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Curriculum - KS3

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Primary National Strategy

Personalised Learning

The Water School web site provides:

• all children with the opportunity to learn the skills and understanding required to continue learning throughout their lives
• enrichment activities to extend the learning experiences available in the curriculum for young learners beyond the basic skills of literacy and numeracy

Key Skills

The ‘Key Skills’ are those skills most commonly needed for success in education, training, work and life in general. Six skill areas are identified:

• Communication
• Application of number
• Information and communication technology
• Working with others
• Improving own learning and performance
• Problem solving

In producing the evidence that a candidate has achieved the required standard and met the criteria for Key Skills certification, the Water School Website provides many opportunities for the development of these skills. As a theme Water School and the tasks it develops provides the material to develop discrete or integrated assignments.

Citizenship

“During key stage 3 pupils study, reflect upon and discuss topical political, spiritual, moral, social and cultural issues, problems and events. They learn to identify the role of the legal, political, religious, social and economic institutions and systems that influence their lives and communities. They continue to be actively involved in the life of their school, neighbourhood and wider communities and learn to become more effective in public life. They learn about fairness, social justice, respect for democracy and diversity at school, local, national and global level, and through taking part responsibly in community activities.”

Knowledge, skills and understanding

Teaching should ensure that 'knowledge and understanding about becoming informed citizens' are acquired and applied when 'developing skills of enquiry and communication', and 'participation and responsible action'.
Knowledge and understanding about becoming informed citizens.

1. Pupils should be taught about:

• central and local government, the public services they offer and how they are financed, and the opportunities to contribute
• the world as a global community, and the political, economic, environmental and social implications of this, and the role of the European Union, the Commonwealth and the United Nations.

Developing skills of enquiry and communication

2. Pupils should be taught to:

• think about topical political, spiritual, moral, social and cultural issues, problems and events by analysing information and its sources, including ICT-based sources
• justify orally and in writing a personal opinion about such issues, problems or events
• contribute to group and exploratory class discussions, and take part in debates.

Developing skills of participation and responsible action

3. Pupils should be taught to:

• negotiate, decide and take part responsibly in both school and community-based activities
• reflect on the process of participating.

Overall

Citizenship gives pupils the knowledge, skills and understanding to play an effective role in society at local, national and international levels. The Water School website raises awareness of the issues and methods related to managing water supply.

Education for Sustainable Development

Education for sustainable development enables pupils to develop the knowledge, skills, understanding and values to participate in decisions about the way we do things individually and collectively, both locally and globally. Clearly, this aspect is central to the ideas behind the website. Achieving ESD is a function of the whole curriculum some of the curriculum characteristics that promote ESD are:

• key concepts: ESD involves an understanding of the key concepts of: interdependence; citizenship and stewardship; needs and rights of future generations; diversity; quality of life; sustainable change; uncertainty and precaution;
• skills: development of a wide range of skills, e.g. critical thinking, finding information, weighing evidence and presenting reasoned argument on sustainable development issues, is central to ESD;
• personal and social development: ESD involves personal and social development, e.g. an awareness of the needs of others and an appreciation of diverse viewpoints;
• the global dimension: understanding of sustainable development is improved where issues are investigated at a local, national and global level, and where pupils are helped to understand the impact of the global dimension on their own lives
• futures: pupils are encouraged to develop an understanding of the concept of possible and preferred futures.

Financial capability

Elements of PSHE and Citizenship reflect the fact that education is about helping pupils to develop the knowledge, skills and understanding they need, including developing financial capability, to live confident, independent lives. A key aim of the website is to develop the pupils' understanding of where the money comes from to pay for the water which is used in their school, and to realise that the savings made have a beneficial cost benefit ‘knock-on’ relationship, in that the money saved can then be spent on something else.

Financial capability is about making sensible choices in relation to managing money. It helps pupils make independent and informed decisions about keeping money safe, budgeting, spending, saving, sharing, borrowing and obtaining value for money. It helps pupils to develop a sense of responsibility, to understand their own and others' needs and to consider the effects of their decisions on themselves, their families, communities and the wider world.

Financial capability encompasses three interrelated themes. These themes should generally be taught together

Financial knowledge and understanding is about helping children to understand the concept of money. It means having knowledge and understanding of the nature of money and insight into its functions and uses. Developing financial understanding is the first step in ensuring that young people leaving school have the skills required to deal with everyday financial issues. It will also help them to make informed decisions and choices about their personal finances when the time comes.

Financial skills and competence is very much concerned with day-to-day money management and thinking about planning for the future. This means being able to apply knowledge and understanding of financial matters across a range of contexts: personal situations as well as situations beyond our immediate control. A financially competent person is able to identify and tackle problems or issues with confidence and is able to manage financial situations effectively and efficiently.

Financial responsibility is about the wider impact of money and personal financial decisions, not only for an individual’s future, but also at a greater, societal level. It implies an understanding of how financial decisions can impact, not only on the person making the decision, but also on their family and community. Young people who are financially capable will be aware that financial decisions and actions are closely linked with value judgements of various kinds (social, moral, aesthetic, cultural, and environmental as well as economic) and therefore have social and ethical dimensions.

The Personal Finance Education Group - www.pfeg.org provide comprehensive one stop support for teachers.
You may also find the FSA's consumer website - www.moneymadeclear.fsa.gov.uk useful.

Mathematics

“Mathematics equips pupils with a uniquely powerful set of tools to understand and change the world. These tools include logical reasoning, problem – solving skills and the ability to think in abstract ways.” (NC 2004 subject introduction – The importance of mathematics) There are many opportunities for enrichment of the Mathematics curriculum at KS 2 & 3 offered by the Water School Website. Some of the relevant statements from the National Curriculum are listed below:

“During key stage 3 pupils take increasing responsibility for planning and executing their work. They extend their calculating skills to fractions, percentages and decimals, and begin to understand the importance of proportional reasoning. They are beginning to use algebraic techniques and symbols with confidence. They generate and solve simple equations and study linear functions and their corresponding graphs. They begin to use deduction to manipulate algebraic expressions. Pupils progress from a simple understanding of the features of shape and space to using definitions and reasoning to understand geometrical objects. As they encounter simple algebraic and geometric proofs, they begin to understand reasoned arguments. They communicate mathematics in speech and a variety of written forms, explaining their reasoning to others. They study handling data through practical activities and are introduced to a quantitative approach to probability. Pupils work with increasing confidence and flexibility to solve unfamiliar problems. They develop positive attitudes towards mathematics and increasingly make connections between different aspects of mathematics. “

Breadth of Study

During the key stage, pupils expected to be taught knowledge, skills and understanding through:

• activities that ensure they become familiar with and confident using standard procedures for a range of problems, including ratio and proportion
• activities that enable them to understand that algebra is an extension of number
• solving familiar and unfamiliar problems, including multi-step problems, in a range of numerical, algebraic and graphical contexts and in open-ended and closed form
• activities that develop short chains of deductive reasoning and concepts of proof in algebra and geometry
• activities focused on geometrical definitions in which they do practical work with geometrical objects to develop their ability to visualize these objects and work with them mentally
• practical work in which they draw inferences from data and consider how statistics are used in real life to make informed decisions
• a sequence of activities that address increasingly demanding statistical problems, tasks focused on using appropriate ICT [for example, spreadsheets, databases, geometry or graphic packages], using calculators correctly and efficiently, and knowing when it is not appropriate to use a particular form of technology.

Science

“Science stimulates and excites pupil’s curiosity about phenomena and events in the world around them. It also satisfies this curiosity with knowledge. Because science links direct practical experience with ideas, it can engage learners at many levels. Scientific method is about developing and evaluating explanations through experimental evidence and modeling.” (NC 2004 subject introduction – The importance of science) There are many opportunities for enrichment of the Science curriculum at KS 2 & 3 offered by the Water School Website. Some of the relevant statements from the National Curriculum are listed below:

“During key stage 3 pupils build on their scientific knowledge and understanding and make connections between different areas of science. They use scientific ideas and models to explain phenomena and events, and to understand a range of familiar applications of science. They think about the positive and negative effects of scientific and technological developments on the environment and in other contexts. They take account of others' views and understand why opinions may differ. They do more quantitative work, carrying out investigations on their own and with others. They evaluate their work, in particular the strength of the evidence they and others have collected. They select and use a wide range of reference sources. They communicate clearly what they did and its significance. They learn how scientists work together on present day scientific developments and about the importance of experimental evidence in supporting scientific ideas.”

Breadth of Study

1. During the key stage, pupils should be taught the knowledge, skills and understanding through:

• a range of domestic, industrial and environmental contexts
• considering ways in which science is applied in technological developments
• considering the benefits and drawbacks of scientific and technological developments, including those related to the environment, health and quality of life
• using a range of sources of information, including ICT-based sources
• using first-hand and secondary data to carry out a range of scientific investigations, including complete investigations
• using quantitative approaches where appropriate, including calculations based on simple relationships between physical quantities.

2. During the key stage, pupils should be taught to:

• use scientific language, conventions and symbols, including SI units, word equations and chemical symbols, formulae and equations, where appropriate, to communicate scientific ideas and to provide scientific explanations based on evidence

Health and safety (science specific)

• recognise that there are hazards in living things, materials and physical processes, and assess risks and take action to reduce risks to themselves and others.

Many of the statements listed for Key Stage 2 and Key Stage 3 are similar, for example the ICT opportunity. The Water School website provides opportunities to address the breadth of study required by providing a context for:

• making a fair test or comparison by changing one factor and observing or measuring the effect while keeping other factors the same
• using simple equipment and materials appropriately and take action to control risks
• making systematic observations and measurements, including the use of ICT for data logging
• checking observations and measurements by repeating them where appropriate
• using a wide range of methods, including diagrams, drawings, tables, bar charts, line graphs and ICT, to communicate data in an appropriate and systematic manner
• making comparisons and identify simple patterns or associations in their own observations and measurements or other data
• using observations, measurements or other data to draw conclusions
• deciding whether these conclusions agree with any prediction made and/or whether they enable further predictions to be made
• using their scientific knowledge and understanding to explain observations, measurements or other data or conclusions
• reviewing their work and the work of others and describe its significance and limitations.

Design and Technology

“Design and Technology prepares pupils to participate in tomorrow’s rapidly changing technologies. They learn to think and intervene creatively to improve the quality of life.” (NC 2004 subject introduction – The importance of design and technology). An important aspect of the website is for pupils to look at the technological equipment which can be used to reduce water consumption in the school. They are able to examine many of these items as animations.

“During key stage 3 pupils use a wide range of materials to design and make products. They work out their ideas with some precision, taking into account how products will be used, who will use them, how much they cost and their appearance. They develop their understanding of designing and making by investigating products and finding out about the work of professional designers and manufacturing industry. They use computers, including computer aided design and manufacture (CAD/CAM) and control software, as an integral part of designing and making. They draw on knowledge and understanding from other areas of the curriculum.”

Breadth of study

During the key stage, pupils should be taught the Knowledge, skills and understanding through:

• product analysis
• focused practical tasks that develop a range of techniques, skills, processes and knowledge
• design and make assignments in different contexts. The assignments should include control systems, and work using a range of contrasting materials, including resistant materials, compliant materials and/or food.

At Key stage 3 the National Curriculum mentions:

• investigating products and finding out about the work of professional designers and manufacturing industry
• the importance of feedback in control systems
• about control systems, including the use of switches and sensors.

Informations and Communication Technology

Information and communication technology prepares pupils to participate in a rapidly changing world in which work and other activities are increasingly transformed by access to varied and developing technology.” (NC 2004 subject introduction – The importance of ICT)

“During key stage 3 pupils become increasingly independent users of ICT tools and information sources. They have a better understanding of how ICT can help their work in other subjects and develop their ability to judge when and how to use ICT and where it has limitations. They think about the quality and reliability of information, and access and combine increasing amounts of information. They become more focused, efficient and rigorous in their use of ICT, and carry out a range of increasingly complex tasks.”

Breadth of Study

During the key stage, pupils should be taught the knowledge, skills and understanding through:

• working with a range of information to consider its characteristics, structure, organisation and purposes [for example, using database, spreadsheet and presentation software to manage membership and finances of a club and present the annual report]
• working with others to explore a variety of information sources and ICT tools in a variety of contexts
• designing information systems and evaluating and suggesting improvements to existing systems [for example, evaluating a website or researching, designing and producing a multimedia presentation for a science topic]
• comparing their use of ICT with its use in the wider world.

The metering software is particularly useful in that it allows the pupils: '..to interpret information, to check it is relevant and reasonable and to think about what might happen if there were any errors or emissions'. At Key Stage 3 pupils should have opportunities to '..collect, enter, analyse and evaluate quantitative and qualitative information, checking its accuracy'. There are many opportunities offered by the Water School Website for the development of ICT Knowledge Skills and Understanding. The website contains a wealth of information which the pupils can explore: '..to talk about what information they need and how they can find and use it'.

Geography

“Geography provides and answers questions about the natural and human worlds, using different scales of enquiry to view them from different perspectives. It develops knowledge of places and environments throughout the world, and understanding of maps and a range of investigative and problem solving skills both inside and outside the classroom. As such it prepares pupils for adult life and employment. Geography is a focus within the curriculum for resolving issues about the environment and sustainable development.” (NC 2004 subject introduction – The importance of geography)

“During key stage 3 pupils investigate a wide range of people, places and environments at different scales around the world. They learn about geographical patterns and processes and how political, economic, social and environmental factors affect contemporary geographical issues. They also learn about how places and environments are interdependent. They carry out geographical enquiry inside and outside the classroom. In doing this they identify geographical questions, collect and analyse written and statistical evidence, and develop their own opinions. They use a wide range of geographical skills and resources such as maps, satellite images and ICT. “

Breadth of Study

During the key stage, pupils should be taught the Knowledge, skills and understanding through the study of two countries and 10 themes. Of the themes, the three most relevant to this website are:

How and why weather and climate vary, including:

• the differences between 'weather' and 'climate'
• the components and links in the water cycle
• how and why aspects of weather and climate vary from place to place

Environmental issues, including:

• how conflicting demands on an environment arise
• how and why attempts are made to plan and manage environments
• effects of environmental planning and management on people, places and environments [for example, managing coastal retreat, building a reservoir]

Resource issues, including:

• the sources and supply of a resource
• the effects on the environment of the use of a resource
• resource planning and management [for example, reducing energy use, developing alternative energy sources].

In their study of countries and themes, pupils should:

• study at a range of scales - local, regional, national, international and global
• study different parts of the world and different types of environments, including their local area, the United Kingdom, the European Union and parts of the world in different states of economic development
• carry out fieldwork investigations outside the classroom
• study issues of topical significance.

In Geography, teaching should ensure that 'geographical enquiry and skills' are used when developing 'knowledge and understanding of places, patterns and processes', and 'environmental change and sustainable development'. The website provides a number of tools and tasks to develop the appropriate skills.