Strathclyde Science and Technology Forum

Science

Knowledge and Understanding - Earth and Space

Materials From Earth

• A - Recognise and name some common materials from living and non-living sources.
• A - Give examples of uses of some materials based on simple properties.
• B - Make Observations of differences in the properties of common materials.
• B - Relate uses of everyday materials to properties.

Changing Materials

• A - Make Observations of the ways in which some materials can be changed by processes such as squashing, bending, twisting and stretching.
• C - Describe changes when materials are mixed.

Knowledge and Understanding - Energy and Forces

Forces and Their Effects

• A - Give examples of pushing and pulling, floating and sinking.
• B - Describe the effect that a push and pull can have on the direction, speed or shape of an object.

Living Things and the Processes of Life

The Processes of Life

• A - Describe some ways in which humans keep themselves safe.

Skills in Science - Investigating

Preparing for Tasks

• A - Make suggestions and contribute to the planning of simple practical explorations.
• B - Plan simple approaches by asking questions and making suggestions.
• B - Make suggestions about what might happen.
• C - Make reasoned predictions about a possible outcome.

Carrying out Tasks

• A - Carry out simple observations and measurements.

Reviewing and Reporting on Tasks

• C - Explain what happened, drawing on their scientific knowledge.
• C - Make links to original predictions.

Technology

Knowledge and Understanding - Technology

Needs and How They are Met

• A - Talk about some everyday needs and the things that are made to meet these.
• B - Describe how some new and everyday needs are met by familiar and new products.
• C - Suggest how peoples needs differ, giving examples of how designing and making helps particular groups in their communities and further afield.
• C - Give examples from the past of how some specific needs have been met in different ways.
• D - Describe how effective designing and making takes into account of how well products work, their overall attractiveness and cost.
• E - Explain how designing and making meets needs, and influences lifestyles, in groups and societies, past, present and future.
• E - Describe products in terms of health and safety, how they work, look, and what they cost.

Resources and How They are Managed

• A - Name some familiar products, say what they are and what they are made from.
• A - Talk about how materials can be used or changed for specific purposes.
• A - Talk about their surroundings and suggest improvements.
• A - Show awareness of the need to conserve the materials that they use.
• B - Show that items may consist of one material only, or of combinations.
• B - Give examples of familiar materials and where they come from.
• B - Show that tools and materials can be used to turn an idea into a solution.
• C - Classify materials to make distinctions between what is natural and what is 'made'.
• C - Give examples of how materials are changed in making products.
• C - Demonstrate that materials, tools and people are resources necessary to make things.
• D - Give examples of a range of materials.
• D - Show how the availability and properties of materials affect their use.
• D - Demonstrate that materials, including those used to communicate graphically, tools, people and energy are resources necessary to make things.
• E - Describe how resources, including graphic media, tools, people and energy are used in the development of the made environment.
• F - Consider a range of materials and justify their suitability for purpose.
• F - Explain how resources are used in the made environment.

Processes and How They are Applied

• A - Talk about how familiar items, including those that they make themselves, are made through a sequence of steps.
• B - Talk about how people affect their surroundings by choosing to make and change things.
• B - Give examples of how familiar tools and equipment might be used to make new things.
• C - Show how people can affect their environment by choosing to make or change things.
• C - Give examples of ways in which tools and equipment can be used to create solutions to practical problems.
• C - Talk about how what they do in their own problem-solving tasks relates to the world outside school.
• D - Describe ways in which tools and equipment can be used to create solutions to practical problems.
• E - Describe how tools, equipment and procedures in their own problem-solving tasks relate to those in the world outside school.
• F - Describe relationships between techniques and procedures that they use in their own problem-solving tasks and those used in commercial production.

Skills in Technology - Designing and Making

Preparing for Tasks

• A - Talk about what might be done to solve a practical problem.
• A - Talk about possible requirements (design criteria).
• A - Suggest uses for given resources.
• A - Follow a simple plan.
• B - Describe possible approaches to solving a practical problem.
• B - Suggest helpful design criteria based on discussion.
• B - Suggest uses for available resources.
• B - Make a simple plan by talking, writing or drawing.
• C - Identify a problem and describe possible approaches.
• C - Select possible resources and approaches.
• C - Select helpful design criteria, based on observation and discussion.
• C - Think up and communicate a plan.

Carrying Out Tasks

• A - Use ideas and suggestions to try out possible solutions to a brief practical task.
• A - Show awareness in their work of any specific requirements (design criteria).
• A - Use given resources and processes to carry out a task safely and hygienically.
• B - Use ideas and suggestions through talking, writing, drawing or by modelling to show how a brief practical task could be solved.
• B - Show both spontaneity and awareness of planning in carrying out a task.
• B - Use known design criteria to make decisions in their work.
• C - Use ideas, including from observation of existing products, to show possible solutions to a practical task.
• D - Use ideas, including any new suggestions to represent a solution to a practical task.
• E - Use ideas from a variety of sources to represent a solution to a practical task.
• E - Make considered changes to a plan.
• E - Justify decisions in relation to design criteria.
• E - Select from a range of possibilities, and use resources and processes to carry out a task safely, hygienically and efficiently.
• F - Demonstrate effective and confident use of equipment, resources and processes to carry out a task safely, hygienically and efficiently.

Reviewing and Reporting on Tasks

• A - Comment on the outcome of their work in relation to given requirements, and by comparing with the work of peers.
• B - Show awareness of possible improvements.
• B - Express views through talking, writing and drawing.
• C - Evaluate their own work and that of peers, by reference to simple tests that address design criteria.
• C - Offer suggestions for possible improvements in developing solutions.
• D - Use observation and evidence from tests in identifying, suggesting and developing improvements.
• D - Show awareness of some consequences of their choices throughout a task.
• E - Devise, organise and carry out tests of existing and proposed solutions in order to suggest possible improvements.
• E - Evaluate a design activity in relation to the main design criteria.
• E - Show awareness of the consequences, beneficial or otherwise, of their own suggestions and decisions, by making evaluative, evidence-based comment on their own and others' work.

Social Subjects

Knowledge and Understanding - People in the Past

People, Events and Societies of Significance in the Past

• A - Give examples of stories they have heard that give them information about the past, and describe what they have learned.

Change and Continuity, Cause and Effect

• A - Give some examples of changes that have affected their own and other people's lives and the life of their community (before/after, past/present).
• A - Give some reasons why these changes took place.
• B - Describe some changes that have led to present circumstances in relation to their own lives.
• B - Give some reasons why these changes took place.
• B - Give examples of continuity in relation to their own lives, e.g. everyday routines.
• C - Make a comparison between present and past lifestyles/circumstances/features. (What is different? What is the same?)
• F - Apply knowledge and understanding of the process of cause and effect to provide a detailed explanation as to why a particular development/event took place and give a balanced assessment as to the significance of its consequences.