Any child leaving primary school with even a glimmer of enthusiasm for science should be in their element (pardon the pun) at secondary school. More importantly, those children who did not enjoy science before may now find it to be a whole new experience that appeals to them.
After all, secondary school is where ‘real’ science begins i.e. working in laboratories, handling scientific equipment, performing experiments and making deductions. But there’s a lot more to science than Bunsen burners and ticker tape, as any 11 - 14 year old will tell you.
Nowadays children look way beyond their investigations in the laboratory and consider the wider impact of scientific studies on our world. They consider the contributions of scientists past and present on our modern day life and discuss the benefits and disadvantages morally, environmentally and technologically.
In this section children expand their knowledge by building on what they have learned in science at KS2 in primary school. They perform investigations on their own and with others and evaluate what they have discovered and its significance.
The National Strategy for KS3, formed in 2002, is part of government support for schools as they strive to achieve high targets in science at KS3.
The idea is to positively promote:
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Continued professional development of science teachers
e.g. training days in the use of up-to-date scientific equipment, partnerships with scientists in industry etc.
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More cross-curricular links
e.g. with literacy and numeracy or by linking science lessons with themes in history or geography or on-going work in design and technology
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The transition from primary schools
e.g. provision of summer schools on science or inviting primary schools to science days
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Provision of mentoring for Year 8 pupils who might be becoming disaffected.
In other words, they want to identify 12/13 year olds who dislike doing science and re-motivate them by approaching the situation from an angle that suits them. Some pupils see neither the use nor the relevance of the science they do at school and this can be remedied by identifying how science affects them in their own experience. Links are seen as extremely valuable between school science and everyday life and examples of industrial applications can only benefit all.
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Booster support
For Year 9 pupils before the SATs – additional help for pupils who might not make level 5 |
These measures all mean that your child has every opportunity to get the most out of their science lessons. Who knows, you could be incubating a future Einstein even as we speak..
As in Key Stages 1 and 2, the National Curriculum for Science divides the work at Key stage 2 into the following four sections:
We’ve also put together an extensive HOMEWORK HELP resource for you to download.
Click through to find out more about what your child is being taught in each section, and help yourself to some ideas for reinforcing what’s being taught through activities at home.
Key stage 3
Sc1: Scientific Enquiry
This covers all the basic science skills such as planning and carrying out investigations and interpreting and communicating the results. These skills are taught throughout all the science lessons and so it is an ongoing process of learning.
The work is divided into two main sections ‘Ideas and evidence in science’ and ‘Investigative skills’.
Ideas and Evidence in Science
Ideas need to be tested and evidence can be used to test them. However, evidence can be used in different ways and may be used to prove or to disprove existing theories. There are many historical examples of scientists whose evidence and insight changed the world’s way of thinking e.g. Charles Darwin and his theories on evolution.
Children will learn that it is important to test explanations by making predictions and then seeing if the evidence matches these predictions.
Investigative skills
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Planning
Children need to put a great deal of thought into planning their investigations. They need in particular to consider how much data to collect , how best to do it and what materials they should use.
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Obtaining and presenting evidence
This is the fun bit.
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Using equipment appropriately to make measurements and minimise risks. |
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Deciding how many measurements to take and consider the accuracy. |
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Using ICT to present the evidence in the form of diagrams, charts and graphs. |
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Considering evidence
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Drawing conclusions from the data by interpreting patterns or relationships. |
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Evaluating these conclusions in light of current scientific knowledge. |
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Deciding whether predictions were correct or incorrect and whether further work needs to be done. |
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Evaluating
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Deciding whether enough measurements were made to support that conclusion. |
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Trying to explain any anomalies in the data e.g. where points on the graph did not fall on the line drawn through the rest of the points, or where one value in a table is wildly out of step with the others. |
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Evaluating the method used and suggesting improvements. |
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For a fuller description of what’s taught in this section have a look at the National Curriculum Online
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Key stage 3
Sc2: Life Processes and Living Things
This section is otherwise known as ‘biology’, the study of living things. Children may have had experience of some of these topics at KS2 but now’s the time to head deeper. From now on all manner of complicated vocabulary will be introduced such as “ciliated epithelial cells”.
No! Don’t switch off – it just means the type of cells that line your lungs (they produce mucus which trap dust and bacteria. Cilia are tiny hairs that waft the mucus up to the throat to be swallowed. Hmmmmmm. Moving swiftly on…!)
Seriously though, there’s no need to panic. The vocabulary may become slightly more complicated but the subjects are the same and they’re all relevant to everyday life so it’s possible to explain them in ‘English’. Have a go at discussing these topics with your child, you might both learn something.
At this stage, two very important subjects are introduced. Sex education and drug abuse. They might be extremely difficult subjects to discuss at home but at least if you know that these issues are being dealt with at school then your child will be aware of them. It also gives you the opportunity to take them further if you wish.
What your child is learning - and how to help
Here’s a guide to what’s taught in this section, and what you can do at home to develop your child’s understanding?
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Cells and cell functions
Pupils learn to identify the names and functions of all the components of plant and animal cells, and ways in which some cells are adapted to their functions.
How you can help:
Volunteer to test your child on the labels of their diagrams of
plant and animal cells. Ask them what the functions are.
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Humans as organisms
Pupils learn about the need for a balanced diet, how digestion works, the human skeleton, puberty and reproduction, respiration and health issues such as solvent and drug abuse.
How you can help:
Talk about the need for a balanced diet based on your child's knowledge. Ask them to consider their own diet in the light of this. Can they identify any changes that need to be made? Obviously, that doesn't mean they'll follow them!
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Green plants as organisms
Processes such as photosynthesis and the mechanism and requirements of plant growth are explored.
How you can help:
Are you a gardener? Do you know anyone who is? They have a wealth of information about the minerals needed for healthy plant growth. They are usually very enthusiastic about the subject too, which is always motivating. How does their experience fit in with what your child has learnt at school?
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Variation and classification
Selective breeding can lead to new varieties, and living things can be classified into groups depending upon their anatomical features, variation within a species caused by environment.
How you can help:
Discuss why we look like we do. Genes control our inherited characteristics. Brothers and sisters are not identical because they inherit different things from different parents. What about identical twins that are separated at birth? Any differences between them will be due to their different upbringing i.e. environment. Discuss the selective breeding of fruit and vegetables to suit the consumer market e.g. specific size of carrot, seedless grapes.
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Living things in their environment
Pupils learn about protecting the environment and the importance of sustainable development, about food chains and how toxic material can accumulate in them. They also learn how habitats support a variety of animals and plants that are interdependent and how predators and competition affect the size of populations.
How you can help:
Note when environmental issues are featured in the news. Use this as an opportunity to consider some of the issues in the light of what your child is learning at school. When poisons enter a food chain then it tends to concentrate as it passes up the chain. This can have devastating consequences for the creature at the top
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To read a full description of what’s taught in this section of the curriculum, take a look at the National Curriculum Online website.
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Key stage 3
Sc3: Materials and their Properties
This section is what you’ll remember being called ‘chemistry’, namely the study of chemical elements and their compounds. This is the essence of a science laboratory - chemical tests, equations and calculations. Children will learn about the elements and the Periodic Table. They will become familiar with compounds and mixtures and their reactions.
If they’re interested in the subject, they will begin to look at the world around them with a new perspective. Next time you are reaching for the indigestion tablets you may hear a voice piping up in the background “I suppose that alkaline compound you’ve just taken will be neutralising your excess stomach acid…” Well, maybe not - but if by chance they did say it then do let the teacher know, they’ll be greatly heartened!
What your child is learning - and how to help
Here’s a guide to what’s taught in this section, and what you can do at home to develop your child’s understanding...
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Classifying materials
Pupils learn how to characterise materials as solid, liquid or gas, 'elements', 'compounds' and 'mixtures' and they discover how to separate mixtures by processes such as distillation.
How you can help:
Water is a fascinating material. It can exist as a solid, liquid or gas – even in the one kitchen. Can your child describe what is happening to the water molecules in each of these phases? At what temperatures does it change phase? They can use the particle theory to describe what happens as you heat ice.
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Changing materials
Pupils develop their understanding further about physical changes that can occur to materials such as melting and geological processes such as those that cause rocks to be formed and chemical reactions. Chemical reactions take place in everyday life all the time - cooking food is a prime example.
How you can help:
Get your loved one involved the cooking! Use any opportunity to point out the chemical reactions that might be occurring. e.g. cooking eggs, using lemon juice to prevent apples turning brown, using baking powder to make sponge. There’s plenty of information on these processes in the Planet Science Diner
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Patterns of behaviour
Pupils learn about how materials behave in certain situations, e.g. reactions of metals with acids and other compounds, the ‘reactivity series’ and the concept of acids, bases and the use of pH indicators which show whether a substance is acidic or the opposite - alkaline, and to what extent.
How you can help:
Are you familiar with red cabbage? If not, buy one next time you are shopping and make your own indicator. Shred a few leaves into a bowl and pour hot water over them. Leave for ten minutes and pour off the blue/purple liquid into another container. This will act as an indicator. When in contact with acids it turns pink or red (remember pickled cabbage?), with alkalis it turns blue or green. Send your child off on a tour of the house to gather materials to test. Try vinegar, lemon juice, cola, washing powder, toothpaste, tomato ketchup, bicarbonate of soda, salt. The world’s your lobster. You may be surprised by what you find out.
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For full details on what’s taught in this section of the curriculum, take a look at the National Curriculum for Science website.
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Key stage 3
Sc4: Physical Process
This section is what you’ll remember being called ‘physics’, namely the study of the properties of matter, energy, force and motion.
In this section children develop their knowledge and understanding of electricity, magnetism, light and sound. Why it happens, how it happens and what you can do with it. Plus in this section children learn more about the solar system and important issues such as renewable and non-renewable energy sources. Who would have guessed how much science is involved in the skills of skateboarding, skiing and snowboarding? Wait until your child has covered the area of forces and motion?spinning around on your swivel chair will never be the same again.
What your child is learning - and how to help
Here’s a guide to what’s taught in this section, and what you can do at home to develop your child’s understanding?
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Electricity and magnetism
Electricity, circuits and magnets have been a feature of your child's education for the past few years, and their knowledge of continues to become more and more sophisticated. They learn how to design series and parallel circuits, how magnetic fields work (like poles repel and unlike poles attract), and about electromagnets (ie. that the passing of a current through a coil produces a magnetic field.)
How you can help:
Check out the website How to make an electromagnet. Simple but effective. Can your child suggest anything to make it stronger? The number of coils perhaps?
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Forces and motion
Pupils learn about force and linear motion, how to determine the speed of a moving object, and about rotation - the principle of moments, force and pressure and the relationship between pressure, force and area.
How you can help:
Discuss with your child examples of where forces are at work. For instance the shape of racing cars and the need for streamlining, the width of their tyres and the reasons for it. In skateboarding there are examples of linear motion, rotation and the effects of force and pressure. Can your child explain these skills in light of what they have learned at school?
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Light and sound
Pupils learn more about the behaviour of both light and sound. For example they learn that white light can be dispersed to give a range of colours (rainbow), and that sound causes the eardrum to vibrate. They'll also learn that light can travel through a vacuum but sound cannot
How you can help:
Try making a glass harmonica. Check out Ben Franklin’s Harmonica for the science behind it. Ask your child to place several wine glasses in a row and fill them to different heights with water. Moisten a finger (make sure it's clean and oil-free) and slowly rub it evenly around the rim of each glass. You should hear a high-pitched ringing sound. The rubbing causes the wine glass to vibrate which produces the sound. Each glass should produce a slightly different tone. Try using different shapes of glass - does it make any difference?
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The Earth and beyond
Pupils have already learned a bit about the Solar System, and they're now taught about the relative positions of the Earth, Sun and planets. They will also discover that the Sun and other stars are light sources, but the planets and the moon are not (no matter how brightly the moon may appear to be shining! It's only reflecting the light from the Sun...)
How you can help:
Introduce your child to ‘PLANET 10’ . This is our most popular learning adventure (or ‘game’ as any kid will call it) and it’s highly addictive! First explore the Solar System, and then challenge your child to try their hand at the ‘World Builder’ in which they have to design a new planet – launch it, and see whether it can support life, or whether it crashes and burns…
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Energy resources and energy transfer
Children learn about a variety of energy sources other than electricity, such as wind, oil, gas, waves and that energy can be transferred and stored.
How you can help:
Find out about energy and how not to waste it. See Think Energy a website from British Gas with all sorts of useful information and online activities. It certainly does makes you think!
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For full details on what’s taught in this section of the curriculum, take a look at the National Curriculum for Science website.
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PAGE LINKS
The National Curriculum
Science at School
Ages and Keystages
Homework Help
Get with the Lingo
Sats and League Tables
Other Useful Links
The NCPTA
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