cliffhangers! coastlines tourism core basic skills · explain how sea defences can be used to...

Core Basic Skills: Literacy • Story Writing, using a question • Explanations • Non-chronological Reports • Argument (looking at effects of environmental

change along the coastline) • Note-Taking (Market Place) • Speaking and Listening Numeracy • Problem Solving • Data Handling • Measuring ICT • Internet Research • Note Taking • Spreadsheets (keeping updated records of materials

tested for sea defence)

Context For Learning:

Cliffhangers! Coastlines

History • See more detailed planning Geography • Climate and Terrain of Greec • Tourism Design Technology • Sea wall/defense (looking at strength

of structure

Fallow Subjects: Art Music

Continuous Provision: Science • Changing Sounds • Scientific enquiry on fair testing (strength of

materials for sea defence) • Habitats /endangered species (red squirrel) R.E. • Lent and Easter P.E. • Dance PSHE&C • Good To Be Me (link to jobs around the coast

Sea rescue) Additional Features: • Coastline CD • Northwest Coast • Visit To Formby Point (red squirrel)

CLIFFHANGERS—MAIN FOCUS Main activities to be undertaken during this seven week project. • Visit to Formby Point—National Trust • Study erosion and deposition around the coastline of the UK, with particular

focus on the North West of England. • Tourism • Jobs around the coast • Habitats around the coast

CLIFFHANGERS—WHAT WE WILL LEARN. GEOGRAPHY WEEK 1 We will discuss what we already know about the coast, and describe coast-lines we have already visited. We will discuss features such as beaches and cliffs. The terms erosion and deposition will be introduces so that they can be taught at greater length during the topic. We will carry out a visit to Formby Point to study dune morphology and habitats.

CLIFFHANGERS—WEEK 2—WHAT WE WILL LEARN GEOGRAPHY We will study photographs of different types of coasts. Linking into Sci-ence we will note that different types of coasts are made from differ-ent types of rocks. We will study ordnance survey maps showing different types of coast-lines and compare them with photographs. LITERACY Produce an explanation, with diagrams of how a stack is formed. This can also be linked to Drama, with groups producing role play on the formation of caves, arches and stacks. ICT Use the internet to research cave, arch and stack formation using www.bbc.co.uk/schools/geography/riversandcoasts. There is a good ani-mation clip on there which explains the sequence. Use the Big E book on coastlines for the worksheet for the children to complete.

CLIFFHANGERS—WEEK 3—WHAT WE WILL LEARN GEOGRAPHY Study pictures of different types of beaches. What are they made from? What colour are they? Establish that the type of rock determines the col-our of the sand on the beach. Ask the children to research and explain how a beach is formed. (Link to Literacy) Discuss what will happen to some beaches in the future. Set a link on how this could be related to rising sea levels linked to climate change and global warming. Study coastal deposition, e.g. Chesil Beach. What is longshore drift? What effect does it have on the coast?

GEOGRAPHY WEEK 4 WHAT WE WILL LEARN Visit to Formby Point—weather permitting! (I’m not holding my breath!) Study dune formation and visit the Red Squirrels Sanctuary Use the Internet to research Formby Point Carry out research on coastal areas from different parts of the country. Use this to make a holiday brochure about different coastal areas in the UK. Find grid references and study map symbols to find facilities in these areas. LITERACY Write a non-chronological report on Formby Point or other coastal areas in the UK. NUMERACY Calculate distance and journey times from Wigan to various coastal areas.

WHAT WE WILL LEARN—WEEK 5 GEOGRAPHY To understand how we damage the coastal environment. Talk about oil spill-ages, the recent storms leading to the wreck of the Riverdance at Blackpool. Explain how sea defences can be used to protect coastal areas. Examine pic-tures and maps of sea defences. Talk about the sea walls at Blackpool and Southport. Complete a report on oil spillages and the effects they have on the coastal environment, especially wildlife. Discuss how we can lessen the impact these spillages have. PSHE Talk about our moral obligations to the coastal environment. DESIGN TECHNOLOGY Design and test a sea wall defence. How can we make this a fair test?

WHAT WE WILL LEARN—WEEK 6 GEOGRAPHY Talk about the work of the rescue services around the coast. Watch the Coast DVD about the North West coast around Lytham and Southport. What is the vital work of the Coastguard and the RNLI? DRAMA Produce a role play of a rescue at sea. Emphasise the roles played by the rescue services and what we can do to help them. What are the safety measures we have to take into account when visiting the coast? Talk about the recent postponed visit to Formby in March. What do we mean by risk assessments? What are the dangers around our coasts? LITERACY Create an advert or leaflet for the RNLI. Use the internet to research the work of the RNLI. The purpose of the leaflet is to raise money for their work. ICT Look at statistics relating to sea rescues. Produce a spreadsheet.

WHAT WE WILL LEARN—WEEK 7 GEOGRAPHY Study the different types of jobs available in coastal areas. Point out that some of these jobs are seasonal in nature, e.g. hotel work, pleasure beach work etc. LITERACY Create a job advert for any coastal jobs. What qualities will these people need? PSHE Create a CV for a job working in a hotel.

ORRELL LAMBERHEAD GREEN COMMUNITY PRIMARY SCHOOL SHORT TERM PLANNING SHEET - Subject …Geography…Class/Year Band…5..…… Term…Spring…….Week Beginning……1………………....

Learning Objectives

Knowledge & Skills

To use appropriate geographical vocabulary. To use maps to locate coastlines. To know about the physical features of coasts. Planned Activity Introduction Discuss what the children know about coasts. Establish that it is a zone where land and sea meet. Look at pictures of different types of coastlines from photo-graph pack to be found in school resources. Main task Ask the children about any coastal areas they have visited. What features did they notice? Was the beach sandy or pebbly? Did they notice any cliffs? In-troduce the terms ‘erosion’ and ‘deposition’ and explain what they mean. Chil-dren to use a map of the UK to identify coastal areas they have visited. Use p20 of the BBC ‘Big E teacher’s resources book’. Green thinking hat – how can we access information about the coast? Plenary Look at pictures of different types of coastlines and identify some of the fea-tures. Identify coastal towns on the map of the UK.

Resources Classroom Support BBC ‘Big E teacher’s resource book’ p20 Pictures of different types of coastlines Books on coastlines

Differentiation Children to work in mixed ability pairs with peer, and teacher support.

Key questions • What is a coastline? • How many different types of coastline can you identify? • What is erosion? What happens? • What is deposition? How does this affect coastlines? • What features have you noticed about coastlines you have visited?

Vocabulary Coast, coastline, erosion, deposition, estu-ary, tide, rock, pebble.

Opportunities for Literacy Write a report on different types of coastlines.

Assessment/Evaluation/Comments Can the child…..? • Identify coastal areas using a map? • Recognise that a coastline is formed when land and sea meet? Opportunities for Numeracy

Calculate distance from Wigan to Southport using the map of the UK. Opportunities for ICT Use the BBC ‘Big E book’

ORRELL LAMBERHEAD GREEN COMMUNITY PRIMARY SCHOOL SHORT TERM PLANNING SHEET - Subject …Geography……………Class/Year Band….5.…… Term…Spring…….Week Beginning……2………………....

Learning Objectives

Knowledge & Skills

To use appropriate geographical vocabulary. To use maps and atlases. To know about the processes of erosion and how they affect the physical features of coasts. Planned Activity Introduction Look at photographs of different types of coasts. Explain that coasts are not always made from the same type of rock. Refer to Science work on rocks and soils, talk about hardness of different types of rock. This affects the rate of erosion. Use p3 Teacher’s Resource book ‘Big E Book’. Use Ordnance Sur-vey maps and pictures to show examples of erosion. Main task Ask children to complete descriptions of coastal erosion, p5 ‘BBC Big E Book Teacher’s Resource Book’. One group to produce a drama outlining how a stack is formed. Plenary Ask questions as detailed on p4 of Teacher’s Resource book’. Green hat – find information from books to answer questions. Red hat – what are their feelings about the effects of human activity – how can this erode the coastline? E.g. building on a cliff can increase the likelihood of cliff insta-bility. (Scarborough 1993 – Holbeck Hotel)

Resources Classroom Support Different types of rock, pictures of coasts.

Differentiation Keywords to be provided for less able chil-dren. More able children to produce more detailed explanations.

Key questions • What is erosion? How does it affect coastlines? • What are your feelings about human activity on the coast? • What effect does human activity have? What can we do to help?

Vocabulary Caves, arches, stacks, erosion, rock, head-land.

Opportunities for Literacy Report on erosion

Assessment/Evaluation/Comments Can the child……? • Identify coastal features using maps and atlases? • Have some understanding of headland features and stages of erosion? • Begin to understand some of the impact humans have on coastal environments?

Opportunities for Numeracy Opportunities for ICT Big E Book BBC – use audio file

Knowledge & Skills

To use appropriate geographical vocabulary. To use maps and atlases. To know about the processes of erosion and how they affect the physical features of coasts. Planned Activity Introduction Look at photographs of different types of coasts. Explain that coasts are not always made from the same type of rock. Refer to Science work on rocks and soils, talk about hardness of different types of rock. This affects the rate of erosion. Use p3 Teacher’s Resource book ‘Big E Book’. Use Ordnance Sur-vey maps and pictures to show examples of erosion. Main task Ask children to complete descriptions of coastal erosion, p5 ‘BBC Big E Book Teacher’s Resource Book’. One group to produce a drama outlining how a stack is formed. Plenary Ask questions as detailed on p4 of Teacher’s Resource book’. Green hat – find information from books to answer questions. Red hat – what are their feelings about the effects of human activity – how can this erode the coastline? E.g. building on a cliff can increase the likelihood of cliff insta-bility. (Scarborough 1993 – Holbeck Hotel)

Resources Classroom Support Different types of rock, pictures of coasts.

Differentiation Keywords to be provided for less able chil-dren. More able children to produce more detailed explanations.

Key questions • What is erosion? How does it affect coastlines? • What are your feelings about human activity on the coast? • What effect does human activity have? What can we do to help?

Vocabulary Caves, arches, stacks, erosion, rock, head-land.

Opportunities for Literacy Report on erosion

Assessment/Evaluation/Comments Can the child……? • Identify coastal features using maps and atlases? • Have some understanding of headland features and stages of erosion? • Begin to understand some of the impact humans have on coastal environments?

Opportunities for Numeracy Opportunities for ICT Big E Book BBC – use audio file

SHORT TERM PLANNING SHEET - Subject …Geography……………Class/Year Band…5..…… Term…Spring…….Week Beginning……3………………....

Learning Objectives

Knowledge & Skills

To know about the physical features of coasts and the processes of deposition that affect them. To use appropriate geographical vocabulary. Planned Activity Introduction Look at pictures of different types of beaches. Ask the children about beaches they have visited. Were they all sandy? What colour was the sand? (Talk about the black sand on the volcanic beaches in Tenerife). Beaches are the most common depositional landform, the material has been transported from elsewhere and deposited to form a beach. Main task Watch brief clips from the BBC Coast DVD about Morecambe Bay, or Chesil Beach (South Coast). Discuss how the beaches have been formed. Less able children to identify sandy and shingle beaches and describe the differences. Able and more able children to work from the Big E Book on Coasts and pre-dict what will happen in a series of pictures. Use books to support research. Plenary Discuss the different types of beaches and how they are formed. What will happen to these in the future? Identify sand and shingle beaches on a map of the UK.

Resources Classroom Support Pictures of beaches, DVD of BBC Coast programme, ordnance survey maps and photos.

Differentiation As stated in the main task. More able chil-dren to work with class teacher, challenging questions. See p7 Big E Book Teacher’s Resources.

Key questions • What are sandy beaches like? • Where does the sand come from? • What is it made of? • What is a shingle beach? • What happens to sandy beaches over time? • What is deposition and how does it affect coastlines?

Vocabulary Sand, shingle, spit, groyne, deposition.

Opportunities for Literacy Describe sandy and shingle beaches.

Assessment/Evaluation/Comments Can the child………? • Identify and describe different types of beaches, using appropriate geographical vo-cabulary? • Identify different beaches on Ordnance Survey Maps? Opportunities for Numeracy

Opportunities for ICT BBC Big E Book – coasts BBC Coast DVD

SHORT TERM PLANNING SHEET - Subject …Geography……………Class/Year Band…5..…… Term…Spring…….Week Beginning…4…………………....

Learning Objectives

Knowledge & Skills

To ask geographical questions, collect and record evidence. To use appropriate geographical vocabulary. To use secondary sources of information. To know about the location of the places and environments they study. Planned Activity Introduction Talk about the different coastal areas the children may have visited. What fea-tures did they notice? Were there any cliffs? Was the beach sandy? Did they take part in any activities, e.g. walking, rock climbing, bird watching? Show the children pictures of different types of coastlines. Use the internet to look at pictures of Formby Point, use Google as a search engine to find the pictures. Discuss what the pictures look like, what do they notice? Would they like to visit that place? Who would be most likely to visit that place? Why? Main task Divide the children into four groups. Ask them to research a different area of coastline in the UK. Explain to the children that they will be contributing to a section of a holiday brochure that aims to outline a range of holiday destina-tions for tourists. Use non-fiction books, maps and the internet to research holiday and travel information. Use grid references, map symbols and map scales to calculate distance and journey times. Suggested areas to research include: Formby Point, Blackpool, Newquay and Scarborough. Ask the chil-dren to include activities they could take part in at these resorts, include also activities such as surfing, rock climbing, bird watching and beach holidays. Plenary Green hat – what suggestions did the children come up with? Blue hat – did they find any new ideas? What did they find out about the destinations? Share ideas.

Resources Classroom Support Calculators, books on coastlines, ordnance survey maps, photos. Big E book teacher’s book Coasts p18, 19 & 20 pro-vides useful information

Differentiation Less able children to work with class teacher. Children also to work in mixed ability groups with peer support.

Key questions. • Refer to introduction on plan. • Which coastlines are more suitable for rock climbing? • Which types of coastline are more suitable for beach holidays? • Which area offers the best facilities for bird watching? • What happens to the seaside in win-ter? • What is the most popular type of beach and why?

Vocabulary Facilities, bird watching, rock climbing, family friendly, beach, cliff, shingle, bay, headland, cave.

Opportunities for Literacy Writing notes for a brochure about holiday destinations.

Assessment/Evaluation/Comments Can the child………? • Use maps and secondary sources to research and describe an area of coast and what type of holiday it might be suitable for? PSHE – Can the children understand the consequences of anti-social behaviour in the con-text of tourism and protected environments?

Opportunities for Numeracy Calculating distances using a scale on a map. Opportunities for ICT www.nationaltrust.org.uk www.visitblackpool.com www.newquayguide.co.uk www.scarborough.co.uk

SHORT TERM PLANNING SHEET - Subject …Geography……………Class/Year Band…5..…… Term…Spring…….Week Beginning……5………………....

Learning Objectives

Knowledge & Skills

To know how people can improve or damage the coastal environment, with reference to oil spillages. To know how decisions about places and environments affect the future quality of people’s lives. How and why people may seek to manage environments sustainability. Planned Activity Introduction Discuss different strategies for coastal management, e.g. cliff-face armouring, artificial harbours, sea walls, doing nothing. Discuss advantages and disadvan-tages, e.g. to prevent rock falls and cliff retreat. Have the children heard of any coastal disasters? Do they remember the Tsunami? Point out this was a natu-ral disaster. Refer to man-made disasters, e.g. oil spills. Main task Read p21 & 22 of Big E book Coasts Teacher’s book, refer also to the CD ROM and the audio file. This gives details of oil spills and tanker disasters around the world. Discuss the impact that oil spills have on the coastal envi-ronment. Explain why oil has to be transported by sea. Discuss the visible effects an oil spillage has. Children to complete the activity sheet AS7 Oil tanker disaster detailing the effects an oil spillage has. More able children to continue research into coastal disasters using non-fiction books. Plenary White hat – what information have we found about oil disasters? How are oil spills dealt with? Green hat – what new ideas can be suggested about prevent-ing oil spills in the future?

Resources Classroom Support Big E book Coasts teacher’s book and CD ROM, coastlines non-fiction books

Differentiation Children to work in mixed ability pairs with peer and teacher support.

Key questions: • Why do oil spills happen? • Why is it sometimes difficult to pre-dict exactly which way the oil spills from a tanker will go? • How can an oil slick reach coasts far away from where the spillage occurred? • What methods can you use to contain an oil spillage? • Find out how birds are treated when they are covered in oil. What are their chances of survival?

Vocabulary Oil slick, boom, detergent, Exxon Valdez, Alaska, crude oil, refined oil, fossil fuels, disperse, toxic.

Opportunities for Literacy Explanation texts – what is oil and how is it formed?

Assessment/Evaluation/Comments Can the child……..? • Identify the effects of an oil spillage and what might be done about them? How wildlife on the coast can be encouraged and helped to recover from an oil spillage.

Opportunities for Numeracy Timeline of oil disasters. Opportunities for ICT Big E book Coasts CD ROM – information on oil disasters. www.news.bbc.co.uk/2/hi/americas/298608.stm for straightforward informa-tion about tanker disasters.

Knowledge & Skills

To know how people can improve or damage the coastal environment, with reference to oil spillages. To know how decisions about places and environments affect the future quality of people’s lives. How and why people may seek to manage environments sustainability. Planned Activity Introduction Discuss different strategies for coastal management, e.g. cliff-face armouring, artificial harbours, sea walls, doing nothing. Discuss advantages and disadvan-tages, e.g. to prevent rock falls and cliff retreat. Have the children heard of any coastal disasters? Do they remember the Tsunami? Point out this was a natu-ral disaster. Refer to man-made disasters, e.g. oil spills. Main task Read p21 & 22 of Big E book Coasts Teacher’s book, refer also to the CD ROM and the audio file. This gives details of oil spills and tanker disasters around the world. Discuss the impact that oil spills have on the coastal envi-ronment. Explain why oil has to be transported by sea. Discuss the visible effects an oil spillage has. Children to complete the activity sheet AS7 Oil tanker disaster detailing the effects an oil spillage has. More able children to continue research into coastal disasters using non-fiction books. Plenary White hat – what information have we found about oil disasters? How are oil spills dealt with? Green hat – what new ideas can be suggested about prevent-ing oil spills in the future?

Resources Classroom Support Big E book Coasts teacher’s book and CD ROM, coastlines non-fiction books

Differentiation Children to work in mixed ability pairs with peer and teacher support.

Key questions: • Why do oil spills happen? • Why is it sometimes difficult to pre-dict exactly which way the oil spills from a tanker will go? • How can an oil slick reach coasts far away from where the spillage occurred? • What methods can you use to contain an oil spillage? • Find out how birds are treated when they are covered in oil. What are their chances of survival?

Vocabulary Oil slick, boom, detergent, Exxon Valdez, Alaska, crude oil, refined oil, fossil fuels, disperse, toxic.

Opportunities for Literacy Explanation texts – what is oil and how is it formed?

Assessment/Evaluation/Comments Can the child……..? • Identify the effects of an oil spillage and what might be done about them? How wildlife on the coast can be encouraged and helped to recover from an oil spillage.

Opportunities for Numeracy Timeline of oil disasters. Opportunities for ICT Big E book Coasts CD ROM – information on oil disasters. www.news.bbc.co.uk/2/hi/americas/298608.stm for straightforward informa-tion about tanker disasters.

SHORT TERM PLANNING SHEET - Subject …Geography……………Class/Year Band….5.…… Term…Spring…….Week Beginning……6………………....

Learning Objectives

Knowledge & Skills

To know about the various jobs on the coast. How jobs have changed over time and that some people rely on seasonal work. To know about the work of the RNLI. Planned Activity Introduction Discuss what jobs the children think people living on or near the coast might be involved in. Read p27 of Big E book Coasts Teacher’s book. This gives ideas about coastal employment. Make particular reference to the work of the RNLI. If possible watch a short clip from the BBC DVD Coast based around Lytham on the NW coastline. This tells a story about the Lytham lifeboat and how the RNLI was set up. Also listen to the E Big Book Audio file. Main task Complete Activity sheet AS9 where children fill in what they consider to be the best parts of different coastal jobs. Drama – role play a rescue. Children are drifting out to sea on an air bed. What would you do if you were on the beach at the time? Ask the children to create an advert and job specification for two contrasting jobs, e.g. hotel receptionist and lifeboat rescue. Investigate the work of the RNLI around the UK coast. Plenary What are the plus and minus points about different jobs around the coast? Why is it important to have rescue services around the coast?

Resources Classroom Support Big E book Coasts teacher’s book and CD ROM. Non-fiction coastlines books.

Differentiation Children to work in mixed ability pairs with peer and teacher support. More able chil-dren to carry out extra research into the work of the RNLI.

Key questions: • Why is it important to have rescue services on the coast? • Which three activities help with safety on the coast? • How are rescue services alerted? Which jobs are seasonal and why?

Vocabulary Fishermen, cargo, coastguard, lifeboat, heli-copter, ferries, rescue.

Opportunities for Literacy Write a report on the RNLI

Assessment/Evaluation/Comments Can the child…………? • Identify various jobs on the coast and the qualities and skills needed? • Which jobs involve seasonal work? The importance of the RNLI and why it is needed?

Opportunities for Numeracy Make a graph of the most popular coastal employment. Opportunities for ICT www.rnli.org.uk/young.asp www.polperro.org/fishing.html gives information about fishing in Cornwall. www.connexions.gov.uk/jobs4u/summary.cfm?id=425 gives a job description for a coastguard watch assistant.

SHORT TERM PLANNING SHEET - Subject …Geography……………Class/Year Band….5.…… Term…Spring…….Week Beginning……6………………....

Learning Objectives

Knowledge & Skills









Knowledge & Skills









Level 3 Geography

Communica-tion

Skills

Application Of Mathemat-

ics

Information Technology

Working With Others

Improving Own Learning and Perform-

ance

Problem Solv-ing

I can write a news-paper article/ record a radio news report about a local issue

I use the right geo-

graphical words to describe fea-tures (Eg: tem-perature, trans-port, industry)

I draw maps,

sketches and plans of local places (Eg shops)

I write about how

people improve their environ-ment

I use atlases to lo-cate page num-bers for informa-tion.

I can represent a

3d shape as a 2d image – Eg the globe as a flat map

I measure wind

speed, rainfall and noise levels around the school.

I record my infor-

mation on charts, graphs and ta-bles.

I can make a sim-ple database to record information I have found out.

I use my database

to answer ques-tions about my observations

I use e mail to dis-

cuss my school with another in a different area

I use the internet to

find out about a contrasting local-ity

I speak to visitors or to those my teacher suggests (under supervi-sion) to find out about places or environments

I prepare question-

naires to investi-gate people’s views about an environmental issue eg. Litter or vandalism in the local park.

I have a list of key places in the Brit-ish Isles that I know about. I add to this list regularly.

I can tell someone

about aspects of the British Isles

I know about at

least one theme in geography (water and its ef-fect on people or places; how set-tlements change, or an environ-mental issue)

I can use four-figure grid refer-ences to locate points on a map.

I can read symbols

on an Ordnance Survey map

I can plan a route

and work out the distance using the map scale

I can plan a journey

on public trans-port from timeta-bles

Level 4

Communication Skills


ics


Working With Others


ance

Problem Solv-ing

I can write about the similarities and differences be-tween my local area and one in an economically less developed country.

I can describe where

places all over the world are (using eg: town, city, region, coun-try, continent and hemisphere)

I can explain fea-

tures of places and why they change (improved or damaged)

I collect statistics about people and places and present them in tables, charts, graphs and pie charts

I make careful

measurements of rainfall, noise levels and dis-tances, and cal-culate as neces-sary.

I can approximate

the size of a place (Km 2) us-ing the scale of a map.

I use a compass to

describe a route on a map

I use multimedia presentations to explain my own and other peo-ple’s views about environ-mental change.

I use internet maps

and atlases to locate informa-tion about places and envi-ronments

understand how changes to a place or an envi-ronment can change the lives of people living there.

I know about three themes in geog-raphy (water and its effect on people or places; how set-tlements change; and an environmental issue)

I know about key

places in the British Isles, Europe and the world, and add to this informa-tion regularly.

I can describe some geo-graphical pat-terns (Eg hotels next to the sea front, why water collects in school play-ground, or frost remains in some areas)

I can plan a route,

thinking about different forms of transport to be used

I can identify time

differences around the world

Level 5



ics


Working With Others


ance

Problem Solv-ing

I can analyse popu-lation data from two settlements and describe the similarities and differences

I can compare the

lives of people in two different places in the world.

I can compare and

contrast two lo-calities from dif-ferent parts of the world in terms of the physical proc-esses in those places. I know that this affects the lives of peo-ple.

I can work out what scales of maps mean (Eg 1: 10 000 means that 1cm on the mp represents 10 000cm in real life)

I can work out jour-

ney times on flights around the world using for-mulae and knowl-edge of time zones.

I make careful

measurements during fieldwork activities and rep-resent my find-ings mathemati-cally.

I often use the Internet to investi-gate issues.

I use this informa-

tion to present, using multimedia, conclusions about my findings.

I can set up a data-

base to store my findings from fieldwork or re-search

I can describe how human activity changes an envi-ronment, and I understand that people have dif-fering views about this.

I have written to

groups to find out how they try to sustain their envi-ronments, and I can present a bal-anced argument.

I can explain my own views on en-vironmental changes on a lo-cal and global level.

I build on my knowl-

edge of places and themes by beginning to find out about plate tectonics

I can use six- figure grid references to identify and match coastal/ river features shown on maps and photo-graphs

I can use a com-

pass to follow a route around a locality near school or on a residential visit.

I can take points

raised by a num-ber of groups around an im-portant issue and offer sug-gestions.

Level 3 Design and Technology



ics


Working With Others


ance

Problem Solv-ing

I clarify ideas when asked

I use words, labelled

sketches and models to com-municate the de-tails of my de-signs

I describe how my

product will be of use to the user

I create adverts for

my products, fo-cusing on quality, design and bene-fits

I measure accu-rately

I use scales to ac-

curately meas-ure ingredients for recipes

I time my cooking

or preparation time accurately so that my prod-uct turns out just right

I use my knowl-

edge of shape to help me design lively products

I research products and designs by using the Internet

I present my de-

signs and ideas, using ICT

I create animated

slide shows to ‘advertise’ the benefits of my products or de-sign ideas.

I seek the views of others about my designs and products

I interview the in-

tended users of my product to see what they need

I constantly evalu-ate my work

I can say where

evaluation of my design has led to improvements

I talk and write

about the skills that I have devel-oped

I carry out tests be-

fore I make im-provements to my work

I know that my de-signs have to meet a range of different needs

I make realistic

plans I think ahead and

plan the order of my work

I choose the ap-

propriate tools, equipment, ma-terials, compo-nents and tech-niques for my design

I can use electrical

circuits and switches to good effect

Level 4



ics


Working With Others


ance

Problem Solv-ing

I communicate my ideas, and also alternative ideas which show I am aware of the con-straints on my ideas.

I use text, labelled

diagrams and an-notations to de-scribe my ideas.

I can present a per-

suasive text on the benefits of my product

I can summarise the

views of intended users

I use accurate measurements and use my knowledge of ratio to draw scale drawings of my design

I use my knowl-

edge of propor-tion to mix ingre-dients (for, say, a cake)

I use my knowl-

edge of meas-urement, includ-ing area and vol-ume, to calcu-late the materi-als needed for a project.

I create multimedia presentations to demonstrate my designs or prod-ucts

I research products

and users by us-ing the internet

I use spreadsheets

to produce schedules of work

I can use an ICT

control program to make a mechanism work

I make full use of the views of us-ers in my de-signs

I take time to find

out if my designs meet the needs of users as they progress.

I constantly evalu-

ate my product or design to see what could be improved

I refine the quality of finish of my products

I talk or write about

my Design and Technology skills and know which I am good at and which I need to improve.

I carry out thorough

tests and sug-gest several al-ternatives before making improve-ments to my work

I produce step-by-step plans to create my de-sign

I select and work

with a range of tools and equip-ment

I investigate the

properties of materials and decide how they can best be used

I can work out how

to use belts and pulleys to make a mechanism work.

Level 4 Scientific Enquiry


1


ics 2


3

Working With Others

4


ance 5

Problem Solv-ing

6

I communicate my findings, pointing to solid evidence to support any conclusions.

I use precise scien-

tific language I use reports and

recount to good effect.

I use explanation

text to good ef-fect, catering for a wide range of readers

I present my ideas

and findings ver-bally, to an audi-ence

I make a series of observations and measure-ments, using ta-bles, bar charts and line graphs

I use graphs to

form conclusions about my obser-vations

I use the computer to present graphs, tables and charts to explain my findings.

I use multimedia to

present my ideas and findings

I use mind-mapping

software to make associations be-tween ideas

I use the internet to

carry out scientific research

I question others about their work to gain a better understanding of why they went about an investi-gation the way they did

I know that scien-tific ideas are based on evi-dence

I relate my findings

to my knowledge and understand-ing of science

I suggest improve-

ments to my work, giving clear reasons.

I decide on the best approach to finding the an-swer to a ques-tion

I can work out how

to vary one fac-tor, whilst keep-ing others the same

I make predictions. I select information

from sources provided to me

I select suitable

equipment

Level 5

Communica-tion

Skills 1


ics 2


3

Working With Others

4


ance 5

Problem Solv-ing

6

I describe how evi-dence and crea-tive thinking have been com-bined to provide a scientific ex-planation (eg Jenner’s work on vaccination)

I use appropriate

scientific con-ventions and vocabulary to communicate quantitative and qualitative data

I make a series of measurements and record them

I confidently present appro-priate data on line graphs

I use multimedia, including digital video, to explain to others how to repeat an experi-ment.

I use the web sites

of scientific asso-ciations to re-search

I take part in on-line forums to share my scien-tific ideas with others

I question the work of others and re-peat their investi-gations, offering explanations for any differences I encounter

I work as part of a

team to answer scientific ques-tions

I make predictions based on my knowledge and understanding.

I repeat my obser-vations and offer explanations for any differences I encounter

I draw conclusions

and make com-parisons consis-tent with the evi-dence I have col-lected

I make practical

suggestions about how my work can be im-proved

I can think of an appropriate ap-proach to an-swering scien-tific questions

From a range of

resources, I se-lect the relevant information I need

When carrying out

a fair test, I iden-tify what needs to be considered

I select my own ap-

paratus and plan to use it effec-tively

cliffhangers! coastlines tourism core basic skills · explain how sea defences can be used to...

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