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

England

KS3 English

Reading 

Understand increasingly challenging texts through:

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

·       making inferences and referring to evidence in the text 

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

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

 

Writing 

Writing for a wide range of purposes and audiences, including:

·       well-structured formal expository and narrative essays 

·       stories, scripts, poetry and other imaginative writing 

·       notes and polished scripts for talks and presentations 

·       a range of other narrative and non-narrative texts, including arguments, and personal and formal letters 

·       summarising and organising material, and supporting ideas and arguments with any necessary factual detail 

 

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

 

Pupils should be taught to: 

·       speak confidently and effectively, including through: 

·       using Standard English confidently in a range of formal and informal contexts, including classroom discussion 

·       giving short speeches and presentations, expressing their own ideas and keeping to the point 

·       participating in formal debates and structured discussions, summarising and/or building on what has been said 

 

KS3 Mathematics

Working mathematically

Through the mathematics content, pupils should be taught to:

 

Develop fluency 

·       consolidate their numerical and mathematical capability from key stage 2 and extend their understanding of the number system and place value to include decimals, fractions, powers and roots 

·       select and use appropriate calculation strategies to solve increasingly complex problems 

 

Reason mathematically 

·       extend their understanding of the number system; make connections between number relationships, and their algebraic and graphical representations 

 

Solve problems 

·       develop their mathematical knowledge, in part through solving problems and evaluating the outcomes, including multi-step problems 

·       develop their use of formal mathematical knowledge to interpret and solve problems, including in financial mathematics 

 

Number 

Pupils should be taught to: 

·       understand and use place value for decimals, measures and integers of any size 

·       use the four operations, including formal written methods, applied to integers, decimals, proper and improper fractions, and mixed numbers, all both positive and negative 

·       use standard units of mass, length, time, money and other measures, including with decimal quantities 

·       round numbers and measures to an appropriate degree of accuracy [for example, to a number of decimal places or significant figures] 

 

Ratio, proportion and rates of change 

Pupils should be taught to: 

·       change freely between related standard units [for example time, length, area, volume/capacity, mass] 

·       express one quantity as a fraction of another, where the fraction is less than 1 and greater than 1 

·       use ratio notation, including reduction to simplest form 

·       divide a given quantity into two parts in a given part:part or part:whole ratio; express the division of a quantity into two parts as a ratio 

·       understand that a multiplicative relationship between two quantities can be expressed as a ratio or a fraction 

·       solve problems involving percentage change, including: percentage increase, decrease and original value problems and simple interest in financial mathematics 

 

Statistics 

Pupils should be taught to:

·       describe, interpret and compare observed distributions of a single variable through: appropriate graphical representation involving discrete, continuous and grouped data; and appropriate measures of central tendency (mean, mode, median) and spread (range, consideration of outliers) 

·       construct and interpret appropriate tables, charts, and diagrams, including frequency tables, bar charts, pie charts, and pictograms for categorical data, and vertical line (or bar) charts for ungrouped and grouped numerical data 

·       describe simple mathematical relationships between two variables (bivariate data) in observational and experimental contexts and illustrate using scatter graphs. 

 

KS3 Science

Working scientifically

Through the content across all three disciplines, pupils should be taught to:

 

Scientific attitudes 

·       pay attention to objectivity and concern for accuracy, precision, repeatability and reproducibility 

·       understand that scientific methods and theories develop as earlier explanations are modified to take account of new evidence and ideas, together with the importance of publishing results and peer review 

 

Analysis and evaluation 

·       apply mathematical concepts and calculate results 

·       present observations and data using appropriate methods, including tables and graphs 

·       interpret observations and data, including identifying patterns and using observations, measurements and data to draw conclusions 

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

·       evaluate data, showing awareness of potential sources of random and systematic error 

·       identify further questions arising from their results. 

 

Subject content – 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

Tools for listening and talking

When I engage with others, I can make a relevant contribution, encourage others to contribute and acknowledge that they have the right to hold a different opinion.

I can respond in ways appropriate to my role and use contributions to reflect on, clarify or adapt thinking.

LIT 3-02a

Having explored and analysed the features of spoken language, I can use these, adopting an appropriate register to suit my purpose and audience.

ENG 3-03a

 

Finding and using information

As I listen or watch, I can:

·        identify and give an accurate account of the purpose and main concerns of the text, and can make inferences from key statements

·        identify and discuss similarities and differences between different types of text

·        use this information for different purposes.

LIT 3-04a

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

LIT 3-05a / LIT 4-05a

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

LIT 3-06a / LIT 4-06a

 

Understanding, analysing and evaluating

I can show my understanding of what I listen to or watch by commenting, with evidence, on the content and form of short and extended texts.

LIT 3-07a

To help me develop an informed view, I am learning about the techniques used to influence opinion and how to assess the value of my sources, and I can recognise persuasion.

LIT 3-08a

 

Creating texts

When listening and talking with others for different purposes, I can:

·        communicate information, ideas or opinions

·        explain processes, concepts or ideas

·        identify issues raised, summarise findings or draw conclusions.

LIT 3-09a

I am developing confidence when engaging with others within and beyond my place of learning. I can communicate in a clear, expressive way and I am learning to select and organise resources independently.

LIT 3-10a

 

Reading

Understanding, analysing and evaluating

To help me develop an informed view, I am exploring the techniques used to influence my opinion. I can recognise persuasion and assess the reliability of information and credibility and value of my sources.

LIT 3-18a

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

 

Writing

Organising and using information

I can use notes and other types of writing to generate and develop ideas, retain and recall information, explore problems, make decisions, generate and develop ideas or create original text.

I recognise when it is appropriate to quote from sources and when I should put points into my own words. I can acknowledge my sources appropriately.

LIT 3-25a

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

 

Mathematics

Number, money and measure

Estimation and rounding

I can round a number using an appropriate degree of accuracy, having taken into account the context of the problem.

MNU 3-01a

 

Number and number processes

I can use a variety of methods to solve number problems in familiar contexts, clearly communicating my processes and solutions.

MNU 3-03a

I can continue to recall number facts quickly and use them accurately when making calculations.

MNU 3-03b

 

Fractions, decimal fractions and percentages

I can solve problems by carrying out calculations with a wide range of fractions, decimal fractions and percentages, using my answers to make comparisons and informed choices for real-life situations.

MNU 3-07a

By applying my knowledge of equivalent fractions and common multiples, I can add and subtract commonly used fractions.

MTH 3-07b

Having used practical, pictorial and written methods to develop my understanding, I can convert between whole or mixed numbers and fractions.

MTH 3-07c

I can show how quantities that are related can be increased or decreased proportionally and apply this to solve problems in everyday contexts.

MNU 3-08a

 

Information handling

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 3-21a

 

Sciences

Planet Earth

Energy sources and sustainability

I can explain some of the processes which contribute to climate change and discuss the possible impact of atmospheric change on the survival of living things.

SCN 3-05b

 

Topical science

Through research and discussion, I have contributed to evaluations of media items with regard to scientific content and ethical implications.

SCN 3-20b

 

Technologies

Technological developments in society and business

Awareness of technological developments (Past, Present and Future), including how they work

I understand how scientific and technological developments have contributed to changes in everyday products.

TCH 3-05a

 

Impact, contribution, and relationship of technologies on business, the economy, politics, and the environment

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

 

Digital literacy

Searching, processing and managing information responsibly

Having used digital technologies to search, access and retrieve information I can justify my selection in terms of validity, reliability and have an awareness of plagiarism.

TCH 3-02a

 

WALES

KS3 English

Oracy

Developing and presenting information and ideas

Speaking

Year 7

Learners are able to:

·       present topics and ideas clearly, using formal language and varying what they say and how they say it to interest listeners, e.g. expression, tone of voice, volume

·       respond to listeners’ questions and comments constructively and in detail

·       extend their understanding of the use of standard English and their ability to recognise and use formal and informal language appropriately

·       develop the ability to organise and extend their talk using an increasing range of syntax structures and precise and effective vocabulary (including terminology) that allows them to engage listener interest

·       argue a convincing case using subject knowledge effectively, e.g. in role or debate

·       respond thoughtfully to others’ ideas, asking pertinent questions

·       listen to explanations of processes, sequences or points of view and identify the main points in order 

Year 8

Learners are able to:

·       present topics and ideas coherently, using techniques effectively, e.g. a clear structure, anecdote to illustrate, plausible conclusions

·       respond to others’ views positively and appropriately when challenged

·       extend their understanding of the use of standard and non-standard English and, with increasing confidence, use language appropriately in formal and informal situations

·       defend a point of view with information and reasons

·       respond positively and thoughtfully to new ideas and alternative points of view

·       listen to information and ideas (on-screen or live) and identify how evidence is used, e.g. to defend a point of view, or misused, e.g. to mislead by exaggeration

Year 9

Learners are able to:

·       present ideas and issues convincingly using a range of techniques for impact, e.g. rhetorical questions, appeals to listeners, gestures

·       respond to how listeners are reacting by adapting what they say and how they say it

·       extend their understanding of the use of standard and non-standard English and confidently use language appropriately and fluently in formal and informal situations

·       confidently organise and extend their spoken language using a wide range of syntax structures and precise and effective vocabulary (including terminology), making significant, well-thought-out contributions to engage listener interest

·       sustain a convincing point of view, anticipating and responding to other perspectives, e.g. in role or debate

·       consider the relevance and significance of information and ideas presented to them

·       listen to information and ideas and identify how they are presented to promote a particular viewpoint, e.g. use of persuasive language, ignoring inconvenient facts, reaching illogical conclusions

 

Listening

Year 7

Learners are able to:

·       make a range of contributions to discussions, e.g. leading, encouraging and supporting others

·       express opinions clearly about topics and written texts, supporting with reasons and some evidence

·       reach consensus and agree actions in groups, e.g. agreeing a plan, weighing up reasons and evidence.

 

Year 8

Learners are able to:

·       take a range of roles, e.g. organising, initiating actions, in more formal group contexts, e.g. when working with unfamiliar peers or adults

·       express opinions clearly about topics and written texts, reasoning and supporting with relevant evidence

·       discuss opposing viewpoints and negotiate ways forward.

Year 9

Learners are able to:

·       take a range of roles in group discussion with greater autonomy, including in more formal situations, e.g. chair, scribe

·       express opinions confidently about topics and written texts, reasoning and supporting their own and others’ ideas with relevant evidence

·       recognise a range of options for action and reach agreement to achieve the aims of the group.

 

Reading

Locating, selecting and using information

Reading strategies

Year 7

Learners are able to:

·       use their knowledge of:

o   word roots and families

o   grammar, sentence and whole-text structure

o   content and context

to make sense of words, sentences and whole texts

·       use a range of strategies, e.g. speed reading, close reading, annotation, prediction, to skim texts for gist, key ideas and themes, and scan for detailed information

·       recognise and understand the characteristics of a wide range of different and challenging texts (continuous and non-continuous) in terms of language, theme, structure and organisation/presentation

·       assess the quality and reliability of information on web pages, considering its origins and verifying accuracy

 

Year 8

Learners are able to:

·       use their knowledge of:

o   word roots and families

o   grammar, sentence and whole-text structure

o   content and context

to make sense of words, sentences and whole texts

·       use a range of strategies, e.g. speed reading, close reading, annotation, prediction, to skim texts for gist, key ideas and themes, and scan for detailed information

·       confidently recognise and understand the characteristics of a wide range of different and challenging texts (continuous and non-continuous) in terms of language, theme, structure and organisation/presentation

·       be selective about which internet sources to download or quote depending on their reliability and relevance

 

Year 9

Learners are able to:

·       use their knowledge of:

o   word roots and families

o   grammar, sentence and whole-text structure

o   content and context

to make sense of words, sentences and whole texts

·       use a range of strategies, e.g. speed reading, close reading, annotation, prediction, to skim texts for gist, key ideas and themes, and scan for detailed information

·       independently recognise and understand the characteristics of a wide range of different and challenging texts (continuous and non-continuous) in terms of language, theme, structure and organisation/presentation

·       make full but selective use of the internet to update, broaden and deepen understanding of information, ideas and issues

 

Responding to what has been

Comprehension

Year 7

Learners are able to:

·       read with concentration texts, on-screen and on paper, that are new to them, and understand the information in them

·       select the main points from texts and identify how information and evidence are used to support them

·       read between the lines using inference and deduction

·       identify how a text is organised, e.g. logically or thematically, to make the content clear and informative

·       follow up initial ideas that interest them by further research

Year 8

Learners are able to:

·       read with concentration texts, on-screen and on paper, that are new to them, and understand the information in them

·       locate and selectively use additional information and evidence from different sources

·       use inference and deduction to understand layers of meaning

·       make connections between texts, their themes and factual content, and identify any agreement and contradictions

·       read around a topic that interests them and develop a broader understanding of it through research

Year 9

Learners are able to:

·       read with concentration texts, on-screen and on paper, that are new to them, and understand the information in them

·       follow up and use additional material in texts to extend understanding

·       gain a full understanding of texts using inference, deduction and analysis

·       compare and contrast themes and issues across a range of texts

·       research a wide range of sources to develop a full understanding of a topic or issue

 

Response and analysis

Year7

Learners are able to:

·       collate and summarise relevant information, e.g. pull together and sum up facts and ideas about an issue, from different texts

·       distinguish between facts, theories and opinions and use evidence to show the differences

·       compare views of the same topic and consider which is most valid

·       confidently read and discuss a range of continuous and non-continuous texts, showing understanding and engagement through a personal and justified response

·       consider what they read/view, responding orally and in writing to the ideas, language, style, tone and organisation; use evidence to support their views

Year 8

Learners are able to:

·       summarise and synthesise information, e.g. concise account of a broad topic, using different sources

·       confidently read and discuss a wide range of continuous and non-continuous texts, showing understanding and engagement through a personal and justified response

·       consider what they read/view and respond orally and in writing to the ideas, language, style, tone and organisation; use apt evidence to support their views

Year 9

Learners are able to:

·       synthesise and analyse information to gain in-depth understanding, e.g. of causes, consequences, patterns, using different sources

·       confidently read and discuss a wide range of continuous and non-continuous texts, showing appreciation through personal and sustained interpretations

·       consider what they read/view, and respond orally and in writing to ideas, language, style, tone and organisation; use convincing evidence to support their personal and critical views

 

Writing

Organising ideas and information

Meaning, purposes, readers

Year 7

Learners are able to:

·       write a comprehensive account of a topic presenting information, processes and ideas clearly and appropriately for the purpose

·       use the characteristic features of a wide range of continuous and non-continuous texts creatively in their own writing, adapting style and tone to sustain the readers’ interest, using imagination where appropriate

·       explain ideas fully, showing implications and consequence

·       plan writing making choices about the best ways
to present content for effect, e.g. building a case for something, selecting details that help the reader understand

·       use the tools and conventions of ICT to present information and data and to structure writing

Year 8

Learners are able to:

·       adapt presentation of material according to intended meaning and effect, e.g. choice of how much detail needed to be convincing

·       use the characteristic features of a wide range of continuous and non-continuous texts creatively in their own writing, adapting style and tone confidently to sustain the readers’ interest, using imagination where appropriate

·       make connections and/or elaborate to ensure full coverage of topic

·       in planning writing make choices about content, structure, language, presentation to suit the purpose

·       choose the best ways to present writing using ICT in order to communicate clearly and effectively, e.g. continuous prose for a detailed argument, hyperlinked pages for different information on a topic, moving graphics to show processes

Year 9

Learners are able to:

·       use summary, discussion of issues, detailed explanations as appropriate to purpose

·       use the characteristic features of a wide range of continuous and non-continuous texts creatively in their own writing showing control, coherence and a growing sense of personal style to sustain the readers’ interest, using imagination where appropriate

·       give due weight to evidence, sources, explanations and logic when covering a topic

·       plan appropriately to develop writing for different purposes and audiences

·       make imaginative choices about content and presentation of writing, using ICT with discrimination

 

Structure and organisation

Year 7

Learners are able to:

·       adapt structures in writing for different contexts, e.g. describe outcome, outline process or discuss an issue

·       select and organise ideas and information to give a clear and full account

·       use paragraphs to organise longer pieces of writing into sections

Year 8

Learners are able to:

·       use whole-text structure to support and communicate meaning, e.g. putting a summary at beginning or end, data in a report or appendix, use of contents page, chapters

·       select, analyse and present ideas and information convincingly or objectively

·       organise longer pieces of writing making links within and between paragraphs

Year 9

Learners are able to:

·       choose and use whole-text structures to support meaning and communication for effect, e.g. what are the best structures to successfully describe, explain, persuade?

·       select structures to organise writing using appropriate features effectively

·       select, interpret and evaluate ideas and information convincingly or objectively

·       use paragraphs and sections to give coherence to longer pieces of writing

 

Writing accurately

Language

Year 7

Learners are able to:

·       select and use words carefully from a wide range of adventurous and imaginative vocabulary

·       use impersonal language to convey ideas and information, e.g. the interest is calculated by ... , sharp scissors are necessary to ...

·       use varied and appropriate vocabulary accurately, including subject-specific words and phrases

Year 8

Learners are able to:

·       select and use words carefully from a varied vocabulary to create effect

·       use the third person to convey ideas and information, e.g. according to experts ... , sources reveal that ...

·       use technical terms, language and expression consistent with the subject content

Year 9

Learners are able to:

·       select and use words carefully from a sophisticated vocabulary to create effect

·       use language to convey objectivity and impartiality, e.g. there are several different ways to look at this topic ...

·       use a wide range of technical terms, language and expression consistent with the subject content

 

KS3 Mathematics

Developing numerical reasoning

Identify processes and connections

Learners are able to:

·       transfer mathematical skills across the curriculum in a variety of contexts and everyday situations

·       select, trial and evaluate a variety of possible approaches and break complex problems into a series of tasks

·       prioritise and organise the relevant steps needed to complete the task or reach a solution

·       choose an appropriate mental or written strategy and know when it is appropriate to use a calculator

·       identify, measure or obtain required information to complete the task from a range of sources, including text

·       identify what further information might be required and select what information is most appropriate

·       select appropriate mathematics and techniques to use

·       estimate and visualise size when measuring and use the correct units

·       develop and evaluate mathematical strategies and ideas creatively

·       consider connections between mathematical skills and contextualise these within extended tasks

 

Represent and communicate

Learners are able to:

·       select and construct appropriate charts, diagrams and graphs with suitable scales

·       interpret graphs that describe real-life situations, including those used in the media, recognising that some graphs may be misleading

 

Review

Learners are able to:

·        interpret answers within the context of the problem and consider whether answers, including calculator, analogue and digital displays, are sensible

·        interpret mathematical information; draw inferences from graphs, diagrams and data, including discussion on limitations of data

·        draw conclusions from data and recognise that some conclusions may be misleading or uncertain

 

Using number skills

Use number facts and relationships

Year 7

Learners are able to:

·  read and write numbers of any size and use the four operations and the connections between them, e.g. apply division as the inverse of multiplication
·  recognise and apply key mental facts and strategies
·  use appropriate strategies for multiplication and division, including application of known facts

Year 8

Learners are able to:

·  recognise and apply key mental facts and strategies
·  use known facts to derive others, e.g. use 7 x 6 to derive 0.7 x 6

Year 9

Learners are able to:

·       use known facts to derive others, e.g. use 7 x 6 to derive 42 ÷ 0.0006

 

Fractions, decimals, percentages and ratio

Year 7

Learners are able to:

·        use equivalence of fractions, decimals, percentages and ratio to compare proportions

·        calculate percentages of quantities using non-calculator methods where appropriate

·        express two or more quantities as a ratio using the correct notation

·        simplify ratio

 

Year 8

Learners are able to:

·        use equivalence of fractions, decimals, percentages and ratio to select the most appropriate for a calculation

·        simplify a calculation by using fractions in their simplest terms

·        calculate a percentage, fraction, decimal of any quantity with a calculator where appropriate

·        calculate the outcome of a given percentage increase or decrease

·        express one quantity as a percentage of another

·        simplify ratios including those given in different units

·        use ratio and proportion to calculate quantities, including cases where the ‘total’ is not given

 

Year 9

Learners are able to:

·        use equivalence of fractions, decimals, percentages and ratio to select the most appropriate for a calculation

·        calculate a percentage increase or decrease

·        use ratio and proportion to calculate quantities, including cases where the ‘total’ is not given

 

Calculate using mental and written methods

Year 7

Learners are able to:

·        use efficient written methods to add and subtract numbers with up to 2 decimal places

·        use the order of operations

Year 8

Learners are able to:

·        use efficient written methods to add and subtract numbers with up to 2 decimal places

·        use efficient methods for multiplication and division of whole numbers and decimals, including decimals such as 0.6 or 0.06

Year 9

Learners are able to:

·        use efficient written methods to add and subtract numbers and decimals of any size, including a mixture of large and small numbers with differing numbers of decimal places

·        multiply and divide whole numbers and decimals

 

Estimate and check

Year 7

Learners are able to:

·        use rounding to estimate answers

·        present answers to a given number of decimal places

Year 8

Learners are able to:

use rounding to estimate answers to a given number of significant figures

·  present answers to a given number of significant figures

 

Using data skills

Collect and record data / Present and analyse data / Interpret results

Year 7

Learners are able to:

·        construct a wide range of graphs and diagrams to represent the data and reflect the importance of scale

·        interpret diagrams and graphs (including pie charts)

Year 8

Learners are able to:

·        construct a wide range of graphs and diagrams to represent discrete and continuous data

·        interpret diagrams and graphs to compare sets of data

 

Personal and Social Education

Skills

Developing thinking

Learners should be given opportunities to:

use some prior knowledge to explain links between cause and effect
consider others’ views to inform opinions and make informed decisions and choices effectively
use a range of techniques for personal reflection.
 

Developing communication

Learners should be given opportunities to:

·        • listen attentively in different situations and respond appropriately

·        • communicate confidently personal feelings and views through a range of appropriate methods

·        • express opinions clearly and justify a personal standpoint

·        • take part in debates and vote on issues.

 

Sustainable development and global citizenship

Learners should be given opportunities to:

·       develop a sense of personal responsibility towards local and global issues, e.g. protecting biodiversity

·       appreciate that people’s actions and perspectives are influenced by their values

and to understand:

the key issues of sustainable development and global citizenship, e.g. climate change, and the need to reflect on personal decisions about lifestyle choices
global issues which threaten the planet, e.g. inequalities of wealth and differences in health provision
how conflict can arise from different views about global issues and be aware of the role of pressure groups.
 

KS3 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
 

Interdependence of organisms

Pupils use and develop their skills, knowledge and understanding by investigating how humans are independent yet rely on other organisms for survival, applying this to life in countries with different levels of economic development.

·       applications of science, medicine and technology that are used to improve health and the quality of life, including those in countries with different levels of economic development.

 

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.

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

 

NORTHERN IRELAND

English with Media Education

Developing pupils’ knowledge, understanding and skills

Through engagement with a range of stimuli, including peers, poetry, prose, drama, non-fiction, media and multimedia, which enhance creativity and stimulate curiosity and imagination, pupils should have opportunities to become critical, creative and effective communicators by:

 

·       listening actively and reporting back;

·       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 works and their accuracy in using the conventions of language, including spelling, punctuation and grammar;

·       analysing critically their own and other texts; using a range of techniques, forms and media to convey information creatively and appropriately.

 

Developing pupils as Contributors to Society

Pupils should have opportunities to:

·       Explore the power of a range of communication techniques to inform, entertain, influence and persuade,

 

Mathematics with Financial Capability

 

Developing pupils’ knowledge, understanding and skills

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

 

·       knowledge and understanding of

·       Number

·       Handling Data;

·       knowledge and understanding of personal finance issues;

·       and skills to enable competent and responsible financial decision making;

·       the application of mathematical skills to real life and work situations;

 

Developing pupils as Individuals

Young people should have opportunities to:

 

·       Work collaboratively in problem solving, taking account of others’ viewpoints to reach consensus.

 

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

Young people should have opportunities to:

·       Apply mathematical skills in everyday financial planning and decision making

·       Explore issues related to Education for Sustainable Development

 

Science

Developing pupils’ Knowledge, Understanding and Skills

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

·       research scientific information from a range of sources;

·       learn about:

o   Using electricity

o   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