crystals in this igneous rock were formed as the particles built into a regular pattern.

The interlocking crystals in this rock mean it’s been formed as liquid rock cools down.

The larger crystals in this igneous rock mean it cooled down slowly. The slow rate of cooling was in a large mass of magma underground.

(links crystal size with cooling; uses the mathematical

concept of cooling rate)

Levelness 7 (states a simple general pattern) (uses appropriate scientific terminology )

(uses abstract ideas of particles to explain) (applies the pattern to an unknown rock)



Handout1.6Richquestions,strategiesforprogression,amplificationandyearlylearningobjectives(YLOs)infourdifficultareas

Behaviour

Year

Yearly learning objectives

Amplification Strategies for progression Rich questions

7 Describe simple learned and innate behaviours in response to internal and external stimuli and how these aid survival

Pupils could learn to:

• describe some simple behaviours displayed by organisms in response to their external environment, e.g. innate responses to include movement of a sunflower to sunlight, dilating of the pupil in response to light, chicks following the first thing they see, the suckling instinct, learned responses to include salivation to smells, answering a door bell when it rings, child saying ‘I want’ when the television (TV) ad comes on, gender choice of toys and clothes

Plan structured research for pupils to identify the stimuli for a range of simple behaviours, e.g. reflex, taxis

Support pupils in exploring how some technological developments have changed or affected human behaviour, e.g. mobile phones and TV, and evaluate the impact of these

Create opportunities for pupils to classify some familiar behaviours as innate or learned, and to compare the advantages and disadvantages of innate and learned responses

Support pupils in recognising when they are interpreting animal responses in terms of human experience or emotion

Explore with pupils aspects of human body language, e.g. watch adverts or soap operas with no sound

Are elephants scared of mice?

Do animals think?

Do animals have emotions?

Does my body give me away?

Can you teach an old dog new tricks?

Do plants grow better if given a good talking

Create opportunities for pupils to experience trial-and-error learning, e.g. drawing round star shapes using a mirror so that the image is reversed

Model how to plan an approach to gathering data involving some aspect of animal behaviour

to?



Year Yearly learning

objectives Amplification Strategies for progression Rich questions

8 Explain how Pupils could learn to: Create opportunities Are some changes in learned behaviour due to internal and external stimuli are of benefit to the organism

• distinguish between innate behaviour, learned behaviour, internal and external stimuli

• explain how behaviours displayed by animals in response to their external environment can be beneficial to the organism, e.g. babies crying in response to wet nappy or hunger, a baby

for pupils to research a range of social behaviours and explore the survival advantages of these

Involve pupils in observing human body language in different situations, e.g. school canteen or supermarket, devising qualitative and quantitative methods to record this and explaining differences in behaviour

animals more important than others?

Is aggression always a bad thing?

Is smiling good for you?

Is behaviour worse on windy days?

Are eyebrows bird calling for food, animal and bird warning noises to young when predator approaches

Provide pupils with clear criteria to enable them to explore sources of evidence related to a controversial social behaviour issue, e.g. knife crime, underage drinking, bullying

a tool for communication?

9 Make links Pupils could learn to: Create opportunities for Is behaviour between observed social behaviours and the benefit to the survival of the species

• explain how identified social behaviours, observed first-hand or from secondary sources, are beneficial to the species, e.g. bird territorial and attraction/ mating behaviours, hierarchical structures

pupils to use secondary evidence to compare how chemical and electrical systems respond to stimuli

Plan for structured research and discussion to identify, compare and analyse different types of behavioural response to a

always linked to survival?

Is adrenaline a drug?

Is a reflex response the brain losing control?

in farm and zoo animals, wolves or lions

particular stimulus and its role in survival

Encourage pupils to develop and evaluate their own models and analogies to explain the pathways between a stimulus and a response

Create opportunities for pupils to explore the issues around investigating aspects of animal behaviour, e.g. identifying the variables that are less easy to control, and explaining how they will account for this in their planning and evaluation of evidence

Is cowardice an aid to survival?





10 Explain how Pupils could learn to: Create opportunities for Should chemical and electrical signals enable body systems to respond to internal and external changes and the effect of this on behaviour

• describe the differences between innate and learned responses and explain the survival advantages of each

• evaluate how the chemical and electrical body systems (endocrine and nervous systems) work together and

pupils to evaluate critically the evidence used to support arguments about the effect of a variety of substances on animal behaviour

Provide opportunities to explore the ethical issues related to the use of chemicals to control animal and human behaviours

chemicals be used to affect behaviour?

Is perfume a behaviour-modification drug?

Are we all addicted to the drugs our own

individually in a range of behaviours, i.e. fight and flight reaction, premenstrual tension, reflex reaction

Provide pupils with the opportunity to research and explain the relationship between behaviour, animal communication and survival

Encourage pupils to explore the strengths and weaknesses between the models or analogies that could be used to explain the effect of substances on behaviour

bodies make?

Do emotions make us more successful organisms?

11 Explain the effects of natural and artificial substances on chemical and electrical signals within the body, and possible effects on behaviour


• explain how natural and artificial substances can affect behaviour, e.g. drugs and alcohol, hormones, adrenaline rush

• evaluate the evidence for the impact of natural and artificial substances on innate and learned behaviour, and addictive behaviour (e.g. adrenaline rush for gambling addicts)

Create opportunities for pupils to research and explain the link between instinctive behaviour, natural selection, adaptation and survival

Create opportunities for pupils to explore and explain how an understanding of animal behaviour offers a range of opportunities for exploitation

Is TV a drug?

How accurate a term is brainwashing?

Does asymmetric behaviour offer a survival advantage?

Exte

nsio

n Evaluate evidence from different sources about the impact of natural and artificial substances on behaviour


• explain how the interdependence of chemical and electrical signals affects behaviour and helps animals to adapt to new situations



Particle models



7 Describe matter Pupils could learn to: Explore with pupils how the Why can’t using a simple model and use it to explain changes of state

• recognise obvious examples and properties of solids, liquids and gases using

particle model can start to explain changes in matter and some of the limitations of the model

we walk on water?

What is the most

Recognise the link between heating and cooling and changes of state

Use the simple particle model to explain the physical

a simple model or analogy

• explain the grouping of everyday materials into solid/liquid/ gas categories with reference to their properties, recognising that changes of state

Explore with pupils how the use of the particle model can support an explanation of the behaviour of solids, liquids and gases

Provide and support opportunities to explore and compare the strengths and weaknesses of the particle

common state of matter?

Is shaving foam a liquid?

Are any chemical reactions reversible?

characteristics of solids, liquids and gases

are reversible changes and dependent on temperature

• justify their own classification of some ‘difficult’ materials, e.g. toothpaste, soap powder

model, e.g. explaining what is between the particles

Explore with pupils to what extent materials can be classified by identifying their particular properties

Provide opportunities for pupils to start to form links between the energy-transfer model and the particle model to explain changes in state

Provide opportunities for pupils to experience changes of state and the reverse, including the associated energy changes

Provide opportunities for pupils to select an appropriate model to explain separation techniques

Is dissolving underwater melting?





8 Apply and use Pupils could learn to: Provide opportunities for Is the sea the particle model to describe a range of physical observations

• explain the grouping of materials into solid/ liquid/gas categories with reference to their properties, and

pupils to predict the outcomes of particular separation techniques on unknown mixtures given each mixture’s properties

getting saltier?

Do the particles in a gas ever slow

Apply and use the particle model to describe a range of separation techniques

use this to describe simple evidence for the existence of gases, e.g. smell

• describe and carry out a range of separation techniques, such as filtration or distillation

Discuss with pupils how manipulating a model or using an analogy could clarify their explanation of a separating technique

Create opportunities for pupils to use the energy-transfer model to explain particle

down and stop?

Can you melt wood?

Can diffusion occur in space?

in familiar contexts.

• describe changes of state in terms of a particle model

behaviour

9 Evaluate and refine the particle model to explain a range of physical observations

Evaluate and refine the particle model to explain a range of separation techniques


• provide an explanation of a variety of separation techniques using a particle model

• apply their knowledge of separation techniques, such as filtering and distillation, to unfamiliar situations, e.g. lumps in gravy, drying paint

Explore with pupils how they might justify their selection of an appropriate particle model to explain different phenomena

Provide pupils with the opportunity to explore reasons for developments in the model of the atom

Challenge pupils to use the energy-transfer model and the particle model to explain the differences in the melting and boiling points of different substances

Structure opportunities for pupils to discuss how they can develop their particle model to explain the effects of changing pressure and volume

Do particles melt?

Can you change the boiling point of a liquid?

Do all gas particles move at the same speed?

What’s the secret to being a gas?

Can you have a solution without a liquid?

Are we living at the bottom of an ocean of air?



Year



10 Refine the Pupils could learn to: Explore with pupils how the Is glass really a particle model to explore the structure of atoms, including protons, neutrons and electrons

Apply particle models in unfamiliar contexts, and begin to evaluate the strengths and

• evaluate the particle model to include an appreciation of size

• recognise the role of energy in particle behaviour and movement and use this to explain changes of state

• use a particle model to explain differences in:

– density

kinetic theory can be used to develop the way the particle model explains the behaviour of substances

Create opportunities for pupils to use the kinetic theory to explain the effect of various factors upon solubility

Create opportunities to compare different models of the atom and how a particular model was developed in the light of new information

liquid?

If atoms are mainly empty space, are we?

When is a particle not a particle?

What is the energy content of food at absolute zero?

weaknesses of the model

– compressibility between solids, liquids and gases

– diffusion in solids, liquids and gases

– osmosis

11 Use the particle model and ideas from science and across disciplines to explain phenomena and evaluate the use of the model


• link kinetic theory to the particle model to explain:

– change of state

– diffusion

– gas pressure

– osmosis

Involve pupils in discussions about how to decide which of the different particle models is ‘good enough’ to explain phenomena such as the relationship between transpiration rate and humidity

Create opportunities for pupils to explore how the interrelationship between the three dependent variables of pressure, volume and temperature can be investigated

Is Brownian motion a figment of imagination?

Does gravity affect particles?

Are more viscous liquids denser?

Exte

nsio

n Use the particle model and ideas from science and across disciplines to explain complex phenomena and make critical evaluations to justify the use of a ‘good enough’ model


• evaluate the effectiveness of the particle model in explaining other scientific phenomena, e.g. light, photosynthesis

• explain relationship between volume, temperature and pressure in gases and use this to predict the effects of varying one factor on the other two



Light

Year



7 Describe how energy can be stored

Describe how energy is transferred in simple contexts

Describe how energy stored in a range of energy resources can be usefully


• explain that light travels in a straight line, and use the convention of straight lines as a way of representing light rays

• explore the way different materials absorb, transmit or reflect light and why non-luminous

Introduce pupils to the model of energy transfer and explore how this can be used to explain how transparent, translucent and opaque materials behave when light falls on them

Explore how well the ray-diagram model can represent observations of light phenomena

Evaluate the rigour of the scientific explanations used in promotional material for

Can you bend a pencil without breaking it?

Do things still shine when the lights go out?

Can white walls save me money?

Can you see around corners?

transferred objects can only be seen when light from a luminous object shines on them

road-safety products that use reflection

Create opportunities for pupils to make and test their predictions, e.g. for reflection, to develop their understanding of the straight-line model of light

Can you see further in space?

Where are the reflectors in the night sky?

8 Use a simple Pupils could learn to: Provide opportunities for pupils Is the sea blue? model of energy transfer to describe common observations

• explore how using straight lines as a model to represent light rays is often a simplification

to use creative thinking to explain how the behaviour of light is affected by filters and prisms

Explore with pupils how well

Is there an end to a rainbow?

Are all images the same?

and could lead to misconceptions

• explore how light of different colours is absorbed or reflected

the energy-transfer model can explain observations made when light interacts with transparent, translucent and opaque materials

Why can’t people swap glasses?

How does the world look to

by different surfaces Create opportunities for pupils to use the simple ray model to explain how images are formed and to discuss whether the model can lead to misconceptions

Encourage pupils to plan a procedure to take and record observations and measurements of the path of light through materials of different densities

Explore with pupils how the straight-line model of light can be extended to explain the colours in the visible spectrum

an insect?



Year



Create opportunities for pupils to study the way that evidence has been used in the past to produce alternative models to explain the behaviour of light

9 Develop more Pupils could learn to: Explore with pupils how the Is light white? complex models of energy-transfer mechanisms (incorporating ideas about particles or waves)

• apply and use the model of energy transfer by light to explain what happens when light strikes or passes through different materials

• use a model that white light is made up of different colours to explain dispersion and combine this with energy transfer to explain why coloured

model of electromagnetic (EM) electromagnetic radiation can be used to explain observable characteristics of light phenomena and relate this to wavelength

Plan structured class discussion in which pupils use models, such as energy transfer and wave behaviour, to explore and evaluate a range of strategies to solve communication problems

Explore with pupils the advantages and disadvantages

Is black a colour?

Why do might you be disappointed with the look of your clothes when you get them outside the shop?

Is there an infrared rainbow?

objects (red, green, blue) look coloured when white light is shone on them

of the phenomenon of dissipation and identify the variety of effects it leads to

Do blue and yellow always make green?

Was Pepper’s Ghost all ‘smoke and mirrors’?

Do car lights work better at night-time?

Where does all the light go?

10 Apply the concept of conservation of energy to energy efficiency calculations in living and non-living systems

Develop the idea of energy dissipation in a variety of contexts


• apply models of energy transfer, absorption and reflection and the make-up of white light to explain the appearance of different coloured objects in different coloured lights

Create opportunities for pupils to compare the strengths and weaknesses of different models to explain and account for more complex wave phenomena

Provide opportunities for pupils to draw upon models and use graphical representations to explain unfamiliar light phenomena

Why do mirages in the desert always look like pools of water?

Should a magnifying glass carry a health warning?

Is light invisible?



Year



Describe the • identify light as Create opportunities for pupils effects of energy transfer to living systems by

electromagnetic (EM) radiation that can transfer energy from

to evaluate and use evidence to construct an argument to support the model of light as a

Why can’t we see light?

electromagnetic a source to a receiver wave Does light (EM) and nuclear or detector through a have a split radiation vacuum personality?

Structure opportunities to explore how creative uses of electromagnetic (EM) radiation have led to the development of a range of medical imaging applications, and consider the response to these from a range of economic, social or cultural perspectives

Provide opportunities for pupils to use models, including tools such as speed, frequency and wavelength, and evidence to construct quantitative explanations for wave phenomena

11 Use and apply complex models of energy transfer to a wide range of phenomena

Explain a wide range of complex phenomena using the principle of conservation of energy and appropriate wave or particle models


• link ideas of energy transfer, energy dissipation, wave speed, frequency and wavelength to explain refraction, dispersion and dissipation of light, and how these are applied in the transmission of information

• compare and contrast the properties of light and other waves in the electromagnetic (EM) spectrum in terms of wavelength, frequency and speed

Create opportunities for pupils to use a range of evidence to evaluate the risks and benefits associated with electromagnetic (EM) waves of different frequencies and intensities and their effects on body cells

Create opportunities for pupils to select and apply appropriate models to explain the choice of the frequency in a variety of applications of electromagnetic (EM) waves

Provide opportunities for pupils to explore the reasons for the development of the photon model and to evaluate it in comparison with the wave and particle models

Are shorter wavelengths hazardous?

Is there scientific evidence for auras?

Are ghosts’ figments of the electromagnetic (EM) spectrum?

Do all stars twinkle?



Year



Exte

nsio

n

Apply broader or deeper knowledge and understanding of energy in explanations of observations and phenomena

Use valid and rational argument to offer solutions to problems arising from the applications and implications of energy


• apply understanding of wave phenomena to explain issues relating to communications technology, e.g. positioning of mobile phone masts

• apply understanding of the EM spectrum to explain choice of frequency for a variety of applications, e.g. TV remote control, intercontinental communication systems



Earth, Space and beyond

Year



7 Describe the Pupils could learn to: Use models to demonstrate and Where is the apparent movement of the Sun across the sky and the pattern in the changing appearance of

• describe, using a simple model, how the relative positions of the Sun and Earth change over the course of time

• recognise that the

challenge misconceptions about the relative movement of the Earth and Sun

Provide opportunities to develop a timeline of the phases of the Moon

Earth?

How do we know the Earth isn’t flat?

Where are we in the

the Moon phases of the Moon are due to its position in relation to the Sun and Earth

Explore the use of the tilted Earth model with pupils to explain seasonal change and address common misconceptions

Encourage pupils to evaluate a range of models to explain the relative sizes of planets and of distances in the solar system

universe?

Does the Moon have seasons?

Do the Sun, Earth and Moon move in the same way?

Create opportunities to discuss how astronomers gather evidence

Involve all pupils in modelling why the same side of the Moon always faces us

Explore with pupils how Earth/ Moon diagrams can create misconceptions about the causes of the phases of the Moon

8 Describe the Pupils could learn to: Support pupils in evaluating Are planets position of the Earth in relation to the position of other bodies in the solar system and use this to

• explain, using simple models, the seasons and phases of the Moon

• describe the relative positions of celestial bodies in the solar system

models to explain the relative movement of the Earth and other celestial bodies

Explore with pupils how Sun/ Earth/Moon diagrams can create misconceptions about the formation of eclipses

and stars always visible?

Do mobile phones need satellites?

What’s in the solar system?

explain some phenomena

Recognise that astronomy and space science provide evidence about the solar system

• describe how the relative positions of celestial bodies in the solar system can result in observable phenomena, e.g. eclipses

• recognise how data are gathered from space that provide an insight into the nature of the solar system, e.g. satellites, telescopes, interplanetary probes

Create opportunities for pupils to use secondary data as evidence to identify and describe patterns within the solar system

Explore with pupils how scientists use data gathered by space probes to further our understanding

What is a planet?



Year



9 Apply models Pupils could learn to: Create opportunities for pupils Why study the and use scientific data to explain the relative movement of celestial bodies in the solar system

• explain some of the strengths and weaknesses in the models used to explain the relative movement of celestial bodies in the solar system, e.g. the Earth and Moon in night

to explore how models have developed from observations and, over time, influenced our understanding of the universe

Explore with pupils how observations made using the electromagnetic (EM) spectrum have furthered our knowledge of

universe?

Is space exploration good value?

Is space the final frontier?

Describe how astronomy and space science provide evidence of the solar system and galaxy

and day, and seasons

• use models, patterns or data to explain the relative motion of the Earth and other planets

• recognise some of the consequences of space exploration and colonisation

the universe

Plan structured whole-class discussion to compare different methods of space exploration and the nature of the evidence they produce

Create opportunities for whole-class discussion on the political and ethical issues surrounding the future of space exploration

10 Explain some methods used to explore the solar system and galaxy (both from the Earth and from space)

Explain how the EM spectrum can inform the study of the stars in our galaxy (and universe)


• explain how the current model of the solar system developed

• evaluate the benefits and drawbacks of space exploration and colonisation in relation to ethical. moral, cultural and political dimensions

• link some of the types of radiation received to their various sources, e.g. Sun, stars, planets, background, and how this leads to further study of the universe

Support pupils in exploring how complete is the evidence for some celestial phenomena

Provide and support opportunities for pupils in tracking the investigation of the universe along a time line and explaining how theories changed with new evidence and political, religious and cultural bias

Create opportunities for pupils to compare the arguments presented for and against Galileo’s model of the solar system in terms of evidence and inference

Create opportunities for pupils to consider evidence for and against different models of the universe

What was there before the Big Bang?

How do we know there was a Big Bang?

Where did everything in the universe come from and where is it going?

Will the universe end in tears?



Year



11 Evaluate the Pupils could learn to: Explore with pupils how evidence If the universe available evidence and explain why it favours an expanding universe as the current consensus model

• evaluate how the current model of the solar system and expanding universe was developed on the strength of new evidence, e.g. how this was influenced by the political, religious and cultural norms of the day

has led most scientists to accept the Big Bang theory as the most convincing current model of the formation of the universe

Use various accepted models to produce alternative predictions for the future of the universe

is expanding, is it getting heavier?

Is matter finite?

Is time travel feasible?

• explain how the evidence, e.g. data from space telescopes, is acquired and how it is provisional in nature, e.g. about distant stars, black holes and galaxies

Evaluate, Pupils could learn to: using available evidence, and models of the universe, why

• explain the main idea of the ‘Big Bang’ theory, e.g. red shift

• explain and justify the

Exte

nsio

n

the ultimate fate of the universe is difficult to predict

reliability of the current consensus models as a basis for predicting the fate of the universe


76 The National Strategies | Secondary Science subject leader development materials: Autumn 2009

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Handout1.8Richquestions

What is a rich question? This is an open-ended, higher order question which requires learners to either link or apply ideas, give reasons, summarise or evaluate. Sometimes the questions encourage learners to ask further questions to qualify what the question is actually asking them to explain. These questions generally require extended answers.

Sometimes they are ‘big’ questions that can’t be answered immediately. They may prompt a range of possible answers from a number of learners which in turn raise a list of smaller questions that need to be answered before the answer to the ‘big’ question can be formulated.

Rich questions can often be accessed by learners at different levels so the same rich question could be used at both Year 7 and Year 13.

How can rich questions support teaching and learning? Rich questions can be used:

• as a starter activity to engage and motivate learners and make mundane lessons more interesting;

• as a vehicle to explore pupils’ current levels of understanding and any barriers or misconceptions that might be present

• to structure a synoptic-type lesson where pupils are required to apply their skills, knowledge and understanding from a range of scientific ideas

• to enable pupils to develop higher order thinking

• to provide a different way to revisit a topic

• to broaden and deepen understanding

• to provide opportunities for learners to demonstrate their full potential

• to help learners understand that uncertainty is a key part of the scientific process

• to make learners aware that science cannot explain everything

• to prompt group work, discussion and argument

• to make the lesson more relevant.



Handout1.9Barrierstolearning

Barriers to learning – behaviour There are common barriers that could prevent learning in this area. They need to be identified in the scheme of work and addressed through teaching.

• It is hard for pupils not to interpret responses in terms of human experience, i.e. anthropomorphism.

• Pupils tend to put themselves in place of the animal when interpreting data, i.e. anthropocentric responses.

• Pupils do not easily make links between the brain, nervous system, hormones and behaviour; nor between behaviour and survival.

• Pupils will often interpret the cause of the observation in terms of its outcome by giving a predetermined purpose to a behaviour, such as seeing a dog eating and assuming it did so because it was hungry, i.e. teleology.

• It is important to make pupils aware that many studies on behaviour have taken place under controlled conditions and may not reflect the behaviour of organisms in their natural environment.

Barriers to learning – particle model There are common barriers that could prevent learning in the Particle model substrand. They need to be identified in your scheme of work and addressed through your teaching.

Pupils often think that:

• substances contain particles rather than consist of particles, e.g. pupils think water has particles in it, with water or air between the particles; pupils think that air has oxygen particles in it and there is air between the particles;

• particles are comparable in size to cells, dust specks, etc., and they can be seen with an optical microscope;

• particles of the same substance have different properties in solid, liquid or gas state, e.g. some pupils think solid ice particles are cold and hard, liquid water particles have expanded and so they are larger and softer, while water vapour particles expand even more and are very large and squashy;

• all liquids contain water;

• air is good (breathing) and gas is bad (flammable or poisonous);

• gases have no weight, or even have negative weight, and that is why things filled with gas float;

• when water evaporates it splits up into atoms of hydrogen and oxygen;

• the bubbles in a boiling liquid are bubbles of air;

• melting and dissolving are the same;

• boiling points are not fixed and the temperature will continue to go up as more energy is transferred;

• condensation forms as a result of the ‘cold’ causing oxygen and hydrogen in the air to make water;

• atoms are a small bit of the parent material with all the same properties as that material;

• the proportions of combining elements in a compound are not fixed;



• metallic properties are due to properties of the atom rather than the atomic arrangement;

• non-metals are substances such as sugar or wood rather than non-metallic elements;

• chemical change is what is observed during the reaction, e.g. fizzing, not the production of a new substance.

Pupils are often confused or uncertain about:

• the function of the air, although they know that air is needed for burning;

• the use of scientific words, such as material, matter, substance and pure lead, where there is also a different everyday meaning, e.g. ‘pure’ means it doesn’t contain anything harmful;

• conservation of mass if they still think gases are weightless or substances disappear, e.g. by evaporation or burning.

Barriers to learning – light There are common barriers that could prevent learning in this area. They need to be identified in your scheme of work and addressed through your teaching.


• light transfers energy from one place to another instantaneously

• an object is seen whenever light shines on it, with no recognition that light must move between the object and the observer’s eye

• when objects are seen light (or ‘rays’) comes out of the eye and travels to the object

• lines drawn outward from a light bulb in a sketch represent the ‘glow’ surrounding the bulb; light from a bulb only extends outward a certain distance and then stops; how far it extends depends on the brightness of the bulb

• light is reflected by shiny surfaces, but light is not reflected at all from other surfaces

• light always passes straight through transparent material (without changing direction)

• blocking part of the lens surface would block the corresponding part of the image

• the purpose of the screen is to capture the image so that it can be seen; without a screen, there is not an image

• an image is formed at the focal point of a lens

• the size of an image depends on the size (diameter) of the lens used to formed the image

• gamma rays, X-rays, ultraviolet light, visible light, infrared light, microwaves and radio waves are all very different things

• when waves or pulses interfere (as in a spring, rope, water wave or light wave) they bounce off each other and go back in the opposite direction from which they came

• when a wave moves, particles move along with the wave from the point of transmission to the point of reception

• when light passes through a prism or a filter, colour is added to the light

• the rules for mixing coloured lights are the same as the rules for mixing coloured paints.



Barriers to learning – Earth, Space and beyond There are common barriers that could prevent learning in this area. They need to be identified in the scheme of work and addressed through teaching.


• the Sun orbits the Earth and this causes day and night

• the phases of the Moon are caused by cloud cover or the shadow of planets, the Earth or the Sun

• the seasons are caused by the distance of the Earth from the Sun, i.e. the Earth is nearer to the Sun in summer

• the planets and the Moon are light emitters

• there is not much difference in the size of the Sun and the planets, and that all stars are the same distance from the Earth; alternatively pupils may think that all stars are the same size and that their different distances from the Earth cause differences in brightness – this is because of the scales used in the solar system and universe diagrams

• the Sun rises exactly in the east and sets exactly in the west every day

• the Sun is always directly overhead or directly south at noon

• the surface of the Sun has no visible features

• light years refers to time rather than distance

• dwarf planets are ‘tiny planets’ rather than a celestial body rounded by its own gravity.



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ons

Pupi

ls m

ake

appr

opria

te

deci

sion

s an

d us

e a

rang

e of

H

SW s

kills

in

less

ons

Pupi

ls u

se th

e sk

ills

of H

SW to

en

gage

with

co

nten

t, e.

g. b

y ex

plor

ing

the

stre

ngth

s an

d w

eakn

esse

s of

m

odel

s

Pupi

ls

inde

pend

ently

us

e a

rang

e of

sk

ills

to e

xpla

in,

eval

uate

, de

velo

p ex

plan

atio

ns

and

argu

men

ts

abou

t sci

entif

ic

idea

s an

d id

entif

y ne

xt

step

s in

thei

r le

arni

ng



Strategies to move to the next step The strategies listed below are suggested starting points that will need to be personalised to support your particular circumstances. For example, if the consultant is to run a department meeting you need to have a very clear focus. This must require follow-up work for all teachers before the next meeting, otherwise the practice will not change.

• Arrange for your science consultant to run a department meeting or in-service training day on How science works (HSW) for example on progression or learning objectives.

• Agree a programme with your science consultant to work with teachers in planning and delivering HSW in lessons.

• Use your science consultant to support peer coaching with members of the department in developing their own practice.

• Identify particular continuing professional development issues for individual teachers in the department and appropriate training.

• Build regular slots on HSW into department meetings.

• Share examples of good practice at department meetings.

• Approach the senior leadership team (SLT) for additional time and resources to develop HSW practice.

• Establish a baseline current practice through lesson observation, book scrutiny or pupil and staff interview to be able to identify success clearly.

• Review your scheme of learning.

• Use the yearly learning objectives (YLOs), amplification and teaching strategies from the science Framework to plan for the progressive development of skills across Key Stage 3 and/or Key Stage 4.

• Visit another department that is further along the progression.

• Use the HSW ‘steps and layers’ approach from this resource.

• Use other strategies and materials from this resource.

• Liaise with other departments to improve practice in constructing arguments or analysing secondary evidence.



Prog

ress

ion

in d

evel

opin

g H

ow sc

ienc

e w

orks

(HSW

) and

link

s to

Ass

essi

ng

Pupi

ls’ P

rogr

ess

(APP

)D

epar

tmen

t Pr

actic

al s

kills

ar

e al

lude

d to

in g

ener

al

term

s in

the

sche

me

of

lear

ning

Prac

tical

ski

lls

are

expe

cted

to

be

taug

ht

but l

eft t

o th

e te

ache

rs’

disc

retio

n w

ith li

ttle

m

onito

ring

of p

ract

ice

acro

ss th

e de

part

men

t

HSW

act

iviti

es

adde

d to

som

e un

its in

the

sche

me

of

lear

ning

but

in

an

ad h

oc

fash

ion

HSW

act

iviti

es

are

writ

ten

into

th

e sc

hem

e of

lear

ning

fo

r all

units

bu

t not

all

the

skill

s ar

e w

ell

repr

esen

ted.

A

ctiv

ities

are

no

t use

d by

th

e w

hole

de

part

men

t

HSW

act

iviti

es

and

obje

ctiv

es

are

plan

ned

into

the

sche

me

of

lear

ning

so th

at

all s

kills

are

re

pres

ente

d bu

t no

clea

r pr

ogre

ssio

n

HSW

act

iviti

es

have

agr

eed

obje

ctiv

es a

nd

outc

omes

that

su

ppor

t bet

ter

prog

ress

ion

in

the

sche

me

of

lear

ning

HSW

obj

ectiv

es

and

outc

omes

ar

e pl

otte

d pr

ogre

ssiv

ely

acro

ss a

ll sc

hem

es o

f le

arni

ng in

Key

St

ages

3 a

nd 4

HSW

obje

ctiv

es a

nd

outc

omes

are

pe

rson

alis

ed

for p

upils

in

resp

onse

to

thei

r pro

gres

s

Wha

t as

sess

men

t m

ight

look

lik

e or

typi

cal

acti

viti

es

Step

s fo

r im

plem

enti

ng

APP



Teac

hers

Te

ache

rs d

o no

t see

the

impo

rtan

ce o

f te

achi

ng H

SWan

d re

stric

t it

mai

nly

to

Year

s 7,

8 a

nd

10. O

bjec

tives

an

d ou

tcom

es

are

focu

sed

on

cont

ent

Teac

hers

co

nsid

er

HSW

to b

e th

e sa

me

as

prac

tical

wor

k.

This

pra

ctic

al

wor

k is

‘rec

ipe

driv

en’ w

ith

the

assu

mpt

ion

that

pup

ils w

ill

pick

up

skill

s w

ith p

ract

ice

Teac

hers

are

un

clea

r abo

ut

the

diffe

rent

pu

rpos

es

of p

ract

ical

w

ork,

e.g

. to

illus

trat

e a

piec

e of

scie

nce

know

ledg

e or

to

dev

elop

a

prac

tical

skill

or

to d

evel

op

non-

prac

tical

sk

ills s

uch

as

argu

men

tatio

n

Teac

hers

are

un

sure

how

to

pla

n w

ith

a sk

ills

focu

s an

d fin

d it

hard

to

del

iver

the

activ

ities

in

the

sche

me

of

lear

ning

with

an

y co

nfid

ence

Teac

hers

are

cl

ear a

bout

the

impo

rtan

ce o

f te

achi

ng H

SW.

The

purp

ose

of

prac

tical

wor

k is

mad

e ex

plic

it to

pup

ils

Teac

hers

are

co

mfo

rtab

le

with

, and

pla

n fo

r, pr

ogre

ssio

n in

HSW

.Le

sson

s ar

e w

ell d

esig

ned

to d

eliv

er th

e H

SW o

utco

me

Teac

hers

are

co

nfid

ent

in th

eir

unde

rsta

ndin

g of

pro

gres

sion

in

HSW

Teac

hers

hav

e in

tegr

ated

thei

r un

ders

tand

ing

of H

SWsk

ills

into

th

eir w

hole

ap

proa

ch

to te

achi

ng

scie

nce

Wha

t as

sess

men

t m

ight

look

lik

e or

typi

cal

acti

viti

es

Step

s fo

r im

plem

enti

ng

APP



Pupi

ls

Pupi

ls s

pend

a

lot o

f tim

e on

low

-leve

l ta

sks

that

oc

cupy

thei

r tim

e bu

t add

lit

tle to

ski

ll de

velo

pmen

t

Pupi

ls w

ill s

ay

that

they

like

th

e p

ract

ical

w

ork

but

actu

ally

lear

n lit

tle fr

om it

Pupi

ls’

inve

stig

atio

ns

show

litt

le

impr

ovem

ent

and

ofte

n re

ly

on a

pla

nnin

g fr

ame

Pupi

ls m

ake

haph

azar

d or

acc

iden

tal

gain

s in

H

SW s

kills

of

deve

lopi

ng

expl

anat

ions

or

argu

men

tatio

n

Pupi

ls a

re

awar

e th

at

HSW

is m

ore

than

just

pr

actic

al w

ork

Pupi

ls m

ake

appr

opria

te

deci

sion

s an

d us

e a

rang

e of

H

SW s

kills

in

less

ons

Pupi

ls u

se th

e sk

ills

of H

SW to

en

gage

with

co

nten

t, e.

g. b

y ex

plor

ing

the

stre

ngth

s an

d w

eakn

esse

s of

m

odel

s

Pupi

ls

inde

pend

ently

us

e a

rang

e of

sk

ills t

o ex

plai

n,

eval

uate

, de

velo

p ex

plan

atio

ns

and

argu

men

ts

abou

t sci

entif

ic

idea

s an

d id

entif

y ne

xt

step

s in

thei

r le

arni

ng

Wha

t as

sess

men

t m

ight

look

lik

e or

typi

cal

acti

viti

es

Step

s fo

r im

plem

enti

ng

APP


Audience: Science subject leaders Date of issue: 07-2009 Ref: 00630-2009DOM-EN Ref: 00630-2009PCK-EN

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Documents

Science subject leader development materials · 1 Science subject leader development materials: Handouts Contents PowerPoint™ handouts Supporting the development of effective HSW