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The key stage 2 science curriculum, with adjustments, can be both engaging and beneficial for pupils facing learning challenges.
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For students at key stage 2, the science teaching emphasis could be on:
- Intervening Space Gaining awareness that they are developing and undergoing changes, and understanding how the body evolves in anticipation of puberty.
- Intervening Space Mastering control over elements of their immediate environment, such as harnessing forces, manipulating electrical circuits, or altering materials for specific objectives.
Given these opportunities in science at key stage 2
| all pupils with learning difficulties (including those with the most profound disabilities) | continue to develop their experience and understanding of the world by using their senses, observing and exploring. With appropriate support, they take part in investigations about living things, materials and phenomena. They gain greater awareness of life processes and of themselves as growing and changing individuals. |
| most pupils with learning difficulties (including those with severe difficulties in learning) who will develop further skills, knowledge and understanding in most aspects of the subject | learn about a wider range of living things, materials and phenomena. They carry out investigations with others and collect evidence, become familiar with some reference sources, record their results, for example, using objects, symbols or computer software, and communicate what they have done and what happened. They use some scientific language and answer scientific questions. |
| a few pupils with learning difficulties who will develop further aspects of knowledge, skills and understanding in the subject | attempt to answer questions through testing and investigating. They ask scientific questions, use some reference sources, drawings, charts and diagrams to communicate their findings and ideas. They recognise relevant evidence and evaluate it, draw conclusions from their data, consider if tests are fair or unfair, and link their scientific knowledge to their everyday experiences. |
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Certain portions of the key stage 2 programme of study, especially those necessitating more abstract comprehension like the functions of leaves in the life cycle of flowering plants, micro-organisms, water cycle’s evaporation and condensation, and gravity, might be too challenging for some students. While these topics may become more approachable as students age, introducing them during this key stage may not be suitable for some. Delving into the more intricate sections of the key stage 1 programme might be a more viable approach. Throughout key stage 2, educators can continue reinforcing concepts introduced during key stage 1 by applying them in varied contexts and introducing new content.
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The DfES/QCA science curriculum for key stages 1 and 2 can be tailored to cater to students with learning challenges. The subsequent activities illustrate such adaptations and offer a template for handling other units.
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Forces
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This module is based on the DfES/QCA curriculum for science key stages 1 and 2, specifically units 1e ‘Pushes and pulls’ and 2e ‘Forces and movement’.
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Students examine and experiment with movement, pushes, and pulls.
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They may:
- Intervening Space Engage with a variety of movements like being pulled on a sheet, pushed on a swing, or rocked in a comfortable context.
- Intervening Space Observe moving objects such as swings or carousels in parks.
- Intervening Space Discover different body movement techniques and employ push and pull mechanics, possibly in collaboration with a partner.
- Intervening Space Identify classroom items that require pushing or pulling to initiate movement, e.g., doors or toy cars.
- Intervening Space Experiment with push and pull dynamics in varying scenarios, like pushing floats in a pool or a ball in physical education.
- Intervening Space Determine ways to transport larger items, like chairs.
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And so forth, covering topics like changing materials, magnets, growing up, and electricity, with each section offering specific activities and insights connected to the core topic.
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This instruction can be integrated with other subjects such as art, design, and mathematics.