Chemistry Reference
In-Depth Information
theories about the structure of matter. They also show that science is interdisciplin-
ary, since they contributed to chemistry as well as to other disciplines.
These examples from the NSES show that chemistry is naturally connected to
other sciences and that these connections should be highlighted when teaching
chemistry at school.
3.2.3 England and the United Kingdom
All teaching and learning in England is based on the National Curriculum (NC),
which has been established by the Department for Education and Employment and
the Qualifications and Curriculum Development Authority following the Education
Reform Act in 1988, and its latest revised edition in 2000 [
24
].
The NC gives school administrators as well as teachers an idea of the content to
teach in science from key stage 1-4 (see explanation below). It sets achievement
targets for science learning and determines how student performance can be
assessed. It is robust in content yet flexible enough to give teachers the freedom
to adapt content to their students' needs. It remains the school's task to include the
program of study and the content of the NC into its own curriculum.
A brief description of the English school system supports the understanding of
the curriculum. Education is divided into primary (kindergarten - grade 6) and
secondary education (grade 7-13). The school system consists of infant school
(kindergarten and grades 1-2), junior school (grades 3-6), and secondary school
(grades 7-11) with an integrated sixth form (grades 12-13). Compulsory education
ends after grade 11. In grade 12 and 13, students prepare for their A-level
examinations, which are the entry qualification for higher education. Four key
stages are assigned to the different school levels: infant school comprises key
stage 1, junior school key stage 2, secondary school key stages 3 and 4 (excluding
sixth form). The program of study as well as the achievement targets of the NC is
classed according to these four key stages. NC tests assess the student's perfor-
mance after key stages 1, 2, and 3. Science is taught as an interdisciplinary approach
in infant and junior school. In secondary school, science learning takes place in the
three disciplines: biology, chemistry, and physics.
While the program of study describes what the students should be taught, the
achievement targets represent the expected standards of the students' performance.
They include knowledge, skills, and understanding, and they consist of eight levels
with increasing difficulty. The NC is laid out as a spiral curriculum, and students are
expected to progress from level 1 to higher levels. However, not all students are
expected to reach level 8. Descriptions for the content on all levels help teachers to
judge students' performance.
The program of study consists of four areas of science:
- Scientific literacy
- Life processes and living things
