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

Curriculum links

England

Mathematics

Statistics

Science

Working scientifically
Pupils should be taught to:

• present reasoned explanations, including explaining data in relation to predictions and hypotheses

Physics

Waves

Pupils should be taught:

• energy changes and transfers

Chemistry

Earth and atmosphere

Pupils should be taught about:

• the production of carbon dioxide by human activity and the impact on climate

Geography

Human and Physical Geography

Pupils should be taught to:

• understand how human and physical processes interact to influence, and change landscapes, environments and the climate; and how human activity relies on effective functioning of natural systems
• understand human geography relating to: population and urbanisation; international development; economic activity in the primary, secondary, tertiary and quaternary sectors; and the use of natural resources

Scotland

Numeracy and mathematics

Data and analysis

I can work collaboratively, making appropriate use of technology, to source information presented in a range of ways, interpret what it conveys and discuss whether I believe the information to be robust, vague or misleading. (MNU 3-20a)

• I can display data in a clear way using a suitable scale, by choosing appropriately from an extended range of tables, charts, diagrams and graphs, making effective use of technology. (MTH 2-21a / MTH 3-21a)

Science

Energy sources and sustainability

• I can use my knowledge of the different ways in which heat is transferred between hot and cold objects and the thermal conductivity of materials to improve energy efficiency in buildings or other systems. (SCN 3-04a)
• By contributing to an investigation on different ways of meeting society’s energy needs, I can express an informed view on the risks and benefits of different energy sources, including those produced from plants. (SCN 4-04a)

Wales

Mathematics

Skills

Communicate mathematically

Pupils should be given opportunities to:

• present work clearly, using diagrams, labelled graphs and symbols

Solve mathematical problems

Pupils should be given opportunities to:

• develop their skills of estimating and measuring

Range

Measures and money

Pupils should be given opportunities to:

• make sensible estimates of length, mass, capacity and time in everyday situations

Handling data

Pupils should be given opportunities to:

• use a variety of means to collect data in order to follow lines of enquiry or to test hypotheses, e.g. the internet, questionnaires, data collection sheets, experiment

Science

Skills

Communication

Pupils should be given opportunities to:  

• search systematically for, process and analyse information for a specific purpose, including ICT as appropriate
• communicate logically by speech, writing, drawings, diagrams, charts, tables, bar charts, line graphs, videos and ICT packages using a wide range of scientific vocabulary, terms, symbols and conventions

Range

Interdependence of organisms

They should be given opportunities to study:

• how human activity affects the global environment, e.g. acid rain, greenhouse effect, and the measures taken to minimise any negative effects and monitor them

How things work

They should be given opportunities to study:

• technologies under development which may lead to more efficient use of energy resources or using them in new ways

Geography

Skills

Investigating

Pupils should be given opportunities to:

• analyse and evaluate ideas and evidence, answer questions and justify conclusions

Communicating

Pupils should be given opportunities to:

• develop opinions and understand that people have different values, attitudes and points of view on geographical issues

Range

Pupils should be given opportunities to:

• Study
• tomorrow’s citizens: issues in Wales and the wider world of living sustain-ably and the responsibilities of being a global citizen

Ask and answer the questions

• How can changes be sustainable and why is it important for this place/environment?
• How can my actions and those of other people make a difference locally, nationally and globally?

Northern Ireland

Mathematics - Mathematics with Financial Capability

Developing pupils’ knowledge, understanding and skills

Pupils should have opportunities, through the contexts below, to develop:

• a knowledge and understanding of handling data

Developing pupils as contributors to society

Young people should have opportunities to:

• analyse and interpret information patterns relating to local and global trends

Developing pupils as contributors to the economy and the environment

Pupils should have opportunities to:

• explore issues related to Education for Sustainable Development

Science

Developing pupils’ knowledge, understanding and skills

Pupils should have opportunities, through the contexts below, to:

• research scientific information from a range of sources
• learn about
• Forces and energy
• using electricity
• Earth and Universe
• the environment and human influences

Developing pupils as contributors to the economy and the environment

Pupils should have opportunities to:

• investigate the effects of pollution, and specific measures to improve and protect the environment

Environment & Society – Geography

Developing pupils’ knowledge, understanding and skills

Young people should have opportunities, through the contexts below, to:

• develop critical and creative thinking skills to solve geographical problems and make informed decisions develop a sense of place through the study of:
• issues of topical significance
• in order to develop an understanding of:
• the dynamic nature of physical and human environments
• the need for social, economic and environmental change to be sustainable

Developing pupils as contributors to the economy and environment

Young people should have opportunities to:

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