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TSEC Strategies for Teachers of 5-14 Science - Improving Science Education CPD through Practical Activities |
Using the units in this way would ensure balance and breadth across the science curriculum over the 3 year programme. The targets would be distributed as follows:
4 Year Cyclic Programme
|
|
Earth and Space |
Energy and Forces |
Living Things and the Processes of Life |
Year 1 |
Materials |
Energy Sources |
Animals |
Year 2 |
Changing Materials |
Forces |
Plants |
Year 3 |
Earth and Space |
Heat, Light and Sound |
Conservation |
Year 4 |
Water |
Electricity |
Ourselves |
Using the units over a 4 year programme would distribute the targets as follows:
|
Earth and Space |
Energy and Forces |
Living Things and the Processes of Life |
Year 1 |
2xA 2xB 2xC 4xD 0xE 0xF |
0xA 0xB 0Xc 1xD 3xE 0xF |
5xA 5xB 4xC 0xD 1xE 0xF |
Year 2 |
1xA 2xB 2xC 3xD 0xE 0xF |
1xA 3xB 3xC 2xD 1xE 0xF |
5xA 2xB 2xC 2xD 1xE 0xF |
Year 3 |
2xA 4xB 2xC 3xD 2xE 1Xf |
2xA 4xB 3xC 3xD 0xE 0xF |
0xA 0xB 2xC 3xD 0xF 0xF |
Year 4 |
1xA 2xB 2xC 0XD 0xE 0xF |
2xA 0xB 4xC 4xD 0xE 0xF |
3xA 2xB 3xC 4xD 0xE 0xF |
A3 Recognise and name some common materials from living and non-living sources
A4 Give examples of uses of some materials based on simple properties
B3 Make observations of differences in the properties of common materials
B4 Relate uses of everyday materials to properties
C3 Describe the differences between solids, liquids and gases
C4 Give some everyday uses of solids, liquids and gases
D3 Describe the internal structure of the Earth
D4 Describe the processes that led to the formation of the three main types of rock
D5 Give examples of useful materials that we obtain from the Earth’s crust
D6 Describe how soils are formed
A3 (a, b) A4 (a, b)
B3 B4
C3
D3 D4 D6
A6 Make observations of the ways in which some materials can be changed by processes such as squashing, bending, twisting and stretching
B6 Describe how everyday materials can be changed by heating or cooling
C5 Describe changes when materials are mixed
C6 Describe how solids of different sizes can be separated
D9 Explain how evaporation and filtration can be used in the separation of solids from liquids
D8 Describe what happens when materials are burned
D10 Describe the effect of burning fossil fuels
A6
D9 (a, b) D10
A1 Identify the Sun, the Moon and the Stars
A2 Link the pattern of day and night to the position of the Sun
B2 Describe how day and night are related to the spin of the Earth
B1 Associate the seasons with differences in observed temperatures
C1 Describe the Solar system in terms of the Earth, sun and planets
D1 Relate the movement of planets around the Sun to gravitational forces
C2 Link the temperatures of the planets to their relative positions and atmospheres
D7 Name the gases of the atmosphere and describe some of their uses
D2 Give some examples of the approaches taken to space exploration
E1 Explain day, month and year in terms of the relative motion of the Sun, the Earth and the Moon
E2 Describe the universe in terms of stars, galaxies and black holes
F1 Describe some of the ideas used to explain the origin and evolution of the Universe
A1 (a-c) A2(a-c)
B1 (a-h)
C1
D7
E1(a-d)
A5 Give the main uses of water
B5 Explain why water conservation is so important
B8 Give examples of common causes of water pollution
B7 Give examples of everyday materials that dissolve in water
C7 Distinguish between soluble and insoluble materials
C8 Describe in simple terms the changes that occur when water is heated or cooled
A5
B5
C7 (a, b)
A7 Give examples of sources of heat, light and sound
A8 Give examples of everyday uses of heat, light and sound
B11 Give examples of being energetic
B12 Link the intake of food to the movement of their body
B9 Identify the sun as the main source of heat and light
B10 Link sight and sound to seeing and hearing
C9 Link light to shadow formation
C10 Give examples of light being reflected from surfaces
D12 Describe in simple terms how lenses work
D13 Give examples of simple applications of lenses
C11 Link sound to sources of vibration
D14 Use the terms ‘pitch’ and ‘volume’ to describe sound
A7 A8 (a-c)
C9 C11
A9 Give examples of everyday appliances that use electricity
A10 Identify some of the common dangers associated with the use of electricity
Static electricity is produced by rubbing together certain materials
C12 Construct simple battery operated circuits, identifying the main components
C13 Classify materials as electrical conductors or insulators and describe how these are related to the safe use of electricity
C14 Give examples of energy being converted from one form to another
C15 Describe the energy conversions in the components of an electrical circuit
D15 Construct a series circuit following diagrams using conventional symbols
D16 Describe the effect of changing the number of components in an electrical circuit
D17 Give some examples of energy conversions involved in the generation of electricity
D18 Describe how electrical energy is distributed to our homes
C12 (a, b) C13 C14 (a, b) C15
D15 (a, b) D17
A11 Give examples of pushing and pulling, floating and sinking
B13 Describe the effect that a push and pull can have on the direction, speed or shape of an object
B14 Give examples of magnets in everyday use
B15 Describe the interaction of magnets in terms of the forces of attraction and repulsion
C16 Give some examples of friction
C17 Explain friction in simple terms
C18 Describe air resistance in terms of friction
D20 Give examples of streamlining and explain how this lowers resistance
D21 Describe the relationship between the Earth’s gravity and the weight of an object
E22 Describe the effects of balanced and unbalanced forces
A11 (a. b)
B13 (a, b)
C16 C17
D20 (a-c) D21 (a, b)
D19 Name some energy resources
E21 Explain the difference between renewable and non-renewable energy resources
E19 Describe some examples of the interconversion of potential and kinetic energy
E20 Give some examples of chemical energy changes
D10 D19
E20
A12 Recognise similarities between themselves and others
A15 Describe some ways in which humans keep themselves safe
A14 Name and identify the main external parts of the bodies of humans (and other animals)
B18 Give examples of how the senses are used to detect information
B19 Recognise the stages of the human life cycle
C22 Name the life processes common to humans and other animals
C23 Identify the main organs of the human body
C24 Describe the broad functions of the organs of the human body
D23 Describe the role of lungs in breathing
D24 Outline the process of digestion
D25 Describe the main changes that occur during puberty
D26 Describe the main stages in human reproduction
E28 Identify, name and give the functions of the main organs of the human reproductive system
A12 (a-d) A14
B19 (a, b)
C22 C23 (a-d)
D23 D24 (a-e)
TargetS
A17 Recognise and name some common (plants and) animals found in the local environment
A16 Give the conditions needed by animals (and plants) in order to remain healthy
A13 Sort living things into broad groups according to easily observed characteristics
A18 Give examples of how to care for living things and the environment
B22 Give examples of feeding relationships found in the local environment
B23 Construct simple food chains
A14 Name and identify the main external parts of the bodies of (humans and other) animals
B20 Recognise stages in the life cycles of familiar (plants and) animals
B16 Give some of the more obvious distinguishing features of the major invertebrate groups
B17 Name some common members of the invertebrate groups
C19 Give some of the more obvious distinguishing features of the five vertebrate groups
C20 Name some common members of the vertebrate groups
C22 Name the life processes common to (humans and other) animals
C21 Name some common animals (and plants) using simple keys
E25 Create and use keys to identify living things
A17 A13 (a-d) A8 A14
B23 (a, b) B20 (b-d) B16 (a-d)
C19 (a, b) C20 (a-h) C21 (a-e)
E25
A19 Give some examples of seasonal changes in the appearance of plants
A17 Recognise and name some common plants (and animals) in the local environment
A16 Give the conditions needed by plants (and animals) in order to remain healthy
B21 Identify the main parts of flowering plants
A13 Sort living things into broad groups according to easily observable characteristics
A18 Give examples of how to care for living things and the environment
B20 Recognise stages in the life cycles of familiar plants (and animals)
D22 Give the main distinguishing features of the major groups of flowering and non-flowering plants
C25 Describe the broad functions of the main parts of flowering plants
C21 Name some common (animals and) plants using simple keys
E25 Create and use keys to identify living things
D27 Describe the main stages in flowering plant reproduction
A19 (a, b) A16
B21 B20 (a-d)
C25
D22 (a, b) D27 (a-c)
C27 Explain how living things and the environment can be protected and give examples
C26 Give examples of living things that are rare or extinct
D28 Describe examples of human impact on the environment that have brought about beneficial changes and examples that have detrimental effects
D29 Give examples of how plants and animals are suited to their environment
D30 Explain how responses to changes in the environment might increase the chances of survival
C27 C26 (a-d)
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