Science subject leader development materials
Autumn 2009
Sciencesubjectleaderdevelopmentmaterials
Autumn2009
First published in 2009 Ref: 00630-2009DOM-EN
Disclaimer
The Department for Children, Schools and Families wishes to make it clear that the Department and its agents accept no responsibility for the actual content of any materials suggested as information sources in this publication, whether these are in the form of printed publications or on a website.
In these materials, icons, logos, software products and websites are used for contextual and practical reasons. Their use should not be interpreted as an endorsement of particular companies or their products.
The websites referred to in these materials existed at the time of going to print.
Please check all website references carefully to see if they have changed and substitute other references where appropriate.
BELM
ON
T PR
ESS
07-2
009
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
3 The National Strategies | Secondary Science subject leader development materials: Handouts
Supporting the development of effective HSW and APP practice
© Crown copyright 2009 00630-2009DOM-EN
4 The National Strategies | Secondary Science subject leader development materials: Handouts
00630-2009DOM-EN © Crown copyright 2009
5 The National Strategies | Secondary Science subject leader development materials: Handouts
© Crown copyright 2009 00630-2009DOM-EN
6 The National Strategies | Secondary Science subject leader development materials: Handouts
00630-2009DOM-EN © Crown copyright 2009
7 The National Strategies | Secondary Science subject leader development materials: Handouts
© Crown copyright 2009 00630-2009DOM-EN
8 The National Strategies | Secondary Science subject leader development materials: Handouts
00630-2009DOM-EN © Crown copyright 2009
9 The National Strategies | Secondary Science subject leader development materials: Handouts
© Crown copyright 2009 00630-2009DOM-EN
11 The National Strategies | Secondary Science subject leader development materials: Handouts
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.
• Using repurposed key scientific ideas materials, with HSW and APP embedded.
© Crown copyright 2009 00630-2009DOM-EN
12 The National Strategies | Secondary Science subject leader development materials: Handouts
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.
• Using repurposed key scientific ideas materials, with HSW and APP embedded.
00630-2009DOM-EN © Crown copyright 2009
13 The National Strategies | Secondary Science subject leader development materials: Handouts
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
© Crown copyright 2009 00630-2009DOM-EN
14 The National Strategies | Secondary Science subject leader development materials: Handouts
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,
00630-2009DOM-EN © Crown copyright 2009
15 The National Strategies | Secondary Science subject leader development materials: Handouts
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.
© Crown copyright 2009 00630-2009DOM-EN
16 The National Strategies | Secondary Science subject leader development materials: Handouts
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.
00630-2009DOM-EN © Crown copyright 2009
The National Strategies | Secondary 17 Science subject leader development materials: Handouts
Ha
ndo
ut1
.2T
heF
ram
ewor
kfo
rsec
ond
ary
sc
ienc
e:o
verv
iew
and
lea
rnin
go
bje
ctiv
es
Ove
rvie
w o
f str
ands
Stra
nds
Subs
tran
ds
Sub
subs
tran
ds
1 H
ow sc
ienc
e w
orks
1.1a
Ex
plan
atio
ns, a
rgum
ent a
nd d
ecis
ions
1.
1a1
Scie
ntifi
c th
inki
ng: d
evel
opin
g ex
plan
atio
ns
usin
g id
eas
and
mod
els
1.1a
2 Sc
ient
ific
thin
king
: cha
lleng
e an
d
col
labo
ratio
n in
the
deve
lopm
ent o
f
exp
lana
tions
1.1a
3 Sc
ient
ific
thin
king
: dev
elop
ing
argu
men
t
1.11
b A
pplic
atio
ns, i
mpl
icat
ions
and
cul
tura
l un
ders
tand
ing
1.1.
1c C
omm
unic
atio
n fo
r aud
ienc
e an
d w
ith
pur
pose
1.1
Prac
tical
and
enq
uiry
ski
lls
1.1.
2a U
sing
inve
stig
ativ
e ap
proa
ches
: pla
nnin
g
an
appr
oach
1.1.
2b U
sing
inve
stig
ativ
e ap
proa
ches
: sel
ectin
g
and
man
agin
g va
riabl
es
1.1.
2c U
sing
inve
stig
ativ
e ap
proa
ches
:
ass
essi
ng ri
sk a
nd w
orki
ng s
afel
y
1.1.
2d U
sing
inve
stig
ativ
e ap
proa
ches
:
ob
tain
ing
and
pres
entin
g pr
imar
y
evi
denc
e
1.1.
2e W
orki
ng c
ritic
ally
with
prim
ary
evid
ence
1.1.
2f W
orki
ng c
ritic
ally
with
sec
onda
ry
e
vide
nce
© Crown copyright 2009 00630-2009DOM-EN
18 The National Strategies | Secondary Science subject leader development materials: Handouts
Stra
nds
Subs
tran
ds
Sub
subs
tran
ds
2 O
rgan
ism
s, b
ehav
iour
and
hea
lth
2.1
Life
pro
cess
es
2.2
Varia
tion
and
inte
rdep
ende
nce
2.3
Beha
viou
r
3 Ch
emic
al a
nd m
ater
ial b
ehav
iour
3.1
Part
icle
mod
els
3.2
Chem
ical
reac
tions
3.3
Patt
erns
in c
hem
ical
reac
tions
4 En
ergy
, ele
ctric
ity a
nd fo
rces
4.1
Ener
gy tr
ansf
er a
nd e
lect
ricity
4.2
Forc
es
5 Th
e en
viro
nmen
t, Ea
rth
and
the
univ
erse
5.1
Chan
ging
env
ironm
ent a
nd s
usta
inab
ility
5.2
Chan
ging
Ear
th
5.3
Eart
h, S
pace
and
bey
ond
00630-2009DOM-EN © Crown copyright 2009
19 The National Strategies | Secondary Science subject leader development materials: Handouts
How
scie
nce
wor
ks le
arni
ng o
bjec
tive
s
1 H
ow sc
ienc
e w
orks
1.1
Expl
anat
ions
, arg
umen
t and
dec
isio
ns1.
1a1
Scie
ntifi
c th
inki
ng: d
evel
opin
g ex
plan
atio
ns u
sing
idea
s and
mod
els
Year
7
Year
8
Year
9
Year
10
Year
11
Exte
nsio
n
•us
e an
exi
stin
g m
odel
or a
nalo
gy
to e
xpla
in a
ph
enom
enon
•de
scrib
e m
ore
than
one
mod
el to
ex
plai
n th
e sa
me
phen
omen
on
and
disc
uss
the
stre
ngth
s an
d w
eakn
esse
s of
ea
ch m
odel
•de
scrib
e th
e st
reng
ths
and
wea
knes
ses
of a
ra
nge
of a
vaila
ble
mod
els
and
sele
ct th
e m
ost
appr
opria
te
•ju
stify
the
sele
ctio
n of
a
part
icul
ar m
odel
as
the
mos
t ap
prop
riate
•ev
alua
te th
e ef
fect
iven
ess
of
usin
g m
odel
s an
d an
alog
ies
in th
eir
expl
anat
ions
•re
cogn
ise
that
it
is p
ossi
ble
to h
ave
and
to
use
diff
eren
t, an
d so
met
imes
co
nflic
ting,
m
odel
s in
thei
r ex
plan
atio
n
•re
cogn
ise
and
expl
ain
the
valu
e of
us
ing
mod
els
and
anal
ogie
s to
cla
rify
expl
anat
ions
•de
scrib
e ho
w th
e us
e of
a p
artic
ular
m
odel
or a
nalo
gy
supp
orts
an
expl
anat
ion
•ex
plai
n w
hy th
e m
anip
ulat
ion
of a
m
odel
or a
nalo
gy
mig
ht b
e ne
eded
to
cla
rify
an
expl
anat
ion
•de
vise
ow
n si
mpl
e m
odel
s or
ana
logi
es
to e
xpla
in
obse
rvat
ions
, dat
a or
sci
entif
ic id
eas
•ev
alua
te th
e st
reng
ths
and
wea
knes
ses
of
thei
r ow
n m
odel
s an
d an
alog
ies
•ex
plai
n ho
w
devi
sing
and
usi
ng
alte
rnat
ive
mod
els
coul
d he
lp to
mak
e a
‘cre
ativ
e le
ap’ i
n an
exp
lana
tion
© Crown copyright 2009 00630-2009DOM-EN
20 The National Strategies | Secondary Science subject leader development materials: Handouts
1.1a
2 Sc
ient
ific
thin
king
: cha
lleng
e an
d co
llabo
rati
on in
the
deve
lopm
ent o
f exp
lana
tion
s
Year
7
Year
8
Year
9
Year
10
Year
11
Exte
nsio
n
•re
cogn
ise
that
sc
ient
ists
of a
ll di
scip
lines
and
na
tiona
litie
s of
ten
wor
k to
geth
er
to d
evel
op
expl
anat
ions
•re
cogn
ise
that
sc
ienc
e is
a
com
mun
al, a
nd
ther
efor
e fa
llibl
e,
hum
an a
ctiv
ity
and
that
diff
eren
t ex
plan
atio
ns
can
aris
e fr
om
indi
vidu
al b
ias
•de
scrib
e ho
w b
ias,
a
lack
of e
vide
nce
or m
isco
ncep
tions
ca
n gi
ve ri
se to
in
appr
opria
te
theo
ries
and
the
role
of s
cien
tists
in
ques
tioni
ng th
ese
•de
scrib
e th
e pr
oces
s of
va
lidat
ing
the
wor
k of
oth
er s
cien
tists
an
d ex
plai
n ho
w
this
influ
ence
s th
e ac
cept
ance
or
reje
ctio
n of
a
theo
ry
•ex
plai
n w
hy it
is
impo
rtan
t for
th
e sc
ient
ific
com
mun
ity to
ha
ve a
pro
cess
fo
r val
idat
ing
the
wor
k of
oth
er
scie
ntis
ts a
nd h
ow
this
has
influ
ence
d th
e ac
cept
ance
of
curr
ent t
heor
ies
•ex
plai
n an
d ju
stify
w
hy a
‘sci
entif
ic
clai
m’ s
houl
d be
acc
epte
d or
re
ject
ed b
y th
e ap
plic
atio
n of
the
key
com
pone
nts
of v
alid
atio
n to
the
evid
ence
•re
cogn
ise
that
sc
ienc
e ca
nnot
yet
ex
plai
n ev
eryt
hing
•re
cogn
ise
ques
tions
that
the
scie
ntifi
c pr
oces
s ca
nnot
yet
ans
wer
•id
entif
y so
me
ques
tions
that
th
e sc
ient
ific
proc
ess
cann
ot y
et
com
plet
ely
answ
er
but c
an c
ontr
ibut
e to
•id
entif
y so
me
ques
tions
that
th
e sc
ient
ific
proc
ess
cann
ot y
et
com
plet
ely
answ
er
but c
an c
ontr
ibut
e to
, and
exp
lain
the
reas
ons
for t
his
•ex
plai
n w
hy
scie
ntifi
c pr
oof
is o
nly
ever
pr
ovis
iona
l
•ex
plor
e th
e im
plic
atio
ns o
f the
pr
ovis
iona
l nat
ure
of s
cien
tific
pro
of
00630-2009DOM-EN © Crown copyright 2009
21 The National Strategies | Secondary Science subject leader development materials: Handouts
1.1a
3 Sc
ient
ific
thin
king
: dev
elop
ing
argu
men
t
Year
7
Year
8
Year
9
Year
10
Year
11
Exte
nsio
n
•id
entif
y a
rang
e of
sci
entif
ic
data
and
oth
er
evid
ence
to b
ack
an a
rgum
ent a
nd
the
coun
terc
laim
in
less
com
plex
an
d/or
fam
iliar
co
ntex
ts, e
.g.
esta
blis
hing
a w
ind
farm
•id
entif
y a
rang
e of
sci
entif
ic
data
and
oth
er
evid
ence
to b
ack
an a
rgum
ent a
nd
the
coun
terc
laim
in
mor
e co
mpl
ex
and/
or le
ss fa
mili
ar
cont
exts
, e.g
. use
of
ant
ibio
tics
•us
e cr
iteria
to
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
•ex
plai
n ho
w th
e us
e of
crit
eria
im
prov
es th
e ef
fect
iven
ess
of s
elec
ting
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
•de
vise
crit
eria
to
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
fam
iliar
con
text
s
•de
vise
crit
eria
to
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
© Crown copyright 2009 00630-2009DOM-EN
22 The National Strategies | Secondary Science subject leader development materials: Handouts
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
00630-2009DOM-EN © Crown copyright 2009
23 The National Strategies | Secondary Science subject leader development materials: Handouts
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
© Crown copyright 2009 00630-2009DOM-EN
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
00630-2009DOM-EN © Crown copyright 2009
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
The National Strategies | Secondary 25 Science subject leader development materials: Handouts
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
© Crown copyright 2009 00630-2009DOM-EN
26 The National Strategies | Secondary Science subject leader development materials: Handouts
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
00630-2009DOM-EN © Crown copyright 2009
27 The National Strategies | Secondary Science subject leader development materials: Handouts
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
© Crown copyright 2009 00630-2009DOM-EN
28 The National Strategies | Secondary Science subject leader development materials: Handouts
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
00630-2009DOM-EN © Crown copyright 2009
29 The National Strategies | Secondary Science subject leader development materials: Handouts
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
© Crown copyright 2009 00630-2009DOM-EN
30 The National Strategies | Secondary Science subject leader development materials: Handouts
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
00630-2009DOM-EN © Crown copyright 2009
31 The National Strategies | Secondary Science subject leader development materials: Handouts
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
© Crown copyright 2009 00630-2009DOM-EN
32 The National Strategies | Secondary Science subject leader development materials: Handouts
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
00630-2009DOM-EN © Crown copyright 2009
33 The National Strategies | Secondary Science subject leader development materials: Handouts
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
© Crown copyright 2009 00630-2009DOM-EN
34 The National Strategies | Secondary Science subject leader development materials: Handouts
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
00630-2009DOM-EN © Crown copyright 2009
35 The National Strategies | Secondary Science subject leader development materials: Handouts
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
© Crown copyright 2009 00630-2009DOM-EN
36 The National Strategies | Secondary Science subject leader development materials: Handouts
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
00630-2009DOM-EN © Crown copyright 2009
37 The National Strategies | Secondary Science subject leader development materials: Handouts
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
© Crown copyright 2009 00630-2009DOM-EN
38 The National Strategies | Secondary Science subject leader development materials: Handouts
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
00630-2009DOM-EN © Crown copyright 2009
The National Strategies | Secondary 39 Science subject leader development materials: Handouts
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
© Crown copyright 2009 00630-2009DOM-EN
40 The National Strategies | Secondary Science subject leader development materials: Handouts
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
00630-2009DOM-EN © Crown copyright 2009
41 The National Strategies | Secondary Science subject leader development materials: Handouts
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
© Crown copyright 2009 00630-2009DOM-EN
42 The National Strategies | Secondary Science subject leader development materials: Handouts
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
00630-2009DOM-EN © Crown copyright 2009
43 The National Strategies | Secondary Science subject leader development materials: Handouts
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
4A
cros
s a
rang
e of
co
ntex
ts a
nd p
ract
ical
si
tuat
ions
pup
ils:
•U
se s
cien
tific
idea
s w
hen
desc
ribin
g si
mpl
e pr
oces
ses
or
phen
omen
a
•U
se s
impl
e m
odel
s to
des
crib
e sc
ient
ific
idea
s
•Id
entif
y sc
ient
ific
evid
ence
that
is b
eing
us
ed to
sup
port
or
refu
te id
eas
or
argu
men
ts
Acr
oss
a ra
nge
of
cont
exts
and
pra
ctic
al
situ
atio
ns p
upils
:
•D
escr
ibe
som
e si
mpl
e po
sitiv
e an
d ne
gativ
e co
nseq
uenc
es
of s
cien
tific
and
te
chno
logi
cal
deve
lopm
ents
•Re
cogn
ise
appl
icat
ions
of
spe
cific
sci
entif
ic
idea
s
•Id
entif
y as
pect
s of
sc
ienc
e us
ed w
ithin
pa
rtic
ular
jobs
or r
oles
Acr
oss
a ra
nge
of
cont
exts
and
pra
ctic
al
situ
atio
ns p
upils
:
•Se
lect
app
ropr
iate
w
ays
of p
rese
ntin
g sc
ient
ific
data
•U
se a
ppro
pria
te
scie
ntifi
c fo
rms
of la
ngua
ge to
co
mm
unic
ate
scie
ntifi
c id
eas,
pro
cess
es o
r ph
enom
ena
•U
se s
cien
tific
and
m
athe
mat
ical
co
nven
tions
whe
n co
mm
unic
atin
g in
form
atio
n or
idea
s
Acr
oss
a ra
nge
of
cont
exts
and
pra
ctic
al
situ
atio
ns p
upils
:
•D
ecid
e w
hen
it is
ap
prop
riate
to c
arry
ou
t fai
r tes
ts in
in
vest
igat
ions
•Se
lect
app
ropr
iate
eq
uipm
ent o
r in
form
atio
n so
urce
s to
add
ress
spe
cific
qu
estio
ns o
r ide
as
unde
r inv
estig
atio
n
•M
ake
sets
of
obse
rvat
ions
or
mea
sure
men
ts,
iden
tifyi
ng th
e ra
nges
an
d in
terv
als
used
•Id
entif
y po
ssib
le ri
sks
to th
emse
lves
and
ot
hers
Acr
oss
a ra
nge
of c
onte
xts
and
prac
tica
l sit
uati
ons
pupi
ls:
•Id
entif
y pa
tter
ns
in d
ata
pres
ente
d in
var
ious
form
ats,
in
clud
ing
line
grap
hs
•D
raw
str
aigh
tfor
war
d co
nclu
sion
s fr
om d
ata
pres
ente
d in
var
ious
fo
rmat
s
•Id
entif
y sc
ient
ific
evid
ence
they
hav
e us
ed in
dra
win
g co
nclu
sion
s
•Su
gges
t im
prov
emen
ts
to th
eir w
orki
ng
met
hods
, giv
ing
reas
ons
© Crown copyright 2009 00630-2009DOM-EN
44 The National Strategies | Secondary Science subject leader development materials: Handouts
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
3A
cros
s a
rang
e of
co
ntex
ts a
nd p
ract
ical
si
tuat
ions
pup
ils:
•Id
entif
y di
ffer
ence
s,
sim
ilarit
ies
or
chan
ges
rela
ted
to
sim
ple
scie
ntifi
c id
eas,
pro
cess
es o
r ph
enom
ena
•Re
spon
d to
idea
s gi
ven
to th
em to
ans
wer
qu
estio
ns o
r sug
gest
so
lutio
ns to
pro
blem
s
•Re
pres
ent t
hing
s in
the
real
wor
ld u
sing
sim
ple
phys
ical
mod
els
•U
se s
trai
ghtf
orw
ard
scie
ntifi
c ev
iden
ce to
an
swer
que
stio
ns, o
r to
supp
ort t
heir
findi
ngs
Acr
oss
a ra
nge
of
cont
exts
and
pra
ctic
al
situ
atio
ns p
upils
:
•Ex
plai
n th
e pu
rpos
es
of a
var
iety
of s
cien
tific
or
tech
nolo
gica
l de
velo
pmen
ts
•Li
nk a
pplic
atio
ns to
sp
ecifi
c ch
arac
teris
tics
or p
rope
rtie
s
•Id
entif
y as
pect
s of
our
liv
es, o
r of t
he w
ork
that
peo
ple
do, w
hich
ar
e ba
sed
on s
cien
tific
id
eas
Acr
oss
a ra
nge
of
cont
exts
and
pra
ctic
al
situ
atio
ns p
upils
:
•Pr
esen
t sim
ple
scie
ntifi
c da
ta in
m
ore
than
one
way
, in
clud
ing
tabl
es a
nd
bar c
hart
s
•U
se s
cien
tific
form
s of
lang
uage
whe
n co
mm
unic
atin
g si
mpl
e sc
ient
ific
idea
s, p
roce
sses
or
phen
omen
a
•Id
entif
y si
mpl
e ad
vant
ages
of
wor
king
toge
ther
on
exp
erim
ents
or
inve
stig
atio
ns
Acr
oss
a ra
nge
of
cont
exts
and
pra
ctic
al
situ
atio
ns p
upils
:
•Id
entif
y on
e or
mor
e co
ntro
l var
iabl
es in
in
vest
igat
ions
from
th
ose
prov
ided
•Se
lect
equ
ipm
ent o
r in
form
atio
n so
urce
s fr
om th
ose
prov
ided
to
add
ress
a q
uest
ion
or id
ea u
nder
in
vest
igat
ion
•M
ake
som
e ac
cura
te
obse
rvat
ions
or
who
le n
umbe
r m
easu
rem
ents
re
leva
nt to
que
stio
ns
or id
eas
unde
r in
vest
igat
ion
•Re
cogn
ise
obvi
ous
risks
whe
n pr
ompt
ed
Acr
oss
a ra
nge
of c
onte
xts
and
prac
tica
l sit
uati
ons
pupi
ls:
•Id
entif
y st
raig
htfo
rwar
d pa
tter
ns in
ob
serv
atio
ns o
r in
data
pr
esen
ted
in v
ario
us
form
ats,
incl
udin
g ta
bles
, pie
and
bar
ch
arts
•D
escr
ibe
wha
t the
y ha
ve fo
und
out
in e
xper
imen
ts o
r in
vest
igat
ions
, lin
king
ca
use
and
effe
ct
•Su
gges
t im
prov
emen
ts
to th
eir w
orki
ng
met
hods
00630-2009DOM-EN © Crown copyright 2009
45 The National Strategies | Secondary Science subject leader development materials: Handouts
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
© Crown copyright 2009 00630-2009DOM-EN
46 The National Strategies | Secondary Science subject leader development materials: Handouts
Thread 2: Weighing up evidence to construct arguments and explanations
Level Assessment criteria Addressed within KS3 SOL
Implications for departmental training and development
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
00630-2009DOM-EN © Crown copyright 2009
47 The National Strategies | Secondary Science subject leader development materials: Handouts
Thread 3: The process of development of scientific ideas including the role of the scientific community in their development
Level Assessment criteria Addressed within KS3 SOL
Implications for departmental training and 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
© Crown copyright 2009 00630-2009DOM-EN
48 The National Strategies | Secondary Science subject leader development materials: Handouts
Thread 4: Provisional nature of scientific evidence
Level Assessment criteria Addressed within KS3 SOL
Implications for departmental training and development
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
00630-2009DOM-EN © Crown copyright 2009
49 The National Strategies | Secondary Science subject leader development materials: Handouts
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
Level Assessment criteria Addressed within KS3 SOL
Implications for departmental training and development
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
© Crown copyright 2009 00630-2009DOM-EN
50 The National Strategies | Secondary Science subject leader development materials: Handouts
Thread 2: Creative use of scientific ideas to bring about technological developments
Level Assessment criteria Addressed within KS3 SOL
Implications for departmental training and development
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
Implications for departmental training and development
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
00630-2009DOM-EN © Crown copyright 2009
51 The National Strategies | Secondary Science subject leader development materials: Handouts
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
Level Assessment criteria Addressed within KS3 SOL
Implications for departmental training and development
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
© Crown copyright 2009 00630-2009DOM-EN
52 The National Strategies | Secondary Science subject leader development materials: Handouts
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
Level Assessment criteria Addressed within KS3 SOL
Implications for departmental training and development
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
00630-2009DOM-EN © Crown copyright 2009
53 The National Strategies | Secondary Science subject leader development materials: Handouts
Thread 2: Explaining ideas and evidence using appropriate conventions, terminology and symbols
Level Assessment criteria Addressed within KS3 SOL
Implications for departmental training and development
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
© Crown copyright 2009 00630-2009DOM-EN
54 The National Strategies | Secondary Science subject leader development materials: Handouts
Thread 3: Presenting a range of views judging any possible misrepresentation
Level Assessment criteria Addressed within KS3 SOL
Implications for departmental training and development
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
Level Assessment criteria Addressed within KS3 SOL
Implications for departmental training and development
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
00630-2009DOM-EN © Crown copyright 2009
55 The National Strategies | Secondary Science subject leader development materials: Handouts
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
Level Assessment criteria Addressed within KS3 SOL
Implications for departmental training and development
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
© Crown copyright 2009 00630-2009DOM-EN
56 The National Strategies | Secondary Science subject leader development materials: Handouts
Thread 2: To identify and manipulate variables within the context of an investigation
Level Assessment criteria Addressed within KS3 SOL
Implications for departmental training and development
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
00630-2009DOM-EN © Crown copyright 2009
57 The National Strategies | Secondary Science subject leader development materials: Handouts
Thread 3: To support the gathering of evidence through collection of precise and reliable data
Level Assessment criteria Addressed within KS3 SOL
Implications for departmental training and development
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
Level Assessment criteria Addressed within KS3 SOL
Implications for departmental training and development
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
© Crown copyright 2009 00630-2009DOM-EN
58 The National Strategies | Secondary Science subject leader development materials: Handouts
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
Level Assessment criteria Addressed within KS3 SOL
Implications for departmental training and development
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
00630-2009DOM-EN © Crown copyright 2009
59 The National Strategies | Secondary Science subject leader development materials: Handouts
Thread 2: Consideration of errors and anomalies
Level Assessment criteria Addressed within KS3 SOL
Implications for departmental training and development
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
© Crown copyright 2009 00630-2009DOM-EN
60 The National Strategies | Secondary Science subject leader development materials: Handouts
Thread 3: Processing and analysing data to support the evaluation process and draw conclusions
Level Assessment criteria Addressed within KS3 SOL
Implications for departmental training and development
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
00630-2009DOM-EN © Crown copyright 2009
61 The National Strategies | Secondary Science subject leader development materials: Handouts
Thread 4: Explanation and evaluation of evidence to support the scientific process
Level Assessment criteria Addressed within KS3 SOL
Implications for departmental training and development
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
© Crown copyright 2009 00630-2009DOM-EN
62 The National Strategies | Secondary Science subject leader development materials: Handouts
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)
00630-2009DOM-EN © Crown copyright 2009
63 The National Strategies | Secondary Science subject leader development materials: Handouts
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?
© Crown copyright 2009 00630-2009DOM-EN
64 The National Strategies | Secondary Science subject leader development materials: Handouts
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?
00630-2009DOM-EN © Crown copyright 2009
65 The National Strategies | Secondary Science subject leader development materials: Handouts
Year Yearly learning
objectives Amplification Strategies for progression Rich questions
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
Pupils could learn to:
• 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
Pupils could learn to:
• explain how the interdependence of chemical and electrical signals affects behaviour and helps animals to adapt to new situations
© Crown copyright 2009 00630-2009DOM-EN
66 The National Strategies | Secondary Science subject leader development materials: Handouts
Particle models
Year Yearly learning
objectives Amplification Strategies for progression Rich questions
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?
00630-2009DOM-EN © Crown copyright 2009
67 The National Strategies | Secondary Science subject leader development materials: Handouts
Year Yearly learning
objectives Amplification Strategies for progression Rich questions
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
Pupils could learn to:
• 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?
© Crown copyright 2009 00630-2009DOM-EN
68 The National Strategies | Secondary Science subject leader development materials: Handouts
Year
Yearly learning objectives
Amplification Strategies for progression Rich questions
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
Pupils could learn to:
• 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
Pupils could learn to:
• 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
00630-2009DOM-EN © Crown copyright 2009
69 The National Strategies | Secondary Science subject leader development materials: Handouts
Light
Year
Yearly learning objectives
Amplification Strategies for progression Rich questions
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
Pupils could learn to:
• 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?
© Crown copyright 2009 00630-2009DOM-EN
70 The National Strategies | Secondary Science subject leader development materials: Handouts
Year
Yearly learning objectives
Amplification Strategies for progression Rich questions
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
Pupils could learn to:
• 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?
00630-2009DOM-EN © Crown copyright 2009
71 The National Strategies | Secondary Science subject leader development materials: Handouts
Year
Yearly learning objectives
Amplification Strategies for progression Rich questions
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
Pupils could learn to:
• 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?
© Crown copyright 2009 00630-2009DOM-EN
72 The National Strategies | Secondary Science subject leader development materials: Handouts
Year
Yearly learning objectives
Amplification Strategies for progression Rich questions
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
Pupils could learn to:
• 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
00630-2009DOM-EN © Crown copyright 2009
73 The National Strategies | Secondary Science subject leader development materials: Handouts
Earth, Space and beyond
Year
Yearly learning objectives
Amplification Strategies for progression Rich questions
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?
© Crown copyright 2009 00630-2009DOM-EN
74 The National Strategies | Secondary Science subject leader development materials: Handouts
Year
Yearly learning objectives
Amplification Strategies for progression Rich questions
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)
Pupils could learn to:
• 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?
00630-2009DOM-EN © Crown copyright 2009
75 The National Strategies | Secondary Science subject leader development materials: Handouts
Year
Yearly learning objectives
Amplification Strategies for progression Rich questions
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
© Crown copyright 2009 00630-2009DOM-EN
76 The National Strategies | Secondary Science subject leader development materials: Autumn 2009
Ha
ndo
ut1
.7P
lann
ing
she
et
Year
gro
up:
Titl
e of
uni
t:
Targ
et ra
nge
of le
vels
bas
ed o
n A
PP:
Le
arni
ng o
bjec
tives
:
Lear
ning
out
com
es
Succ
ess
crit
eria
– w
hat p
upils
will
nee
d to
do
to s
how
that
they
hav
e ac
hiev
ed th
e ou
tcom
es
Rich
que
stio
n to
set
con
text
of
less
on
Com
mon
mis
conc
epti
ons
or b
arri
ers
to c
onsi
der –
how
will
I kn
ow if
pup
ils h
ave
thes
e ba
rrie
rs?
Teac
hing
str
ateg
ies
to a
ddre
ss th
e ob
ject
ives
and
ach
ieve
the
outc
omes
Ass
essm
ent c
rite
ria
AF
Leve
l Ev
iden
ce
Whi
ch p
upils
ach
ieve
d th
is
00630-2009DOM-EN © Crown copyright 2009
77 The National Strategies | Secondary Science subject leader development materials: Handouts
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.
© Crown copyright 2009 00630-2009DOM-EN
78 The National Strategies | Secondary Science subject leader development materials: Handouts
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;
00630-2009DOM-EN © Crown copyright 2009
79 The National Strategies | Secondary Science subject leader development materials: Handouts
• 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.
Pupils often think that:
• 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.
© Crown copyright 2009 00630-2009DOM-EN
80 The National Strategies | Secondary Science subject leader development materials: Handouts
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.
Pupils often think that:
• 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.
00630-2009DOM-EN © Crown copyright 2009
81 The National Strategies | Secondary Science subject leader development materials: Handouts
Ha
ndo
ut1
.10
Prog
ress
ion
ind
eve
lop
ing
H
ow s
cie
nce
wo
rks
(HSW
)
Prac
tical
ski
lls
are
allu
ded
to in
ge
nera
l ter
ms
in
the
sche
me
of
lear
ning
(wor
k)
Prac
tical
ski
lls
are
expe
cted
to
be ta
ught
but
le
ft to
teac
her’s
di
scre
tion
with
lit
tle m
onito
ring
of p
ract
ice
acro
ss th
e de
part
men
t
HSW
act
iviti
es
are
adde
d to
so
me
units
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
le
arni
ng fo
r all
units
but
not
all
the
skill
s are
wel
l re
pres
ente
d.
Act
iviti
es a
re
not u
sed
by
the
who
le
depa
rtm
ent
HSW
act
iviti
es
and
obje
ctiv
es
are
plan
ned
into
the
sche
me
of le
arni
ng s
o th
at a
ll sk
ills
are
repr
esen
ted
but
ther
e is
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
age
3 an
d 4
HSW
obj
ectiv
es
and
outc
omes
ar
e pe
rson
alis
ed
for p
upils
in
resp
onse
to
thei
r pro
gres
s
Teac
hers
do
not s
ee th
e im
port
ance
of
teac
hing
HSW
and
rest
rict
it m
ainl
y to
Ye
ars
7, 8
and
10
. Obj
ectiv
es
and
outc
omes
ar
e fo
cuse
d on
co
nten
t
Teac
hers
co
nsid
er H
SW to
be
the
sam
e as
pr
actic
al w
ork.
Th
is p
ract
ical
w
ork
is ‘r
ecip
e dr
iven
’ with
the
assu
mpt
ion
that
pu
pils
will
pic
k up
ski
lls w
ith
prac
tice
Teac
hers
are
un
clea
r abo
ut
the
diff
eren
t pu
rpos
es
of p
ract
ical
w
ork,
e.g
. to
illus
trat
e a
piec
e of
sci
ence
kn
owle
dge,
to
dev
elop
a
prac
tical
ski
ll or
to d
evel
op
non-
prac
tical
sk
ills
such
as
argu
men
tatio
n
Teac
hers
are
un
sure
how
to
plan
with
a H
SWfo
cus
and
find
it ha
rd to
del
iver
th
e ac
tiviti
es
in s
chem
e of
lear
ning
(w
ork)
with
any
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
m
ade
expl
icit
to
pupi
ls
Teac
hers
are
co
mfo
rtab
le
with
, and
pla
n fo
r, pr
ogre
ssio
n in
HSW
. Les
sons
ar
e w
ell
desi
gned
to
deliv
er th
e H
SW
outc
omes
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
SW s
kills
in
to th
eir w
hole
ap
proa
ch to
te
achi
ng s
cien
ce
© Crown copyright 2009 00630-2009DOM-EN
82 The National Strategies | Secondary Science subject leader development materials: Handouts
Pupi
ls s
pend
a
lot o
f tim
e on
lo
w-le
vel t
asks
th
at o
ccup
y th
eir t
ime
but
add
little
to s
kill
deve
lopm
ent
Pupi
ls w
ill s
ay
that
they
like
the
prac
tical
wor
k bu
t act
ually
le
arn
little
from
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
ac
cide
ntal
gai
ns
in H
SW s
kills
of
dev
elop
ing
expl
anat
ions
or
argu
men
tatio
n
Pupi
ls a
re
awar
e th
at H
SWis
mor
e th
an
just
pra
ctic
al
wor
k an
d ar
e su
ppor
ted
in m
akin
g de
cisi
ons
and
usin
g H
SW s
kills
in
less
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
00630-2009DOM-EN © Crown copyright 2009
83 The National Strategies | Secondary Science subject leader development materials: Handouts
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.
© Crown copyright 2009 00630-2009DOM-EN
84 The National Strategies | Secondary Science subject leader development materials: Handouts
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
00630-2009DOM-EN © Crown copyright 2009
85 The National Strategies | Secondary Science subject leader development materials: Handouts
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
© Crown copyright 2009 00630-2009DOM-EN
86 The National Strategies | Secondary Science subject leader development materials: Handouts
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
00630-2009DOM-EN © Crown copyright 2009
Audience: Science subject leaders Date of issue: 07-2009 Ref: 00630-2009DOM-EN Ref: 00630-2009PCK-EN
Copies of this publication may be available from: www.teachernet.gov.uk/publications
You can download this publication and obtain further information at: www.standards.dcsf.gov.uk
Copies of this publication may be available from: DCSF Publications PO Box 5050 Sherwood Park Annesley Nottingham NG15 ODJ Tel 0845 60 222 60 Fax 0845 60 333 60 Textphone 0845 60 555 60 email: [email protected]
© Crown copyright 2009 Published by the Department for Children, Schools and Families
Extracts from this document may be reproduced for non-commercial research, education or training purposes on the condition that the source is acknowledged as Crown copyright, the publication title is specified, it is reproduced accurately and not used in a misleading context.
The permission to reproduce Crown copyright protected material does not extend to any material in this publication which is identified as being the copyright of a third party.
For any other use please contact [email protected] www.opsi.gov.uk/click-use/index.htm