SCIENCE The curriculum for science aims to ensure that all pupils develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics and develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them.
Key Performance Indicators Working scientifically Science attitudes
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Pay attention to objectivity and concern for accuracy, precision, repeatability and reproducibility. Understand that scientific methods and theories develop as earlier explanations are modified to take account of new evidence and ideas, together with the importance of publishing results and peer review.
Age Related Expectations A student should use and compare the information from the selection of resources given to complete the set research task. They identify and select the key data from at least one source. They should recognise the value of models to explain ideas. A student should use and compare the information from the selection of resources given to complete the set research task. They identify and select the key data from at least one source.
Working scientifically Experimental skills and investigations
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● Working scientifically Measurement s
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Ask questions and develop a line of enquiry based on observations of the real world, alongside prior knowledge and experience Apply sampling techniques. Use appropriate techniques, apparatus, and materials during fieldwork and laboratory work, paying attention to health and safety. Make and record observations and measurements using a range of methods for different investigations; and evaluate the reliability of methods and suggest possible improvements. Select, plan and carry out the most appropriate types of scientific enquiries to test predictions, including identifying independent, dependent and control variables, where appropriate. Make predictions using scientific knowledge and understanding. Understand and use SI units and IUPAC (International Union of Pure and Applied Chemistry) chemical nomenclature. Undertake basic data analysis including simple statistical techniques. Use and derive simple equations and carry out appropriate calculations.
Working scientifically Analysis and evaluation
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Apply mathematical concepts and calculate results. Identify further questions arising from their results. Present observations and data using appropriate methods, including tables and graphs. Interpret observations and data, including identifying patterns and using observations, measurements and data to draw conclusions. Present reasoned explanations, including explaining data in relation to predictions and hypotheses.
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They should recognise the value of models to explain ideas. A student should construct a scientific question for an investigation where the variables are known. (How does changing the size of beaker affect the length of time a candle burns?) During an investigation the student should describe the action required to control a known risk. They should select the appropriate equipment to use from a range offered and describe and record observations and evidence systematically. They should recognise a range of variables involved in the investigation and decide how to control them. They should describe the expected outcome of the investigation with reasons for their ideas. A student should make decisions as to what to measure or observe in order to answer a question. They should use common units of measurement and be able to compare and order the data. They should calculate speed and complete word equations of chemical reactions and for respiration. A student should describe any patterns in their results and refer to the results as evidence for their ideas. They should identify and give reasons for any data that doesn’t fit the patterns. A student will use some technical terminology and specialist vocabulary. They may suggest a similar idea that could be investigated.
