Promoting other
aspects of the curriculum
 | “through developing
pupils' skills in decision-making on the basis of
sound science, the exploration of values and ethics
relating to the applications of science and
technology, and developing pupils' knowledge and
understanding of some key concepts, such as
diversity and interdependence.” |
The
importance of Science
|
“...They learn to
question and discuss science-based issues that may
affect their own lives, the direction of society and
the future of the world.” |
Statutory
orders - Key Stage 1
During Key Stage 1:
Sc2 Living things
in their environment
|
5
Pupils should be taught to:
b identify similarities and
differences between local
environments and ways in which
these affect animals and
plants that are found there
c care for the environment |
Statutory
orders - Key Stage 2
During Key Stage 2:
|
"They begin to think
about the positive and negative effects of
scientific and technological developments on the
environment and in other contexts.” |
Sc2 Living things
in their environment
|
5 Pupils should
be taught:
a
about ways in which living things and the
environment need
protection |
Statutory
orders - Key Stage 3
During Key Stage 3:
|
“They think about the
positive and negative effects of scientific and
technological developments on the environment and in
other contexts” |
Sc2 Living things
in their environment
|
5 Pupils should
be taught:
a
about ways in which living things and the
environment can be
protected and the importance of
sustainable development |
Sc4 Energy
resources and energy transfer
|
5 Pupils should
be taught:
a about
the variety of energy resources, including oil, gas,
coal,
biomass, food, wind, waves and
batteries, and the distinction
between renewable and non
renewable resources |
Breadth of Study
|
5 During the
key stage, pupils should be taught the knowledge,
skills and understanding through:
c
considering the benefits and drawbacks of scientific
and
technological developments,
including those related to the
environment, health and quality
of life. |
|
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|
|
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