Improving Science Education 5-14

Background & Features

The example illustrates a nine-year programme for environmental studies that has been developed from an existing programme. It is consistent with advice contained within the revised guidelines. It draws on current good practice and typical topics already used by schools. Some of the science topics/units have been expanded to illustrate the key ideas and contexts that form the major and minor focuses of the topic. It also illustrates opportunities for integration across environmental studies and gives an indication of the length of time that this topic would be expected to last.

In the P1-P7 framework a mix of longer (around 6-7 weeks) and shorter (2-4 weeks) topics is included to ensure an appropriate balance between depth and variety of study. The five-topics-per-year framework takes account of the minimum time allocation of 15 per cent for environmental studies as recommended in the revised guidelines on the structure and balance of the curriculum (The Structure and Balance of the Curriculum: 5-14 National Guidelines). This nine-year plan is intended simply to be an illustration. It is neither restrictive nor prescriptive, but it allows flexibility to deal with unscheduled opportunities, necessary amendments or alternative approaches. These may include undertaking a mini-topic or planning a short series of lessons or a one-off lesson to introduce or consolidate a piece of learning. Schools will decide on the optimum number of topics per year and teaching approaches, to suit their particular circumstances and needs.

In the early years the topics chosen illustrate a more integrated approach to the curriculum, which is particularly suited to young pupils. As pupils grow older, teaching strategies may vary to include a variety of approaches such as thematic approaches, some cross-curricular integrated topics and more subject-centred approaches.

In the secondary context the exemplar topics show a typical integrated approach to the teaching of science. Each of the large topics contains a number of mini-topics lasting varying lengths of time.

The exemplar planning grid also satisfies the planning criteria set out in the guidelines and covers all the strands of the three science outcomes.