Curriculum aims
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 (IE1 identify questions to answer and problems to solve).
It engages learners at many levels, linking direct practical experience
with scientific ideas. Experimentation and modelling
(IE2 plan and carry out research, appreciating the consequences of decisions)
are used to develop and evaluate explanations, encouraging
critical and creative thought (IE4 analyse and evaluate information, judging
its relevance and value), 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 (IE5 consider
the influence of circumstances, beliefs and feelings on decisions and events).
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
(IE2 plan and carry out research) and developing them to generate
and test theories.
- Critically analysing and evaluating evidence
from observations and experiments (IE4 analyse and evaluate information,
judging its relevance and value).
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 (IE3 explore issues, events or problems
from different perspectives).
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 (IE3 explore issues, events
or problems from different perspectives) (IE5 consider the influence of
circumstances, beliefs and feelings on decisions and events).
Collaboration
- Sharing developments and common understanding across disciplines and
boundaries.
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 (IE3 explore issues, events
or problems from different perspectives)
- assess risk and work safely in the laboratory, field and workplace
- carry out practical and investigative activities,
both individually and in groups (IE2 plan and carry out research, appreciating
the consequences of decisions)
- 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 (IE4 analyse
and evaluate information, judging its relevance and value)
- evaluate scientific evidence and working
methods (IE4 analyse and evaluate information, judging its relevance and
value)
- use appropriate methods, including ICT,
to communicate scientific information and contribute to presentations
and discussions about scientific issues (IE6 support conclusions, using
reasoned arguments and evidence).
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
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
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
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.
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 (IE2 plan and carry out research)
- pursue an independent enquiry into an aspect
of science of personal interest (IE2 plan and carry out research) (IE1
identify questions to answer and problems to resolve)
- 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 (IE3 explore issues,
events or problems from different perspectives)
- 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.
