Learning and undertaking activities in science contribute to achievement
of the curriculum aims for all young people to become:
- successful learners who enjoy learning, make progress and achieve
- confident individuals who are able to live safe, healthy and fulfilling
lives
- responsible citizens who make a positive contribution to society.
The importance of science
The study of science fires pupils' curiosity about phenomena in the world
around them and offers opportunities to find explanations. It engages learners
at many levels, linking direct practical experience with scientific ideas.
Experimentation and modelling are used to develop and evaluate explanations,
encouraging critical and creative thought, and to show how knowledge and
understanding in science are rooted in evidence. Pupils discover how scientific
ideas contribute to technological change - affecting industry, business
and medicine and improving quality of life. They trace the development of
science worldwide and recognise its cultural significance. They learn to
question and discuss issues that may affect their own lives, the directions
of societies and the future of the world.
Key concepts
There are a number of key concepts that underpin the study of science and
how science works. Pupils need to understand these concepts in order to
deepen and broaden their knowledge, skills and understanding.
Scientific thinking
- Using ideas and models to explain
phenomena and developing them to generate and test theories.
- Critically analysing and evaluating evidence from observations and experiments.
Explain phenomena
Science is not yet able to explain all phenomena but the process of developing
scientific understanding constantly generates new and sometimes conflicting
evidence. This in turn gives rise to new explanations and ideas.
Applications and implications of science
- Applying scientific ideas brings about technological developments and
consequent changes in the way people think and behave.
- Exploring the ethical
and moral implications of using and applying science.
Ethical and moral implications
Scientists, individuals and society need to think about the balance between
the advantages and disadvantages of new developments before making decisions.
For example examining issues relating to in vitro fertilisation and stem
cell research, the production of potentially hazardous chemicals and the
use of nuclear energy. This could also include exploring how developments
are achieved, for example experiments on animals to produce drugs that
may prolong human life.
Cultural understanding
- Recognising that modern science has its roots in many different societies
and cultures and draws on a variety of valid approaches to scientific
practice.
Collaboration
- Sharing
developments and common understanding across disciplines and
boundaries.
Sharing developments and common understanding
Scientists of all disciplines communicate scientific ideas and understanding
using mathematics and internationally recognised conventions and terminology.
Scientific investigation is predominantly undertaken by groups of scientists
with different specialisms working in collaboration.
Key processes
These are the essential skills and processes in science that pupils need
to learn to make progress.
Pupils should be able to:
- use a range of scientific methods and techniques to develop and test
ideas and explanations
- assess risk and work safely in the laboratory, field and workplace
- carry out practical and investigative activities, both individually
and in groups
- obtain, record and analyse data from a wide
range of primary and secondary sources, including ICT sources,
and use their findings to provide evidence for scientific explanations
- evaluate scientific evidence and working methods
- use
appropriate methods, including ICT, to communicate scientific information
and contribute to presentations and discussions about scientific issues.
Wide range of primary and secondary sources
Primary sources such as data logging and secondary sources such as the
internet are essential aspects of pupils' experience of science.
Use appropriate methods, including ICT, to communicate
scientific information
For example digital photography, video or podcasting as alternatives to
text-based approaches.
Range and content
This section outlines the breadth of the subject on which teachers should
draw when teaching the key concepts and key processes.
The study of science should include:
Energy,
electricity and forces
- energy can be transferred usefully, stored, or wasted, but cannot be
created or destroyed
- forces are interactions between objects and can affect their shape
and motion
- electricity
in circuits can produce a variety
of effects
Energy
This includes the properties and behaviour of light and sound, renewable
energy resources and emerging technologies such as fuel cells.
Shape and motion
This includes pressure effects, linear motion and moments.
Electricity
This includes current and voltage in series and parallel circuits.
Variety of effects
This includes energy transfer in a variety of electrical devices, and
magnetic effects.
Chemical and material behaviour
- the particle model provides explanations for the different physical
properties and behaviour of matter
- elements
consist of atoms that combine together in chemical reactions to form compounds
- elements and compounds show characteristic
chemical properties and patterns in their behaviour
Elements
This includes the development and organisation of elements within the
Periodic Table.
Compounds
This includes the different properties of compounds due to the number
and type of atoms and their arrangement.
Characteristic chemical properties and patterns
This can be exemplified by the reactions of metals, acids and bases.
Organisms, behaviour and health
- life processes are supported by the organisation of cells into tissues,
organs and body systems
- the human reproductive cycle includes adolescence, fertilisation and
foetal development
- conception, growth, development, behaviour and health can be affected
by diet,
drugs and disease
- all living things show variation,
can be classified and are interdependent, interacting with each other
and their environment
- behaviour
is influenced by internal and external factors and can be investigated
and measured
Diet, drugs and disease
This includes the importance of healthy eating complemented by regular
exercise, and the effect of drugs such as alcohol, tobacco and marijuana
on mental and physical health. This also includes the effects of bacteria
and viruses, such as those associated with sexually transmitted diseases.
Variation
This includes inherited and environmental variation and variation through
genetic engineering and selective breeding.
Behaviour
This includes human and animal behaviour (psychology and ethology).
The environment, Earth and universe
- geological
events are a combination of chemical and physical processes
- astronomy and space science provide insight into the nature
and observed motions of the Sun, Moon, stars, planets and other
celestial bodies
- human activity and natural processes can lead to changes in the environment.
Geological events
This includes rock formation and weathering.
Nature and observed motions
This includes consideration of historical misconceptions due to insufficient
scientific evidence.
Curriculum opportunities
During the key stage pupils should be offered the following opportunities
that are integral to their learning and enhance their engagement with the
concepts, processes and content of the subject.
The curriculum should provide opportunities for pupils to:
- research, experiment, discuss and develop arguments
- pursue an independent
enquiry into an aspect of science of personal interest
- use real life examples which put science into context as a basis for
finding out about science
- study science in local, national and global contexts and appreciate
the connections between these
- experience science outside the school environment including in the workplace,
where possible
- use creativity
and innovation in science, and appreciate their importance in
enterprise
- recognise the importance of sustainability
in scientific and technological developments
- explore contemporary
and historical scientific developments and how they have been
communicated
- prepare to specialise in a range of science subjects at key stage 4
and consider career
opportunities that are provided by science qualifications both
within science and in other areas
- consider how knowledge and understanding of science informs personal
and collective decisions, including those on substance
abuse and sexual
health
- make links between science and other subjects and areas of the curriculum.
Independent enquiry
This could include using primary sources from experimental work or using
secondary sources from desk-based research.
Creativity and innovation
Creativity is an important part of the scientific process and scientific
experimentation can generate new ideas that may not otherwise have been
considered, leading to novel discoveries and applications.
Sustainability
This relates to the continuity of economic, social, institutional and
environmental aspects of human society, as well as the non-human environment.
It also incorporates sustainable development: meeting the needs of the
present generation without compromising the ability of future generations
to meet their needs. It could include examining issues surrounding the
availability of finite resources, waste reduction and recycling, energy
conservation and renewable energy resources, and environmental pollution.
Contemporary and historical
This should include an appreciation of the global and the diverse cultural
nature of science and the contributions made by men and women.
Communicated
This should include an appreciation of how science is represented and
sometimes misrepresented in the media and by scientists themselves.
Career opportunities
The skills, understanding and knowledge developed through the study of
science are highly regarded by employers. Many career pathways require
qualifications in science, but science qualifications do not necessarily
lead to lab-based occupations.
Substance abuse
This includes the abuse of alcohol, tobacco, solvents and other drugs
(see explanatory text in range and content section).
Sexual health
This includes issues related to pregnancy, contraception and sexually
transmitted diseases (see explanatory text in range and content section).
