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KEY STAGE 1
- Science
KEY STAGE 1
- Geography
UK NATIONAL CURRICULUM
KEY STAGE 2
- Science
KEY STAGES 1-4
SC1 scientific enquiry
2b) Use first hand experience
SC3 materials and their properties
1d) Find out about the uses of materials
SC4 physical processes
1a) About everyday appliances that use electricity
KEY STAGE 2
- Geography
1b) About simple circuits
1c) How a switch can be used
2a) To find out about and describe the movement of familiar things
Breadth of study
1a) A range of domestic and environmental contexts that are familiar
to them
KEY STAGE 2
- PHSE
1b) Look at the part science has played in the development of many
useful things
2a) Use simple scientific language
Geography
5b) Recognise how the environment may be improved and sustained
SC1 scientific enquiry
2a) Ask questions that can be investigated scientifically and decide
how to find answers.
2j) Use observations, measurements or other data to draw conclusions.
2m) Review their work and the work of others and describe its
significance / limitations.
SC4 physical processes
1a) To construct circuits incorporating a power supply and
other components
Breadth of study
1a) A range of domestic and environmental contexts that are familiar
and of interest to them
1b) Looking at the part science has played in the development of many
useful things
Geography
5a) Recognise how people can improve the environment
5b) Recognise how and why people may seek to manage environments,
and to identify opportunities for their own involvement.
During the key stage, pupils should be taught the knowledge, skills
and understanding through opportunities to meet and talk with
people [for example, people who contribute to society through
environmental pressure groups or international aid organisations]
KEY STAGE 3
- Science
KEY STAGE 3
- Geography
KEY STAGE 3
- Citizenship
The kit is an ideal resource for teaching Energy Resources and Energy
and Electricity.
Unit 7I (QCA scheme of work) suggests that children
should learn:
•
that renewable energy resources include wind, waves,
KEY STAGE 4
running water, sunlight, biomass and some geothermal sources
•
how a device works using a renewable energy resource
•
that renewable energy resources can be used to generate electricity
Unit 9I (QCA scheme of work) suggests that Children
should learn:
•
that fossil fuels, nuclear fuels and renewable energy sources can be used
to drive electrical generators
1a) Ask geographical questions (for example, 'How and why is this landscape
changing?' 'What is the impact of the changes?', 'What do I think about
them?') and to identify issues.
3a) The location of places and environments studied, places and
environments in the news and other significant places and environments.
4a) Describe and explain patterns of physical and human features and
relate these to the character of places and environments.
4b) Identify, describe and explain physical and human processes, and their
impact on places and environments.
5b) Explore the idea of sustainable development and recognise its implications
for people, places and environments and for their own lives.
6k) Resource issues including:
1. The effects on the environment of the use of a resource.
2. Resource planning and management (for example
reducing energy use, developing alternative energy sources).
3. The sources and supply of a resource.
Use the kit to bring People and the Environment alive
Unit 21 (QCA scheme of work) suggests that children
should learn:
•
about the impact of local action on the wider environment
•
about the concept of sustainability
•
about a topical local environmental issue
The kit directly supports the teaching of both science and applied
science CGSE courses as well as entry level courses such as
Science Plus.
INVICTA EDUCATION, LEICESTER, LE3 1UQ, ENGLAND
International Tel: + 44 (0)116 281 7164 Fax: + 44 (0)116 319 0773
email: sales@invictaeducation.com
web site: www.invictaeducation.com
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