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