The principal focus of science teaching in key stage 3 is to develop a deeper understanding of a range of scientific ideas in the subject disciplines of biology, chemistry and physics. Pupils should begin to see the connections between these subject areas and become aware of some of the big ideas underpinning scientific knowledge and understanding. Examples of these big ideas are the links between structure and function in living organisms, the particulate model as the key to understanding the properties and interactions of matter in all its forms, and the resources and means of transfer of energy as key determinants of all of these interactions. They should be encouraged to relate scientific explanations to phenomena in the world around them and start to use modelling and abstract ideas to develop and evaluate explanations.

Pupils should understand that science is about working objectively, modifying explanations to take account of new evidence and ideas and subjecting results to peer review. Pupils should decide on the appropriate type of scientific enquiry to undertake to answer their own questions and develop a deeper understanding of factors to be taken into account when collecting, recording and processing data. They should evaluate their results and identify further questions arising from them.

‘Working scientifically’ is described separately at the beginning of the programme of study, but must always be taught through and clearly related to substantive science content in the programme of study. Teachers should feel free to choose examples that serve a variety of purposes, from showing how scientific ideas have developed historically to reflecting modern developments in science.

Pupils should develop their use of scientific vocabulary, including the use of scientific nomenclature and units and mathematical representations.

KEYSTAGE 3 OVERVIEW AND ASSESSMENTS

Teaching in the sciences in key stage 4 continues with the process of building upon and deepening scientific knowledge and the understanding of ideas developed in earlier key stages in the subject disciplines of biology, chemistry and physics.

For some students, studying the sciences in key stage 4 provides the platform for more advanced studies, establishing the basis for a wide range of careers. For others, it will be their last formal study of subjects that provide the foundations for understanding the natural world and will enhance their lives in an increasingly technological society.

Science is changing our lives and is vital to the world’s future prosperity, and all students should be taught essential aspects of the knowledge, methods, processes and uses of science. They should be helped to appreciate the achievements of science in showing how the complex and diverse phenomena of the natural world can be described in terms of a number of key ideas relating to the sciences which are inter-linked, and which are of universal application. These key ideas include:

• the use of conceptual models and theories to make sense of the observed diversity of natural phenomena
• the assumption that every effect has one or more cause
• that change is driven by interactions between different objects and systems
• that many such interactions occur over a distance and over time
• that science progresses through a cycle of hypothesis, practical experimentation, observation, theory development and review
• that quantitative analysis is a central element both of many theories and of scientific methods of inquiry.

The sciences should be taught in ways that ensure students have the knowledge to enable them to develop curiosity about the natural world, insight into working scientifically, and appreciation of the relevance of science to their everyday lives, so that students:

• develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics;
• develop understanding of the nature, processes and methods of science, through different types of scientific enquiry that help them to answer scientific questions about the world around them;
• develop and learn to apply observational, practical, modelling, enquiry, problem-solving skills and mathematical skills, both in the laboratory, in the field and in other environments;
• develop their ability to evaluate claims based on science through critical analysis of the methodology, evidence and conclusions, both qualitatively and quantitatively.

Curricula at key stage 4 should comprise approximately equal proportions of biology, chemistry and physics. The relevant mathematical skills required are covered in the programme of study for mathematics and should be embedded in the science context.

‘Working scientifically’ is described separately at the beginning of the programme of study, but must always be taught through and clearly related to substantive science content in the programme of study. Teachers should feel free to choose examples that serve a variety of purposes, from showing how scientific ideas have developed historically to reflecting modern developments in science and informing students of the role of science in understanding the causes of and solutions to some of the challenges facing society.

The scope and nature of their study should be broad, coherent, practical and rigorous, so that students are inspired and challenged by the subject and its achievements.

The skills, knowledge and understanding of each specification in the subject must, where appropriate, include the requirements set out below, and be integrated into the mandatory content indicated in the relevant appendix and any content added by the awarding organisation, where appropriate,  include the requirements set out below, and be integrated into the mandatory content indicated in the relevant appendix and any content added by the awarding organisation, where appropriate:

• use theories, models and ideas to develop scientific explanations

• use knowledge and understanding to pose scientific questions, define scientific problems, present scientific arguments and scientific ideas

• use appropriate methodology, including information and communication technology (ICT), to answer scientific questions and solve scientific problems

• carry out experimental and investigative activities, including appropriate risk management, in a range of contexts

• analyse and interpret data to provide evidence, recognising correlations and causal relationships

• evaluate methodology, evidence and data, and resolve conflicting evidence

• know that scientific knowledge and understanding develops over time

• communicate information and ideas in appropriate ways using appropriate terminology

• consider applications and implications of science and evaluate their associated benefits and risks

• consider ethical issues in the treatment of humans, other organisms and the environment

• evaluate the role of the scientific community in validating new knowledge and ensuring integrity

• evaluate the ways in which society uses science to inform decision making

KS5 OVERVIEW AND ASSESSMENTS