There is a new Key Stage 3 programme of study for science (2007) which feeds into the Key Stage 4 programme of study for science released in 2004. The previous layout and organisation of the Key Stage 3 programme has been altered as described below.
- The importance of science statement at the beginning of the programme of study sets out a very clear vision for why pupils should study science. Science is an important vehicle for the development of a range of transferable skills, such as creative and critical thinking.
- Key concepts and key processes replace the previous single heading of 'Knowledge, skills and understanding'.
- There are four key concepts outlined:
- Scientific thinking
- Applications and implications of science
- Cultural understanding
- Collaboration.
These concepts should not be confused with scientific concepts, or key ideas in science. They reflect much of what was contained in the previous 'Ideas and evidence' and 'Breadth of study' statements, and are the key concepts that underpin the study of science and How science works. Pupils need to understand these in order to deepen and broaden their knowledge and to develop their skills.
- The key processes are a set of the essential skills and processes that pupils need to learn to make progress:
- Practical and enquiry skills
- Critical understanding of science
- Communication.
These will be more familiar to teachers as the investigative skills of the previous programme of study, although there is now a greater focus on the critical understanding of evidence.
- The previous heading 'Breadth of study' in Sc2, 3 and 4 has been replaced by range and content, but fulfils a similar function in setting out the breadth and contexts in which the key concepts and processes are to be taught. This section is much reduced from the previous programme of study. The range and content covers:
- Energy, electricity and forces
- Chemical and material behaviour
- Organisms, behaviour and health
- The environment, Earth and the universe.
- A section on curriculum opportunities sets out the ways in which study in the science curriculum should provide a range of opportunities for pupils to study science, encompassing researching, discussing and developing arguments; developing independent enquiry; using real-life examples; studying local, national and global contexts; experiencing science outside the school environment; using creativity and innovation in science; recognising the importance of sustainability in scientific developments; exploring contemporary and historical scientific developments; considering career opportunities within science; understanding of how science informs decisions; and making links between science and other subjects.
