National Curriculum Links
Sea Life’s educational topics for schools
have been designed to support key content areas of the National Curriculum, Key
Stages 1 and 2. Use of these pupil activities will meet many of the aims of the
curriculum, especially those related to Science. However, there are numerous
opportunities to incorporate other subjects, notably Geography, ICT, Art and
Design, and Citizenship.
We have provided a comprehensive list of the curriculum
areas covered by the Sea Life topics. Which areas a teacher focuses on during
any given topic will obviously depend on the age, key stage level and learning
requirements of their pupils. The most relevant links for individual topics are
self-evident (eg, 3. ‘Where
Fish Live’: KS2 Science, Adaptation, 7. ‘Food Chains/Nutrition’:
KS2 Science, Feeding relationships). For further information, the individual
Teacher’s Notes provided for each topic include What Will Pupils Learn?
guidelines.
--------------------------------------
Key stage 1 : Science
-------------------------------------- Sc1 Scientific enquiry
Investigative skills
2. Pupils should be taught to:
- Planning
- a) ask questions [for example, 'How?', 'Why?', 'What will happen if
... ?'] and decide how they might find answers to them
- b) use first-hand experience
and simple information sources to answer questions
- Considering evidence and evaluating
- h) make simple comparisons and identify
simple patterns or associations
- j) review their work and explain what they did
to others.
Sc2 Life processes and living things Life processes
1. Pupils should be taught:
- a) the differences between things that are living
and things that have never been alive
- c) to relate life processes to animals and plants found in the local environment.
Humans and other animals
2. Pupils should be taught:
- e) how to treat animals with care and sensitivity
- f) that humans and other animals can produce offspring and that these offspring
grow into adults
Green plants
3. Pupils should be taught:
- a) to recognise that plants need light and water to grow
Variation and classification
4. Pupils should be taught to:
- b) group living things according to observable similarities and differences.
Living things in their environment
5. Pupils should be taught to:
- a) find out about the different kinds of plants and animals in the local
environment
- b) identify similarities and differences between local environments and ways
in which these affect animals and plants that are found there
Forces and motion
3. Pupils should be taught:
- Light and dark
- a) to identify different light sources, including the Sun
- b) that darkness is the absence of light
^^back to top
--------------------------------------
Key stage 1 : Geography
--------------------------------------
Geographical enquiry and skills
1. In undertaking geographical enquiry, pupils should be taught to:
- a) ask geographical questions
- b) observe and record
- d) communicate in different ways [for example, in pictures, speech, writing].
2. In developing geographical skills, pupils should be taught to:
- a) use geographical vocabulary [for example, hill, river, near, far, north,
south]
- b) use fieldwork skills [for example, recording information on a local area
map]
- c) use globes, maps and plans at a range of scales
- d) use secondary sources of information [for example, CD-ROMs, pictures,
photographs, stories, information texts, videos, artefacts]
- e) make maps and plans.
Knowledge and understanding of places
3. Pupils should be taught to:
- a) identify and describe what places are like [for example, in terms of landscape,
weather]
- b) identify and describe where places are [for example, position on a map,
whether they are on a river]
- c) recognise how places have become the way they are and how they are changing
- d) recognise how places compare with other places
Knowledge and understanding of patterns and processes
4. Pupils should be taught to:
- a) make observations about where things are located and about other features
in the environment
- b) recognise changes in physical and human features [for example, heavy rain
flooding fields].
Knowledge and understanding of environmental change and
sustainable development
5. Pupils should be taught to:
- a) recognise changes in the environment
- b) recognise how the environment may be improved and sustained.
Breadth of study
7. In their study of localities, pupils should:
- a) study at a local scale
- b) carry out fieldwork investigations outside the classroom.
^^back to top
--------------------------
Key stage 1 : ICT
--------------------------
Knowledge, skills and understanding
Finding things out
1. Pupils should be taught how to:
- a) gather information from a variety of sources [for example, people, books,
databases, CD-ROMs, videos and TV]
- b) enter and store information in a variety of forms [for example, storing
information in a prepared database, saving work]
- c) retrieve information that has been stored [for example, using a CD-ROM,
loading saved work].
Exchanging and sharing information
3. Pupils should be taught:
- a) how to share their ideas by presenting information in a variety of forms
[for example, text, images, tables, sounds]
- b) to present their completed work effectively.
^^back to top
-----------------------------------------
Key stage 1 : Art and Design
-----------------------------------------
Exploring and developing ideas
1. Pupils should be taught to:
- a) record from first-hand observation, experience and imagination, and explore
ideas
Investigating and making art, craft and design
2. Pupils should be taught to:
- b) try out tools and techniques and apply these to materials and processes,
including drawing
- c) represent observations, ideas and feelings, and design and make images
and artefacts.
Breadth of study
5. During the key stage, pupils should be taught the Knowledge, skills and
understanding through:
- b) working on their own, and collaborating with others, on projects in two
and three dimensions and on different scales
- c) using a range of materials and processes [for example, painting, collage,
print making, digital media, textiles, sculpture]
^^back to top
---------------------------------
Key stage 2 : Science
--------------------------------- Sc2 Life processes and living things
Pupils should be taught:
- a) that the life processes common to humans and other animals include nutrition,
movement, growth and reproduction
- b) that the life processes common to plants include growth, nutrition and
reproduction
- c) to make links between life processes in familiar animals and plants and
the environments in which they are found.
Humans and other animals
2. Pupils should be taught:
- Movement
- e) that humans and some other animals have skeletons and muscles to support
and protect their bodies and to help them to move
Variation and classification
4. Pupils should be taught:
- b) how locally occurring animals and plants can be identified and assigned
to groups
- c) that the variety of plants and animals makes it important to identify
them and assign them to groups.
Living things in their environment
5. Pupils should be taught:
- a) about ways in which living things and the environment need protection
- Adaptation
- b) about the different plants and animals found in different habitats
- c) how animals and plants in two different habitats are suited to their environment
- Feeding relationships
- d) to use food chains to show feeding relationships in a habitat
- e) about how nearly all food chains start with a green plant
^^back to top
--------------------------------------
Key stage 2 : Geography
--------------------------------------
Developing geographical skills 2. Pupils should be taught:
- b) to use appropriate fieldwork techniques and instruments
- c) to use atlases and globes, and maps and plans at a range of scales
- d) to use secondary sources of information [for example, stories, information
texts, the internet, photographs, videos]
- e) to draw plans and maps at a range of scales
Knowledge and understanding of places
3. Pupils should be taught:
- b) the location of places and environments they study and other significant
placesand environments
Knowledge and understanding of environmental change and sustainable development
5. Pupils should be taught to:
- a) recognise how people can improve the environment or damage it [for example,
by polluting a river], and how decisions about places and environments affect
the future quality of people's lives
- b) recognise how and why people may seek to manage environments sustainably,and
to identify opportunities for their own involvement [for example, taking part
in a local conservation project].
- Themes
- c) water and its effects on landscapes and people, including the physical
features of rivers or coasts [for example, beach], and the processes of erosion
and deposition that affect them
Study of localities and themes
7. Pupils should be taught to:
- c) carry out fieldwork investigations outside the classroom.
^^back to top
--------------------------------------
Key stage 2 : ICT
--------------------------------------
Knowledge, skills and understanding
Finding things out
1 Pupils should be taught:
- b) how to prepare information for development using ICT, including selecting
suitable sources, finding information, classifying it and checking it for accuracy
[for example, finding information from books or newspapers, creating a class
database, classifying by characteristics and purposes, checking the spelling
of names is consistent]
- c) to interpret information, to check it is relevant and reasonable and to
think about what might happen if there were any errors or omissions.
Exchanging and sharing information
3. Pupils should be taught:
- a) how to share and exchange information in a variety of forms, including
e-mail
Breadth of study
5. During the key stage, pupils should be taught the Knowledge, skills and
understanding through:
- a) working with a range of information to consider its characteristics and
purposes [for example, collecting factual data from the internet and a class
survey to compare the findings]
- b) working with others to explore a variety of information sources and ICT
tools [for example, searching the internet for information about a different
part of the world]
^^back to top
--------------------------------------
Key stage 3 : Citizenship
-------------------------------------- Knowledge and understanding about becoming informed citizens
1. Pupils should be taught about:
- f) the work of community-based, national and international voluntary groups
- i) the world as a global community, and the political, economic, environmental
and social implications of this
Developing skills of enquiry and communication
2. Pupils should be taught to:
- a) think about topical political, spiritual, moral, social and cultural issues,
problems and events by analysing information and its sources, including ICT-based
sources
- b) justify orally and in writing a personal opinion about such issues, problems
or events
- c) contribute to group and exploratory class discussions, and take part in
debates.
National Curriculum 1999 (latest version – confirmed July 2002) www.nc.uk.net |
