• Age groups: 11-14s
• Subjects: English, Science
• Topics: Energy

ENGLAND

KS3 English

Reading

Pupils should be taught to: 

·        understand increasingly challenging texts through:

o   learning new vocabulary, relating it explicitly to known vocabulary and understanding it with the help of context and dictionaries 

o   making inferences and referring to evidence in the text 

o   knowing the purpose, audience for and context of the writing and drawing on this knowledge to support comprehension 

o   checking their understanding to make sure that what they have read makes sense.

 

Writing

Pupils should be taught to: 

• write accurately, fluently, effectively and at length for pleasure and information through:
• writing for a wide range of purposes and audiences, including:
  • stories, scripts, poetry and other imaginative writing

• Summarising and organising material, and supporting ideas and arguments with any necessary factual detail
• applying their growing knowledge of vocabulary, grammar and text structure to their writing and selecting the appropriate form
• drawing on knowledge of literary and rhetorical devices from their reading and listening to enhance the impact of their writing
•  plan, draft, edit and proof-read through:
  • considering how their writing reflects the audiences and purposes for which it was intended
  • amending the vocabulary, grammar and structure of their writing to improve its coherence and overall effectiveness
  • paying attention to accurate grammar, punctuation and spelling; applying the spelling patterns and rules set out in English Appendix 1 to the key stage 1 and 2 programmes of study for English.

 

KS3 Science

Physics

Energy

Calculation of fuel uses and costs in the domestic context

• domestic fuel bills, fuel use and costs
• Fuels and energy resources

 

SCOTLAND

Literacy and English

Listening and talking

Enjoyment and choice

I can regularly select subject, purpose, format and resources to create texts of my choice, and am developing my own style.

LIT 3-01a /

 

Reading

Tools for reading

I can select and use the strategies and resources I find most useful before I read, and as I read, to monitor and check my understanding.

LIT 3-13a

 

Finding and using information

I can make notes and organise them to develop my thinking, help retain and recall information, explore issues and create new texts, using my own words as appropriate.

LIT 3-15a

 

Writing

Enjoyment and choice

I enjoy creating texts of my choice and I am developing my own style. I can regularly select subject, purpose, format and resources to suit the needs of my audience.

LIT 3-20a

 

Tools for writing

Throughout the writing process, I can review and edit my writing to ensure that it meets its purpose and communicates meaning at first reading.

LIT 3-23a

I can consider the impact that layout and presentation will have on my reader, selecting and using a variety of features appropriate to purpose and audience.

LIT 3-24a

 

Organising and using information

By considering the type of text I am creating, I can independently select ideas and relevant information for different purposes, and organise essential information or ideas and any supporting detail in a logical order. I can use suitable vocabulary to communicate effectively with my audience.

LIT 3-26a

 

Creating texts

I can engage and/or influence readers through my use of language, style and tone as appropriate to genre.

ENG 3-27a

I can convey information, describe events, explain processes or concepts, and combine ideas in different ways.

LIT 3-28a

I can persuade, argue, evaluate, explore issues or express an opinion using a clear line of thought, relevant supporting detail and/or evidence.

LIT 3-29a

I can recreate a convincing impression of a personal experience for my reader, sharing my feelings and reactions to the changing circumstances with some attempt at reflection.

ENG 3-30a

 

Sciences

Planet Earth

Energy sources and sustainability

Learners explore types, sources and uses of energy and develop their understanding of how energy is transferred and conserved. They consider the relevance of these concepts to everyday life. They explore the nature and sustainability of energy sources and discuss benefits and assess possible risks to form an informed view of responsible energy use.

 

Topical science

By considering current issues of science, learners increasingly develop their understanding of scientific concepts and their capacity to form informed social, moral and ethical views. They reflect upon and critically evaluate media portrayal of scientific findings.

 

Technologies

Technological developments in society and business

I understand how scientific and technological developments have contributed to changes in everyday products.
TCH 3-05a

I can identify the costs and benefits of using technologies to reduce the impact of our activities on the environment and business.

TCH 3-07a

 

WALES

KS3 English

Oracy

Developing and presenting information and ideas

 

Reading

Locating, selecting and using information

Responding to what has been read

 

Writing

Organising ideas and information

Writing accurately

 

KS3 Geography

Pupils develop their geographical skills, knowledge and understanding through learning about places, environments and issues at a range of scales in selected locations within Wales, the European Union and the wider world.

Pupils should be given opportunities to:

• Study:
  •  Tomorrow’s citizens: issues in Wales and the wider world of living sustainably and the responsibilities of being a global citizen

 

Personal and Social Education

Sustainable development and global citizenship

Learners should be given opportunities to:

• develop a sense of personal responsibility towards local and global issues

and to understand:

• the key issues of sustainable development and global citizenship, e.g. climate change

 

KS3 Science

How things work

Pupils should use and develop their skills, knowledge and understanding by investigating the science involved in a range of contemporary devices/machines and evaluate different energy resources and possibilities.

They should be given opportunities to study:

• How familiar devices/machines work by using electricity, light, sound and other energy transfers
• Technologies under development, which may lead to more efficient use of energy resources or using them in new ways

 

NORTHERN IRELAND

 

KS3 Language and Literacy: English with Media Education

 

• Expressing meaning, feelings and viewpoints;
• Reading and viewing for key ideas, enjoyment, engagement and empathy;
• Writing and presenting in different media and for different audiences and purposes;
• Developing an understanding of different forms, genres and methods of communication and an understanding of how meaning is created;
• Developing their knowledge of how language work and their accuracy in using the conventions of language, including spelling, punctuation and grammar;
• Using a range of techniques, forms and media to convey information creatively and appropriately.
• Engage, through language, with their peers and with fictional and real-life characters and situations, to explore their own emotions and develop creative potential
• Explore the use of language and imagery in conveying and evoking a variety of powerful feelings

 

KS3 Environment and Society: Geography

Explore how we can exercise environmental stewardship and help promote a better quality of life for present and future generations, both locally and globally

 

KS3 Science and Technology: Science

Research scientific information from a range of sources

 

Learn about:

Forces and energy

·       Using electricity

 

Investigate specific measures to improve and protect the environment, for example, efficient use of resources