This programme fits in with sections of the Scottish, English, Welsh and Northern Irish national curriculums for primary learning. 

 

SCOTLAND

 

Scottish Curriculum for Excellence’s Science Experiences and Outcomes 

 

First Level

  

Biodiversity and Interdependence

“I can explore examples of food chains and show an appreciation of how animals and plants depend on each other for food.”

• Marine food webs and impacts of climate change

 

Earth’s materials

“I can take appropriate action to ensure conservation of materials and resources, considering the impact of my actions on the environment.”

• Plastic waste in the ocean

• Experiment - journey to the ocean / make your own bioplastic

 

Topical Science

“I have contributed to discussions of current scientific news items to help develop my

awareness of science.” 

• General climate change awareness, how this impacts the oceans and how the ocean can provide a solution. 

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Second Level

 

Biodiversity and Interdependence

“I can use my knowledge of the interactions and energy flow between plants and animals in ecosystems, food chains and webs. I have contributed to the design or conservation of a wildlife area.”

• Intertidal monitoring survey

• Look at historic data from surveys

• Find seasonal patterns - link to sea temp changes - predict future data and impacts this may have

• Look at ocean food webs and how impacted by climate change

 

Energy sources and sustainability

“Through exploring non-renewable energy sources, I can describe how they are used in Scotland today and express an informed view on the implications for their future use.”

• Oil and gas and impact on fossil fuels on the environment and seas

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Processes of the planet

“I can apply my knowledge of how water changes state to help me understand the processes involved in the water cycle in nature over time.”

• Sea temp monitoring

• Currents

• Salinity and density

• Experiments on melting of polar ice

 

Chemical changes

“I have collaborated in activities which safely demonstrate simple chemical reactions using everyday chemicals. I can show an appreciation of a chemical reaction as being a change in which different materials are made.”

• Carbon in a jar experiment

• Coral acidification experiment

 

Health and Wellbeing

Responsible “through contributing my views, time and talents, I play a part in bringing about positive change in my school and wider community” 

 

Numeracy

Data and analysis

 

Literacy

Understanding, analysing and evaluating. 

Difference between fact and opinion
 

ENGLAND

 

This learning programme fits in with the National Curiculum’s Science programmes of study in the following ways. 

 

Key Stage 1

During years 1 and 2, pupils should be taught to use the following practical scientific

methods, processes and skills through the teaching of the programme of study content:

• asking simple questions and recognising that they can be answered in different ways

• observing closely, using simple equipment

• performing simple tests

• identifying and classifying

• using their observations and ideas to suggest answers to questions

• gathering and recording data to help in answering questions.

This will be covered by the experiments included in each part of the programme. 

 

Animals: Identify a number and variety of marine animals

Identify carnivores, herbivores and omnivores (role in ocean food webs and impact of climate change) 

 

Living things and their habitats: food webs, habitats and marine ecosystems

 

Key Stage 2

Working scientifically: set up experiments and draw conclusions

 

“I can report and comment on current scientific news items to develop my knowledge and understanding of topical science.”

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WALES

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This programme supports learning to meet all four purposes of the curriculum and the related skills across all areas of learning, but specifically for Science and Technology the following statements of what matters and progression steps are supported: 

 

"Being curious and searching for answers is essential to understanding and predicting phenomena." 

Progression step one

• I can show curiosity and question how things work

• I can explore the environment, make observations and communicate my ideas

Progression step two

• I can use my knowledge and understanding to predict effects as part of my scientific exploration

• I can recognise that what I do, and the things I use, can have an impact on my environment and on living things

• I can explore relationships between living things, their habitats and their life cycles

• I can identify things in the environment which may be harmful and can act to reduce the risks to myself and others

Progression step three

• I can engage with scientific and technological evidence to inform my own opinions

• I can understand how my actions and the actions of others impact on the environment and living things

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" The world around us is full of living things which depend on each other for survival." 

Progression step one

• I can recognise that plants and animals are living things which grow

Progression step two

• I can recognise patterns from my observations and investigations and can communicate my findings

• I can use my knowledge and understanding to predict effects as part of my scientific exploration

• I can recognise that what I do, and the things I use, can have an impact on my environment and on living things

• I can explore relationships between living things, their habitats and their life cycles

Progression step three

• I can describe how living things compete for specific resources and depend on each other for survival

• I can identify the threats to the development and health of organisms and recognise some natural defences, preventions and treatments

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NORTHERN IRELAND

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This learning programme links closely to The World Around Us area of learning and allows links from this to all other areas of learning. Foundation level learning is broadly supported, key stages 1 and 2 are specifically supported in the following ways, allowing learning to meet the statutory requirements.

 

Key Stage 1

INTERDEPENDENCE ​

• how plants and animals rely on each other within the natural world

• interdependence of people and the environment

• the effect of people on the natural environment over time

• interdependence of people, plants, animals and place

PLACE

• how place influences plant and animal life

• ways in which living things depend on and adapt to their environment

• features of the immediate world and comparisons between places

• change over time in local places

• positive and negative effects of people on places

MOVEMENT AND ENERGY 

• sources of energy in the world

CHANGE OVER TIME 

• ways in which change occurs in the natural world

• how people and places have changed over time

• positive change and how we have a responsibility to make an active contribution

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Key Stage 2

INTERDEPENDENCE

• how living things rely on each other within the natural world

• interdependence of people and the environment and how this has been accelerated over time by advances in transport and communications

• the effect of people on the natural and built environment over time

PLACE 

• ways in which people, plants and animals depend on the features and materials in places and how they adapt to their environment

• features of, and variations in places, including physical, human, climatic, vegetation and animal life

• change over time in places

• positive and negative effects of natural and human events upon a place over time

MOVEMENT AND ENERGY ​

• how movement can be accelerated by human and natural events such as wars, earthquakes, famine or floods

• positive and negative consequences of movement and its impact on people, places and interdependence

CHANGE OVER TIME 

• how change is a feature of the human and natural world and may have consequences for our lives and the world around us

• ways in which change occurs over both short and long periods of time in the physical and natural world

• The effects of positive and negative changes globally and how we contribute to some of these changes

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