How science works yearly learning objectives
1 How science
works
Year 7
Year 8
Year 9
Year 10
Year 11
Extension






1.1 Explanations,
argument and
decisions
1.1a1 Scientific
thinking:
developing
explanations
using ideas and
models
use an existing
describe more
describe the
justify the selection of
evaluate the
model or analogy to
than one model to
strengths and
a particular model as the
effectiveness of using
possible to have and to
explain a phenomenon
explain the same
weaknesses of a
most appropriate
models and analogies
use different, and
phenomenon and
range of available
in their explanations
sometimes conflicting,
discuss the strengths
models and select the
and weaknesses of
most appropriate

recognise and
explain the value of
using models and
analogies to clarify
explanations
each model
devise own simple
models or analogies to

explain observations, data
strengths and
or scientific ideas
evaluate the

recognise that
models in their
explanation
weaknesses of their

manipulation of a
own models and
devising and using
use of a particular
model or analogy
analogies
alternative models
model or analogy
might be needed to
could help to make a
supports an
clarify an explanation
‘creative leap’ in an

explain how the


explain why the
explanation
1.1a2 Scientific
thinking:
developing
explanations –
challenge and
limitations
recognise that it is

describe how
explain how
explanation

explain how bias,

identify the limitations

explain the

explain and justify
different explanations
bias, a lack of
a lack of evidence or
of a range of scientific
acceptance or
the acceptance or
can arise from individual
evidence or
misconceptions can
explanations
rejection of an
rejection of an
bias
misconceptions can
give rise to different
explanation based on
explanation based on
give rise to different
explanations
an understanding of
an understanding of
the limitations
the limitations


recognise that not
everything can be
explanations

explain why

identify some
questions that the scientific
process cannot completely
explained by the

there are some
answer but can contribute

scientific process
questions that the
questions that the
to
questions that the
scientific proof is only
scientific process
scientific process
scientific process
ever provisional
cannot answer
cannot answer
cannot completely
identify some
identify some
answer but can
contribute to and
explain the reasons
for those limitations
explain why
How science works yearly learning objectives
1 How science
works
Year 7
Year 8
Year 9
Year 10
Year 11
Extension
1.1a3 Scientific
thinking:
developing
argument






identify a range of
identify a range
use criteria to
explain how the use
devise criteria to
devise criteria to
scientific data and other
of scientific data and
select relevant
of criteria improves the
select relevant
select relevant scientific
evidence to back an
other evidence to
scientific data and
effectiveness of selecting
scientific data and
data and other sources
argument and the
back an argument
other sources of
scientific data and other
other sources of
of evidence to support
counterclaim in less
and the counterclaim
evidence to support
sources of evidence to
evidence to support
or negate an argument
complex and/or familiar
in more complex
or negate an
support or negate an
or negate an
in less familiar contexts
contexts, e.g.
and/or less familiar
argument
argument
argument in familiar
establishing a wind farm
contexts e.g. use of
contexts
antibiotics
1.1b Applications,
implications and
cultural
understanding

describe some

explain some

evaluate the

evaluate the relevant

describe and

evaluate and
benefits and drawbacks
issues, benefits and
issues, benefits and
issues, benefits and
evaluate examples of
analyse the potential
of scientific
drawbacks of
drawbacks of
drawbacks of scientific
perceived and actual
impact of the
developments with
scientific
scientific
developments with which
risk arising from the
application of new
which they are familiar
developments with
developments with
they are familiar and draw
application of
scientific and
which they are
which they are
conclusions about which
scientific or
technological
familiar
familiar
would be more appropriate
technological
developments

recognise that
decisions about the use
and application of

science and technology
scientists, individuals
different decisions on
scientific evidence can be

are made by society and
and society have to
the use and
shaped by bias, scientific
power and limitations
be shaped by bias,
individuals and can have
consider the balance
application of
status, political or
of science in
scientific status,
an impact on the way
of cultural, social and
scientific and
economic factors, and how
addressing a range of
political or economic
people think and behave
ethical advantages
technological
this could influence the
moral or ethical
factors, and how this
and disadvantages
developments may be
decisions taken on the
issues, and how this
could influence the
when making
made in different
application of scientific and
could influence the
impact of decisions
decisions, and how
economic, cultural
technological
impact of decisions
taken on the
these could affect
and social contexts
developments
taken on the
application of scientific
people and the
application of
and technological
environment
scientific and
developments
recognise that

recognise that

developments
recognise that
describe the
technological
developments

explain how
scientific evidence can
How science works yearly learning objectives
1 How science
works
Year 7
Year 8
Year 9
Year 10
Year 11
Extension
1.1c
Communication
for audience and
with purpose






use key
scientific vocabulary
and terminology in
discussions and
written work

identify and use
the conventions of
various genres for
different audiences
and purposes in
scientific writing
use a range of
scientific
vocabulary and
terminology
consistently in
discussions and
written work

adapt the
stylistic
conventions of a
range of genres
for different
audiences and
purposes in
scientific writing
communicate
effectively and use
appropriate
scientific
terminology and
conventions in
discussion and
written work

adapt the
stylistic
conventions of a
wider range of
genres for
different
audiences and
purposes in
scientific writing
communicate
effectively using a
wide range of scientific
terminology and
conventions in
discussion and written
work

use simple criteria
to judge the
appropriateness of a
piece of scientific
writing for a particular
audience
communicate
qualitative and
quantitative
evidence
effectively using
scientific
terminology and
conventions,
drawing on
abstract ideas and
models as
appropriate to the
audience and
purpose

devise criteria
to judge the
appropriateness of
a piece of
scientific writing
for a particular
audience
use a wide
range of technical
vocabulary and
techniques with
fluency,
demonstrating
communication and
numerical skills as
appropriate for a
range of audiences
and purposes

critically
evaluate criteria
used to judge the
appropriateness of
a piece of scientific
writing for a
particular audience
How science works yearly learning objectives
1.2 Practical and
enquiry skills
Year 7
Year 8
Year 9
Year 10
Year 11
Extension
1.2a Planning an
approach






describe an
describe an
explain how the
explain how to
explain how the
explain why different
appropriate approach to
appropriate approach
planned approach to
plan appropriate
planned approach to
approaches are required to
answer a scientific
to answer a scientific
answer a scientific
approaches to
answer a scientific question
investigate different kinds
question using a limited
question using
question was
investigatory work by
was informed by a range of
of scientific questions and
range of information and
sources of evidence
informed by scientific
synthesising
scientific knowledge,
how scientific knowledge,
making relevant
and, where
knowledge,
information from a
understanding and sources
understanding and sources
observations or
appropriate, making
understanding or
range of sources in
of evidence and, where
of evidence are used in the
measurements
relevant observations
other sources of
complex contexts and
appropriate, how this
different approaches
or measurements
evidence
where variables are
influenced the method of
less easily controlled
data collection, including
using appropriate
apparatus
the choice of apparatus,
range and values of
variables
1.2b Selecting and
managing
variables

recognise the range

describe and

use and apply

identify key

use and apply key

use and apply
of variables involved in
identify key variables
independent and
factors in complex
variables in complex
multiple variables in
an investigation and
in an investigation
dependent variables
contexts where
contexts, including ones in
complex contexts
decide which to control
and assign
in an investigation by
variables are less
which variables are less
appropriate values to
choosing an
easily controlled
easily controlled
these
appropriate range,


number and value for
each one
1.2c Assessing risk
and working
safely

explain how action

explain how to

explain how
use and apply
explain why their

explain how hazards
has been taken to
take action to control
approaches to
risk assessment in
approach to practical work
are identified and risks
control obvious risk and
the risks to
practical work were
carrying out practical
needed to be adapted to
managed to collect data in
how methods are
themselves and
adapted to control
procedures
control risk
a safe and skilful manner
adequate for the task
others and
risk
demonstrate
competence in their
practical techniques
How science works yearly learning objectives
1.2 Practical and
enquiry skills
Year 7
Year 8
Year 9
Year 10
Year 11
Extension
1.2d Obtaining
and presenting
primary evidence






describe and
explain how the
use and apply
explain how
use and apply systematic
use and apply systematic
record observations
observation and
qualitative and
inherent variation,
observation and precise
observation and precise
and evidence
recording methods
quantitative
e.g. from human
measuring with a range of
measuring with a range of
systematically
are appropriate to the
methods to obtain
error, sensitivity and
apparatus, whilst taking account
apparatus, whilst taking account
task
and record
accuracy of
of inherent variation, to obtain
of inherent variation, to obtain
sufficient data
instrument, needs to
and record reliable data
and record reliable data in a
systematically
be considered when

recognise that
the presentation of

experimental
which the
results through the
presentation of

routine use of
experimental results
the presentation of

tables, bar charts
through the routine
experimental
appropriate ways of
and simple graphs
use of tables, charts
results through the
recording relevant
makes it easier to
and line graphs
routine use of
observations and
see patterns and
makes it easier to see
tables, charts and
comparisons, clearly
trends
patterns and trends
line graphs makes
identifying points of
it easier to see
particular significance
describe ways in
explain how
collecting data
apply and use

explain how the chosen
more demanding context
presentation of data has been

used to support a valid
presentation of data takes
conclusion
account of uncertainty or
explain how the chosen
alternative conclusions
patterns and trends
1.2e Critical
interpretation and
evaluation of
primary evidence

describe

explain patterns

explain how

explain how the

synthesise and manipulate

synthesise and manipulate
patterns and trends
and trends in results
the evidence from
numerical data have
data, analyse findings and draw
data, analyse findings, draw
in results and link
and how this supports
the results links to
been manipulated to
valid and reliable conclusions
valid and reliable conclusions
this evidence to
or negates any
the conclusions
make valid
consistent with the evidence
consistent with the evidence,
any prediction
prediction made
drawn and whether
comparisons and
and linked to the original
and explain how strongly the
it is sufficient
conclusions linked to
scientific question
evidence relates to the original
made

describe and
suggest how
planning and
implementation
could be improved

describe and
the original scientific
suggest, with

reasons, how
improvements to
planning and
the planning and

implementation could
implementation
planning and
be improved
would have led to
implementation, and
the collection of
explain how this could
more valid and
account for errors and
reliable evidence
anomalies and how
and a more secure
inadequacies could be
explain how
question
evaluate the

recognise that correlation
does not always imply causation

evaluate the planning and
scientific question

explain why correlation
does not always imply causation
implementation, and explain

how this could account for
implementation, and explain
errors and anomalies and the
how this could account for
subsequent impact on the
errors and anomalies and the
conclusion in simple contexts
subsequent impact on the
evaluate the planning and
conclusion in more complex
How science works yearly learning objectives
conclusion
remedied
contexts
1.2 Practical and
enquiry skills
Year 7
Year 8
Year 9
Year 10
Year 11
Extension
1.2f Critical
interpretation and
evaluation of
secondary
evidence






link the
explain why the
explain why
explain, using
evaluate the conclusions
evaluate the conclusions
secondary evidence
secondary evidence is
the secondary
scientific knowledge
drawn by others, including
drawn by others, including
presented to the
sufficient or
evidence is
and understanding,
scientists, in familiar or less
scientists, in less familiar or
prediction or
insufficient to support
sufficient or
how some of the
complex contexts and consider
more complex contexts, and
conclusion drawn
the conclusion or
insufficient to
limitations in the
how strongly the evidence
consider how strongly the
interpretation made
support the
secondary evidence
supports these conclusions or
evidence supports these
conclusion or
can distort the
claims
conclusions or claims
interpretation made
conclusion drawn



describe
patterns and trends

in secondary data
the selection, ordering
recognise that
or rejection of
secondary data could
and any
implications arising

recognise that
scientific
lead to different

conclusions
secondary
arise from different
numerical data has
interpretations of the
been manipulated
same evidence
explain how
to support a
particular
conclusion or
viewpoint
controversies can
describe a range of issues
explain how scientific
that can affect the credibility of
controversies can arise from
data
different ways of interpreting
evidence