SEB Bulletin January 2007
Want to know more about?...Key Stage 3 Science
KS3 is years 7 - 9 (11 - 14 years old). The areas of study are Sc1 Scientific Enquiry, Sc 2 Life Processes and Living Things (Biology), Sc 3 Materials and Their Properties (Chemistry) and Sc 4 Physical Processes (Physics). Sc 1 is not taught as a separate topic but within the other three areas of study. It is expected that they be taught the knowledge, skills and understanding through:
- A range of domestic, industrial and environmental contexts
- Considering science and technological developments
- Benefits and drawbacks these developments
- Using a range of resources inc. ICT
- Using first and second hand data to complete investigations
- Use quantitative approaches where appropriate
Pupils are expected to communicate using scientific language, conventions and symbols, word and symbol equations and formulae. They are also expected to consider health and safety issues and complete risk assessments.
As with KS2, QCA provides a suggested scheme of work for KS3. There are 12 topics in each year, 4 Sc2, 4 Sc3 and 4 Sc4. Different schools follow different schemes of work, for example Exploring Science (QCA) and Eureka, some of which are linked to the QCA suggested scheme of work as shown in brackets. These include a textbook, differentiated in the case of Eureka, and a teacher's resource pack containing worksheets, practical ideas and assessment. Some topics in year 7 cover basic material that is then extended in year 9. For example, acids and alkalis in year 7 is revisited in year 9 when pupils cover reactions of acids and other substances. Some material, for example, food chains is covered in more than one year. As students have already covered this in earlier key stages, this can lead to pupils 'switching off'.
In most schools pupils are taught by one teacher who covers all of the subject areas, although year 9 pupils do sometimes get taught by specialist teachers. They spend approximately 3 weeks on one topic before being assessed and moving on to a new topic, usually in a different subject area. In some schools pupils in year 7 and 8 also follow the CASE (Cognitive Acceleration through Science Education) course. This is sometimes only done with higher ability pupils, as the thinking skills needed are demanding. This course is a series of 36 stand-alone lessons based on thinking skills. The course starts with lessons based on variables and relationships and moves on to help develop pupils thinking skills. These lessons really help pupils to develop their Sc1 skills. Teacher preparation is minimal as all resources are prepared by the writers of the scheme, but the instruction sheet must be followed carefully to ensure the correct cognitive paths are followed.
The biological topics pupils study at this stage include cells, tissues, organs and use of microscopes; digestion and nutrition; growing up, the menstrual cycle and having a baby; fighting disease; nitrogen cycle; variation and selective breeding; classification; and food chains and webs. Practical work might include investigating the effect of light intensity on the rate of photosynthesis, by counting bubbles of oxygen given off by pondweed; food tests; finding the energy in food by burning a snack food and using it to heat up a known volume of water; breathing out into a bottle of bicarbonate indicator; or measuring pulse rate before and after exercise.
Pupils are assessed at the end of the key stage by the external Key Stage 3 SATs. There are two tiers of assessment, levels 3-6 and levels 5-7. It is expected that pupils will achieve level 5 in these exams with some schools achieving over 70% of pupils Level 5 and over (Level 5 can be attained in the KS2 SATs). The exams cover material from Sc2 - 4 and also increasingly Sc1 questions with pupils analysing data, commenting on practical work, describing and planning investigations. Teachers assess pupils throughout the key stage, often using test papers set by the scheme of work used. If the scheme of work is linked to QCA, levels are provided in the mark schemes. Most pupils will know what level they are expected to achieve. Pupils and teachers can then monitor their own progress throughout the year and allow for the difference in the difficulty of material in different topics. Teachers also assess pupils' Sc1 skills through a variety of assessed practical. There are many publications with suggested activities that can be levelled, often included in the scheme of work with a mark scheme i.e. Exploring Science provides an assessed Sc1 practical for each unit. Pupils' written answers can also be assessed. Pupil's work is assessed at levels if they can:
- Say what something IS (level 3)
- DESCRIBE something in detail (Level 4)
- EXPLAIN what is happening (Level 5)
- APPLY their knowledge to a new situation (level 6)
- Make LINKS between key ideas (Level 7)
The major problem with KS3 is what to do with the pupils after the SAT exams. Some schools complete project work or investigative work during this time whereas others use the time to make a start on the GCSE course. One strategy used by many teachers is to complete work based on 'How Science Works' as explained in the KS4 section.
Many thanks to Claire Farrell of St Nicholas Catholic High School, Northwich, Cheshire
Pauline Lowrie
Sir John Deane’s College
Northwich, Cheshire
