1 of 4
The National Strategies  Secondary
Secondary Framework in Science, Life processes: reproduction
2.1 Life processes: reproduction
Year
Yearly learning
objectives
Amplification – pupils could learn to
Strategies for progression
Rich questions
7
describe the role of organ
systems in plants and
animals that can
contribute to the seven life
processes
use scientific terminology to describe
the main parts of the reproductive
systems in animals and plants and
describe their location
Create opportunities for pupils to
compare and contrast different models
used to explain the function of the
reproductive systems of plants and
animals.
Are plants male
and female?
describe and compare, in simple terms,
the processes of pollination,
fertilisation, seed dispersal and
germination
Support pupils in exploring possible
misconceptions they might have about
reproduction, e.g. plants don’t reproduce
sexually; reproduction is equivalent to
sexual intercourse.
Plan opportunities for pupils to explain
patterns in data related to different
methods of reproduction in vertebrates,
and use this to explain the advantages of
internal development.
Can animals
reproduce without
sex?
Do plants have
sex?
Why have males
and females?
If eggs are oval,
why is the yolk
round?
Create opportunities for pupils to discuss
and agree criteria to help them evaluate
how well, for example, the uterus, testes
and flower are adapted to their function.
8
explain how the organs
and tissues in plants and
animals function to
support the seven life
processes in a healthy
organism
explain, using suitable models and
analogies, the functions of major
organs and tissues in the reproductive
systems in plants and animals
explain how some factors can impact
on reproduction, e.g. poor nutrition, diet
Involve pupils in creating and assessing
their own models to explain the
adaptations of organs, tissues or cells
that occur in the reproductive systems of
plants and animals.
Provide opportunities for pupils to use
evidence to explain the advantages and
disadvantages of sexual and asexual
reproduction in a variety of organisms
(including simple organisms).
Do plants become
sexually active?
Are rabbits fast
breeders?
Do pregnant
women need to
eat for two?
Do fertilisers help
plants reproduce?
Model for pupils how to distinguish
between scientific data and opinion when
exploring articles about hormone
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2 of 4
Year
The National Strategies  Secondary
Secondary Framework in Science, Life processes: reproduction
Yearly learning
objectives
Amplification – pupils could learn to
Strategies for progression
Rich questions
replacement therapy (HRT) or fertility
treatment.
9
explain how the
specialisation of cells in
plants and animals
support the seven life
processes in a healthy
organism
explain how chemical,
physical and biological
factors can disrupt the
seven life processes
explain, using models and analogies,
how different organs, tissues and cells
in the reproductive system are adapted
to carry out their function, e.g. fallopian
tube, uterus, egg and sperm cells,
pollen grains, umbilical chord, amniotic
sac
link scientific understanding and
evidence to compare the advantages
and disadvantages between sexual and
asexual reproduction
Create opportunities for pupils to
evaluate the validity, reliability and
accuracy of evidence about factors that
can disrupt reproduction, such as
smoking, alcohol or lack of folic acid.
What is a clone?
Involve pupils in identifying and
presenting scientific arguments for a
specific audience around a controversial
issue, e.g. ‘Should conjoined twins be
separated?’, ‘Should there be an age limit
for in vitro fertilisation (IVF) treatment?’,
‘Should all people have the right to be a
parent?’
What is a fruit?
Is breast best?
Is a sperm an egg
with a tail?
Have potatoes got
eyes?
Do
hermaphrodites
have a solitary
existence?
Plan for structured, focused discussion
and research to identify how the other
organ systems can support the process
of reproduction.
Create opportunities for pupils to
compare the strengths and weaknesses
of different models to explain the
menstrual cycle and decide if the model
is good enough.
Model for pupils how to distinguish
between scientific evidence and opinion
when exploring the impact of a range of
factors on successful reproduction, e.g.
anorexia nervosa, sexually transmitted
diseases (STDs), hormone imbalance.
00215-2009PDF-EN-01
© Crown copyright 2009
3 of 4
The National Strategies  Secondary
Secondary Framework in Science, Life processes: reproduction
Year
Yearly learning
objectives
Amplification – pupils could learn to
Strategies for progression
Rich questions
10
explain how individual
intracellular and
extracellular processes
and structures in plants
and animals support the
seven life processes
apply scientific understanding together
with evidence to:
Involve pupils in discussing the role of
science in solving problems and the
range of issues that can arise as a result,
e.g. increasing crop production through
GM crops or cloning.
Can scientists
solve the world
food shortage?
explain why certain
chemical, physical and
biological factors can
disrupt the seven life
processes
– compare different ways of preventing
and curing diseases related to the
reproductive organs, e.g. human
immunodeficiency virus (HIV), STDs,
problems with infertility.
– explain how diseases and external
substances affect the reproductive
systems, e.g. smoking, alcohol,
endometriosis, hormonal imbalances
explain how different processes link the
reproductive system to other systems
in the organism, e.g. respiration,
diffusion, digestion, excretion
evaluate the models and analogies
used to explain the menstrual cycle in
order to clarify thinking and distinguish
between ovulation and fertilisation
11
explain how the different
intracellular and
extracellular processes
work together to support
life in familiar contexts
evaluate the impact of
chemical, physical and
biological factors and
explain their effects on the
life processes
00215-2009PDF-EN-01
evaluate different models to explain
how processes link to the overall
process of reproduction, e.g. the
endocrine system and different
hormones in bringing about fertilisation,
implantation, birth and lactation; the
circulatory, respiratory and excretory
systems
explain and evaluate the benefits and
drawbacks, including ethical, moral,
social and political aspects, of some
related applications and implications of
science, such as:
Create opportunities for pupils to present
a complex scientific case to influence the
responses of others, e.g. storage of
embryos for experimentation.
Create opportunities for pupils to
research and critically analyse data
related to the transmission of HIV or
genetic screening.
Involve pupils in evaluating each other’s
models to explain blood flow through the
placenta.
What makes a
population
explode?
Should genetic
screening be
compulsory?
Regeneration –
fact or fiction?
Is boom and bust
good for
populations?
Provide opportunities for pupils to
research and evaluate common models
used to explain how processes are
coordinated, e.g. menstruation, birth,
sperm production.
Create opportunities for pupils to devise
criteria to evaluate claims made in
newspapers or scientific articles, e.g.
about stem-cell research
Create opportunities for pupils to
evaluate a piece of research, scientific
article or other pupils’ work on the
response of reproductive systems to
stressful conditions, e.g. drought, lack of
food, competition for mates, adverse
weather conditions (like in the Arctic).
What determines
gender?
Why are stem
cells so valuable?
Do we need
males?
Create opportunities for pupils to analyse
and evaluate data related to the
© Crown copyright 2009
4 of 4
Year
The National Strategies  Secondary
Secondary Framework in Science, Life processes: reproduction
Yearly learning
objectives
Amplification – pupils could learn to
Strategies for progression
– the applications of sex hormones in
males and females
beneficial and adverse effects of
chemicals on the reproductive system.
Rich questions
– genetic screening
– use of hormones to control
pregnancy, menstruation and HRT
– amniotic tests for Down’s syndrome
– storage of embryos for later use
Extension
use and apply their
understanding of how life
processes in organisms
work together in unfamiliar
contexts
critically evaluate the
relative impact of
chemical, physical and
biological factors and their
effect on life processes in
unfamiliar contexts
00215-2009PDF-EN-01
explore and explain how different
reproductive behaviours change in
more stressful situations and how
organs, tissues and cells work to bring
this about, e.g. high levels of
competition, shortages of food
evaluate critically a range of secondary
evidence used to support and negate
claims related to improving
reproduction, e.g. genetic modification,
cloning, IVF
© Crown copyright 2009