Professional Focus Paper
Course: Chemistry
1.
Level: National 3
Who is this paper for and what is its purpose?
This paper is for teachers and other staff who provide learning, teaching and support as learners work towards
Chemistry National 3. Its purpose is to stimulate professional reflection and dialogue and highlight important
features of learning which are enhanced or different from previous arrangements at this SCQF level.
2.
What’s new and what are the implications for learning and teaching?
Chemistry National 3 consists of three units: Chemical Changes & Structure, Nature’s Chemistry and Chemistry in
Society. National 3, 4, 5 and Curriculum for Excellence (CfE) Higher Chemistry have the same unit titles. To
achieve Chemistry National 3, learners must pass all three required units. The course is awarded on a pass/fail
basis within centres. Unlike National 4 and 5, there is no course assessment and no Added Value Unit at National
3.
Much of the course content will be familiar to centres currently delivering chemistry at Access 3 level. However, the
content has been reviewed and updated and includes new assessment methods and increased opportunities for
personalisation and choice. Chemistry National 3 provides learners with the opportunity to develop and apply skills
and increase their depth of knowledge and understanding.
The key areas of this course are:
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rates of reaction
chemical structure
acids and bases
fuels and energy
everyday consumer products
plants to products
the properties of materials
chemical analysis.
Refer to the N3-N5 Chemistry Course Comparisons document published by SQA for further information.
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What are the key aspects of Chemistry National 3?
Progression from the broad general education
This qualification has been designed to articulate with the broad general education (BGE). Learners who have
completed Curriculum for Excellence experiences and outcomes may find this a suitable basis for doing this
course. This course may be suitable for those wishing to study chemistry for the first time. Staff will find it useful to
refer to the Chemistry Progression Framework, as they plan learning that builds on the BGE and progresses into
National 3.
Hierarchy of units
Chemistry National 3 is presented at SCQF level 3. From National 3 onwards, the hierarchical nature of the units
allows for flexible learning and teaching, and enables learners to be given recognition for their best achievement.
Learners may gain unit awards at more than one level, based on their level of skills and knowledge and
understanding of the key areas of chemistry. The degree of choice within the units ensures that learners are not
required to repeat content from one level to the next. This approach allows for depth, challenge and progression
and encourages all learners to aim high.
Fewer, broader outcomes
Staff will now be able to build learning programmes that suit local circumstances because units are less
prescriptive and more flexible with fewer and broader outcomes designed to encourage a more holistic and
rounded approach to learning. There is no mandatory content at National 3; rather there are key areas of
knowledge and understanding that learners should experience. These can be developed in contexts chosen locally
in consideration of the needs and interests of learners.
What are the key features of learning in Chemistry National 3?
The study of chemistry enables learners to make informed choices about the materials, energy sources and
chemicals that affect our everyday lives. Studying chemistry at National 3 provides a foundation for the
development of the variety of skills and knowledge required to progress on to further qualifications and jobs. It is
important that staff have the highest expectations of learners from all backgrounds to support them in gaining
positive sustained destinations beyond school.
A variety of creative and innovative approaches should be used to develop learners’ interest and enthusiasm for
chemistry. Chemistry provides opportunities for active and collaborative learning in relevant, inspiring and engaging
contexts. Well-designed experiences in chemistry will develop learners’ curiosity and problem solving and
analytical thinking skills; skills for collaborative learning and independent thinking. For example, consideration of
the key area of acids and bases and their use in food and drink would lend itself to learners comparing how acids
and bases are portrayed in the media, comparing their useful properties with the ones that are harmful or
unwanted.
A blend of classroom and outdoor learning approaches will involve hands-on practical tasks, such as experiments
and open-ended investigations, together with whole-class plenary discussions and direct interactive teaching. The
key area of fuels within the Nature’s Chemistry Unit offers rich opportunities for open-ended investigations around
energy generation and distribution. This could lead to learners being engaged in whole-class, small group and oneto-one discussions around issues of sustainability and the risks and benefits of different energy sources in a
Scottish and global context. These activities help develop higher-order thinking skills and foster the idea of
sustainability of resources.
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Learning experiences should provide opportunities for independent learning so that learners develop the skills
required to take responsibility for their own learning and, as appropriate, draw on the support of their peers. For
example, the key area of everyday consumer products within the Nature’s Chemistry Unit provides opportunities for
learners to explore the science which will allow them to express informed views on reflective questions such as
‘Would minimal alcohol pricing be good for Scotland?’
Approaches that allow space for personalisation and choice should be built in at all stages, taking account of
individual learner progress, learning styles and the contexts that each learner finds particularly interesting. The key
area of materials within the Chemistry in Society Unit would lend itself to the learner being able to explore an area
of interest appropriate to her/his individual progress. For example, looking at how local businesses use chemistry,
from health and safety concerns surrounding cleaning products to the manufacture of products from chemical
reactions.
Effective partnerships have an important role to play. These could include drawing on relevant expertise among
staff in other curriculum areas as well as links with employers and businesses developed independently or through
organisations such as STEMNET. These links can also promote an understanding of potential careers,
occupations, methods of learning and future training pathways.
Learning should develop high-quality scientific inquiry and investigative skills, building on skills developed within
the BGE. This should involve scientific inquiry, which includes finding associations and investigating models in reallife and relevant contexts. Learning and teaching should provide opportunities to generate suitable questions for
scientific inquiry and practical investigation or research. Learners should continue to have opportunities to decide
on a course of action, for example, what to observe or measure, or how to carry out observations or
measurements.
Learning and teaching should embed literacy at an appropriate level. This will include, for example, opportunities
for learners to access and use information from a range of sources to inform their learning in chemistry and also
selecting, summarising and inferring. Digital media can provide a relevant and engaging conduit to develop literacy
skills through the use of videos, blogs, editing wikis and social media. These experiences can involve working
independently or collaboratively to evaluate such sources, for example, considering the credibility and value of the
sources, reliability of information and techniques used to influence opinion, including persuasion and bias. They will
also enable learners to engage in informed debate on chemistry related and ethical issues. In this way, leaners will
be encouraged to engage with topical science issues and develop as scientifically-literate global citizens. When
presenting findings, learners could be given the opportunity to select the appropriate way to share their thinking
with others, and to develop skills that persuade, evaluate, explore issues and express opinions, all based on
scientific evidence.
Well-planned approaches to learning in chemistry enable learners to develop numeracy skills, including applying
and developing skills in: understanding the practical importance of accuracy and reliability; making choices about
how to record and display data in a clear way from an extended range of tables, charts, diagrams and graphs;
making effective use of technologies; interpreting data contained in a range of formats; evaluating and interpreting
raw data, and data from tables and graphs, from their own work or other sources; and commenting on observed
relationships within the data, and the extent to which that interpretation is realistic.
National 3 Chemistry provides many rich contexts in which to exemplify and develop health & wellbeing. The
numerous practical activities and investigations provide excellent opportunities to teach and develop the skills of
working with others, leadership skills and physical coordination and movement. It can contribute to areas such as
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diet and nutrition by testing foods for certain chemicals such as carbohydrates and also their energy content. It can
also develop a holistic view of substances that could be misused such as alcohol, and its production, its properties
and economic significance and social impact.
Links with a range of curriculum areas such as other sciences can be made through the study of plants whereby
chemistry looks at fertilisers and the chemicals that can be extracted; or batteries where chemistry investigates
how these can be made and how their voltage can be changed. Technologies can be linked by studying the
properties of materials and also by investigating cooking as a chemical reaction. Learning can also be enriched
through social studies where many of the developments in chemistry have brought about societal change such as
the Iron Age or in the modern era where the democratic process influences and decides how developments in
chemistry should be used or controlled, for example, medicines and explosives. Chemical analysis provides the
potential for learners to learn about forensics and the resulting legal process. This will help to ensure that skills are
reinforced and transferrable.
3.
Qualification information
The SQA website provides you with the following documents:
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Assessment Overview
Course Specification
Unit Specification
Support Notes
Course Assessment Specification
Unit Assessment Support Packages
Further information is available from the SQA website: http://www.sqa.org.uk/sqa/37323.html
4.
What other materials are available on the Education Scotland website?
 NQ Glow Portal – Chemistry
http://www.educationscotland.gov.uk/nqcoursematerials/subjects/chemistry/index.asp1
 CfE Briefing 15: Sciences for all
 Sciences Principles and Practices
 Sciences 3-18 Curriculum Impact Report
 Concept development in the Sciences
1
Please copy and paste this URL (web address) into your browser. (Glow log-in required.)
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5.
Reflective questions
How will you plan for progression in learning and teaching, building on the BGE, to meet the needs of learners?
How will you promote enthusiasm for chemistry through relevant, inspiring and engaging contexts?
How can you ensure that learners can access opportunities to apply their learning in different curriculum areas?
How will you ensure that learners develop and apply skills in literacy, numeracy and health and wellbeing?
How will you ensure that learners have opportunities to encounter a broad and challenging range of data and
sources of evidence?
How will you ensure a balanced overall blend of approaches in the classroom?
T +44 (0)141 282 5000 E enquiries@educationscotland.gov.uk W www.educationscotland.gov.uk
Education Scotland, Denholm House, Almondvale Business Park, Almondvale Way, Livingston EH54 6GA
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