SCIENCE AND TECHNOLOGY · 2019. 11. 18. · Science and Technology Progression uidance 3 A Quest...

Science and TechnologyProgression Guidance

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SCIENCE AND TECHNOLOGYwithin The World Around Us

Progression Guidance


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The Place of Science and Technology in The World Around UsIn the Northern Ireland Curriculum Geography, History, and Science and Technology are the contributory elements that form an Area of Learning called The World Around Us. All three are statutory and need to be approached from their own unique perspective; pupils should have broad and balanced experiences in all.

These three elements share the same four interrelated strands: Interdependence, Place, Movement and Energy, and Change over Time. Focusing on these strands can help to remove the clutter of endless possibilities of content, as they reveal the ideas that pupils should develop their knowledge and understanding in. They can also help pupils to make connections within and across their learning, bringing meaning and relevance to their experiences in school and in life.

Contents

SECTION 1 A Look to the Future 2

SECTION 2 A Quest for Knowledge 3

SECTION 3 A Way of Thinking and Doing 4

SECTION 4 Science and Technology within the Four Strands of The World Around Us 5

SECTION 5 Skills Progression 12

SECTION 6 Progression in Understanding 17

APPENDIX Statutory Requirements for The World Around Us 29


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A Look to the FutureIt is vital that what and how young people learn equips them to make informed and responsible choices and decisions throughout their lives, including long after they have left the classroom. Pupils need to have opportunities to begin to develop their scientific understanding early and to be motivated and enthused by the practical nature of discovery that defines the discipline.

So much of what we have in our world today, good and bad, was unknown in the relatively recent past: from mobile telephones and wi-fi to antibiotics, aeroplanes and electric ovens! While we cannot know what the next one hundred years of scientific and technological discovery and innovation will bring, we can be certain that Science and Technology will continue to progress and to be relevant and meaningful in our lives.

In addition, a significant number of Northern Ireland industries rely on employing workers with strong STEM skills. Science and Technology in the curriculum plays a huge role in supporting this need.

‘It is essential that the education of the whole population, not just of future scientists provides them with broad understanding of the status and nature of scientific knowledge, how it is created and how dependable it is. This becomes more and more important as science and technology take an expanding role in our lives.’

Harlen, W and Qualter, A, The Teaching of Science in Primary Schools, Routledge, Taylor and Francis, 2014

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A Quest for KnowledgeScience and technology is a discipline that allows us to better understand the natural and physical aspects of the world we live in. Scientists observe our world, curious to investigate further in a bid to explain what is happening and develop their understanding. It is this process of discovery that leads to new and better knowledge, and the quest for new knowledge that motivates scientists on a daily basis – so knowledge is a consequence of doing science.

It is important, therefore, never to view science and technology in schools as simply a collection of facts and theories. Rather, pupils need to experience the excitement and process of doing (which is supported by an emphasis on whole curriculum skills). Just like in the real world, they need to experience a quest for knowledge that can only be acquired through a journey of novel discovery. This is the passionate curiosity that should be nurtured through the science and technology element of the Northern Ireland Curriculum.

‘What distinguishes scientific inquiry is that it leads to knowledge and understanding of the natural and man-made world through direct interaction with the world and through the generation and collection of data for use as evidence in supporting explanations of phenomena.’Harlen, W and Qualter, A, The Teaching of Science in Primary Schools,Routledge, Taylor and Francis, 2014

‘Science deals with phenomena in the world’Sutton, C, ‘The scientific model as a form of speech’ in Welford, G, Osbourne, J and Scott, P (eds),Research in Science Education in Europe, Falmer Press, 1996

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A Way of Thinking and DoingBy doing science in schools, pupils will be able to develop behaviour and skills that reflect those of real scientists. The emphasis will be on knowledge acquisition as a result of the process of questioning, observing, investigating, identifying patterns, explaining and initiating enquiry.

Because scientists value the integrity of new knowledge they employ specific methods and ways of doing science to maintain the honesty of their findings. They concern themselves with values such as testability, accuracy and reliability. Evidence and proof are paramount; it is normal practice for scientists to repeat their activities or get others to try them out in order to look for patterns and consistency before being able to confirm new knowledge.

There are many questions that science and technology still cannot definitively answer, so it is important to acknowledge its limitations. Science cannot provide solutions to all the world’s problems. Indeed, sometimes it identifies or leads to further questions, risks or problems that are steeped in complex ethical or social challenges, such as overpopulation or artificial intelligence. There are also alternative views that science is unable to refute or confirm, and some ideas are theories about what scientists think is happening or has happened based on the evidence that exists at that time.

‘Effective science teaching is not as straightforward as simply telling children what they need to know. Scientific ideas are abstract. No-one can see an idea in someone else’s mind’. Loxley, P, Dawes, L, Nicholls, L and Dore, B, Teaching Primary Science: Promoting Enjoyment and Developing Understanding, Routledge, Taylor and Francis, 2014

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Interdependence Place

Mov

emen

t and

Ene

rgy

Change over Time

Science and Technology

within The World Around Us

Science and Technology within the Four Strands of The World Around Us

The tables that follow explore the science behind Interdependence, Place, Movement and Energy and Change over Time.

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Interdependence

The Science Behind It: Background for Teachers

Life is of fundamental interest to science. To understand life and living things, it is helpful to consider both the structures and functions of living organisms. To understand life and health, we need to recognise as humans that our bodies consist of different organs, each having a particular purpose but working together to ensure the body is functioning.

Pupils should be introduced to the variety of life that makes up our world, including some of the processes that characterise living systems such as growth and adaptation.

We also need to explore the relationships that exist between plants and animals. Survival in a particular place or environment depends on connections between the plant and animal species, such as grazing animals that rely on vegetation for food or plants that provide homes and shelter for living things. In the same way plants also rely on animals, for example birds for seed dispersal and bees for pollination. Plants use energy from the sun to grow; indeed, nearly all of the energy we use to survive can be traced back to the sun. Likewise, when we eat, the energy in food is used as fuel to allow our bodies to function.

Key Scientific Ideas at Primary Level ` Living things need energy in order to survive. Life processes

consume energy.

` There is a large variety of plant and animal life, and this is very important in our world. This is called biodiversity.

` Animals and plants share our world and we need to respect and care for it in order to survive.

` A way to categorise different sorts of living things is to describe the similarities and differences between organisms.

` Our environment is made up of many interconnected systems. Parts of these systems can be described as smaller systems.

` Living things have to change their behaviour over time in order to survive.

` Within an environment living things rely on each other to survive. Sometimes these relationships also involve competition.

` The human body interacts with the surrounding environment, which can be good or bad for our health.

` In our world resources are limited, so changes in one part of a system are likely to result in effects in other parts as well.

For more detailed guidance on progression in understanding of these ideas, see Section 6.

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All living things in an ecosystem are connected in some way, and relationships amongst and between living things will vary from place to place. To get an insight into this it is interesting to explore a variety of ecosystems, such as the environments of the woodland, pond, desert or rainforest. As we examine the relationships we learn about how many of the changes that take place in our world affect how living things interact with their environment and adapt in response.

As pupils are introduced to these ideas it will become apparent that not all relationships are good. This can be seen in the way unwanted changes such as illnesses and disease follow from interactions between hosts (people) and micro-organisms (bacteria and viruses). In nature it can be seen in predator–prey relationships and where living things compete for food or space. Human interventions can also affect interdependent relationships in negative ways, for example degrading ecosystems and causing pollution or global warming.

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Place


Pupils’ understanding of place begins with their immediate environment, exploring their physical place within the world around them. To develop an admiration of and respect for our world, pupils should have opportunities to participate in outdoor learning – for example through playing, investigating, exploring and fieldwork. Teachers should encourage pupils to explore environmental issues, understand the problems that are causing them, come up with solutions and take appropriate action.

This place ‘earth’ where we live is one of the planets that make up our solar system. It is the third planet out from our star – the sun. Our planet is composed of solid, liquid and gas. Almost three quarters of our earth’s surface is covered in water, while the remainder is dry land.

Above the surface of the earth is the atmosphere, a layer of a variety of gases that surround the planet. These gases provide some of the conditions necessary to support life, as this is where oxygen and carbon dioxide are found – both necessary for the survival of plants and animals. The atmosphere protects us from the sun’s harmful radiation. Changes in the atmosphere determine our climate.

The ground beneath our feet and under the oceans is constantly moving as it is made up of a number of huge solid masses floating on molten rock. This rock crust we live on contains, amongst other things, the fossil fuels, metals and other elements upon which humans so heavily depend.

Key Scientific Ideas at Primary Level ` There is a variety of different natural spaces in our locality to

learn about and develop respect for.

` Planet earth is made of rock and metal. A lot of its surface is covered in water and its atmosphere is a layer of gases, all essential for survival.

` All materials originate from earth and can be classified as natural or synthetic.

` Chemical and physical processes act on and within earth, changing the shape of the land.

` The motion of earth, coupled with its orbit around the sun and the moon’s orbit around earth, provides observable patterns in our world.

` A star is a heavenly body which produces its own light and heat. The sun is the star that is closest to earth.

` Human activity has major effects on the world around us. There are steps people can take to protect our environment and natural resources.


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The earth has several distinct layers stretching from the surface to its core. High temperatures mean that some parts of the earth’s internal structure are solid, while other parts behave as liquid. It is the movement that occurs below the surface that ultimately gives rise to the structure of where we live. The movement of the molten metals also gives us our earth’s magnetic field – again protecting us from harmful radiation and helping to sustain life on earth.

Earth is the only planet known to support life. This is not only due to its physical structure and make-up but also because of its precise axis of rotation and distance from the sun. The way in which our planet interacts with the sun and moon gives us our day and night, our seasons, years, and even our tides.

All objects that have mass have gravity; the greater the mass, the greater the pull of gravity. The mass of the earth gives us gravitational pull, keeping our feet firmly on the ground! Similarly, gravity from the sun and moon are important in ensuring the survival of planet earth by maintaining our position in just the correct place in space.

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Change over Time


The non-living world is as fascinating to scientists, and as important to our survival on planet earth, as the living world. In the material world, matter is anything that takes up physical space. All the materials that make up our world, from our bodies to the food we eat and the tools we make, are made of matter composed of elements in different combinations.

Through science we can observe, measure and investigate to determine whether changes that take place in the material world are physical or chemical. Physical changes can be reversed, for example water freezing and ice melting: the substance – water – changes state from liquid to solid and back again, but it remains distinctively water. Chemical changes are much harder or impossible to reverse. Think of baking bread or a cake: the dough can’t be turned back into flour, milk and eggs afterwards. Similarly, when iron is exposed to oxygen and water, rust is formed.

Understanding how materials change helps us to understand our world and how it can be improved by engineering practical solutions to everyday challenges. Examples include getting safe water to communities or finding that adding essential oils from oregano to plastic packaging can delay the growth of mould on bread.

Pupils should have opportunities to find out about the many materials that can be observed in the world around them. At the primary stage this includes learning about the properties of materials, such as why and how substances can be combined or separated. It also looks at what the results of such changes will be and their impact, positive or negative.

Key Scientific Ideas at Primary Level ` Materials can be recognised by their properties, and these

often determine their uses.

` Materials can be classified by their form – solid, liquid or gas.

` Materials can be changed by physical and/or chemical means to make new materials.

` Physical change is often associated with a change of temperature, and the change can usually be reversed.

` Where a physical change has occurred, materials can usually be separated using a range of techniques.

` Chemical change results in the formation of new substances or products.

` A chemical change can involve a release of heat, light, or a colour change. These changes are not usually easy to reverse.

` All materials are sourced from finite resources of the earth, whether they are natural or synthetic.


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Movement and Energy


Movement, put simply, refers to how things in the world around us change their position. Objects can be observed to have no movement (stay stationary), speed up (accelerate) or slow down (decelerate). Movement can be observed taking place in a straight line or changing direction. The speed and direction in which an object moves will depend on the forces acting upon it. A force is any push, pull or twist (a twist is a combination of a push and a pull).

We cannot see forces; rather, we see the effect of them. When forces are not in balance, objects will move. Even objects that appear to be still have forces that are balanced acting upon them. We constantly experience the downward force of gravitational pull here on earth. To apply force, energy is required: to kick a ball, push a pram or ride a bicycle. Force can be used to create energy, such as in wind turbines, wind-up toys or squeezy torches. Energy is defined as the ability to work; without it nothing can be done.

For things to happen energy is required. For example, to power appliances we use electrical energy which can be created from renewable and non-renewable sources.

So long as there are people motivated to ask questions and seek to find answers, knowledge and understanding will continue to develop and directly impact our daily lives.

Key Scientific Ideas at Primary Level ` Energy is the ability to do work, and work is movement against

a force.

` The sun is our most important source of energy.

` Energy can change from one form to another when things change or are made to happen.

` Some forms of energy are associated with heat, light, electricity, movement and sound.

` There are many sources of energy.

` Renewable energy sources like wind and moving water, and non-renewable sources like oil and coal, are used to generate electricity, a secondary source of energy.

` A force is an interaction between objects in the physical world. Forces are acting everywhere all the time.

` A force is required to act upon an object to make it move or change its motion or direction of motion.

` Objects can affect other objects at a distance.

` An object will not move if the forces interacting with it are balanced.


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Managing Information (MI)

Thinking, Problem-Solving and Decision-Making (TPSDM)

Being Creative (BC)

Working with Others (WWO)

Self Management (SM)

Skills ProgressionThe lines of progression in this section illustrate suggested links between Science and Technology and the Thinking Skills and Personal Capabilities. They demonstrate how well the skills will complement the subject content when infused into learning and teaching.

Enquiry is the means by which we find out about or learn new things. Curiosity is a prerequisite to scientific enquiry, and pupils are naturally curious about the world around them. Scientific enquiry begins with a question that can be tested. This process of testing is what leads to new knowledge and learning about scientific ideas.

Teachers should consider these suggestions together with the progress maps for the Thinking Skills and Personal Capabilities, which are foundational to ensuring breadth of skills development. They should also consider the Levels of Progression for Communication, Using Mathematics and Using ICT when planning scientific enquiry.

Please note that, due to the nature of scientific enquiry, pupils will be developing their skills in Working with Others throughout.

Thinking Skills and Personal Capabilities

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Suggested line of progressionFrom Towards To

OBSERVATION Use the senses to make observations and provide descriptions of what they notice.

Use the senses to observe and describe, identifying similarities and differences by making simple comparisons and connections.

Use the senses to observe and describe. Suggest reasons for significant observations by examining evidence and making links between possible cause and effect.

QUESTIONING Ask different types of questions. Be curious, ask and respond to questions about the world around them.

Ask more focused questions and suggest ideas for enquiry.

Be able to ask deeper and wider questions. Recognise the differences between why, what, where, when, how and what if questions. Learn from and build on their own and others’ ideas and experiences.

PLANNING Begin to plan by talking about what they might do. Suggest ways to obtain information from the questions they have formulated.

Set goals for their work, break tasks into smaller parts and plan the next steps, using their own and others’ ideas to identify, locate and select various sources of information.

Be able to plan and set goals. Select the most appropriate methods for a particular task.

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PREDICTING Make simple predictions and see possibilities. Give opinions and reasons.

Generate as many ideas and options as possible. Begin to test predictions and to look for evidence.

Make and test predictions, examine evidence and make links between possible causes and effects. Predict likely consequences and evaluate the outcomes.

DOING Experiment and investigate with fictional, imaginary and real life issues.

Experiment with objects and ideas in a playful way. Make ideas real by experimenting with different designs, actions and outcomes.

Pose questions about the reliability of evidence and the consequences for reaching conclusions.

Suggest possible solutions to problems. Be systematic and work through the stages in a task.

Question the reliability of evidence. Explain and justify methods, opinions and conclusions.

Develop an argument and decide to what extent conclusions support a prediction.

Derive excitement, enjoyment and surprise in learning. Be willing to take on new challenges.

Enjoy the unexpected, unusual and surprising.Experiment and investigate real life issues.

Engage with a range of problem-solving methods. Seek out problems to solve.

Sort and put into groups according to observable features.

Sort, order and group using criteria that have been provided.

Identify and order patterns and relationships through a range of strategies such as grouping, classifying and reclassifying, comparing and contrasting.

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DOING Use simple equipment and methods to estimate, measure and compare data.

Use simple equipment and methods to estimate, measure and compare data, recognising the need to use standard units of measurement.

Choose appropriate equipment and techniques to measure accurately.

Talk about fair and unfair when testing. Recognise the need for a fair test, and identify when carrying out a test whether or not it is fair.

Design and carry out fair tests, identifying what should be changed, measured and kept the same.

Suggest what to make and what materials to use when assembling and rearranging materials.

Choose simple tools and materials when planning and explore ways to join materials when making.

Choose appropriate tools and materials when planning and experiment by incorporating movement and/or control in designs.

EVALUATING Talk about what they have done and what they have learned based on their observations and first hand experiences.

Talk about what they have done, how the work was carried out, what the purpose was, whether they have achieved it and what aspects could be improved.

Draw conclusions by examining evidence, identifying patterns and making links between cause and effect. Explain and justify methods, opinions and conclusions. Question the accuracy and reliability of evidence and how it could be improved.

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RECORDING and COMMUNICATING

Use simple methods to record information. Communicate what they have found out in a variety of ways.

Identify and use a variety of methods to record information. Begin to identify audience and purpose when communicating.

Select the most appropriate methods for the particular task. Develop methods for collating and recording information and monitoring progress on a task. Have a sense of audience and purpose when communicating.

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Progression in UnderstandingThe aim of the strands that make up The World Around Us is to enable schools to choose their own topics and build upon these throughout pupils’ schooling to gradually progress their understanding. This section provides suggested building blocks for schools to help with their planning.

The statements that follow are neither exhaustive nor prescriptive. They will apply across a wide range of topics, which schools are free to choose for themselves as they are best placed to determine what motivates and interests their pupils. This flexibility also encourages a real commitment to adopting an enquiry approach – to doing Science and Technology – by infusing the Thinking Skills and Personal Capabilities into planning learner experiences.

Note: The table that follows focuses on each of the four strands in turn. We have included references to the Northern Ireland Curriculum statutory requirements for The World Around Us (listed in the appendix to this document); these highlight the interrelated nature of the strands, as well as illustrating how these requirements might be addressed. Links to Personal Development and Mutual Understanding (PDMU) are also identified where applicable.

I

PL

CoT

ME

Interdependence

Change over Time

Movement and Energy

Place

Key

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Focus: Interdependence

From (Foundation Stage)Pupils are learning the following:

Towards (Key Stage 1)Pupils are learning the following:

To (Key Stage 2)Pupils are learning the following:

There are identifiable characteristics of the human body (the names and functions of external body parts).

I1, I2, I3 PDMU

The human body experiences the world around us using its senses, including touch, taste, smell, sight and sound.

I1

There are different organs in the human body which carry out specific functions.

I1

Our bodies are unique to us and need to be cared for in order to remain healthy and kept safe.

I1, I2, I3 PDMU

Animals and plants use their senses for survival.

I5 PDMU

The body has mechanisms to protect itself.

I1 PDMU

There are a wide variety of both animals and plants in the immediate locality.

PL3

The variety of animals and plants can be identified according to their characteristics.

PL5

Animals and plants together form ecosystems, and interdependence within systems is essential.

PL1, PL2

There may be different animals and plants in other places.

PL4

Animals and plants have characteristics which are adapted to their habitat.

PL1, PL2

Human influence can have a positive or negative impact on earth’s ecosystems.

PL5, PL6

Plants and animals interact in simple habitats.

PL1

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Focus: Interdependence




Animals and plants need food, light, warmth and shelter to live.

I4, I5 PDMU

There are conditions for healthy growth of animals (including exercise, healthy diet and dental hygiene) and plants (including water and light).

PDMU

Lifestyle choices can have a positive or negative impact on body organs and on human health.

I1 PDMU

Animals and plants undergo change over time. CoT1

ME3, ME4, ME5

Different life cycles can be observed in the variety of animals and plants in our world.

CoT1

Animals and plants can be influenced over time by seasonal or environmental change.

PL1, PL2

Different seasons affect animals and plants in a variety of ways.

CoT2

All living things undergo a cycle of life.

CoT1

Humans create waste/rubbish, and this can be binned, reused or recycled.

CoT3

Human lifestyles create waste in a variety of ways.

PL5

Global societies create a variety of waste products that negatively impact on our world.

PL5, PL6

The variety of waste that humans create can negatively affect our local area; however, this effect can be reduced through appropriate action.

PL5

Populations have a shared responsibility to find ways to reduce the negative impact that humans have on the earth.

PL6

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Focus: Place




Air, water, rocks and soil make up our place and other places.

PL1

Humans make use of the natural materials that make up our place and other places.

I3

Humans are largely responsible for how natural resources are used because the earth has a finite supply of these.

PL6

The earth’s structure determines the nature of habitats and availability of resources.

PL6

Some of the materials we use are thrown away unnecessarily.

Some materials can be reused several times. CoT3

When waste is not dealt with properly, it becomes pollution.

I4

The use of resources is necessary, and waste is always produced.

I3

Resources are wasted in a variety of ways but, when identified, action can be taken to reduce waste.

PL5 CoT3

Humans can reduce waste by reducing the amount of material used in the first place.

PL6

Reducing waste and reusing or recycling our resources should save money, save energy and minimise damage to the environment.

PL5 CoT3

Some materials can be recycled for different purposes.

CoT3

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Focus: Place




There are objects in the sky around our earth – the sun, moon and stars.

PL4

Our earth is a planet, and there are other planets in the solar system.

PL1

The earth is one of eight planets that travel around (orbit) the sun in our solar system.

PL4

Humans learn about space by observing it from the earth or going into space itself.

PL4

The sun is our closest star and gives heat and light to the earth.

PL3

The moon gives out no light of its own but reflects the sun’s light.

PL4

The moon appears to change its shape over the period of about a month.

PL4

A year is the time taken for the earth to orbit the sun.

PL4

The orbit of the earth around the sun causes our seasons.

ME1

The moon orbits the earth every 28 days (approximately one month).

ME1

The earth spins once every 24 hours on its axis and gives us day and night.

ME1

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Focus: Movement and Energy




Things may move or change shape when they are pushed or pulled.

ME2

An object will remain stationary unless a push or pull is applied.

ME2

A push or pull is known as a ‘force’.

ME1

The degree of a push or pull may bring about a change in the movement of an object the push or pull may speed up or slow down.

ME2

Force is needed to make an object move, change speed or change direction.

ME1

Movement of objects will be different depending on the surface they are moving on.

ME1

The amount of grip between two surfaces will affect movement in different ways.

ME3

Force is needed to change the shape of an object.

ME1

Dropped objects will be observed moving downwards at different speeds.

ME3

Force is needed to make an object stop.

ME1

A dropped object will travel downwards.

ME1

Making an object travel upwards always needs some energy.

ME2

There is no movement if the force pushing an object is equal to the force pulling it.

ME1

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A force which acts against any movement is called friction. The force acting on an object must be greater than friction for it to move.

ME1

Gravity is the force on earth that attracts all objects towards the ground.

ME1

The force of gravity in space is much less. ME1

The sun provides the earth with light and heat.

ME7

Without the sun’s light and heat, life would not exist.

ME1

The sun’s energy can be used to make things work.

ME1

Energy is the ability to make things work.1 ME1

1 Work: In scientific terms, work requires movement (caused by a force). When a force is applied to an object resulting in the movement of that object, then we can say work has been done or has happened. In contrast, if a force is applied to an object and the object has not moved, then work has not been done/happened.

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Energy comes in the different forms of light, heat, sound, stored2, movement and electrical.

ME1

Virtually all energy comes from the sun. ME1

Energy comes from either renewable or non-renewable sources.

ME1

Our sun is very powerful and can cause harm when we are not careful (eye and skin damage). Precautions need to be taken when out in the sun, to protect ourselves. PDMU

2 Stored energy: Also referred to as potential energy. This is the amount of energy an object has due to its position in relation to others. Once it moves, the stored energy is converted to movement (kinetic energy). An example is water stored behind a dam or a car at the top of a hill.

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As well as from the sun, we get light from other sources.

ME6

Light passes through some materials easily, some less so, and others not at all.

ME3

Darkness is the absence of light; without light we cannot see.

ME1

Light and bright colours are very important in keeping us safe in the dark.

PDMU

When light cannot pass freely through an object, shadows are formed.

ME3

The shape of shadows can be altered by the position of an object in relation to a source of light.

ME1

Reflectors are used in road safety.

PDMU

Light and colour are used in road safety to give warnings.

PDMU

Light can be reflected.

ME1

Some colours are more easily seen in dark, dull conditions than others.

PDMU

Sounds can be made in a variety of ways and can be altered in terms of loudness.

CoT1

Sounds are made by movements such as plucking, striking and blowing.

ME3

The pitch of sounds can be altered in a variety of ways.

ME1

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Sound is used in road safety to warn us of danger.

PDMU

Sounds are specifically caused by vibrations. These vibrations may or may not be visible.

ME1

Sound vibrations travel through solids, liquids and gases.

ME1

Many of the appliances we use are powered by electricity.

ME6

We rely heavily on electrical energy in our everyday life; without it life would be very different.

ME1

Electrical energy can be stored in a battery.

ME1

Mains electricity can be dangerous.

ME7

Electrical appliances obtain their energy from batteries and mains power.

ME1

A completed circuit is needed for electricity to ‘flow’.

ME1

Some materials (conductors) carry electricity; some (insulators) do not.

ME1

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If a circuit is deliberately broken to stop the flow of electricity and then completed again, this constitutes a switch.

ME1

Electrical energy can be produced by burning fossil fuels or by using renewable energy resources such as the wind, sun, burning biomass and moving water.

ME4

There are other ways that we can power electrical appliances, including solar cells and dynamos.

ME1

Electricity is generated and transported through cables to consumers.

ME4

There are dangers associated with the use of electricity and electrical appliances. PDMU

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Focus: Change over Time




The local physical environment is made up of a variety of materials with a range of observable features.

PL1, PL3

Materials have a range of properties which are related to their uses.

PL2, PL3

The origins of all materials can be traced back to the earth, the air, the water, or living things (plants and animals).

PL1

Materials have a wide variety of uses. PL3

Materials can be sorted according to these properties. PL2

Materials can be changed in a variety of ways which may alter their look or feel.

CoT1, CoT2

Heating or cooling materials can be used to bring about change.

CoT1

Materials can exist in different states.

CoT2

Some materials change by rotting.

CoT1, CoT2

Materials can interact with each other – some mix and combine whilst others don’t.

CoT1

States of materials can be changed from one to another.

CoT2

Changes in materials can be either desirable or undesirable.

CoT1

Changes in materials can be temporary or permanent.

CoT2

Some mixtures can be separated. CoT2

Decay is a process of change in some materials. CoT1

Decay can be accelerated or slowed. CoT1, CoT2

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Interdependence

Foundation StagePupils should be enabled to explore:

Key Stage 1Pupils should be enabled to explore:


I1 Who am I? I1 ‘me’ in the world; I1 how they and others interact in the world;

I2 What am I? I2 how plants and animals rely on each other within the natural world;

I2 how living things rely on each other within the natural world;

I3 Am I the same as everyone else? I3 interdependence of people and the environment;

I3 interdependence of people and the environment and how this has been accelerated over time by advances in transport and communications;

I4 What else is living? I4 the effect of people on the natural environment over time;

I4 the effect of people on the natural and built environment over time.

I5 How do living things survive? I5 interdependence of people, plants, animals and place.

Appendix: Statutory Requirements for The World Around Us

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Place




PL1 Where do I live? PL1 how place influences plant and animal life;

PL1 how place influences the nature of life;

PL2 How have I changed over time? PL2 ways in which living things depend on and adapt to their environment;

PL2 ways in which people, plants and animals depend on the features and materials in places and how they adapt to their environment;

PL3 What is in my world? PL3 features of the immediate world and comparisons between places;

PL3 features of, and variations in places, including physical, human, climatic, vegetation and animal life;

PL4 What is beyond my world? PL4 change over time in local places; PL4 our place in the universe;

PL5 How has this place changed? PL5 positive and negative effects of people on places.

PL5 change over time in places;

PL6 positive and negative effects of natural and human events upon a place over time.

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Movement and Energy




ME1 How do things move now and in the past?

ME1 sources of energy in the world; ME1 the causes and effect of energy, forces and movement;

ME2 Why do things move? ME2 how and why people and animals move;

ME2 causes that affect the movement of people and animals;

ME3 How do things work? ME3 changes in movement and energy over time.

ME3 how movement can be accelerated by human and natural events such as wars, earthquakes, famine or floods;

ME4 Why do people and animals move? ME4 positive and negative consequences of movement and its impact on people, places and interdependence.

ME5 Where do things move?

ME6 Where do people and animals move to?

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Movement and Energy




ME7 What sources of energy are in my world?

ME8 How and why are they used?

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Change over Time




CoT1 How do things change? CoT1 ways in which change occurs in the natural world;

CoT1 how change is a feature of the human and natural world and may have consequences for our lives and the world around us;

CoT2 What kind of changes happen, have happened or might happen?

CoT2 how people and places have changed over time;

CoT2 ways in which change occurs over both short and long periods of time in the physical and natural world;

CoT3 How can we make change happen? CoT3 positive change and how we have a responsibility to make an active contribution.

CoT3 the effects of positive and negative changes globally and how we contribute to some of these changes.

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Grateful acknowledgements must go to everyone who assisted in the consultation and development process of this guidance:

Liz Braniff St Teresa’s Primary School, Belfast

Sarah Cartwright Loughview Integrated Primary School, Belfast

Lois Chambers Knockahollet Primary School, Dunloy

John Cherry St Joseph’s Primary School, Carryduff

Dr Andrea Doherty Stranmillis University College

Edith Finlay Council for the Curriculum, Examinations and Assessment

Lesley Hunter Association of Science Education

Dr Karen Kerr Queen’s University Belfast

Dr John McCullough Stranmillis University College

Declan McGeown Royal Society of Chemistry

Melanie Mulligan Council for the Curriculum, Examinations and Assessment

John Sandford CCEA Professional Associate/Andrews Memorial Primary School, Comber

Joan Shine Education Authority

ACKNOWLEDGEMENTS

SCIENCE AND TECHNOLOGY · 2019. 11. 18. · Science and Technology Progression uidance 3 A Quest...

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