Science

Understanding Living Things and the Processes of Life

KEY FEATURES

This outcome will be attained through the study of:

Therefore, by the end of S2 a pupil's curriculum should have included study of:

CONTEXTS AND CONTENT FOR DEVELOPING UNDERSTANDING

At all stages, pupils should be encouraged to learn, understand and use the language, terminology and symbols appropriate to the area of study and to their stage of development.

In developing a progressively deeper knowledge and understanding of living things and the processes of life, pupils should be given opportunities to observe and investigate plants and animals in the classroom, school and community. In addition they should carry out fieldwork in the immediate vicinity of the school and pay visits to nearby locations such as seashore, woodland, park or pond or to suitable industries.

Studies should provide pupils with experience of living material, artefacts and scientific equipment, complemented by the use of audio-visual and reference materials, with first-hand experience predominating at all stages but especially at the early stages.

Examples are provided at some points to give an indication of the depth of treatment but are not intended to be restrictive and additional examples can be included where appropriate.

Living Things and the Processes of Life - Stages P1 to P3 -[Return]

Studies should focus on:

Variety And Characteristic Features
The Processes Of Life
Interaction of Living Things with their Environment

Living Things and the Processes of Life Stages P4 to P6 -[Return]

Studies should focus on:

Variety And Characteristic Features
The Processes Of Life
Interaction of living things with their Environment

Living Things and the Processes of Life - Stages P7 to S2 -[Return]

Studies should focus on:

Variety And Characteristic Features
The Processes Of Life
Interaction Of Living Things With Their Environment

Understanding Energy And Forces

KEY FEATURES

This outcome will be attained through the study of:

Therefore, by the end of S2 a pupil's curriculum should have includedstudy of:

CONTEXTS AND CONTENT FOR DEVELOPING UNDERSTANDING

In developing a progressively deeper knowledge and understanding of energy and forces, pupils should be given the opportunity to observe and investigate different forms of energy and forces and their properties and applications, in the classroom, school and community.

At all stages, pupils should be encouraged to learn, understand and use the language, terminology and symbols appropriate to the area of study and to their stage of development

Pupils will be concerned with the forms of energy and forces which they can observe and experience directly in their immediate environment, through play and everyday life.

Energy and Forces - Stages P1 to P3 -[Return]

Studies should focus on:

Forms And Sources Of Energy
Properties And Uses Of Energy
Forces And Their Effects

Energy and Forces Stages P4 to P6 -[Return]

Pupils will continue to deal with topics covered earlier, but practical investigations will lead to a greater depth of under-standing of scientific Ideas and principles

Studies should focus on:

Forms And Sources of Energy
Properties And Uses Of Energy
Conversion And Transfer Of Energy
Forces And Their Effects

Energy and Forces Stages P7 to S2 -[Return]

Pupils will grow in sophistication of understanding of the phenomena of energy and forces.

They will learn more about the conversion of energy and forces. They will learn more about the conversion of one form of energy to another and of some of the environmental implications.

They will begin to understand the need for units of measurement

Studies should focus on:

Forms and Sources of Energy
Properties And Uses Of Energy
Conversion And Transfer Of Energy
Forces And Their Effects

Understanding Earth And Space

KEY FEATURES

The theme of this outcome is 'Spaceship Earth', its position in space, its scientific features and the resources it supplies.

The outcome will be achieved through the study of:

Therefore, by the end of S2 a pupil's curriculum should have included study of:

CONTEXTS AND CONTENT FOR DEVELOPING UNDERSTANDING

In developing a progressively deeper knowledge and understanding of Earth and space, pupils should be given the opportunity to observe and investigate, in the classroom, school and community, including industrial settings.

Throughout, emphasis should be laid on the finite future of many of the Earth's resources and the need to use them sensibly.

Pupils will be concerned mainly with the features which they meet in everyday life.

Earth and Space Stages P1 to 3 -[Return]

Studies should focus on:

Earth In Space
On Planet Earth
Materials From Earth

Earth and Space Stages P4 to 6 -[Return]

Pupils will continue to deal with topics covered earlier, studying them in greater depth, but will extend knowledge and understanding to other areas by investigations and access to printed and audio-visual sources.

Studies should focus on:

Earth In Space
On Planet Earth
Materials From Earth

Earth and Space Stages P7 to S2 -[Return]

In carrying out studies at greater depth, pupils will seek scientific explanations for their observations using evidence drawn from practical activities and a wide variety of print and audio-visual sources.

Studies should focus on:

Earth In Space
On Planet Earth
Materials From Earth
Shetland Education Authority 16 April, 1995