The structure of the Framework for secondary science

How the Framework for secondary science relates to the programmes of study for Key Stage 3 and 4

The Framework provides learning objectives linked to maps of progression and supplementary guidance, as well as to existing materials and publications. Teachers can use the yearly learning objectives, based on the Key Stage 3 and Key Stage 4 programmes of study, to plan coherent teaching sequences across Key Stages 3 and 4 that build on the learning from Key Stage 2 and provide good progress to post-16 sciences. The learning objectives have been developed through consultation with the QCA, teachers, subject leaders, National Strategies consultants and members of the science education community.

The lines of progression in learning objectives have resulted from a process of deconstruction and analysis of the programmes of study for Key Stages 3 and 4 and the GCSE criteria for Key Stage 4 to enable detailed support to teachers on the progression from Years 7 to 11 and beyond. At Key Stage 3, the Framework integrates the key concepts, key processes and some curriculum opportunities into the How science works strands that enable continuity to Key Stage 4. There are some stem words used in the learning objectives that help to place How science works in the context of the range and content and build progression across the five years.

Progression is built into each strand and substrand of the learning objectives, from Year 7 through to Year 11, and throughout each of the strands for every year.

There is also progression in the learning objectives in each strand for Extension, to help those pupils for whom it is appropriate to progress to higher levels.

There are additional progression maps that enable teachers to plan in more detail the progressive steps in teaching which help pupils move on successfully from Key Stages 3 and 4 to post-16 science.

In this section

  • How the Framework for secondary science relates to the programmes of study for Key Stage 3 and 4