Science and Technology
Gwyddoniaeth & Thechnoleg

Area of Learning and Experience

Science and Technology

Statement of What Matters

Being curious and searching for answers is essential to understanding and predicting phenomena

Key Concept

Being Curious- Questioning and Investigating 

Overarching Learning Intention

To use logic, evidence and creativity to inquire into and apply scientific knowledge and evaluate scientific claims to help make informed decisions so that learners enjoy solving problems and can explain their ideas and concepts.

Concepts to consider within this Statement of What Matters 

Question, Observe, Test, Evaluate and Justify 

Skills- what will I be able to do by the end of the learning experience? 

To make simple predictions

To Choose simple equipment

To use non-standard measurements e.g. 5 cups

To draw simple diagrams

To come to basic conclusions

To practice and begin to use scientific vocabulary

To begin to use and understand standard measurements e.g. kg, s, m.

To enhance scientific vocabulary

To practice using previous knowledge and understanding when predicting

To use standard measurements e.g. kg, s, m.

To develop their conclusions

To predict using previous knowledge and understanding

To change ideas that’s suggested, and own ideas, to an investigation

To use standard measurements e.g. kg, s, N, m.

To decide on the most appropriate investigation

To make predictions using

knowledge, understanding and previous preliminary work

To search for information in a systematic way, processed and analysed for specific purposes

Enhance use of standard measurements e.g. kg, s, N, m, J, w.

Knowledge- What will I know and understand by the end of the learning experience?

Show curiosity and question how things work.

Explore the environment, make observations and communicate my ideas.

Ask questions and use my experience to suggest simple methods of inquiry.

Recognise patterns from my observations and investigations and can communicate my findings.

Ask questions and use my experience to suggest methods of inquiry.

Suggest conclusions as a result of carrying out my inquiries.

Evaluate methods to suggest improvements.

Identify questions that can be investigated scientifically and suggest suitable methods of inquiry.

Suggest conclusions as a result of carrying out my inquiries.

Evaluate methods to suggest improvements.

Research, devise and use suitable methods of inquiry to investigate my scientific questions.

select relevant scientific knowledge from a range of evidence sources to evaluate claims presented as scientific facts.

Experiences- What experiences will be provided to develop the learning? 

Cross-curricular Skills- What cross-curricular skills will I have developed by the end of the learning experience?

Area of Learning and Experience

Science and Technology 

Statement of What Matters

Design thinking and engineering offer technical and creative ways to meet society’s needs and wants

Key Concept

Design thinking

Overarching Learning Intention

By applying their experiences, skills and knowledge, learners can design and shape innovative engineering solutions so that they can use these knowledge and skills to create ideas and products so that they can think creatively to reframe and solve problems.

Concepts to consider within this Statement of What Matters

Iterative design, Craftsmanship and Materials 

Skills- what will I be able to do by the end of the learning experience? 

To use simple tools safely. E.g. scissors, plastic knives, cutters

To construct and deconstruct.

To design while I make and communicate about what I am making.

To select and safely use a range of tools, materials and equipment to construct for a variety of reasons and contexts. E.g. saws, glue guns, knives

To use different component parts to construct a simple design. 

To produce designs to communicate ideas in response to contexts.

To use design communication methods to develop and present ideas and respond to feedback.

To select and safely use appropriate tools, materials, and equipment to construct purposeful outcomes. 

To use the apply my making skills to combine component parts, materials and processes to achieve a protype with functionality and to improve the effectiveness of my outcomes. 

To draw inspiration to design from historical, cultural and other sources. 

To creatively respond to the needs and wants of the user, based on the context and on the information collected.

To identify and consider factors when developing design proposals.

To use design thinking to test and refine my design decisions without fear of failure.

To apply my knowledge and skills when making design decisions in order to produce specific outcomes.

To consider how my design proposals will solve problems and how this may affect the environment.

To use design communication methods to develop and present ideas,and respond to feedback.

To independently select specialist equipment and use it with precision in order to perform complex tasks safely and effectively.

To apply my making skills and knowledge of materials to produce protypes, and further develop high quality and effective outcomes. 

To appropriately communicate methods to develop and present my ideas fluently

Knowledge- What will I know and understand by the end of the learning experience?

To know the basic properties of materials and their uses.

To know which materials are best suited for a particular use.

To choose a material for a particular use.

To know the factors/materials that may impact my design.

To know how my design proposals will solve problems and how this may affect the environment.

To know how to suggest design improvements.

To recognise what I do can have an impact on my environment.

To evaluate and identify materials that could be changed to suit my design.

To know how my design proposals will solve problems and how this may affect the environment.

To critically evaluate and refine designs to improve their product.

To identify things in the environment which may be harmful and can act to reduce the risk to myself and others.

 Know how to independently research existing designs using the internet.

Know how analyse a brief/context to respond to the user and identify and consider key factors to develop the proposal

To confidently test and refine designs and apply knowledge and skills in order to make design decisions.

To consider the environmental impact of my solution.

To confidently present my designs and make effective use of feedback to improve.

Independently seek out new knowledge to support and refine my design decisions and produce a purposeful outcome.

Know how to prioritise and justify multiple design factors to improve the effectiveness of my design decisions.

To know and justify responsible habits of working which takes into account impacts on the environment and societal impacts.

. 

Experiences- What experiences will be provided to develop the learning? 

Cross-curricular Skills- What cross-curricular skills will I have developed by the end of the learning experience?

Area of Learning and Experience

Science and Technology

Statement of What Matters

The World around us is full of living things which depend on each other for survival.

Key Concept

Living things

Overarching Learning Intention

Learners know about structures and functions of living things and how they grow, develop and reproduce (ST WM2) so that learners build up a body of knowledge of the skills to connect and apply that knowledge in different contexts and explain the ideas and concept they are learning about (ACL). 

Learners apply knowledge about the impact of diet and exercise on physical and mental health in their daily lives (HCI).

Learners understand and consider the impact of their actions when making choices and acting (EIC).

Concepts to consider within this Statement of What Matters

Ecosystems, Plants, Animals and Disease 

Skills- what will I be able to do by the end of the learning experience? 

To sort things into living and non-living using common features.

To show curiosity and question how things work

To investigate how things grow.

 To recognise patterns from my observations and investigations and can communicate my findings

To Classify plants and animals using a binominal key.

To explore relationships between living things and their life cycles.

To identify questions that can be investigated scientifically and suggest suitable methods of inquiry.

To suggest conclusions because of carrying out my inquiries.

To understand how my actions and the actions of others impact on the living things.

To research devise and use suitable methods of inquiry to investigate my scientific questions.

To use my findings to draw valid conclusions.

To evaluate and identify ways of improving the reliability of data, taking anomalies into account.

To use a range of models to explain and make predictions.

To devise, justify and use systematic methods of inquiry to rigorously investigate my scientific questions and recognise limitations.

To link experimental findings and theoretical knowledge to draw valid conclusions.

To apply and make links between a range of models and use them to support or challenge theories.

To evaluate the effectiveness of models and refine them to better fit the evidence available.

Knowledge- What will I know and understand by the end of the learning experience?

Know that everything is either a living or non-living and some of the differences between them.

Know that living things grow (e.g., animals from “babies”, plants from “seeds”)

Know that living things can be grouped together by common features (e.g., plants / animals, trees / flowers etc)

Know the characteristics of living things (MRS GREN)

Know that animals can be grouped according to similar features (eg vertebrates / invertebrates)

Know that all living things have a lifecycle, including the production of offspring (reproduction)

Know the basic structure of plants and animals including their internal / external organs

Know the location and function of common plant and animal organs and systems

Know the role hormones play in growth and development.

Know that animals can be further classified by common features (eg fish, bird, reptile, amphibian, mammal)

Know that living things are comprised of biological cells.

Know the cellular difference between plants and animals, including the roles of specialised cells

Know the location and function of cellular organelles

Know how the structure of a leaf cell allows plants to build their nutrition through a process called photosynthesis. 

Know that respiration is a cellular chemical reaction through which energy is released.

Understand the role of enzymes in biological processes

Understand how a body maintains the ideal internal conditions

Understand the role and structure of the nervous system

Know how plants and animals respond to external stimuli

Area of Learning and Experience

Science and Technology 

Statement of What Matters

Matter and the way it behaves defines our universe and shapes our lives 

Key Concept

Matter and Materials

Overarching Learning Intention

To learn how to control chemical reactions by understanding that the universe and all living things are made up of matter which forms the basis of chemical reactions that happen continuously in our environments (SWM4), so that I can enjoy solving problems, ask questions and explain the ideas and concepts I am thinking about (ACL,3,5).

Concepts to consider within this Statement of What Matters

Chemical reactions, Property of materials and Enviromental impact

Skills- what will I be able to do by the end of the learning experience? 

To explore and show curiosity in everyday activities.

Explore the properties of materials and choose different materials for a particular use.

To safely use household chemicals e.g. washing up liquid, medicines, toothpaste, soap

To recognise and begin to communicate patterns and findings from my observations

Observe the ways in which materials change when they are mixed 

To safely use household chemicals and begin to know their impact

To communicate and question my findings from investigations 

Recognise and begin to explain that changes in materials affect their properties and uses under different conditions.

To understand the effects of everyday chemical reactions 

To use my knowledge of chemical reactions to evaluate findings 

Explain that changes in materials affect their properties and uses under different conditions

To describe everyday chemical reactions 

To use my knowledge of the atomic nature of matter to explain the structure and properties of materials and apply this to their uses.

Be able to suggest properties of an element given its location in the Periodic table

I can understand how the products and effects of reactions can be managed and controlled.

Knowledge- What will I know and understand by the end of the learning experience?

To know how to compare and group together a variety of everyday materials.

To know and describe the simple physical properties of a variety of everyday materials

 To understand that household chemicals may be dangerous

 To know that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens.

To compare and group materials together, according to whether they are solids, liquids or gases

To know that the chemicals I use can have an impact on myself and my environment

To know and demonstrate that dissolving, mixing and changes of state are reversible changes

Know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution

To know and understand that the chemicals I use can have an impact on my environment and the environment of others

To demonstrate and explain the processes of reversable and irreversible changes.

 Know that chemical reactions as the rearrangement of atoms

To know and understand

some chemical reactions acid plus metal, acid plus carbonate, metal plus oxygen

Know how electron arrangement leads to the electronic structure

Know the location on the periodic table and basic physics & chemical properties of transition metals

Understand a range of chemical tests to identify cations and anions (eg carbonates, sulfates, nitrates, halide, flame tests, metal ions)

Experiences- What experiences will be provided to develop the learning? 

Cross-curricular Skills- What cross-curricular skills will I have developed by the end of the learning experience?

Area of Learning and Experience

Science and Technology 

Statement of What Matters

Forces and energy provide a foundation for understanding our universe

Key Concept

Forces and energy 

Overarching Learning Intention

To explore how forces and magnetism impact objects in the environment (WM5) so that I can interpret data and apply mathematical concepts (ACL7) and so that I can build a body of knowledge and have the skills to connect and apply that knowledge in different contexts (ACL2).

Concepts to consider within this Statement of What Matters

Forces, Light, Sound, Electricity and Solar system

Skills- what will I be able to do by the end of the learning experience? 

To identify, follow and begin to create sequences and patterns in everyday activities

To identify and begin to create sequences and patterns in everyday activities 

To recognise patterns from my observations and investigations and communicate my findings.

To usemy knowledge and understanding to predict effects as part of my scientific exploration.

To communicate the effect forces have on myself and on objects.

To investigate different forms of energy and how it can be transferred

To explore how the motion of objects can be affected by applying specific forces.

To use a variety of simple models to describe the forces acting on an object.

To describe how magnetic fields behave and explore a range of practical uses for them.

To explain that energy can be transferred from one place to another and how this can be used tp provide the energy we need in our lives

To explain and calculate how multiple forces acting on an object will affect its motion.

To experiment and explore magnetic fields to investigate factors that affect their strength.

To apply my understanding of the interaction of fields in order to explore uses of magnetism.

To understand conversations of energy and can explain that energy is used at different rates. 

To quantitively analyse the movement of objects and understand how applying forces to them can change their motion.

To use models to enable deeper understanding of the links between force, current and magnetic fields.

To quantify the energy in systems and apply this to system design in order to improve efficiency. 

Knowledge- What will I know and understand by the end of the learning experience?

Observe changes across the four seasons

Observe and describe weather associated with the seasons and how day length varies.

Know that some items are hot and cold 

Know how the temperature changes in each season

Compare how things move on different surfaces

Know that some forces need contact between two objects, but magnetic forces can act at a distance

Recognise how magnets attract or repel each other and attract some materials and not others

Know that magnets as having two poles

Know that heat is a form of energy

Know the terms conduction, convection and radiation.

Know that the temperature / weather changes on a daily, monthly and seasonal basis

Understand that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object

Identify the effects of air resistance, water resistance and friction, that act between moving surfaces

Recognise that some mechanisms, including levers, pulleys and gears, allow a smaller force to have a greater effect.

Know that energy comes in different forms (e.g., movement, chemical, electrical)

Know how to construct energy transfer diagrams (Sankey)

Know that sound (movement of air) is a form of energy.

Know that the unit of energy is the Joule

Know that friction is a force that opposes motion.

Understand magnetic poles, attraction and repulsion

Recognise magnetic fields by plotting with compass, representation by field lines

Know the magnetic effect of a current, electromagnets, D.C. motors.

Understand forces being needed to cause objects to stop or start moving, or to change their speed or direction of motion

Force-extension linear relation; Hooke’s Law as a special case

Know how to explain the physical processes behind conduction, convection and radiation.

Know that energy cannot be created or destroyed, just transferred (e.g., conservation)

Know the common forms of generating electricity (including nuclear)

Know how systems are designed to be more efficient (e.g., National Grid, reducing friction in cars, energy efficient light bulbs)

Estimating speeds and accelerations in everyday contexts

Know acceleration caused by forces; Newton’s First Law

Know the relationship between weight and gravitational field strength

Know the magnetic effects of currents, how solenoids enhance the effect

Know how transformers are used in the national grid and the reasons for their use

Know how to calculate the energy / power in given situations (Kinetic energy, potential energy, electrical energy)

Know how to calculate the cost of electrical energy

Understand that the behaviour of gasses is related to the motion of their particles (e.g., kinetic theory)

Know how you can model the behaviour of gasses at different temperatures ( e.g., gas laws and absolute zero)

Experiences- What experiences will be provided to develop the learning? 

Cross-curricular Skills- What cross-curricular skills will I have developed by the end of the learning experience?

Area of Learning and Experience

Science and Technology 

Statement of What Matters

Computation is the foundation of our digital world. 

Key Concept

Computation- Algorithms 

Overarching Learning Intention

To use computation to solve problems (WM6) so that I can use digital technologies creatively (ACL8) and so that I can enjoy solving problems (ACL3). 

Concepts to consider within this Statement of What Matters

Computational thinking, Algorithms, Data and Digital devices 

Skills- what will I be able to do by the end of the learning experience? 

Demonstrate that they have listened to others and begin to respond appropriately.

Follow a two-step instruction 

To experiment with and identify uses of a range of cause-and-effect devices in the world around me 

To be able to follow written instructions  

Begin to create simple algorithms using block programming

Experiment with and identify uses of a range of computing technology in the world around me. 

To explain an algorithm  

To be able to input data to create an algorithm  

Begin to recognise when there is something wrong with an algorithm and begin debugging  

Explain errors in an algorithm

Find solutions to fix errors within algorithm  

Identify repeating patterns and use loops to make my algorithms more concise.

To identify, define and decompose problems, choose appropriate constructs and express solutions in a variety of environments.

To use file-handling techniques to manipulate data in algorithms.

To test, evaluate and improve a solution in software.

Knowledge- What will I know and understand by the end of the learning experience?

To show that I can respond accordingly and follow out the task.  

Complete a 2-step instruction independently. 

Use a range switch equipment independently.  

Follow visual recipe / step by step instructions of instructions. 

Understand what an algorithm is. 

To understand what technology can be used for in the world around us

Different examples of algorithms  

Use software to input data to create algorithms and know how to implement basic arithmetic in block programming languages e.g., Scratch independently.

Recognise errors and know how to check algorithms for basic errors.  

How to recognise algorithms in a program  

Explore different methods to fix errors within an algorithm  

To know what debugging is and how to debug Know how to use an “if/then/else” statements and know how to use iteration (loops) 

Know that languages can be extended by using importing additional libraries

Use additional libraries to manipulate and plot data (Matplotlib, NumPy in Python)

Understand how data can be saved and accessed from files

Experiences- What experiences will be provided to develop the learning? 

Cross-curricular Skills- What cross-curricular skills will I have developed by the end of the learning experience?