Schemes of work: Science at key stage 3 Teacher's Guide
PRINCIPLES FOR CONSTRUCTING A SCHEME OF WORK IN SCIENCE
The following guidance may be helpful for teachers who want to develop or create
their own scheme of work.
Defining a key-stage plan
This step precedes developing a scheme of work in an individual subject. A
key-stage plan:
- takes account of the circumstances of the school and its aims and purposes;
- is a whole-school plan agreed by all staff;
- sets out an agreed time allocation for each subject per year for each year
group or mixed-age class;
- is based on the requirements for each subject for the appropriate key stage;
- makes clear school priorities, for example personal, social and health education.
Constructing a scheme of work for science
When developing a scheme from the programme of study for science, or reviewing
an existing science scheme it is helpful to think about:
- the aims and purposes of the science curriculum at key stage 3 and its contribution
to the whole school curriculum (see Aims
and purposes of science);
- ways in which pupils make progress in learning science (see Assessing
progess);
- the key scientific ideas to be taught, and the balance between the sections
of the programmes of study;
- how these ideas might best be sequenced;
- how to check pupils' progress;
- the practicalities of organising teaching science and classroom management;
- links with other areas of the curriculum.
The following questions may help teachers to focus on what needs to be done.
Key scientific ideas
- What are the key scientific ideas underlying the statements within the programme
of study?
- In terms of the level descriptions, what is the demand of these ideas?
- How can these ideas be divided into manageable units, each with a focus,
and be appropriate for the overall aims and purposes of the curriculum at
the key stage?
- Which ideas offer opportunities for teaching pupils about specific aspects
of scientific enquiry?
- Is there a balance between scientific enquiry and the knowledge and understanding
of the content of life processes and living things, materials and their properties,
and physical processes across the units?
- Are ideas about science in everyday life and the nature of science in the
units providing a breadth of study with regard to contexts for science in
everyday life, the technological uses of science and the implications of these
for personal health and the environment?
- What activities will provide opportunities for pupils to learn the key ideas
in each of the units?
Progression
- What is known about what pupils have already achieved when they enter the
key stage and how does this affect the pitch of the early units?
- Which ideas depend on secure understanding of other ideas?
- How can units and ideas within units be sequenced so that earlier work lays
the foundations for later work?
- Are there opportunities for revisiting and reinforcing the key ideas pupils
need to understand and which some will find difficult?
- When ideas are revisited or reinforced is it in a different context or using
different activities?
- How are pupils who have some competence or expertise beyond the levels expected
in particular years challenged?
Checking progress and assessment
- What are the learning objectives for each unit?
- Do the activities suggested relate clearly to the specified learning objectives?
- How can pupils' progress within each unit be checked?
- Do the learning objectives match the expectations of achievement by the
end of each year?
Practical considerations
- At what time of year is it most appropriate to teach each unit?
- What resources are needed for this unit?
- How long will it take to teach this unit?
- What range of activities can be accomplished in a lesson?
Links with other curriculum areas
- Where are there clear links to other parts of the curriculum? (See appendix
3 for this scheme of work)
- What opportunities are there for developing pupils' literacy, mathematics
and ICT?
