For schools implementing a condensed Key Stage 3 curriculum, the Connecting Science Pupil's Guide covers the whole of Key Stage 3 in a single volume. A matching Teacher's Guide now provides support in planning progression, showing how the renewed Framework yearly teaching objectives for Years 7, 8 and 9 may be covered in six or seven terms. The Connecting Science print and digital resources provide unique flexibility in curriculum design because the Core plus Options structure gives teachers choices in varying the suggested timings, and the Pupil's Guide allows cross-referencing across the Key Stage. Dynamic Learning allows teachers to search for and group digital resources across the Year 7, 8 and 9 CD-ROMs. Hodder Education also provides free downloadable lesson plans with resources already grouped into lesson plans to match the Teacher's Guide for KS3 in 2 years. The Teacher's Guide for KS3 in 2 years meets all the requirements of the revised Programme of Study and Framework for Science, offering departments the option of: * gifted students taking GCSEs a year early (Core Science in year 9) * having a longer run at GCSE courses (e.g. separate sciences in years 10 and 11) * deferring the start of KS3 by a term to improve the transition from Key Stage 2 to Key Stage 3 * deferring the start of KS3 to work on basic skills with low attaining Year 7s.

 

This book is at the following key stages: Key Stage 2, Key Stage 3 . A key stage is any of the fixed stages into which the national curriculum is divided, each having its own prescribed course of study. At the end of each stage, pupils are required to complete standard assessment tasks. KS3 covers school years 7, 8 and 9, and ages 12-14 years. KS2 covers school years 4, 5 and 6, and ages 8-11 years.

There are 360 pages in this book. This book was published 2009 by Hodder Education .

Lynn Chapman originally worked in bio-industries and medical diagnostics before training as a science teacher at the Institute of Education, London. She then taught in a number of secondary schools heading a biology department and went on to become a Senior Lecturer, running the training programme for postgraduate and GTP science trainees at the University of Hertfordshire. She also provides CPD courses (through the science learning centres and the ASE), and writes curriculum materials. Lynn is actively involved in research looking at the effectiveness of teacher training in promoting constructivist teaching practices. David E. Quinn originally trained as a physics teacher and subsequently managed a science department in the north east of England. He then moved into the primary sector, becoming Headteacher, while continuing to develop curriculum materials for science. He currently divides his time between initial teacher training, providing CPD courses (through the science learning centres and the ASE), and writing curriculum materials. During the last few years David and Lynn have together developed courses to promote the structured teaching of scientific enquiry - presenting their unique approach (the 5-part lesson) throughout the UK and beyond.