Natural science (NAT01‑04)
Competence aims and assessment
Competence aims after year 7
The pupil is expected to be able to
- ask questions and formulate hypotheses about natural-science phenomena, identify variables and collect data to find answers
Explanation of competence aims
An independent variable is a factor that varies in an experiment, a dependent variable is a factor that can be measured, and controlled variables are factors that must be kept the same in each experiment.
- distinguish between observations and conclusions, structure data, use cause and effect arguments, draw conclusions, assess sources of errors and present findings
- use and assess models that represent phenomena that cannot be observed directly and explain why models are used in natural science
- read and understand hazard labelling and reflect on the purpose os such labelling
- give examples of how natural-science knowledge has developed and continues to develop
- give examples of how traditional knowledge has contributed and continues to contribute to natural-science knowledge
Explanation of competence aims
Traditional knowledge is also referred to as local knowledge, folk lore or traditional ecological knowledge. It is theoretical and practical knowledge that is embedded in language, work methods, experience, customs and stories, and that is developed and transferred through culture from generation to generation.
- explore, make and program technological systems that consist of parts that work together
Explanation of competence aims
The intention is that this competence aim can be connected to other competence aims.
- design and make a product based on user needs
Explanation of competence aims
The intention is that this competence aim can be connected to other competence aims and programming can be part of the work with this.
- reflect on how technology can solve challenges, create opportunities and lead to new dilemmas
- explore phase transitions and chemical reactions and describe their properties
- use the particle model to explain phase transitions and the properties of solids, liquids and gases
Explanation of competence aims
The particle model is a simple model used to describe all material. It can be used to describe physical and chemical phenomena at the micro-level.
- explore electric and magnetic forces through experiments and talk about how we exploit electric energy in everyday life
- explain how organisms can be divided into main groups and give examples of the special features of different organisms
Explanation of competence aims
The main groups are seen as categories of organisms that share important characteristics.
- explain the importance of biological diversity and implement measures to protect biological diversity in the local community
- propose measures to preserve biological diversity in northern areas and give examples of the importance of traditional knowledge in nature management
Explanation of competence aims
"Northern areas" refers to nature areas that are north of the Arctic circle.
- explore and describe different food cycles and use this to discuss synergy in nature
- describe and visualise how day and night, moon phases and seasons arise and talk about the effect on life on Earth
- explain the conditions for life on Earth and compare these to other celestial bodies in the universe
- explain how the geological cycle, plate tectonics and external forces help shape and change different landscapes
- explain physical and mental changes during puberty and talk about how these can affect emotions, actions and sexuality
- describe some of the body’s organ systems and describe how the systems work together
Formative assessment
Formative assessment shall help to promote learning and develop competence in the subject. The pupils demonstrate and develop competence in natural science in Years 5, 6 and 7 when they assess and use relevant subject-related terminology and models to explore, describe and explain natural-science phenomena. They also demonstrate and develop competence when they choose methods, explore and reflect on technology and other natural-science topics and assess their findings and results.
The teacher shall facilitate for pupil participation and stimulate their desire to learn by facilitating for varied, practical and exploratory ways of working. The teacher and pupils shall engage in dialogue about their development in natural science. The pupils shall be given the opportunity to explore and experiment. With the competence the pupils have demonstrated as the starting point, they shall have the opportunity to express what they believe they have achieved and reflect on what they believe they have improved on. The teacher shall provide guidance on further learning and adapt the teaching to enable the pupils to use the guidance to develop their competence in natural science.