Statutory: pupils should be taught to communicate what happened in a variety of ways, including using ICT

Statutory: pupils should be taught the knowledge, skills and understanding through using a range of sources of information and data, including ICT- based sources

Statutory: pupils should be taught to use a wide range of methods, including diagrams, drawings, …… and ICT, to communicate data in an appropriate and systematic manner

Statutory: pupils should be taught the knowledge, skills and understanding through using a range of sources of information and data, including ICT-based sources

ICT link: this requirement builds on ICT/2b

Statutory: pupils should be taught to use a wide range of methods, including diagrams, tables …….. and ICT, to represent and communicate qualitative and quantitative data

Statutory: pupils should be taught the knowledge, skills and understanding through using a range of sources of information, including ICT-based sources

Statutory: pupils should be taught to communicate what happened in a variety of ways, including using ICT

ICT link: this requirement builds on ICT/3

Statutory: pupils should be taught to recognise and compare the main external parts of the bodies of humans and other animals

ICT opportunity: pupils could use multimedia sources to make comparisons

ICT opportunity: pupils could use data collected to compile a class database

Statutory: pupils should be taught to sort objects into groups on the basis of simple material properties

ICT opportunity: pupils could use a software package to combine words and pictures about materials and objects

Statutory: pupils should be taught that there are many kinds of sound and sources of sound

ICT opportunity: pupils could use sensors to detect and compare sounds

ICT link: this requirement builds upon ICT/2b

Statutory: pupils should be taught to use a wide range of methods, including diagrams, drawings, …… and ICT, to communicate data in an appropriate and systematic manner

ICT link: this requirement builds on ICT/3

Statutory: pupils should be taught about the need for food for activity and growth, and about the importance of an adequate and varied diet for health

ICT opportunity: pupils could use a database or spreadsheet to analyse data about types of food in school lunches

Statutory: pupils should be taught that the heart acts as a pump to circulate the blood through vessels around the body, including through the lungs

ICT opportunity: pupils could use video or CD-ROM to see things that cannot be directly observed

Statutory: pupils should be taught that humans and some other animals have skeletons and muscles to support and protect their bodies and to help them move

ICT opportunity: pupils could use video or CD-ROM to see things that cannot be directly observed

Statutory: pupils should be taught about the main stages of the human life cycle

ICT opportunity: pupils could use video or CD-ROM to see things that cannot be directly observed

Statutory: pupils should be taught to make and use keys

ICT opportunity: pupils could use a branching database to develop and use keys

Statutory: pupils should be taught about the different plants and animals found in different habitats

ICT opportunity: pupils could use video or CD-ROM to compare non-local habitats

Statutory: pupils should be taught that micro-organisms are living organisms that are often too small to be seen, and that they may be beneficial or harmful

ICT opportunity: pupils could use simulation software to show changes in the populations of micro-organisms in different conditions

Statutory: pupils should be taught to describe changes that occur when materials are heated or cooled

ICT opportunity: pupils could use sensors to record temperature changes

Statutory: pupils should be taught the part played by evaporation and condensation in the water cycle

ICT opportunity: pupils could use CD-ROM or the internet to research water supplies in a range of localities

Statutory: pupils should be taught to construct circuits, incorporating a battery or power supply and a range of switches, to make electrical devices work

ICT opportunity: pupils could use simulation software to extend an investigation of components in a series circuit

Statutory: pupils should be taught how to change the pitch and loudness of sounds produced by some vibrating objects

ICT opportunity: pupils could use sensors to detect and compare sounds made under different conditions

Statutory: pupils should be taught how the sun appears to change during the day and how shadows change as this happens

ICT opportunity: pupils could use video or CD-ROM to study models of the Sun, Earth and Moon system

Statutory: pupils should be taught how day and night are related to the spin of the Earth on its own axis

ICT opportunity: pupils could use video or CD-ROM to study models of the Sun, Earth and Moon system

Statutory: pupils should be taught that the Earth orbits the Sun once each year and that the Moon take approximately 28 days to orbit the Earth

ICT opportunity: pupils could use video or CD-ROM to study models of the Sun, Earth and Moon system

Statutory: pupils should be taught to consider key factors that need to be taken into account when collecting evidence, and how evidence may be collected in contexts in which the variables cannot readily be controlled

ICT opportunity: pupils could use data handling software with fieldwork data

Statutory: pupils should be taught to make observations and measurements, including the use of ICT for datalogging to an appropriate degree of precision

ICT link: this requirement builds on ICT/2b

Statutory: pupils should be taught to use diagrams, tables, charts and graphs, including lines of best fit, to identify and describe patterns or relationships in data

ICT opportunity: pupils could use data handling software to create analyse and evaluate charts and graphs

Statutory: pupils should be taught that animal and plant cells can form tissues and tissues can form organs

ICT opportunity: pupils could use databases or spreadsheets to record, analyse and evaluate information about diets.

Statutory: pupils should be taught how the growth and reproduction of bacteria and the replication of viruses can affect health and how the body’s natural defences may be enhanced by immunisation and medicines

ICT opportunity: pupils could use simulation software to model changes in populations of bacteria in different conditions

Statutory: pupils should be taught that plants need carbon dioxide, water and light for photosynthesis and produce biomass and oxygen

ICT opportunity: pupils could use sensors to record or use simulation software to model factors that affect photosynthesis

Statutory: pupils should be taught how toxic materials can accumulate in food chains

ICT opportunity: pupils could use simulation software to explore toxic materials in food chains

Statutory: pupils should be taught how materials can be characterised my melting point, boiling point and density

ICT opportunity: pupils could search a database for information about properties of materials

Statutory: pupils should be taught that when physical changes take place, mass is conserved

ICT opportunity: pupils could use dataloggers to collect, analyse and evaluate changes of temperature and mass

Statutory: pupils should be taught about possible effects of burning fossil fuels on the environment and how these effects can be minimised

ICT opportunity: pupils could use the internet to find up-to-date information on environmental issues

Statutory: pupils should be taught how metals react with oxygen, water, acids and oxides of other metals and what the products of these reactions are

ICT opportunity: pupils could use video or CD-ROM to see reactions that are dangerous

Statutory: pupils should be taught how to design and construct series and parallel circuits, and how to measure current and voltage

ICT opportunity: pupils could use simulation software ti investigate and model circuits

Statutory: pupils should be taught how the movement of the Earth causes the apparent daily and annual movement of the Sun and other stars

ICT opportunity: pupils could use video or CD-ROM to study the solar system

Statutory: pupils should be taught about the movements of planets around the Sun and to relate these to gravitational forces

ICT opportunity: pupils could use video or CD-ROM to study the solar system

Statutory: pupils should be taught about the use of artificial satellites and probes to observe the earth and to explore the solar system

ICT opportunity: pupils could use video or CD-ROM to study the solar system

Statutory: pupils should be taught about the variety of energy resources, including oil, gas, coal, biomass, food, wind, waves and batteries and the distinction between renewable and non-renewable resources

ICT opportunity: pupils could use the internet to find up-to-date information about energy resources

Statutory: pupils should be taught that electricity is generated by means of a variety of energy resources

ICT opportunity: pupils could use the internet to find up-to-date information about energy resources

Statutory: pupils should be taught to represent and communicate quantitative and qualitative data using diagrams, tables, charts, graphs and ICT

Statutory: pupils should be taught the knowledge, skills and understanding through using a range of sources of information, including ICT-based sources

Statutory: pupils should be taught to make observations and measurements, including the use of ICT for datalogging to degree of precision appropriate to the context

Statutory: pupils should be taught to represent and communicate quantitative and qualitative data using diagrams, tables, charts, graphs and ICT

Statutory: pupils should be taught the knowledge, skills and understanding through using a range of sources of information, including ICT-based sources

Statutory: pupils should be taught to consider key factors that need to be taken into account when collecting evidence and how evidence can be collected in contexts in which the variables cannot readily be controlled

ICT opportunity: pupils could use data-handling software to analyse data from fieldwork

Statutory: pupils should be taught to make observations and measurements, including the use of ICT for datalogging to degree of precision appropriate to the context

ICT link: this requirement builds on ICT/1

Statutory: pupils should be taught to represent and communicate quantitative and qualitative data using diagrams, tables, charts, graphs and ICT

ICT opportunity: this requirement builds on ICT/3

Statutory: pupils should be taught how the reflex arc makes rapid response to a stimulus possible

ICT opportunity: pupils could use multimedia simulation of nerve impulse

Statutory: pupils should be taught the basic principles of cloning, selective breeding and genetic engineering

ICT opportunity: pupils could use the internet to find out about current developments and issues

Statutory: pupils should be taught how the distribution and relative abundance of organisms in habitats can be explained using ideas of interdependence, adaptation, competition and predation

ICT opportunity: pupils could use spreadsheets to model the effects of competition and predation

Statutory: pupils should be taught about a model of the way electrons are arranged in atoms

ICT opportunity: pupils could use software simulations to explore models of the atom and reactions

Statutory: pupils should be taught how the reactions of elements depend on the arrangement of elctrons in their atoms

ICT opportunity: pupils could use software simulations to explore models of the atom and reactions

Statutory: pupils should be taught the use of some of the products from crude oil distillation as fuels

ICT opportunity: pupils could use the internet to find out about products and processes

Statutory: pupils should be taught the products of burning hydrocarbons

ICT opportunity: pupils could use the internet to find out about products and processes

Statutory: pupils should be taught some uses of addition polymers

ICT opportunity: pupils could use the internet to find out about products and processes

Statutory: pupils should be taught the connection between the arrangement of outer electrons and the position of an element in the periodic table

ICT opportunity: pupils could use a database of the elements to explore patterns

Statutory: pupils should be taught that elements in the same group of the periodic table have similar properties

ICT opportunity: pupils could use a database of the elements to explore patterns

Statutory: pupils should be taught how the properties of elements change gradually from the top to the bottom of a group, illustrated by the study of at least one group

ICT opportunity: pupils could use a database of the elements to explore patterns

Statutory: pupils should be taught about the great variation in the rates at which different reactions take place

ICT opportunity: pupils could use dataloggers to analyse and evaluate reaction data

Statutory: pupils should be taught how the reactions can be altered by varying temperatures or concentration or by changing the surface area of a solid reactant or by adding a catalyst

ICT opportunity: pupils could use dataloggers to analyse and evaluate reaction data

Statutory: pupils should be taught the quantitative relationship between resistance, voltage and current

ICT opportunity: pupils could use dataloggers to investigate relationships

Statutory: pupils should be taught how current varies with voltage in a range of devices

ICT opportunity: pupils could use dataloggers to investigate relationships

Statutory: pupils should be taught about the reflection and refraction of waves, including light and sound as examples of transverse and longitudinal waves

ICT opportunity: pupils could use CD-ROM software to explore wave models

Statutory: pupils should be taught the meaning of frequency, wavelength and amplitude of a wave

ICT opportunity: pupils could use CD-ROM software to explore wave models

Statutory: pupils should be taught the relative positions and sizes of the planets, stars and other bodies in the universe

ICT opportunity: pupils could use video or

CD-ROM software to stimulate movements in the solar system and universe

Statutory: pupils should be taught how gravity acts as a force throughout the universe

ICT opportunity: pupils could use video or

CD-ROM software to stimulate movements in the solar system and universe

Statutory: pupils should be taught about the efficient use of energy, the need for economical uses of energy resources and the environmental implications of generating energy

ICT opportunity: pupils could use a spreadsheet to model energy loss in a house

Statutory: pupils should be taught to consider key factors that need to be taken into account when collecting evidence and how evidence can be collected in contexts in which the variables cannot readily be controlled

ICT opportunity: pupils could use data-handling software to analyse data from fieldwork

Statutory: pupils should be taught to make observations and measurements, including the use of ICT for datalogging to degree of precision appropriate to the context

ICT link: this requirement builds on ICT/1

Statutory: pupils should be taught to represent and communicate quantitative and qualitative data using diagrams, tables, charts, graphs and ICT

ICT opportunity: this requirement builds on ICT/3

Statutory: pupils should be taught to use diagrams, tables, charts and graphs and identify and explain patterns or relationships in data

ICT opportunity: pupils could use data-handling software

Statutory: pupils should be taught how the structure of the thorax enables ventilation of the lungs

ICT opportunity: pupils could use multimedia sources to see things that cannot readily be observed

Statutory: pupils should be taught how the reflex arc makes rapid response to a stimulus possible

ICT opportunity: pupils could use multimedia sources to see things that cannot readily be observed

Statutory: pupils should be taught that the rate of photosynthesis may be limited by light intensity, carbon dioxide concentration or temperature

ICT opportunity: pupils could use dataloggers in investigations of photosynthesis

Statutory: pupils should be taught the hormonal control of plant growth and development, including commercial applications

ICT opportunity: pupils could use the internet to find information about commercial applications

Statutory: pupils should be taught the basic principles of cloning, selective breeding and genetic engineering

ICT opportunity: pupils could use the internet to find out about current developments and issues

Statutory: pupils should be taught how the distribution and relative abundance or organisms and habitats

ICT opportunity: pupils could use spreadsheets to model the effects of competition and predation

Statutory: pupils should be taught about a model of the way electrons are arranged in atoms

ICT opportunity: pupils could use software simulations to explore models of the atom and reactions

Statutory: pupils should be taught how the reactions of elements depend on the arrangement of electrons in their atoms

ICT opportunity: pupils could use software simulations to explore models of the atom and reactions

Statutory: pupils should be taught the use of some of the products from crude oil distillation as fuels

ICT opportunity: pupils could use the internet to find out about products from oil, rocks and minerals and current processes

Statutory: pupils should be taught the products of burning hydrocarbons

ICT opportunity: pupils could use the internet to find out about products from oil, rocks and minerals and current processes

Statutory: pupils should be taught some uses of addition polymers

ICT opportunity: pupils could use the internet to find out about products from oil, rocks and minerals and current processes

Statutory: pupils should be taught about the variety of useful substances that can be made from rocks and minerals

ICT opportunity: pupils could use the internet to find out about products from oil, rocks and minerals and current processes

ICT opportunity: pupils could use a database of the elements to explore patterns

Statutory: pupils should be taught about the great variation in the rates at which different reactions take place

ICT opportunity: pupils could use datalogging to analyse and evaluate reaction data

Statutory: pupils should be taught how the rates of reactions can be altered by varying temperatures or concentration or by changing the surface area of a solid reactant or by adding a catalyst

ICT opportunity: pupils could use datalogging to analyse and evaluate reaction data

Statutory: pupils should be taught how enzymes may be used in biotechnology

ICT opportunity: pupils could use the internet to find out about the use of enzymes in biotechnology and other manufacturing processes

Statutory: pupils should be taught about manufacturing processes based on reversible reactions and how the yield of these depends on the conditions

ICT opportunity: pupils could use the internet to find out about the use of enzymes in biotechnology and other manufacturing processes

ICT opportunity: pupils could use simulation software to explore the effects of changing conditions

Statutory: pupils should be taught the quantitative relationship between resistance, voltage and current

ICT opportunity: pupils could use dataloggers to investigate relationships

Statutory: pupils should be taught how current varies with voltage in a range of devices

ICT opportunity: pupils could use dataloggers to investigate relationships

Statutory: pupils should be taught that voltage is the energy transferred per unit charge

ICT opportunity: pupils could use dataloggers to investigate relationships

Statutory: pupils should be taught about the uses and potential dangers of electrostatic charges generated in everyday situations [for example in photocopiers and inkjet printers]

Statutory: pupils should be taught about factors affecting vehicle stopping distances

ICT opportunity: pupils could use a spreadsheet to analyse data

Statutory: pupils should be taught why falling objects may reach a terminal velocity

ICT opportunity: pupils could use simulations to investigate falling objects

Statutory: pupils should be taught about the reflection, refraction and diffraction of waves, including light and sound as examples of transverse and longitudinal waves

ICT opportunity: pupils could use CD-ROM software to explore wave models

Statutory: pupils should be taught the meaning of frequency, wavelength and amplitude of a wave

ICT opportunity: pupils could use CD-ROM software to explore wave models

Statutory: pupils should be taught the quantitative relationship between the speed, frequency and wavelength of a wave

ICT opportunity: pupils could use CD-ROM software to explore wave models

3n

Statutory: pupils should be taught that the Earth’s outermost layer, the lithosphere, is composed of plates in relative motion and that plate tectonic processes result in the formation, deformation and recycling of rocks

ICT opportunity: pupils could use simulation software to model plate tectonic processes

Statutory: pupils should be taught the relative positions and sizes of planets, stars and other bodies in the universe

ICT opportunity: pupils could use CD-ROM software to stimulate movements in the solar system and the universe

Statutory: pupils should be taught that gravity acts as a force throughout the universe

ICT opportunity: pupils could use CD-ROM software to stimulate movements in the solar system and the universe

Statutory: pupils should be taught about the efficient use of energy, the need for economical use of energy resources and the environmental implications of generating energy

ICT opportunity: pupils could use the internet to find out about current issues relating to the use of energy sources in Britain and worldwide

Statutory: pupils should be taught the meaning of the term ‘half-life’

ICT opportunity: pupils could use simulations to explore half-life