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Teaching sequence 1 example: Led by 'range and content'

Support your lesson planning with this example, an explanation of how it works, the learning objectives it includes and a flowchart showing the teaching unit sequence.

How it works

Here is an example for a unit of work called 'Changing the state of materials'. The teacher selects appropriate yearly learning objectives from Chemical and material behaviour and from aspects of 'How science works' in order to construct a unit of work which will consist of sequences of lessons. This teaching sequence is led by a logical progression in the range and content, but draws on a range of different 'How science works' objectives.

The learning objectives included

• describe matter using a simple model and use it to explain changes of state (3.1)
• recognise the link between heating and cooling, and changes of state (3.1)
• use the simple particle model to explain the physical characteristics of solids, liquids and gases (3.1)
• use an existing model or analogy to explain a phenomenon (1.1a1)
• recognise and explain the value of using models and analogies to clarify explanations (1.1a1)
• explain how action has been taken to control obvious risk and how methods are adequate for the task (1.2c)
• describe and record observations and evidence systematically (1.2d).

The teacher defines a number of learning objectives for the unit which are broken down into lesson learning objectives. For example, the sequence of lessons below uses lesson learning objectives to support pupils in developing their ability to use the particle model to explain the properties of materials, to draw conclusions from evidence, and to make observations and develop models.

Teaching unit sequence

Flowchart showing the model for a teaching sequence that is led by 'range and content', with units of teaching represented in boxes in three columns below the titles 'range and content', 'teaching sequence' and 'How science works'. The sequence begins with the teaching unit 'Describe what we experience in terms of physical characteristics', which is taught by 'Looking at and classifying a range of different materials, building on prior knowledge and experiences and questioning how the materials can be sorted according to their properties'. This is also used to teach the 'How science works' skill: 'Describe and records observations systematically'. The second teaching unit is 'Apply a ‘sorting’ system of physical characteristics to more unusual materials', which is taught by 'Classifying materials such as sand, ketchup and silly putty, challenging students to explore how these can be accommodated.' This is also used to teach the 'How science works' skill: 'Extend the system of observations and explain decisions made.' The third teaching unit is 'Use a simple particle model to explain the properties of materials', which is taught by 'Challenging students to think about what the material is made of.' This is also used to teach the 'How science works' skill: 'Use a model to explain the phenomenon.' The fourth teaching unit is 'Describe what we experiences in terms of properties', which is taught by 'Students exploring the effects on materials of heating – investigating thermal expansion.' This is also used to teach the 'How science works' skill: 'Explain how risks have been controlled.'