Science at key stage 3

The 'use of language across the curriculum' requirement in the national curriculum for 2000 states that:

1. Pupils should be taught in all subjects to express themselves correctly and appropriately and to read accurately and with understanding. Since standard English, spoken and written, is the predominant language in which knowledge and skills are taught and learned, pupils should be taught to recognise and use standard English.

2. In writing, pupils should be taught to use correct spelling and punctuation and follow grammatical conventions. They should also be taught to organise their writing in logical and coherent forms.

3. In speaking, pupils should be taught to use language precisely and cogently.

4. Pupils should be taught to listen to others, and respond and build on their ideas and views constructively.

5. In reading, pupils should be taught strategies to help them read with understanding, to locate and use information, to follow a process or argument and summarise, and to synthesise and adapt what they learn from their reading.
6. Pupils should be taught the technical and specialist vocabulary of subjects and how to use and spell these words. They should also be taught to use the patterns of language vital to understanding and expression in different subjects. These include the construction of sentences, paragraphs and texts that are often used in a subject (for example, language to express causality, chronology, logic, exploration, hypothesis, comparison, and how to ask questions and develop an argument).

This requirement encourages pupils to use language, both spoken and written, to think, learn, express their ideas and use information and evidence to support their analysis, ideas and views. Pupils also need to be able to read texts with understanding, evaluating their usefulness and reliability.

The underlying messages of the requirement are that:

• enhancing pupils' language skills enhances their subject learning;
• using subject-specific vocabulary and patterns of language contributes to developing pupils' language skills;
• all teaching contributes to pupils' development of language since speaking, listening, reading and writing are, to varying degrees, integral to all lessons.

Being numerate is a product of success in learning mathematics and pupils will benefit from the opportunity to apply their mathematics in science. This scheme of work offers opportunities for:

• measuring: choosing and using appropriate units and instruments through interpreting numbers on a scale, knowing the values of unlabelled graduations on scales, and understanding complex measures such as speed and density;
• constructing graphs, tables and diagrams using Cartesian coordinates for graphical representation, by grouping data, by interpreting frequency diagrams and pie charts, and by drawing pie charts;
• using formulae and understanding relationships through constructing and expressing simple formulae, and understanding and using proportion and ratio;
• using data through collecting data, recording data and determining class intervals, and calculating the means of a set of data.

Work in science can contribute substantially to the development of a range of ICT capabilities, particularly in the areas of datalogging, data handling, modelling or simulations, and the use of the internet or CD-ROMs to research information. There are also opportunities within the scheme of work for the use of word processing, spreadsheets and control applications.

The use of ICT can help pupils' learning in science by:

• making it possible for them to document the stages in the development of their ideas electronically, share this with others and develop their work further;
• providing tools such as spreadsheets and databases to help them manipulate, analyse and present scientific data;
• involving them in the use of specialist equipment which assists in the development of techniques for producing and monitoring data;
• providing a range of information sources from the internet, CD-ROM and viewdata to enhance their knowledge and understanding of scientific information and the work of scientists and technologists.

The units include a wide range of such examples, including all those listed in the margins to the programme of study for key stage 3.

Opportunities to use the internet are highlighted in 'Resources' and 'Points to note' in the units. Teachers will need to check the content of websites used by pupils to make sure it is appropriate. Teachers may want to bookmark sites in advance. Web addresses listed were correct at the time of publication, although teachers need to be aware that web addresses and site content can change.

This scheme of work relates closely to the non-statutory guidelines for PSHE. This is indicated in unit 7B 'Reproduction', unit 8C 'Microbes and disease', unit 9A 'Inheritance and selection' and unit 9B 'Fit and healthy' (see 'Links with other areas of the curriculum and other schemes of work' for details). The units contain activities designed to be used in science lessons; incorporation of these into the school's programme for PSHE will require further development. Specific activities related to sex education have not been included. This scheme can therefore be used in all schools, irrespective of the policy on sex education. Clearly, it would be advisable to link the sex education programme to activities in this scheme of work, which includes subjects such as human reproduction, transmission of disease, action of hormones and inherited characteristics.

The national curriculum requirements for citizenship became statutory in September 2002. This scheme of work offers activities and approaches which can contribute to citizenship education, and are consistent with QCA's guidance. They include environmental issues of food production, energy use and industrial pollution. This work will also contribute to education for sustainable development. Other aspects covered include the work of scientists and the impact of science in, for example industrial processes, medicine and health promotion. Some links are included in the table called 'Links with other areas of the curriculum and other schemes of work'.

The scheme of work provides many opportunities to develop pupils' key skills.

Communication

Pupils use and develop this skill in a variety of ways. Examples include listening, speaking, discussing; responding in question-and-answer sessions; using appropriate scientific vocabulary; observing; describing and explaining features, events or effects; recording; reading to obtain or extract information; summarising; writing accounts or reports; and using drawings, diagrams, flow charts or other images; presenting information eg producing a leaflet or poster.

Application of number

Pupils use their number skills in some activities. Examples include counting; measuring eg temperature, length, volume, mass, current; estimating or predicting values; collecting and recording data or results; comparing figures; working with formulae or chemical equations; calculating eg percentages; presenting; interpreting and explaining figures or results, including using tables; and plotting and interpreting graphs.

Information technology

Some activities will provide opportunities for pupils to use and develop their IT skills, for example in searching and finding information from secondary sources like databases, CD-ROMs or the internet; datalogging; developing spreadsheets; storing information; presenting data eg on graphs; displaying results; and when presenting written text eg producing an information leaflet.

Working with others

Aspects of this skill will be evident in any group work in science activities, for example in the sharing of ideas; in group planning of investigations; following safe working methods eg in food tests, in the collaborative investigation of micro-organisms; in assembling information from secondary sources to answer the questions 'Are we healthier than our great grandparents?' and 'Is pollution worse now?'.

Improving own learning and performance

Pupils have many opportunities to reflect on their work, for example their plans for investigations, enquiry, field surveys or a debate. They also review and improve their own work or test answers; check their progress as they progress through units; and review and evaluate what they did and how they could improve it.

Problem solving

As pupils seek and use different strategies to answer scientific questions through scientific enquiry they develop the skill of problem solving. Activities include analysing and interpreting information; synthesising and applying ideas; exploring or weighing up ideas or evidence; making connections (linking or relating ideas); deciding on appropriate approaches to problems; selecting suitable apparatus; choosing and evaluating effects; and reviewing solutions to problems.

By using thinking skills pupils can focus on 'knowing how' as well as 'knowing what' - learning how to learn. In each unit there are sections on 'checking progress' and 'reviewing work'. These include suggestions to enable pupils to reflect on what they have learnt, how they learnt and the limitations of their knowledge. The following thinking skills complement the key skills and are reflected in activities in all units. The examples given show the range of opportunities.

Information-processing skills

These enable pupils to locate and collect relevant information, to sort, classify, sequence, compare and contrast, and to analyse part/whole relationships. Examples include the nature and relationships of planets in the solar system; patterns of physical and emotional development during adolescence.

Reasoning skills

These enable pupils to give reasons for opinions and actions, to draw inferences and make deductions, to use precise language to explain what they think, and to make judgements and decisions informed by reason or evidence. Examples include analysing the chemical nature of substances; the role of micro-organisms in disease and the consequences for health.

Enquiry skills

These enable pupils to ask relevant questions, to pose and define problems, to plan what to do and how to research, to predict outcomes and anticipate consequences, and to test conclusion and improve ideas. Examples include investigating the populations of a different species in a habitat; enquiring about the possible effects of noise pollution.

Creative-thinking skills

These enable pupils to generate and extend ideas, to suggest hypotheses, to apply imagination, and to look for alternative innovative outcomes. Examples include considering ideas for alternative energy resources and their impact on lifestyles; modelling the processes of rock formation and making predictions from these.

Evaluation skills

These enable pupils to evaluate information, to judge the value of what they read, hear and do, to develop criteria for judging the value of their own and others' work or ideas, and to have confidence in their judgements. Examples include evaluating evidence of the effects of drugs on the human body and of pollutants on the global climate.

The scheme of work links with design and technology, geography, history, art and design, music, ICT and PSHE. For more information, see below.

Unit	Topic	Linked Topic	Link scheme of work
7B Reproduction	Changes as humans grow	PSHE and sex education: physical and emotional changes of puberty	N/a
7C Environment and feeding relationships	Environmental data	ICT: presenting and measuring environmental data	ICT unit 3 'Processing text and images' and unit 7 'Measuring physical data'
7G Particle model of solids, liquids and gases	Explaining properties of materials	D&T: working characteristics of materials	D&T unit 7A(ii) 'Understanding materials (resistant materials)'
7I Energy resources	Fossil fuels, renewable energy resources and devices	Citizenship: topical, political and social issues	N/a
		D&T: Structures	D&T unit 7A(ii) 'Understanding materials (resistant materials)'
	Topical issues and information	ICT: presenting information	ICT unit 8 'Public information systems'
7J Electrical circuits	Simple control circuits	D&T: control	D&T unit 7D 'Using control to control a display'
7K Forces and their effects	Movement, stretching materials	D&T: mechanisms, properties of materials, testing structures	D&T unit 7D 'Using control to control a display', unit 8A(ii) 'Exploring materials (resistant materials)' and unit 9A(ii) 'Selecting materials (resistant materials)'
7L The solar system and beyond	Scientific discovery	History: impact of science	History unit 21 'Scientific discoveries'
8A Food and digestion	Food types, nutrition	D&T: making meals for particular needs	D&T unit 8A(i) 'Exploring materials (food)' and unit 9A(i) 'Selecting materials (food)'
8C Microbes and disease	Illness, medical advances, food safety	Citizenship, PSHE: health and medicine,	N/a
		D&T: food technology	D&T unit 9E(i) 'Ensuring quality production (food)'
	Scientific discovery	History: impact of science	History unit 20 'Twentieth-century medicine' and unit 21 'Scientific discoveries'
8D Ecological relationships	Environmental data	ICT: presenting and measuring environmental data	ICT unit 2 'Information and presentation' and unit 6 'Control - input, process and output'
	Fieldwork	Geography: fieldwork	Geography unit 7 'Rivers - a fieldwork approach'
8E Atoms and elements	Scientific discovery	History: impact of science	History unit 21 'Scientific discoveries'
8G Rocks and weathering	Weathering, erosion, sedimentation	Geography: tectonic and geomorphological processes	Geography unit 2 'The restless earth', unit 7 'Rivers - a fieldwork approach' and unit 8 'Coastal environments'
8H The rock cycle	Rock formation processes	Geography: tectonic and geomorphological processes	Geography unit 2 'The restless earth', unit 13 'Limestone landscapes of England' and unit 21 'Virtual volcanoes and internet earthquakes'
8K Light	Appearance of objects in coloured light	Art and design: drawing objects viewed in different lighting conditions	Art and design unit 8A 'Objects and viewpoints'
8L Sound and hearing	Nature of sounds	Music: elements of musical sounds	Music unit 3 'Soundscapes'
	Measuring sounds	ICT: investigating noise	ICT unit 7 'Measuring physical data'
9A Inheritance and selection	Sexual reproduction, selective breeding	Citizenship, PSHE and sex education: human reproduction, social and moral issues	N/a
	Scientific discovery	History: impact of science	History unit 20 'Twentieth-century medicine' and unit 21 'Scientific discoveries'
9B Fit and healthy	Diet, smoking, alcohol, drugs	Citizenship: topical, social and moral issues. PSHE: lifestyle, illegal substances and drugs	N/a
		History: impact of science	History unit 20 'Twentieth-century medicine'
	Nutrition	D&T: special diets	D&T unit 9A(i) 'Selecting materials (food)'
9D Plants for food	Food production	Citizenship: topical, social and moral issues	N/a
	Food processing	D&T: food technology	D&T unit 8E(i) 'Producing batches (food)' and unit 9A(i) 'Selecting materials (food)'
	Agriculture	Geography: sustainable agriculture	Geography unit 14 'Can the earth cope?'
9G Environmental chemistry	Acid rain, pollution, global warming	Citizenship: topical, political and social issues	N/a
		Geography: ecosystems, population and sustainable development	Geography unit 14 'Can the earth cope?' and unit 23 'Local action, global effects'
	Environmental monitoring	ICT: use of sensors	ICT unit 6 'Control - input, process and output'
9I Energy and electricity	Generation, transmission and use of electricity	D&T: control	D&T unit 9D 'Using control for electronic monitoring'
		History: the impact of changes in science and technology	History unit 18 'Twentieth-century conflicts' and unit 20 'Twentieth-century medicine'
9J Gravity and space	Satellites for weather forecasting	Geography: weather	Geography unit 10 'Weather patterns over Europe'
		History: impact of science	History unit 21 'Scientific discoveries'
		ICT: remote data collection	ICT unit 8 'Public information systems'
9K Speeding up	Vehicle design	D&T: new materials	D&T unit 9A(ii) 'Selecting materials (resistant materials)'
9L Pressure and moments	Hydraulics, pneumatics, levers	D&T: control mechanisms	D&T unit 7D 'Using control to control a display'