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How Science Works
Below is an extract from the government's site. It says what we have to teach pupils at Key Stage 4. In practice the syllabus for GCSE covers all of these aspects. Look at the syllabus and you will see all of the references to this. You have to keep this in mind when you teach students at Key Stage 3, so that you give the 'correct spin' on the lesson. We do not have to just impart knowledge - we have to impart it under this light!
The AQA examination board has its own specific language for practical investigations and pupils are tested on knowing their specific terms in relation to practical experiments - we start to introduce these from Y7 onwards and reinforce them whenever possible so that using them is second nature by KS4.
How science works of Science key stage 4
1.1 Data, evidence, theories and explanations
Pupils should be taught:
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how scientific data can be collected and analysed
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how interpretation of data, using creative thought, provides evidence to test ideas and develop theories
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how explanations of many phenomena can be developed using scientific theories, models and ideas
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that there are some questions that science cannot currently answer, and some that science cannot address.
1.2 Practical and enquiry skills
Pupils should be taught to:
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plan to test a scientific idea, answer a scientific question, or solve a scientific problem
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collect data from primary or secondary sources, including using ICT sources and tools
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work accurately and safely, individually and with others, when collecting first-hand data
- evaluate methods of collection of data and consider their validity and reliability as evidence.
1.3 Communication skills
Pupils should be taught to:
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recall, analyse, interpret, apply and question scientific information or ideas
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use both qualitative and quantitative approaches
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present information, develop an argument and draw a conclusion, using scientific, technical and mathematical language, conventions and symbols and ICT tools.
1.4 Applications and implications of science
Pupils should be taught:
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about the use of contemporary scientific and technological developments and their benefits, drawbacks and risks
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to consider how and why decisions about science and technology are made, including those that raise ethical issues, and about the social, economic and environmental effects of such decisions
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how uncertainties in scientific knowledge and scientific ideas change over time and about the role of the scientific community in validating these changes.
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