The SEED Web Site and the English National Curriculum

Science Lab– NC Links
Science Lab – NC Correlations
Science Watch – NC Links
Science Watch – NC Correlations

The National Curriculum is divided into 5 Key Stages (KS1 to KS5) covering different ages groups (see table at right). 

Full details can be found at the web site: www.nc.uk.net

In Science, the curriculum is further divided into 4 subject areas.

Sc1: Scientific Enquiry (Investigations)
Sc2: Life Processes and Living Things (Biology)
Sc3: Materials and their properties (Chemistry)
Sc4: Physical Processes (Physics)

There is a legal requirement for pupils aged 5 to 16 to follow a common programme of study (PoS) that has a requirement to teach certain knowledge, skills and understanding within each subject area.  They referenced by numbers and lower case letter (e.g. Sc3: 4d) as well as a further requirement for Breadth of Study (BoS) to the National Curriculum document for Science.  The Department for Education and Employment (DfEE) have commissioned QCA, the Qualifications and Curriculum Authority to produce schemes of work for teachers to use in conjunction with the National Curriculum.  These are not mandatory but can help a busy teacher develop his or her own schemes of work. They are divided into units for Keys stages 2 & 3 and can be found at www.standards.dfee.gov.uk/schemes

There is also a requirement to promote key skills including the use of ICT and identify these links in schemes of work.  Clearly using the Internet and SEED activities fulfills this as well as providing sample data for analysis and processing that could be done using spreadsheets.

At the end of Key Stages 1 to 3 there are National Tests (STATS) that are common to all. 

At the end of Key Stage 4 pupils takes GCSEs and at the end of Key Stage 5, which is optional, there are a variety of qualifications: AS level and A2 level which are the academic Advanced levels traditionally needed for University entrance and also many vocational course including NVQs.  There is a vast choice from 3 separate Examination Boards.  Full details can be found on their web sites:

AQA:	www.aqa.org.uk
Edexcel:	www.edexcel.org.uk
OCR:	www.ocr.org.uk

SEED Science Lab Activities & National Curriculum Links

National Curriculum Correlations with Science Watch Articles

Science watch articles provide pupils with background and relevance to their study of science.  They provide a context in which ideas and evidence can be taught (Sc1).  They also allow the 'Breadth of Study' requirement to be fulfilled.  It is recommended that they be used as an introduction or extension independent research work for pupils or in conjunction with the appropriate Science Lab activity.

The National Curriculum Correlations with Science Lab Activities
Explanatory Links

These are intended to help teachers decide on the suitability of the SEED activities and their relevance to the National Curriculum so they can be included and justified within schemes of work and linked to the QCA units of work. Words in italics are taken directly from the National Curriculum Programmes of Study referenced.

The SEED activities satisfy Breadth of study requirements (BoS) by providing a source of information that is ICT based.  They also provide opportunities for pupils to collect data and carry out investigations as well as providing secondary data that can be processed.  Generally the activities are not aimed at Key Stage 1 pupils however teachers may like to modify some for their use.

L1 Absorbency of Rock
At KS 2 Sc1 & Sc3:2a. This can be use as an investigation to enable pupils to describe changes that occur when materials are mixed.
Relevant QCA unit is 3D.

At KS 3 Sc1 & Sc3:2a,e.  This can be used as an investigation that can be used to illustrate that when physical changes take place mass is conserved. It shows that rock texture can determine what they contain.
Relevant QCA units are 8H, 9I, 9M. 

At KS 4 Sc4:5b. It is useful background to show where oil came from and can lead into discussions about the environmental and social implications as Breadth of study.

L2 Air Resistance
At KS 2 Sc1 & Sc4: 2b,c. This is an investigation that can improve pupils' understanding and knowledge of forces and their effect on motion.  It shows that objects are pulled downwards because of the gravitational attraction between them and the Earth and that air resistance is a force that slows moving objects down.
Relevant QCA unit is 4E.

At KS 3 Sc1 & Sc4: 2b,d. This is an activity that can improve pupils' understanding and knowledge of forces and their effects.  It shows that objects are pulled downwards because of the gravitational attraction between them and the Earth and that air resistance is a force that slows moving objects down.  It is an excellent introduction to the Make a parachute SEED experiment.
Relevant QCA unit is 7K.

At KS4.  This is can be used as an introduction to the Make a parachute SEED experiment that can improve pupils' understanding and knowledge of forces and their effects. 

L3 The Brazil Nut Effect
At KS2 Sc1 & Sc3: 2a. This investigation gives pupils the opportunity to describe changes that occur when materials are mixed.
Relevant QCA unit is 4D.

At KS3 Sc1 & Sc3 2e.  This investigation gives pupils a practical view of how sedimentary rocks can be formed.
Relevant QCA units are 8G & 8H.

At KS4 Sc1. This is a simple investigation for pupils to allow them to collect and analyse data.

L4 Build a Buckyball
At KS4 and beyond. This is of interest for students looking at the interrelation of molecular structure and the properties of materials.

L5 Build an Electrical Logging Tool
At KS3 Sc1 This can be used to investigate the effect of depth on soil moisture by using electrical resistance.  Note that resistance is not a concept specified in the programmes of study at key stage 3 but could be explained.  Sc2: 3a, d.  This could be linked to the knowledge that plants need water and the role of root hairs in absorbing water and minerals from the soil.
Relevant QCA units are 9D & 9M.

At KS4 Sc1 This can be used to investigate the effect of depth on soil moisture by using electrical resistance.  Sc2: 3d,f.  This could be linked to the knowledge of the importance to healthy plant growth and development of the uptake and utilisation of mineral salts and how plants take up water.  Sc4: 1b.  This contributes to general understanding of the qualitative effect of changing resistance on the current in a circuit.

L6 Building the Hele-Shaw Cell
At KS3 Sc1 & Sc3: 2e,f.  This is a possible investigation and also a suitable demonstration into how sedimentary rocks are formed.  It does require purchase or making of the appropriate 'cell'.
Relevant QCA unit is 8H.

L7 Buoyancy
At KS2 Sc1 This experiment could be used as an investigation to introduce the idea of upthrust, density and Archimedes's Principle.  Whilst there is no specific mention of any of these in the key stage 2 programmes of study it is appropriate for use at this level without the quantitative approach to density.
Relevant QCA unit is 6E.

At KS 3 Sc1. This experiment could be used as an investigation requiring an understanding of upthrust, density and Archimedes's Principle.    Whilst there is no specific mention of any of these in the key stage 3 programmes of study it is appropriate for use at this level.   Sc3: 1a. It shows how materials can be characterised by density.  Sc4: 2b,c. It shows that the weight of an object on Earth is the result of the gravitational attraction between the mass and the Earth and that balanced forces produce not change in motion.
Relevant QCA units are 7K & 9M.

At KS4 Sc1. This experiment could be used as an investigation requiring an understanding of upthrust, density and Archimedes's Principle.    Whilst there is no specific mention of any of these in the key stage 4 programmes of study it is appropriate for use at his level and some GCSE syllabuses would cover them.

L8 Cornstarch and Water: Is it Liquid or Solid?
At KS2  Sc3: 1a,e. This is a fun but potentially messy activity which can be used to compare everyday materials on the basis of their properties. It will help pupils to recognise differences between solids and liquids in terms of ease of flow and maintenance of shape and volume.
Relevant QCA unit is 4D.

At KS3 Sc3: 1b,d.  This is a fun but potentially messy activity which can be used to teach how the particle theory of matter can be used to explain the properties of solids and liquids.
Relevant QCA unit is 7G.

At KS4 Sc3: This is a fun but potentially messy activity which can be used to provide background and a clearer idea of the different properties of materials

L9 The Electrical Resistivity of Materials.
At KS3 Sc1.  This is an investigation.  Note that resistance and resistivity are not concepts specified in the programmes of study at key stage 3 but they could be explained in order to used them as tools. Sc4: 1b.  It can be used as an example to show that the current in a circuit depends upon the nature of the component
Relevant QCA units are 7J & 9M.

At KS4 Sc1.  This is an investigation.  Sc2: 3b. This could be linked to an investigation into measuring the amount of dissolved salts in soil to show the importance to healthy plant growth of the uptake and utilisation of mineral salts.  Sc3: 1h. This could be linked to an investigation into showing electrolysis and understanding of how ions are formed. Sc4: 1b. It can be used as an example to show that the current in a circuit depends upon the nature of the component.  

L10 Energy Efficiency
At KS3  Sc1. This could be a complete investigation. Sc4: 5d. The experiment can improve a pupil's understanding of the distinction between heat and temperature and that temperature differences can lead to energy transfer.
Relevant QCA units are 8I & 9I.

At KS4 Sc1. This could be a complete investigation. Sc4:5b. This SEED resource should build upon the KS3 understanding of heat and temperature and link energy transfer with efficient use of energy.

L11 The Expanding Balloon Experiment.
At KS4 Sc4: 4d This model can help understand about ideas used to explain the origin and evolution of the universe.

L12 How Long is the Day?
At KS2 Sc1: 1b. This activity shows that it is important to test ideas using evidence from observations and measurement. Sc4: 4b,c,d. Pupils will learn periodic changes and how the position of the Sun appears to change during the day, and how shadows change as this happens. It will help illustrate how day and night are related to the spin of the Earth on its own axis and that the Earth orbits the Sun once each year.
Relevant QCA units are 3F & 5E.

At KS3 Sc1: 1a,b,c.  This activity illustrates how ideas and evidence are used.  Sc4:a,b,c,d.  This shows how the movement of the Earth causes the apparent daily and annual movement of the Sun.  It requires pupils to know the relative positions of the Earth and Sun, that the Earth moves around the Sun and that the Sun is a light source.
Relevant QCA units are 7L & 9J.

At KS4 Sc1: 1b.  This activity could lead into a discussion about how scientific controversies can arise from different ways of interpreting empirical evidence.  Sc4: 4a.  This provides necessary background knowledge in order to understand the relative positions of planets and the Sun within the Solar system.

L13 How Round is the Earth?
At KS2 Sc1: 1b. This resource shows that it is important to test ideas using evidence from observation and measurement.  Sc4: 4a,b The information shows that the Earth is approximately spherical and how the position of the Sun changes a shadow. (Please note however that although these NC references are addressed by this activity most KS2 pupils will not be able to understand the Mathematics involved so it is recommended that the resources be used by the teacher and modified appropriately.  A story approach might be suitable using a visual model.)
Relevant QCA unit is 5E.

At KS3 Sc1: 1a.  This resource shows the interplay between empirical questions, evidence and scientific explanations using a historical example. It links with Mathematics and involves the Key Skill of Number.
Relevant QCA units are 7L & 9J.

Sc4: 4a,b. This supports pupils' understanding of the relative positions of the Earth and Sun in the Solar System and should reinforce the knowledge from KS2 that the Earth is spherical

At KS4 Sc1: 1a.  This resource shows how scientific ideas are presented as well as some KS3 Sc1 work (see above) Sc4: 4a. This supports pupils' understanding of the relative positions of the Earth and Sun and should reinforce the knowledge from KS2 that the Earth is spherical.

L14 The Hubble Constant: The Effect of distance on Speed
At KS4 Sc4 4d, 2a This activity illustrates some ideas used to explain the evolution of the universe.  It shows how distance, time and speed can be determined. There is a link to mathematics and so can be used as a number key skill.

L15 Ketchup: Thick or Thin?
At KS2  Sc3: 1a,e. This is activity can be used to compare everyday materials on the basis of their properties. It will help pupils to recognise differences between solids and liquids in terms of ease of flow and maintenance of shape and volume.
Relevant QCA unit is 4D.

At KS3 Sc3: 1b.  This is an activity which can be used to teach how the particle theory of matter can be used to explain the properties of solids and liquids.
Relevant QCA unit is 7G.

At KS4 Sc3: This activity which can be used to provide background and a clearer idea of the different properties of materials.

L16 Magnetic Relaxation—Building an Electromagnet
At KS3 Sc1 This investigation supports the ideas and evidence in science requirement as well as allowing pupils to obtain, present and consider evidence with evaluation. Sc4: 1d,e,f This require a knowledge about magnetic fields as regions of space where magnetic materials experience forces, that like poles repel and unlike poles attract, and that a current in a coil produces a magnetic field  and how electromagnets are constructed.

At KS4  Sc1 This investigation supports the ideas and evidence in science requirement as well as allowing pupils to obtain, present and consider evidence with evaluation. Sc 4 Electromagnetism is on many GCSE syllabuses and background knowledge is useful for understanding electricity generation.

L17 Make a Parachute
/!\  Safety. Teachers and pupils need to consider what is a safe height for dropping the parachute.  The parachute design can be changed to reduce the flight time by reducing the weight and length of the strings so it can be dropped at arm's length.

At KS 2 Sc1 & Sc4: 2b,c. This is an investigation that can improve pupils' understanding and knowledge of forces and their effect on motion.  It shows that objects are pulled downwards because of the gravitational attraction between them and the Earth and that air resistance is a force that slows moving objects down. Relevant QCA unit is 4E.

At KS 3 Sc1 & Sc4: 2a,b,c,d. This is an investigation that can improve pupils' understanding and knowledge of forces and their effects.  It gives them the opportunity to determine the speed of a moving object and use the quantitative relationship between speed, distance and time. It is an excellent example to show that unbalanced forces can change the speed or direction of movement of objects and that balanced forces produce no change in the movement of an object.
Relevant QCA units are 7K, 9K & 9M.

At KS4   Sc1 & Sc4: 2 a,c,e,h,i.  This is an investigation that can improve pupils' understanding and knowledge of forces and their effects.  It  can be used to show how distance, time and speed can be determined and represented graphically and that balanced forces do not alter the velocity of an object. It demonstrates how forces on falling objects change with velocity and why they reach terminal velocity.

L18 Porosity
At KS2  Sc1 This is an investigation that can improve pupil's measurement of volume and mass.  Sc3: 2a Pupils should be able to describe changes that occur when materials are mixed.
Relevant QCA unit is 3D.

At KS3 Sc1 This is can be a complete investigation.  Sc2: 3a, d.  This could be linked to the knowledge that plants need water and the role of root hairs in absorbing water and minerals from the soil.
Relevant QCA units are 9D & 9M.

At KS4 Sc1 This is can be a complete investigation.  Sc2: 3d,f.  This could be linked to the knowledge of the importance to healthy plant growth and development of the uptake and utilisation of mineral salts and how plants take up water.

L19 SEED On-line Science & Engineering Fair
This SEED Fair provides support for investigations, extension work as well as help for Science and Technology Clubs.

L20 Viscosity and Temperature
At KS2 Sc1 This is can be a complete investigation.  Sc3: 1a.  This can be used to compare everyday materials on the basis of their material properties.  Sc4: 2b,c. It shows that objects are pulled downwards because of the gravitational attraction between them and the Earth and that friction is a force that slows moving objects down.
Relevant QCA unit is 4E.

At KS3 Sc1 Although viscosity is not specified on the KS3 programmes of study this can be a complete investigation Sc3: 1b. This is an activity that can be used to teach how the particle theory of matter can be used to explain the properties of solids and liquids. Sc4: 2a,b,c,d. It can improve pupils' understanding and knowledge of forces and their effects.  It gives them the opportunity to determine the speed of a moving object and use the quantitative relationship between speed, distance and time. It can be used as an example to show that unbalanced forces can change the speed or direction of movement of objects and that balanced forces produce no change in the movement of an object.
Relevant QCA units are 7G, 7K, 9K & 9M.

At KS4   Sc1 Although viscosity is not specified on the KS4 programmes of study this is an investigation that can improve pupils' understanding and knowledge of forces and their effects.  Sc4: 2 a,e,h,i.  It can be used to show how distance, time and speed can be determined and represented graphically and that balanced forces do not alter the velocity of an object. It demonstrates how forces on falling objects change with velocity and why they reach terminal velocity

L21 Viscosity of Liquids
At KS2 Sc1 This is can be a complete investigation.  Sc3: 1a.  It can be used to compare everyday materials on the basis of their material properties. that can improve pupils' understanding and knowledge of forces and their effect on motion.  Sc4: 2b,c. It shows that objects are pulled downwards because of the gravitational attraction between them and the Earth and that friction is a force that slows moving objects down.
Relevant QCA unit is 4E.

At KS3 Sc1 Although viscosity is not specified on the KS3 programmes of study this can be a complete investigation.  Sc3: 1b. This is an activity that can be used to teach how the particle theory of matter can be used to explain the properties of solids and liquids.  Sc4: 2a,b,c,d. It can improve pupils' understanding and knowledge of forces and their effects.  It gives them the opportunity to determine the speed of a moving object and use the quantitative relationship between speed, distance and time. It can be used as an example to show that unbalanced forces can change the speed or direction of movement of objects and that balanced forces produce no change in the movement of an object.
Relevant QCA units are 7G, 7K, 9K & 9M.

At KS4   Sc1 Although viscosity is not specified on the KS4 programmes of study this is an investigation that can improve pupils' understanding and knowledge of forces and their effects.  Sc4: 2 a,e,h,i.  It can be used to show how distance, time and speed can be determined and represented graphically and that balanced forces do not alter the velocity of an object. It demonstrates how forces on falling objects change with velocity and why they reach terminal velocity.

National Curriculum Correlations with Science Watch Articles
Explanatory Links

Science watch articles provide pupils with background and relevance to their study of science.  They provide a context in which ideas and evidence can be taught (Sc1).  They also allow the 'Breadth of Study' requirement to be fulfilled.  It is recommended that they be used as an introduction or extension independent research work for pupils or in conjunction with the appropriate Science Lab activity.

W1 Adventures in Skydiving
At KS3:  Sc4: 2 d.  This article demonstrates ways in which air resistance affects motion.
Relevant QCA units are 7K & 9K.

At KS4:  Sc4: 2h, j.  This article explains how forces acting on falling objects change with velocity and why falling objects may reach a terminal velocity.

W2 CyberGeologist
At KS3:  Sc1: 1a,c. This article provides a contemporary exampleand showshow scientists work today. Sc3: 2e. It can be linked to the geological changes topic about the formation of rocks.  Sc4: 5a. It demonstrates the variety of energy resources, including oil and gas.
Relevant QCA units are 7I, 8G & 8H.

At KS4:  Sc3: 2a. This article provides background information about how oil and gas can be found.  Sc4: 3l,m. It shows how resistance and wave measurements can be used to determine what is underground. BoS 1a, b, d.  This article give pupils an example of an industrial and environmental context and a way in which science is applied in technological developments by using an ICT-based source of information. 

W3 The Discovery of Fullerenes
At KS4 and beyond. This article is of interest for students looking at the interrelation of molecular structure and the properties of materials.

W4 Drilling Fluid
At KS3:  Sc3: 1b.  This article relates to the properties of materials. BoS 1a, b,c,d.  It gives pupils an example of an industrial and environmental context and a way in which science is applied in technological developments by using an ICT-based source of information.  It provides a context fro considering the benefits and drawbacks of scientific and technological developments related to the environment.
Relevant QCA unit is 9G.

At KS4:  Sc3 & 4.  This article relates to the property of materials, the importance of lubrication and cooling and the environmental challenge for the oil and gas industry. BoS 1a, b,c,d.  It gives pupils an example of an industrial and environmental context and a way in which science is applied in technological developments by using an ICT-based source of information.  It provides a context fro considering the benefits and drawbacks of scientific and technological developments related to the environment.

W5 The Expanding Universe
At KS4:  Sc4: 4d. This article can help understand about ideas used to explain the origin and evolution of the universe.

W6 Flying Vintage Planes
This article may have general interest to pupils but does not link to the Science curriculum.

W7 JOIDES Resolution
At KS3 & 4: BoS: 1a,b,c.  This article uses ICT to show in an industrial and environmental context a way in which science is applied in technological developments.

W8 Making of Oil
At KS3:  Sc4: 5a,b This article is about oil a non-renewable energy resource and explains how oil is formed.

At KS4:  Sc3: 2b.  This article shows some of the use of some of the products of crude oil. Sc4: 3n, 5b It shows that the Earth is composed of plates in relative motion.  It provides the opportunity to discuss the need for economical use of energy resources.

W9 NMR Six Miles Deep
At KS4:  BoS: 1a,b,d  This article is an ICT resource which gives an example of an industrial and environmental context and an opportunity to consider ways in which science is applied in technological developments. It refers to conductivity.

W10 Pulsars
At KS4:  Sc4: 4c. This article is useful extension work and gives information showing how stars evolve over a long timescale.

W11 Restoring Classic Cars
At KS4: Sc3 & 4This article is of general interest but also provides an application example of a braking and suspension system that uses air pressure.

W12 Stratification and Segregation
At KS3:  Sc1: 1a,b,c  This article provides good discussion for covering ideas and evidence in Science.  It is about the interplay between empirical questions, evidence and scientific explanations using a contemporary example. It shows that it is important to test explanations and is about the ways in which scientists work today including the roles of experimentation, evidence and creative thought in the development of scientific ideas.   Sc3: 2e This article gives an explanation of how sedimentary rocks are formed.

At KS4:  Sc1: a,b,d  c  This article provides good discussion for covering ideas and evidence in Science.  It illustrates how scientific ideas are presented, evaluated and disseminated and how scientific controversies can arise from different ways of interpreting empirical evidence.  It demonstrates limitations of science and uncertainties in scientific knowledge.

W13 Swords into Plowshares
At KS3 & 4:  BoS: 1a,b,c,d  This article is an ICT resource which gives an example of an industrial and environmental context and an opportunity to consider ways in which science is applied in technological developments.  It provides information to enable discussion of considering and evaluating the benefits and drawbacks of scientific and technological developments, including those related to the environment and ethical issues.  Sc4: It refers to the principle of the rocket and shock waves.

W14 Traveling in Antarctica
This article may have general interest to pupils but does not link to the Science curriculum. 

W15 Trekking into Prehistory
This article may have general interest to pupils but does not link to the Science curriculum.