Earth’s structure, dynamic features and components - from core to upper atmosphere - and the delicacy of the many environments associated with the Earth must be appreciated and understood at an appropriate level. A grasp of planet Earth’s place in the universe can instil a sense of wonder and stimulate the imaginations of learners. Within this theme, learning contexts should be drawn from under the Earth’s surface; on the Earth’s surface; above the Earth’s surface; and beyond the Earth.

Learners must appreciate the dynamic interdependence between organisms and their respective environments; the forms of the diversity that arises; and how that diversity can be explained as arising out of the interactions of organisms within their environments - which include other organisms. It is important for learners to understand, at an appropriate level, how life processes are sustained and how these processes are affected by human activities and other factors. Within this theme, learning contexts should be drawn from interactions within environments; diversity, change and continuity; and life processes and healthy living.

The concept of energy is fundamental to understanding both processes of change and life processes. Learners must understand, at an appropriate level, how energy is transferred in biological and physical systems; the resultant changes - including movement as change - in those systems; and that successive energy transfers make less energy available for useful work. Learners must appreciate human needs and aspirations that affect the choice of energy sources and the implications of those choices for the environment. Within this theme, learning contexts should be drawn from sources of energy; uses of energy; transfer of energy; and forces and movement as change.

The nature of matter and its properties - both physical and chemical - are fundamental to the physical universe and phenomena that occur in it. Products of human enterprise such as agriculture and mining may be enhanced using technologies and may result in materials useful to and even essential for learners’ daily lives. Procuring and processing natural materials and the manufacture of synthetics are commercially important activities whose potential to impact the environment must be appreciated. Within this theme, learning contexts should be drawn from the nature and properties of matter; change in matter and materials; production of natural and synthetic materials; and properties and uses of materials.

Learners conduct explorative inves-tigations in which:

• Phenomena are identified.
• Investigative questions are formu-ated.
• A plan of action is formulated.
• Data are collected.
• Data are analysed, evaluated and interpreted.
• Findings are communicated.

Learners conduct a focused inves-tigation in which:

• Phenomena are identified and questions are posed.
• Situations are analysed and investigative questions are formu-lated.
• Observations are made.
• Hypotheses are formulated.
• Predictions are made.
• Investigative plans of action are formulated.
• Evidence is collected and recorded.
• Evidence is analysed, evaluated and interpreted.
• Conclusions are communicated.

In developing their work learners:

• Access a wide variety of sources of information on phenomena, data-analysis etc.
• Formulate investigative questions which are relevant to the phenomena and ensure a comprehensive investigative process.
• Use a wide variety of instruments or devices to collect, measure, analyse and present data and findings.
• Use individual and group work strategies to formulate detailed plans of action which outline responsibilities, identify priorities and specify methods for the collection and recording of data or evidence.
• Evaluate and analyse data in terms of validity and appropriateness of methods and techniques used (fair testing).
• Communicate their findings in a variety of ways, each of which show logic, coherence and consistency of methods and reasoning.

Learners will conduct investigations in each of the four Themes - taking either separate Themes or a combination - and do at least one explorative and one focused investigation:

• Phenomena selected should be relevant to learners and appropriate to their life experience. investigations of the selected phenomena should lend themselves to the use of as many aspects of investigations as possible.

• Earth & Beyond: phenomena such as planetary motion & time; geological time-scale; mining; weather ... .
• Life & living: phenomena such as ecosystems; the human body; plant and/or animal populations, plant physiology; relationships between structure and function ... .
• Energy & Change: phenomena such as force & movement; energy sources: renewability, availability and pollution ... .
• Matter & Material: phenomena such as solubility, density, magnetism; electrical properties ... .

Learners conduct explorative inves-tigations in which:

• Phenomena are identified.
• Investigative questions are formu-lated.
• A plan of action is formulated.
• Data are collected.
• Data are analysed, evaluated and interpreted.
• Findings are communicated.

Learners conduct a focused inves-tigation in which:

• Phenomena are identified and questions are posed.
• Situations are analysed and investigative questions are formu-lated.
• Observations are made.
• Hypotheses are formulated.
• Predictions are made.
• Investigative plans of action are for-mulated.
• Evidence is collected and recorded.
• Evidence is analysed, evaluated and interpreted.
• Conclusions are communicated.

In developing their work learners:

• Access various sources of information on phenomena.
• Use several simple devices for measuring, observing and analysis of data etc.
• Work individually and in groups to brainstorm questions and methods for the collection and recording of data or evidence; design a step-wise plan of action; and assign roles to group members.
• Evaluate their data and findings in terms of precision and appropriateness of methods (fair testing).
• Communicate their findings in more than one way, each of which shows understanding of the design of the action plan, the methods used and the appropriateness of the data and findings.

Learners will conduct investigations in each of the four Themes - taking either separate Themes or a combination - and do at least one explorative and one focused investigation:

• Phenomena selected should be interesting to learners and appropriate to their life experience. investigations of the selected phenomena should lend themselves to the use of as many aspects of investigations as possible.

• Earth & Beyond: phenomena such as motion of the earth, planets, rocks, landscapes, seasons and climate ... .
• Life & Living: phenomena such as animals and plants in direct or familiar environments, structure of living things, effect of environment ... .
• Energy & Change: phenomena such as patterns of energy consumption, energy options ... .

Matter & Materials: phenomena such as mass, volume, amounts of various materials, strength, heat conduction and insulation ... .

Learners conduct explorative inves-tigations in which:

• Phenomena are identified.
• Investigative questions are formu-lated.
• A plan of action is formulated.
• Data are collected.
• Data are analysed, evaluated and interpreted.
• Findings are communicated.

Learners conduct a focused inves-tigation in which:

• Phenomena are identified and questions are posed.
• Situations are analysed and investigative questions are for-mulated.
• Observations are made.
• Hypotheses are formulated.
• Predictions are made.
• Investigative plans of action are formulated.
• Evidence is collected and record-ed.
• Evidence is analysed, evaluated and interpreted.
• Conclusions are communicated.

In developing their work learners:

• Access information on phenomena selected.
• Work in small groups to decide on an action plan and to assign tasks to each group member.
• Do some observations and descriptions, at times using simple instruments.
• Discuss within and among groups to reflect on and evaluate their findings.
• Present findings appropriately e.g. in writing, pictorially, orally ...

Learners will conduct investigations in each of the four Themes - taking either separate Themes or a combination - and do at least one explorative and one focused investigation:

• Phenomena selected should be within the daily experience of the learners, whether this is their home environment or direct experience.

• Earth & Beyond: phenomena such as stars, seasons, rivers, mountains, soil ... .
• Life & Living: phenomena such as well known (South African) plants and animals, trees, forests, domestic animals ... .
• Energy & Change: phenomena such as sources of energy, types of energy, movement ... .
• Matter & Materials: phenomena such as breakability, heaviness and uses of common materials ... .

Learners show work in which:

• Acquired scientific knowledge, concepts and principles are used to inform actions.

In developing their work learners:

• Acquire and develop knowledge and an understanding of scientific concepts and principles - including laws and formulae - (see also S.O. 1, 3, 4, 5, 6 and 8 which concern activities such as investigating, problem solving and decision making in everyday contexts).

Learners will develop their understanding of concepts and principles in each of the four Themes, separately or in combination:

• Key concepts and principles, laws and formulae within the four themes are understood applied in investigating, problem solving and decision making in contexts from either the learners’ direct environment, or from environments not directly falling within the learners’ day-to-day interests but which are of general importance to learners.

• Earth and Beyond: key concepts such as: land forms, galaxies, climate .... .
• Life & Living: key concepts such as ecosystems, heredity, effect of environment on life-processes, population dynamics ... .
• Energy & Change: key concepts such as: force, heat, electricity, velocity, homeo-stasis... .
• Matter & Materials: key concepts such as particulate nature of matter, chemical bonding, relationship between properties and uses of materials... .

Learners show work in which:

• Acquired scientific knowledge, concepts and principles are used to inform actions.

In developing their work learners:

• Use and develop their knowledge of science concepts and principles - including some basic laws and formulae - in practical situations related to their experience and interest and involving investigating, problem solving and decision making.

Learners will develop their understanding of concepts and principles in each of the four Themes - separately, or in combination - related to the learners’ local environments:

• Key concepts and principles, basic laws and formulae within the four themes are applied in investigating, problem solving and decision making.

• Earth and Beyond: key concepts such as: rivers, mountains, oceans, planets, rocks and minerals ... .
• Life & Living: key concepts such as: plants, animals, food-webs, ecosystems, life-processes ... .
• Energy & Change: key concepts such as force, electricity, movement, energy transformation ... .
• Matter & Materials: key concepts such as: density, conductivity, natural and synthetic fibres, solubility ... .

Learners show work in which:

• Acquired scientific knowledge, concepts and principles are used to inform actions.

In developing their work learners:

• Use and develop knowledge of science concepts and principles in practical situations related to their daily life and experience, involving simple investigating, problem solving and decision making.

Learners will develop their understanding of concepts and principles in each of the four Themes - separately, or in combination - which are related to the learners’ immediate environment:

• Key concepts and principles within the four themes are applied in investigating, problem solving and decision making.
   
• Earth and Beyond: key concepts such as: oceans, mountains, sun, moon, forests ... .
• Life & Living: key concepts such as: plants, animals, food-webs, food-production ... .
• Energy & Change: key concepts such as force, movement, energy ... .
• Matter & Materials: key concepts such as: heaviness, strength, flexibility ...

Learners show work in which:

• Problems are identified.
• Relevant information is gathered.
• Relevant scientific knowledge is selected.
• Relevant scientific skills are selec-ted.
• The problem is re-evaluated.
• Innovative options are generated.
• Decisions are made.
• Possible plan of action is communicated.

In developing their work learners:

• Access a wide variety of sources to gather information on problems, scientific knowledge and skills through activities such as practical investigations, using various media and interview-techniques.
• Use scientific skills for investigations (see also S.O. 1, Senior Phase).
• Use individual and group work strategies to make a detailed plan of action, outlining responsibilities, priorities and an ordered step-wise plan of work which could include experiments.
• Re-evaluate the problem through group or class presentations, discussions and debates, possibly developing a new perspective in view of all of the information gathered.
• Brainstorm to generate and debate innovative options and solutions to the problem.
• Decide on the best option, clearly justifying the choice on the basis of ordered and clearly presented scientific evidence.
• Communicate conclusions and recommendations in a variety of ways, each of which show a logical build-up, coherency and consistency in methods and reasoning.
• Design and build - where appropriate - a usable device or technology that addresses the problem, or propose a plan of action.

Learners will be involved in problem solving activities in each of the four Themes, separately or in combination:

• The problems identified could be of some general (e.g. provincial or national) importance, and its solution or way of addressing it could have an impact both within and outside the learners’ direct environment.

• Earth and Beyond: Effects over time of human activities on the earth’s surface in South Africa, or elsewhere (such as mining, farming ...).
• Life and Living: Factors that affect life-processes (such as substance abuse, food preservation ...).
• Energy and Change: Energy conserva-tion or environmentally friendly use and transformation of energy (such as al-ternative energy sources: water, solar ... )
• Matter and Materials: Environmental impact of production and processing (such as wool, synthetics, waste, recycling ... ).

Learners show work in which:

• Problems are identified.
• Relevant information is gathered.
• Relevant scientific knowledge is selected.
• Relevant scientific skills are selec-ted.
• The problem is re-evaluated.
• Innovative options are generated.
• Decisions are made.
• Possible plan of action is com-municated.

In developing their work learners:

• Access a variety of sources such as local newspapers, magazines, text-books, teachers, community members and centres to gather information on problems, on scientific knowledge and on skills.
• Identify and decide - with help from the teacher - on necessary scientific skills for use in investigations.
• Use individual and group work strategies to make a step-wise plan of action, assigning roles and tasks to group members.
• Re-evaluate the problem and the plan of action through group or class presentations and discussions.
• Decide collectively on the best option, giving some justification for the choice based on the evaluation and the information gathered.
• Communicate findings in more than one form, such as a poster or essay.
• Make - where appropriate - a device or technology that relates to the problem or propose a plan of action.

Learners will be involved in problem solving activities in each of the four Themes, separately or in combination:

• The problems identified and their solutions or ways of addressing them have some importance to the learners’ daily life and environment.
  
• Earth and Beyond: Visible effects of human activities on the earth’s surface in learners’ close vicinity or South Africa (such as visible pollution, water supply and quality, land use ...).
• Life and Living: Problems affecting living things in the environment (such as food production, compost, deforestation, aforestation, cruelty to animals ...).
• Energy and Change: Energy sources used at home and the community (suc as cost, consumption rates, availability ... ).
• Matter and Materials: Materials used for building in the community (such as effectiveness, types: stone, concrete, wood, )

Learners show work in which:

• Problems are identified.
• Relevant information is gathered.
• Relevant scientific knowledge is selected.
• Relevant scientific skills are selec-ted.
• The problem is re-evaluated.
• Innovative options are generated.
• Decisions are made.
• Possible plan of action is com-municated.

In developing their work learners:

• Access information through reading materials made available in the classroom and discussions with peers, parents and teachers.
• Explore through practical activities.
• Discuss in small groups what they need to do to solve the problem.
• Present their plan of action to peers for evaluation.
• Decide collectively on the best option, and explain the choice.

Learners will be involved in problem solving activities in each of the four Themes, separately or in combination:

• The problems identified are visible and related to the learners’ direct experience or environment.

• Earth and Beyond: Visible effects of human activities on learners’ environment (such as buildings, litter, water quality, erosion ...).
• Life and Living: Living things in the learners’ environment (such as malnutrition, lack of water, overgrazing, plant and animal care ...).
• Energy and Change: Energy sources used at home (such as consumption pattern, availability, food as a source of energy ... ).
• Matter and Materials: Infrastructure in the community (such as availability and use of different building materials ... ).

Learners show work in which:

• The importance of sound manage-ment practices for resources is acknowledged.
• Natural and other resources are identified.
• Relevant scientific information is gathered.
• Non-scientific information is ac-knowledged.
• Management, development and utilisation practices are investi-gated.
• Science aspects within contested areas of management, develop-ment and utilisation of resources are explored.
• Alternative strategies and responsible decision making re-garding renewable and non-renewable resources are explored.
• Findings and conclusions are communicated.

In developing their work learners:

• Access information from various sources and brainstorm to identify natural and other contested resources.
• Access a wide variety of sources of information on the management, development and utilisation of those resources.
• Identify and acknowledge relevant scientific and other factors such as human, social, economic and political.
• Investigate and try to predict the consequences of decisions regarding the management, development and utilisation of renewable and non-renewable resources.
• Communicate their findings, decisions and conclusions in a variety of ways, showing a grasp of the relation between various factors that are in contest with one another regarding the development, utilisation and management of resources considered.

Learners consider different resources from each of the four Themes, separately or in combination:

• Contested resources to be considered should be present locally, but be of general (national or global) importance and include living resources and physical resources.

• Earth and Beyond: Resources in the earth, on the surface or beyond (such as minerals, soil, solar energy, water catchment ...).
• Life and Living: Living resources in South Africa but with wider relevance (such as forests, bio-diversity, food production, medicinal plants, wild life and domestic animals ...).
• Energy and Change: Energy sources used in South Africa and outside (such as coal, oil, hydro-electric, nuclear ... ).
• Matter and Materials: Resources used in building, manufacturing and processing (such as synthetic products, metals, wood, natural fibres ... ).

Learners show work in which:

• The importance of sound management practices for resources is acknowledged.
• Natural and other resources are identified.
• Relevant scientific information is gathered.
• Non-scientific information is acknowledged.
• Management, development and utilisation practices are investigated.
• Science aspects within contested areas of management, development and utilisation of resources are explored.
• Alternative strategies and re-sponsible decision making regarding renewable and non-renewable resources are explored.
• Findings and conclusions are communicated.

In developing their work learners:

• Access information available at school, home or local community and brainstorm to identify natural and other contested resources.
• Access sources of scientific information on the existing development and utilisation of those resources.
• Identify relevant scientific and other factors such as human, social, economic and political.
• Investigate the inter-relation of these resources and their development and utilisation particularly regarding aspects of renewability and non-renewability.
• Communicate opinions in more than one way, showing awareness for the necessity of a balanced and responsible development and utilisation of resources.

Learners consider different resources from each of the four Themes, separately or in combination:

• Contested resources to be considered should be present locally and include at least one living resource and one physical resource.

• Earth and Beyond: Resources in the earth, on the surface or beyond (such as soil, water, air ...).
• Life and Living: Living resources in learners’ environment (such as wild or domesticated plants and animals and their uses for different groups of people ).
• Energy and Change: Energy sources used in South Africa (such as firewood, coal, oil, gas ... ).
• Matter and Materials: Resources used in building, manufacturing and processing (such as wood, concrete, metals, natural fibres ... ).

Learners show work in which:

• The importance of sound management practices for resources is acknowledged.
• Natural and other resources are identified.
• Relevant scientific information is gathered.
• Non-scientific information is acknowledged.
• Management, development and utilisation practices are investigated.
• Science aspects within contested areas of management, development and utilisation of resources are explored.
• Alternative strategies and responsible decision making regarding renewable and non-renewable resources are explored.
• Findings and conclusions are communicated.

In developing their work learners:

• Gather scientific information made available at school or from home with the help of the teacher.
• Identify - with assistance from the teacher - non-scientific factors such as social and economic.
• Explore ways in which the chosen resources affect their daily lives.
• Communicate findings through group presentations or simple illustrated texts showing awareness of the need for recycling.

Learners consider different resources from each of the four Themes, separately or in combination:

• Resources to be considered should be relevant to the learners’ lives.

• Earth and Beyond: Resources in the earth, on the surface or beyond (such as soil, water, air ...).
• Life and Living: Living resources in learners’ environment (such as wild and domesticated plants and animals and their uses by different groups of people..)
• Energy and Change: Energy sources used in South Africa (such as firewood, coal, paraffin ... ).
• Matter and Materials: Resources used in building, manufacturing and processing (such as wood, minerals, natural fibres ).

Learners show work in which:

• Issues are identified.
• Scientific information relevant to the issues is gathered.
• Information is prepared for the decision making process.
• Non-scientific issues are acknow-ledged.
• Alternatives are considered.
• Reasons for decisions are communicated.

In developing their work learners:

• Brainstorm, discuss and debate - using a wide variety of information sources - to identify issues.
• Access scientific information related to the issues from sources such as textbooks, libraries, television, interviews, pamphlets.
• Work individually or in a group to identify the critical and essential viewpoints, attitudes and values related to the issue.
• Reflect and argue how scientific input and other input generate action plans or alternatives.
• Communicate - in a variety of ways - decisions and possible consequences, relating viewpoints and scientific input in a consistent way.

Learners will be involved in decision making in each of the four Themes, separately or in combination:

• Decision making will take place in a context that might relate to learners’ direct experience or might relate to issues that also reflect a more general - but for the learners relevant - national or international concern.

• Earth and Beyond: Establish criteria for environmentally sensitive projects (such as dams, town, industry ...).
• Life and Living: Make judgements on actions affecting life and life-forms (such as family planning, health, land-use for different types of farming purposes ...).
• Energy and Change: Decide on effective use and distribution of energy (such as appropriate means of transport; energy distribution, conservation of energy ...).
• Matter and Materials: Decide on most effective use of materials (such as enrichment or export of raw materials, purpose cost and choice of materials, recycling...).

Learners show work in which:

• Issues are identified.
• Scientific information relevant to the issues is gathered.
• Information is prepared for the decision making process.
• Non-scientific issues are acknow-ledged.
• Alternatives are considered.
• Reasons for decisions are communicated.

In developing their work learners:

• Brainstorm and discuss - using a variety of information sources available at the place of learning or outside - to identify issues.
• Access scientific information relating to the issues from sources such as textbooks, libraries, newspapers, pamphlets, magazines and the television.
• Work individually or in a group to identify various viewpoints related to the issue.
• Discuss what alternatives are generated through scientific and other input.
• Communicate in more than one way, decisions and possible consequences, showing the relation between viewpoints, scientific input, and decisions made.

Learners will be involved in decision making in each of the four Themes, separately or in combination:

• Decision making will take place in a context that relates to learners’ direct experience and environment, but might have wider implications.

• Earth and Beyond: Discuss environmentally sensitive projects (such as where to build your house, make a school or grow your food ...).
• Life and Living: Decide on benefit to people of different living things (such as what to eat, what "crops" to plant, what animals to keep, where to get water from ...).
• Energy and Change: Decide on most effective energy source for specific purpose (such as for cooking, transport, heating, production processes ...).
• Matter and Materials: Choosing the most appropriate materials for a specific purpose (such as for a house, a car, a fence, clothes... .

Learners show work in which:

• Issues are identified.
• Scientific information relevant to the issues is gathered.
• Information is prepared for the decision making process.
• Non-scientific issues are acknow-ledged
• Alternatives are considered.
• Reasons for decisions are com-municated.

In developing their work learners:

• Brainstorm and discuss to identify issues.
• Access scientific information relating to the issues from sources made available in the classroom.
• Work in a small group to establish various viewpoints of group members.
• Discuss alternatives.
• Communicate their decision and its possible consequences, for instance orally or in a short text with pictures.

Learners will be involved in decision making in each of the four Themes, separately or in combination:

• Decision making will take place in a context that relates to learners’ direct experience and environment.

• Earth and Beyond: Decide on changes in learners’ direct environment: (such as where to make a path, what route to take from home to school, where to build toilets at school ...).
• Life and Living: Decide on life forms and their possible benefit to people (such as what to plant, where to plant, when to plant, what animals to keep ...).
• Energy and Change: Decide on what energy sources to use for specific purposes (such as cooking, heating the house, lighting ....).
• Matter and Materials: Decide on what materials are most appropriate for a speci-fic purpose (such as school bag, clothes, table ... ).

Learners show work in which:

• Science is acknowledged as influenced by cultural factors.
• Science is acknowledged as but one way of looking at and explaining phenomena.

In developing their work learners:

• Access a wide variety of information on different kinds of methods, aims and uses of science in different cultures (such as African, Eastern, European ... ).
• Work individually or in groups to identify and discuss different ways of observing, describing and explaining phenomena (such as religious, scientific, artistic ...).

Any two or three examples of scientific work and thinking in different cultures and relating to any Theme or Themes can be chosen:

• Earth and Beyond: scientific and cultural aspects of interests such as astronomy, geography, climate and weather ... .
• Life and Living: scientific and cultural aspects of interests such as agriculture, health, medicinal plants and uses of animals ... .
• Energy and Change: scientific and cultural aspects of interests such as solar energy, lightning .... .
• Matter and Materials: scientific and cultural interests such as design of houses, clothes, furniture and tools ...

Learners show work in which:

• Science is acknowledged as influenced by cultural factors.
• Science is acknowledged as but one way of looking at and explaining phenomena.

In developing their work learners:

• Access a variety of information on different examples of science products in different cultures (such as African, Eastern, European ... ).

• Work in groups to discuss different ways of observing, describing and explaining phenomena (such as religious, scientific, artistic ...).

Any two examples of scientific products - of interest to learners in Grade 4-6 - in different cultures and relating to any Theme or Themes can be chosen:

• Earth and Beyond: scientific and cultural aspects of interests such as astronomy, geography, climate, mining ... .
• Life and Living: scientific and cultural aspects of interests such as agriculture, health, uses of indigenous plants ... .
• Energy and Change: scientific and cultural aspects of interests such as sun, lightning .... .
• Matter and Materials: scientific and cultural interests such as design of houses, clothes, tools and utensils ... .

Learners show work in which:

• Science is acknowledged as influenced by cultural factors.
• Science is acknowledged as but one way of looking at and explaining phenomena.

In developing their work learners:

• Use readily available information on different examples of science products in different cultures (such as African, Eastern, European ... ).
• Talk in groups about different ways of observing and describing phenomena (such as scientific, artistic ...).

Any examples of scientific products - of interest to learners in Grade 1-3 - in different cultures and relating to any Theme or Themes can be chosen:

• Earth and Beyond: scientific and cultural aspects of interests such as sun and moon, map-making ... .
• Life and Living: scientific and cultural aspects of interests such as agriculture, health, uses of plants and animals ... .
• Energy and Change: scientific and cultural aspects of interests such as fire, lightning .... .
• Matter and Materials: scientific and cultural interests such as design of houses, clothes ... .

Learners show work in which:

• Peoples’ contributions to science through the ages are identified.
• Scientific theories are seen in their context.
• Contributions to a scientific theory by scientists from different back-grounds are acknowledged.
• Scientific explanations of pheno-mena are acknowledged as open to change.

In developing their work learners:

• Access a wide variety of sources of information available at school or anywhere outside on scientific theories and their changes and development.
• Use individual and group work to discuss and organise their findings.
• Communicate their findings in any suitable form (such as essay, presentation, poster, time-line ...) clearly showing various factors and contributions that have contributed to the change in a theory.

Learners will look at a scientific theory in each of the four Themes:

• The theory identified should be one that has developed and changed significantly over time as a result of contributions and the changed thinking of scientists from different ethnic-groups, cultures or gender.

• Earth and Beyond: Theories such as the expansion of the universe, continental drift, ozone depletion ...
• Life and Living: Theories about the origin of species, heredity, embryonic development ... .
• Energy and Change: Theories such as atomic energy, relativity ... .
• Matter and Materials: Theories such as on the particulate nature of matter, atom and molecule models ... .

Learners show work in which:

• Peoples’ contributions to science through the ages are identified.
• Scientific theories are seen in their social and historical context.
• Contributions to a scientific theory by scientists from different backgrounds are acknowledged.
• Scientific explanations of pheno-mena are acknowledged as open to change.

In developing their work learners:

• Identify any two persons who have made contributions to the Natural Sciences.
• Access various sources of information available at school or outside to explore the historical and social contexts in which these people made their contributions.
• Use individual and group work to discuss how the contributions of these people has changed the thinking of scientists.

Learners will look at persons from two of the four Themes:

• The persons identified should have developed and changed some scientific thinking significantly over time as a result of their contributions; the people should be from different ethnic-groups, cultures or gender and not necessarily be known as a ‘scientist’ but as a contributor to scientific thinking.

• Earth and Beyond: Someone who has contributed to fields such as geology, geography, astronomy ... .
• Life and Living: Someone who has contributed to fields such as medicine, micro-biology, bio-chemistry, bio-technology ... .
• Energy and Change: Someone who has contributed to fields such as physics, engineering ... .
• Matter and Materials: Someone who has contributed to fields such as chemistry, technology ... .

Learners show work in which:

• Peoples’ contributions to science through the ages are identified.
• Scientific theories are seen in their social and historical context.
• Contributions to a scientific theory by scientists from different backgrounds are acknowledged.
• Scientific explanations of phe-nomena are acknowledged as open to change.

In developing their work learners:

• Identify any one person who has made contributions to the Natural Sciences.
• Access information made available at school to explore the historical context in which the person made the contribution.
• Discuss how the contribution of this person has changed the thinking of scientists.

Learners will look at a person who worked in one of the four Themes:

• The person identified should have developed and changed some scientific thinking significantly over time as a result of the contribution made; the people should be from different ethnic-groups, cultures or gender and not necessarily be known as a ‘scientist’ but as a contributor to scientific thinking.

• Earth and Beyond: Someone who has contributed to fields such as geology, geography, astronomy ... .
• Life and Living: Someone who has contributed to fields such as health science, botany, zoology ... .
• Energy and Change: Someone who has contributed to fields such as physics, engineering ... .
• Matter and Materials: Someone who has contributed to fields such as chemistry, technology, engineering ..

Learners show work in which:

• A variety of viewpoints are acknowledged.
• A variety of origins of bias and inequity are considered.
• Scientific inputs are used.
• Arguments are presented and evaluated.

In developing their work learners

• Brainstorm, discuss or read to identify an ethical issue of interest.
• Argue and reason about an issue with respect for different viewpoints.
• Use a wide variety of sources of information to identify situations that reflect or highlight bias and inequity and possible origins for these.
• Independently identify and use scientific inputs related to the issues being considered.
• Communicate findings in a variety of ways, showing a clear grasp of the relationship between ethical and scientific considerations.

Learners will be involved in considering issues from each of the four Themes, separately or in combination:

• Issues considered are of global as well as local concern and of relevance to the lives, thinking and actions of learners.

• Earth & Beyond: Issues such as space exploration and its cost, global differences in resource allocation and availability ... .
• Life & living: Issues such as genetic manipulation, abortion, cloning, bio-diversity, allocation of health-care services
• Energy & Change: Issues such as nuclear energy, allocation of funds for identification of energy sources ... .
• Matter & Materials: Issues such as chemical warfare, priorities for research funding ... .

Learners show work in which:

• A variety of viewpoints are acknowledged.
• A variety of origins of bias and inequity are considered.
• Scientific inputs are used.

In developing their work learners:

• Brainstorm, discuss or read to identify an ethical issue of their interest.
• Discuss an issue with respect for different viewpoints.
• Use various sources of information to identify situations that reflect or highlight bias and inequity and possible origins for these.
• In groups collect and use - with assistance from the teacher - scientific inputs related to the issues being considered.
• Communicate findings in more than one way, showing relations between science, technology and society.

Learners will be involved in considering issues from each of the four Themes, separately or in combination:

• Issues considered are of global or local concern and of relevance to the lives, thinking and actions of learners.

• Earth & Beyond: Issues such as industrial location, land allocation, location of dams and other large scale projects ... .
• Life & Living: Issues such as harmful drugs, organ donation, ecotourism and rural development ... .
• Energy & Change: Issues such as availability of funds, allocation of energy resources ... .
• Matter and Materials: Issues such as biodegradable house-hold materials, availability and costs of traditional & innovative building materials ... .

Learners show work in which:

• A variety of viewpoints are acknowledged.
• A variety of origins of bias and inequity are considered.
• Scientific inputs are used.

In developing their work learners:

• Talk with each other or read to identify an ethical issue of their interest.
• Discuss an issue with respect for different viewpoints.
• Use information made available or from home to identify situations that reflect or highlight bias and inequity and possible origins for these.
• In groups discuss scientific inputs related to the issues being considered.
• Communicate ideas and findings to class through presentations or simple, illustrated texts.

Learners will be involved in considering issues from each of the four Themes, separately or in combination:

• Issues considered are of direct concern and of relevance to the lives, thinking and actions of learners.

• Earth & Beyond: Issues such as pollution, urban-rural divide ... .
• Life & Living: Issues such as health, availability and types of clothing ... .
• Energy & Change: Issues such as exhaust fumes, electrification of rural areas and townships ... .
• Matter and Materials: Issues such as types of housing, road building ... .

Learners show work in which:

• Evidence is provided of how science and technology are used in society.
• The way in which scientific and technological developments have changed the lives of people is analysed.
• The impact of technological innovations on scientific work is explored.
• The link between scientific ideas and technological devices is explored.
• Roles and consequences of science in society are communicated.

In developing their work learners:

• Conduct a study in which they explore the scientific principles used in the development of a specific technological device or process; and analyse how this affects development (industrial, agricultural, small-business etc.), job opportunities and society.
• Analyse how accessible - in terms of being familiar, understandable and usable - the technology and related scientific principles are to various groups of people.
• Communicate their findings in reports and group presentations that show a clear grasp of the use of science and technology and their effect on society.

Learners will perform at least two studies, each within a different Theme or combination of Themes:

• Earth and Beyond: devices such as satellites, mining, mineral extraction ... .
• Life and Living: processes such as production of antibiotics, drugs and food additives; bio-genetic engineering; in vitro fertilisation ... .
• Energy and Change: technological devices or appliances such as pulleys, gears, lifts, means of transport, generators, engines, hydro-electric generators, ... .
• Matter and Materials: technological products such as time-pieces, photography, telecommunication, plas-tics, paints, paper ... .

Learners show work in which:

• Evidence is provided of how science and technology are used.
• The way in which scientific and technological developments have changed the lives of people is analysed.
• The impact of technological innovations on scientific work is explored.
• The link between scientific ideas and technological devices is explored.
• Scientific literacy is related the to accessibility, application and communication of science.

In developing their work learners:

• Investigate examples of simple technological devices or bio-technological processes and link these with scientific ideas.
• Explore and analyse the ways in which the knowledge and application of science are used in different ways, beneficial or otherwise.
• Access various sources of information to find out about job opportunities related to science and technology.
• Communicate about their various findings in writing, drawing and other presentations that show a basic awareness of science, technology and their accessibility, use in and impact on society.

Learners will explore the relationship between a scientific principle and its application in one example of a device or process from each of the four Themes, separately or in combination:

• Earth and Beyond: technological devices such as barometer, compass, telescope, sonar equipment ... .
• Life and Living: technological processes such as sewage treatment, food preservation, micro-biological processes in textile industry, soaps ... .
• Energy and Change: technological devices or appliances used for cooling, electrical appliances, light-bulbs, batteries, cogs ... .
• Matter and Materials: technological products such as locks, spectacles, binoculars, spray-cans, ceramics, microscopes... .

Learners show work in which:

• Evidence is provided of how science and technology are used.
• The way in which scientific and technological developments have changed the lives of people is analysed.
• The impact of technological innovations on scientific work is explored.
• The link between scientific ideas and technological devices is explored.
• Scientific literacy is related the to accessibility, application and communication of science.

In developing their work learners:

• Make or dismantle a device and share ideas of how the different parts work.
• Explore and suggest what simple items of technology can do.
• Investigate the accessibility and uses of familiar technology in the home or school.
• Gather information by talking to older people or a visit to a museum to find out how inventions have changed people’s lives.
• Explore and discuss the different technologies that benefit their community.

Learners will explore scientific ideas that are used in processes or devices of at least one example in each of the four Themes, separately or in combination:

• Earth and Beyond: technological uses such as thermometer, weather vane, rain gauge, spirit level ... .
• Life and Living: technological uses such as baking, brewing, compost ... .
• Energy and Change: technological uses such as heating devices or appliances ...
• Matter and Materials: technological uses such as tools, utensils, pottery ... .