Science in environmental and land-based studies principal learning

Transcription

1 Science in environmental and land-based studies principal learning The environmental and land-based studies principal learning requires development and use of scientificallyrelated knowledge, concepts and skills to explore three key themes: the productive and working environments plants and animals developing the sustainable environment. The strongly applied element necessitates compliance with the health and safety regulations and practices that tie in with the control of substances hazardous to health (COSHH) regulations and the How science works strand familiar to learners in schools. In addition, through the levels learners are required to expand both their scientific knowledge and competence in: using scientific equipment to gather reliable data accurately, particularly in the field designing and carrying out investigations analysing data communicating outcomes and forming valid conclusions. Again, these skills tie in with the How science works strand of the key stage 4 programme of study and the criteria for science qualifications. The actual degree of coverage of scientific principles will depend on the scheme of work developed from the awarding body specifications, eg the choice of data to be obtained and the modes of analysis and presentation of the data. The Qualifications and Curriculum Development Agency is the non-regulatory part of the Qualification and Curriculum Authority QCA

2 Level 1 and 2 The areas of science in the level 1 and level 2 principal learning are all contained within the key stage 4 programme of study, though the environmental and land-based principal learning requires greater breadth and application of theory. Nonetheless, the principal learning only partially overlaps with the key stage 4 programme of study. For learners aged it is in any case expected that GCSE science be taken alongside the principal learning. Implications for teaching level 1 and level 2 at key stage 4 Sequencing of teaching will depend on local preferences for the introduction of threads of learning. Key stage 3 concepts should provide the necessary background to commence levels 1 and 2. The level of science demanded by the principal learning is likely to be within the scope of expertise of the specialist environmental and land-based staff. It can be and probably is best taught in context. It is important that specialist environmental and land-based staff and science teachers teaching Diploma learners are given time to ascertain the previous science knowledge the principal learning is building on. They also need the opportunity to ascertain how related learning will be sequenced in the key stage 4 curriculum and to establish a common terminology. Post-16 learners for whom key stage 3 science might be a distant memory would need the relevant science to be integrated into the teaching of the principal learning. For learners studying level 1, this could be achieved through the optional unit 1. Information, advice and guidance supporting levels 1 and 2 For learners studying level 1, GCSE science foundation tier taken at key stage 4 will to some extent support the principal learning science and facilitate progression to level 2. Learners at level 2 thinking of continuing on to the level 3 environmental and land-based studies Diploma should be advised that GCSE science and GCSE additional science or GCSE biology at higher tier (grade C or above) may help to broaden their subsequent progression routes. Level 1 At level 1 learners acquire and apply basic knowledge of plant and animal reproduction, growth and health ( (Level 1 unit 4) ). They carry out fieldwork to become familiar with basic ecology and species identification. They develop the skills of environmental monitoring ( (Level 1 unit 2) ) ( (Level 1 unit 6) ), beginning with weather observation and basic testing techniques ( (Level 1 unit 1) ). They develop practical and investigative skills to examine the effects of human activity on the environment and the conditions required for species to flourish ( (Level 1 unit 4) ). They learn about sustainability ( (Level 1 unit 6) ). They are required to consider health and safety and to carry out risk assessment ( (Level 1 unit 5) ). They investigate careers in the sector, including science-related ones ( (Level 1 unit 3) ). The Qualifications and Curriculum Development Agency is the non-regulatory part of the Qualification and Curriculum Authority QCA

3 Level 2 The level 2 principal learning develops learners proficiency in investigative techniques, requiring consideration of error and sampling ( (Level 2 unit 7) ). This topic has strong links to the processes of science How science works : Data, evidence, theories and explanations, Practical and enquiry skills and Communication skills. In this way it provides sound progression for the principles of valid data gathering and analysis required for the level 3 Diploma. Level 2 requires a fuller grasp of the scientific knowledge, understanding and concepts underpinning plant and animal reproduction, growth and health ( (Level 2 unit 3) ) ( (Level 2 unit 4) ), ecology ( (Level 2 unit 1) ) ( (Level 2 unit 5) ) ( (Level 2 unit 6) ), environmental monitoring and the effects of human activity on the environment. Learners are required to understand the scientific principles of the carbon cycle and of energy supply ( (Level 2 unit 8) ). Level 2 also entails deeper investigation of careers in the sector, including science-related ones ( (Level 2 unit 2) ). Level 3 Level 3 explores in greater depth the scientific knowledge, understanding and concepts underpinning plant and animal reproduction, growth and health ( (Level 3 unit 2) ) ( (Level 3 unit 4) ), ecology ( (Level 3 unit 1) ), environmental monitoring and the effects of human activity on the environment. Learners consider the implications of inter-dependence between species ( (Level 3 unit 5) ). They come to understand sustainability on a global scale ( (Level 3 unit 7) ) ( (Level 3 unit 8) ) and the importance of social, political and economic factors. In practical investigation, they apply principles of research method, and come to understand the importance of factual data in supporting decision-making ( (Level 3 unit 9) ). Health and safety at level 3 extends to pollution management and the prevention of disease ( (Level 3 unit 6) ). Information, advice and guidance supporting level 3 Learners thinking of progression to science or applied science degrees, eg degrees in veterinary nursing, environmental science, food technology or similar areas, should be advised to secure a broad science base in their choice of additional and specialist learning. For those following careers involving animal and plant nutrition and health, additional and specialist learning will need to provide a deeper approach to cell biology and physiology. The Qualifications and Curriculum Development Agency is the non-regulatory part of the Qualification and Curriculum Authority QCA

4 Level 1 unit 1 Components of the natural environment understand the key factors that affect the growth and distribution of plants in an ecosystem know how to use basic keys to identify the species of plants and animals found within a habitat know how plants and animals are linked in food webs conduct basic tests for soil ph level and texture carry out basic weather observations. Scientific knowledge and understanding: Basic ecology eg including seasonal weather patterns and climate; Use of identification keys; Soil testing and identification of soil types; Weather recording eg tests for measuring and recording maximum and minimum temperatures, rainfall, wind direction. Overlap with key stage 4: How science works : 1.1 Data, evidence, theories and explanations a, b; 1.2 Practical and enquiry skills a, b, c, d; 1.3 Communication skills a, b, c; Breadth of study : 2.1 Organisms and health a. Overlap with GCSE qualifications: Edexcel Science B1a Biology; OCR Environmental and Land-based Science; OCR gateway Science B2 Understanding our environment; OCR gateway Science B6 Beyond the microscope. Supportive prior learning: Key stage 3 programme of study 1.1 Scientific thinking a, b; 1.4 Collaboration; 2.1 Practical and enquiry skills; 2.2 Critical understanding of evidence; 2.3 Communication a, b, c; 3.1 Energy, electricity and forces a; 3.3 Organisms, behaviour and health d, e; 3.4 The environment, Earth and universe a, c. The Qualifications and Curriculum Development Agency is the non-regulatory part of the Qualification and Curriculum Authority QCA

5 Level 1 unit 2 Environmental and land-based production, systems and services understand what records need to be kept of natural and/or human-influenced systems and services use basic methods to identify and record plants and/or animals within a land-use or system. Scientific knowledge and understanding: Wildlife conservation; Species identification. Overlap with key stage 4: How science works : 1.1 Data, evidence, theories and explanations a; 1.3 Communication skills a, c; Breadth of study : 2.1 Organisms and health a. Overlap with GCSE qualifications: OCR Environmental and Land-based Science; OCR 21st century Science B7 Biology across the ecosystem; OCR gateway Science B4 It s a green world. Supportive prior learning: Key stage 3 programme of study 2.1 Practical and enquiry skills a; 2.3 Communication a; 3.3 Organisms, behaviour and health d; 3.4 The environment, Earth and universe c. Level 1 unit 3 Introduction to working in the environmental and land-based sector find out science-related careers in the sector (examples are available from the FutureMorph website ( understand the importance of health and safety know about common hazards and the risks of working in the land-based and environmental sector. Scientific knowledge and understanding: The importance of working safely; Hazards; Risks. Overlap with key stage 4: How science works : 1.2 Practical and enquiry skills c. Overlap with GCSE and other qualifications: There are strong links to safety issues in science GCSEs; Edexcel BTEC First Applied Science Unit 6 Working with science. Supportive prior learning: Key stage 3 programme of study 2.1 Practical and enquiry skills b. The Qualifications and Curriculum Development Agency is the non-regulatory part of the Qualification and Curriculum Authority QCA

6 Level 1 unit 4 Working with plants and animals know and understand the physical and environmental conditions needed for the growth of plants and animals in natural and managed environments identify common types of wild and cultivated plants and wild and domesticated animals know why good plant and animal husbandry is required identify and record signs of health and illness in a range of plants and/or animals. Scientific knowledge and understanding: Plant reproduction, growth, health and disease; The process of photosynthesis; Soil components; Plant nutrients; Animal reproduction, growth, health and disease; Species identification. Overlap with key stage 4: Breadth of study : 2.1 Organisms and health a. Overlap with GCSE qualifications: OCR GCSE Environmental and Land-based Science Units 1, 2, 4, 5; OCR 21st century Science B7 Biology across the ecosystem; OCR gateway Science B2 Understanding our environment, B6 Beyond the microscope. Supportive prior learning: Key stage 3 programme of study 2.1 Practical and enquiry skills a, b, c; 3.3 Organisms, behaviour and health d. The Qualifications and Curriculum Development Agency is the non-regulatory part of the Qualification and Curriculum Authority QCA

7 Level 1 unit 5 Introducing the role and value of plants and animals identify plants and animals in a food chain and understand their roles in that chain understand the principle of biodiversity identify and understand potential hazards to plants and animals from human impact. Scientific knowledge and understanding: Basic ecology; Effects of human activity on the environment; Data collection, recording, presentation. Overlap with key stage 4: How science works : 1.1 Data, evidence, theories and explanations a, b; 1.2 Practical and enquiry skills a, b, c, d; 1.3 Communication skills a, b, c; Breadth of study : 2.1 Organisms and health a. Overlap with GCSE qualifications: AQA Biology 11.5 What determines where particular species live and how many of them there are?; OCR Environmental and Land-based Science Unit 3 Management of the natural environment; OCR 21st century Science B3 Life on earth. Not usually covered in key stage 4: In terms of application of theory, the science offers wider coverage than the specifications listed. Supportive prior learning: Key stage 3 programme of study 2.3 Communication a; 3.3 Organisms, behaviour and health d; 3.4 The environment, Earth and universe c. The Qualifications and Curriculum Development Agency is the non-regulatory part of the Qualification and Curriculum Authority QCA

8 Level 1 unit 6 Impacts on the environment understand the concept of sustainability in connection with finite resources, waste reduction and recycling, energy conservation and renewable energy resources apply this concept to examination of the human impact on a particular habitat know how to conduct a habitat survey to assess how different parts of a habitat are used by people know how to use monitoring equipment in a safe manner to carry out a simple energy audit read, record, interpret and report the results know potential sources of pollution in air/water/soil. Scientific knowledge and understanding: Basic ecology; Effects of human activity on the environment; Climate change; Renewable energy sources; Waste disposal and recycling; Pollution; Data collection, recording, presentation; Environmental monitoring. Overlap with key stage 4: How science works : 1.1 Data, evidence, theories and explanations a, b; 1.2 Practical and enquiry skills a, b, c; Breadth of study : 2.1 Organisms and health a, 2.4 Environment, Earth and universe a. Overlap with GCSE qualifications: AQA Environmental Science 9.1, 9.3, 9.5, 9.8, 9.10, 9.13, 9.14 and 9.15; OCR gateway Science B2 Understanding our environment, B4 It s a green world. Supportive prior learning: Key stage 3 programme of study 2.1 Practical and enquiry skills a, b, c; 2.3 Communication a; 3.3 Organisms, behaviour and health d; 3.4 The environment, Earth and universe c. The Qualifications and Curriculum Development Agency is the non-regulatory part of the Qualification and Curriculum Authority QCA

9 Level 2 unit 7 The importance of a sustainable environment to society Areas: Know and understand: the reasons why habitats/environments are monitored and the organisation of agencies involved the correct use of scientific method how to administer tests for water, air and soil sampling, for surveying the abundance and distribution of plants and animals. Scientific knowledge and understanding: Ecology; Environmental monitoring; Scientific method: observation, hypothesis, design of experiment, results, analysis, assessment of experimental error, methods of minimising error, presenting data in graphs and charts and forming valid conclusions from the data; Risk assessment. Overlap with key stage 4: How science works : 1.1 Data, evidence, theories and explanations a, b; 2.1 Practical and enquiry skills a, b, c, d; 1.3 Communication skills a, b, c; Breadth of study : 2.1 Organisms and health a. Overlap with GCSE qualifications: There are strong links to safety issues in science GCSEs eg OCR gateway Science B2 Understanding our environment. The environment is covered in: AQA Environmental Science; Edexcel Science Topic 1 Environment; OCR Environmental and Land-based Science. Supportive prior learning: Key stage 3 programme of study 2.1 Practical and enquiry skills a, b, c; 2.3 Communication a; 3.3 Organisms, behaviour and health d; 3.4 The environment, Earth and universe c. The Qualifications and Curriculum Development Agency is the non-regulatory part of the Qualification and Curriculum Authority QCA

10 Level 2 unit 1 Environmental influences upon ecosystems and production zones identify and classify common wild and cultivated plants and/or wild and domesticated animals understand the interdependency of plants and animals, how they adapt to their environments and why the equilibrium changes understand the principles of biodiversity and succession understand the role of microorganisms in ecosystems understand the relationship between the physical characteristics of a landscape and the location of related enterprises, and the plant and animal communities that live there understand potential impacts of climatic change on plant and animal species, communities and habitats. Scientific knowledge and understanding: Species identification; Basic ecology; Biodiversity; Succession; Nutrient cycles; Hydrological cycle; Impacts of climate change; Environmental monitoring; Data recording eg soil types: soil ph level, texture, water content; Weather: measuring and recording maximum and minimum temperatures, rainfall, wind direction; observation of cloud formations; Water sampling: speed of flow, temperature, oxygen and nutrient levels. Overlap with key stage 4: How science works : 1.1 Data, evidence, theories and explanations a, b; 1.2 Practical and enquiry skills a, b, c, d; 1.3 Communication skills a, b, c; Breadth of study : 1.2 Organisms and health a, 2.4 Environment, Earth and universe a. Overlap with GCSE qualifications: AQA Environmental Science; Edexcel Science Topic 1 Environment; OCR 21st century Science B3 Life on earth; OCR gateway Science B2 Understanding our environment, B4 It s a green world, B6 Beyond the microscope; OCR Environmental and Land-based Science. Supportive prior learning: Key stage 3 programme of study 2.3 Communication a; 3.3 Organisms, behaviour and health d; 3.4 The environment, Earth and universe c. The Qualifications and Curriculum Development Agency is the non-regulatory part of the Qualification and Curriculum Authority QCA

11 Level 2 unit 3 Plant nutrition, growth and breeding Areas: Know and understand: the principles of plant succession and the roles of plants in nutrient cycles the main requirements of plant nutrition and the role of fertilizers in commercial systems how plant nutritional requirements vary between breeds and species and stages of growth the principal processing techniques used to prepare plans for human consumption organisms that cause disease and damage how to apply scientific principles in plant breeding. Scientific knowledge and understanding: Plant nutrition, breeding, reproduction and growth; Succession; Nutrient cycles; Fertilisers; Symptoms, effects, causes and prevention of plant diseases; Food processing; Genetics and genetic engineering. Overlap with key stage 4: Breadth of study : 2.1 Organisms and health a. Overlap with GCSE qualifications: Edexcel Science Topic 1 Environment, Topic 2 Genes; OCR gateway Science B2 Understanding our environment; OCR GCSE Environmental and Land-based Science Unit 1 Plant cultivation, Unit 2 Amenity horticulture. Supportive prior learning: Key stage 3 programme of study 2.1 Practical and enquiry skills a, b, c; 3.3 Organisms, behaviour and health c, d. The Qualifications and Curriculum Development Agency is the non-regulatory part of the Qualification and Curriculum Authority QCA

12 Level 2 unit 4 Animal nutrition, growth and breeding Areas: Know and understand: about animal digestive systems and how they vary how animal feeding behaviour and nutritional requirements vary between breeds, species and stages of growth how commercial animal feeds address nutritional requirements how to keep animal nutrition records the genetics behind animal breeding programmes the signs and symptoms of common animal ill health the principles underpinning the five freedoms and animal welfare how to plan and carry out an appropriate animal care programme. Scientific knowledge and understanding: Animal nutrition, digestion, breeding, reproduction and growth; Genetics; Symptoms, effects, causes and prevention of animal diseases; Data collection and recording. Overlap with key stage 4: How science works : 1.1 Data, evidence, theories and explanations a, b; 1.2 Practical and enquiry skills a, b, c, d; 1.3 Communication skills a, b, c; Breadth of study : 2.1 Organisms and health a. Overlap with GCSE qualifications: OCR 21st century Science You and your genes, B7 Further biology; OCR gateway Science B1 Understanding ourselves, B4 It s a green world. The Qualifications and Curriculum Development Agency is the non-regulatory part of the Qualification and Curriculum Authority QCA

13 Level 2 unit 5 Plants and animals and their role in society understand the main types of association between plant, animal and human interaction understand and use appropriate techniques to measure the environmental impact of human interaction with plants and animals and between plants and animal know and understand the processes underpinning plant preparation and humane slaughter of animals to prepare for human consumption. Scientific knowledge and understanding: Ecology; Interaction of species eg energy flows, food webs; Cycles for nutrients, nitrogen and water; Interactions; Human: interference: conservation, husbandry; Characteristics of exploited species; Environmental science; Conservation, plant and animal management and care; Survey techniques; Health and safety and risk assessment. Overlap with key stage 4: How science works : 1.1 Data, evidence, theories and explanations a, b; 1.2 Practical and enquiry skills a, b, c, d; 1.3 Communication skills a, b, c; Breadth of study : 2.1 Organisms and health a, 2.4 Environment, Earth and universe a. Overlap with GCSE qualifications: AQA Environmental Science 9.2, 9.8, 9.13, 9.14 and 9.15; OCR Environmental and Land-based Science Unit 3 Management of the natural environment; OCR 21st century Science B7 Further biology; OCR gateway Science B2 Understanding our environment, B4 It s a green world. Supportive prior learning: Key stage 3 programme of study 2.1 Practical and enquiry skills a, b, c; 3.3 Organisms, behaviour and health d; 3.4 The environment, Earth and universe c. The Qualifications and Curriculum Development Agency is the non-regulatory part of the Qualification and Curriculum Authority QCA

14 Level 2 unit 6 The importance of a sustainable environment to society Areas: Know and understand: the importance of a sustainable environment to society key ecological principles: nutrient cycles, succession, adaptation, interaction of species, energy flows. the term sustainability. the carbon cycle and energy supply how to apply these concepts to examination of the human impact on a particular habitat. Scientific knowledge and understanding: Conservation strategies; Sustainable land and water use; Pollution and waste management. Overlap with key stage 4: How science works : 1.1 Data, evidence, theories and explanations a, b; 1.2 Practical and enquiry skills a, b, c, d; 1.4 Applications and implications of science a, b; Breadth of study : 2.1 Organisms and health a,; 2.4 Environment, Earth and universe a. Overlap with GCSE qualifications: OCR Gateway Science B2 Understanding our environment, B4 It s a green world. Supportive prior learning: Key stage 3 programme of study 2.1 Practical and enquiry skills a, b, c; 2.3 Communication a; 3.3 Organisms, behaviour and health d; 3.4 The environment, Earth and universe c. The Qualifications and Curriculum Development Agency is the non-regulatory part of the Qualification and Curriculum Authority QCA

15 Level 2 unit 8 Sources and uses of energy Areas: Know and understand: the current energy supply systems for renewable and non-renewable sources the uses of energy and the need to reduce energy consumption in production, processing and distribution the environmental case for alternative fuels and the way in which energy can be harassed from the environment the environmental impact of securing future energy supplies to meet increasing demand. Scientific knowledge and understanding: Energy transformation; Energy sources, including renewable and non-renewables; The principles of the carbon cycle; Pollution control; Advantages and disadvantages of biofuels; Energy efficiency. Overlap with key stage 4: Breath of study : 2.3 Energy, electricity and radiations a, b. Overlap with GCSE qualifications: Edexcel Science Topic 9 Producing and measuring electricity; OCR gateway Science B4 It s a green world. Supportive prior learning: Key stage 3 programme of study 2.3 Communication a; 3.1 Energy, electricity and forces a, c; 3.3 Organisms, behaviour and health d; 3.4 The environment, Earth and universe c. Key stage 3 introduces basic ecological principles, but greater depth is needed to be able to tackle the tasks set in this topic. Level 2 unit 2 Working in environmental and land-based organisations Area: Know and understand the importance of health and safety. Scientific knowledge and understanding: Hazards and risks. Learners should be encouraged to carry out a risk assessment for all practical work undertaken, even if not directly associated with this unit. Overlap with key stage 4: How science works : 1.2 Practical and enquiry skills c (the importance of working safely). Overlap with GCSE and other qualifications: There are strong links to safety issues in all science GCSEs eg AQA Additional Applied Science Unit 2 (working safely); Edexcel BTEC First Applied Science Unit 6 Working with science. Supportive prior learning: Key stage 3 programme of study 2.1 Practical and enquiry skills b; 3.3 Organisms, behaviour and health d; 3.4 The environment, Earth and universe c. The Qualifications and Curriculum Development Agency is the non-regulatory part of the Qualification and Curriculum Authority QCA

16 Level 3 unit 1 The ecology of the natural environment know and understand the significance and interrelationships between biotic elements, abiotic elements and energy within an ecosystem know the distribution and types of habitats and their key characteristics know how animal and plant communities develop, how they interact and the factors affecting them understand biodiversity in natural and human-influenced ecosystems know and understand the effects of natural and managed activity on soil, water and the environment use ecological terminology appropriately identify, measure and evaluate the animal an plant community development in complex natural and/or managed UK habitats measure and test a range of environmental factors identify important ecological characteristics in plants and/or animals. Scientific knowledge and understanding: Ecology eg nutrient cycles and the role of microorganisms; The main components of different soil types eg topography, climate and weather, soils, hydrology; Biodiversity; Succession; Adaptation; Interaction of species eg energy flows, food webs; Environmental and population monitoring eg water sampling: measuring and recording speed of flow, temperature, oxygen and nutrient levels. Overlap with A level qualifications: AQA GCE Biology Ecosystems are dynamic systems, usually moving from colonisation to climax communities in the process of succession; OCR Applied Science Unit 14 Ecology and managing the environment ( Investigation of ecosystems). Supportive prior learning: Key stage 4 How science works : 1.1 Data, evidence, theories and explanations a; 1.2 Practical and enquiry skills b, c; Breadth of study : 2.1 Organisms and health a, b; 2.4 Environment, Earth and universe a; GCSE Science; GCSE Environmental Science; GCSE Environmental and Land-based Science. The Qualifications and Curriculum Development Agency is the non-regulatory part of the Qualification and Curriculum Authority QCA

17 Level 3 unit 2 The management of natural resources and resources for production understand and apply the science underpinning productivity, maintenance of plant health, animal welfare and breeding programmes know and understand the science of pollutants, pollution assessments and pollution control conservation strategies and the concept of sustainability understand about environmental modelling and apply basic models to predict environmental impacts. Scientific knowledge and understanding: The nutrients required by plants; Genetics; Impact of burning fossil fuels, Nitrates in fertilizers; Ecology. Overlap with A level qualifications: AQA GCE Environmental Studies Unit 2 The physical environment, Unit 4 Biological resources and sustainability; OCR Applied Science Unit 14 Ecology and managing the environment ( Investigation of the management of ecosystems). Supportive prior learning: Key stage 4 How science works : 1.1 Data, evidence, theories and explanations a; 1.2 Practical and enquiry skills a, b, c; 1.4 Applications and implications of science a, b; Breadth of study : 2.1 Organisms and health a, b, c; 2.4 Environment, Earth and universe a; GCSE Environmental Science; GCSE Environmental and Land-based Science. The Qualifications and Curriculum Development Agency is the non-regulatory part of the Qualification and Curriculum Authority QCA

18 Level 3 unit 4 Applied plant and animal science Areas: Know and understand: major functions and physiology of a plant species and the major functions and biological systems of an animal species the principles of nutrition, reproduction and pathology for the management of plant and animal populations, and be able to apply this knowledge the interrelationships between plants and animals and the impact of intervention strategies how to conduct investigations to identify interrelationships relevant laboratory and science techniques applied to managing plant and animal populations breeding and gene technology correct terminology and laboratory techniques how plants and animals adapt to abiotic and biotic factors within habitats and ecosystems how to monitor the effects of an abiotic or a biotic factor on plants and animals. Scientific knowledge and understanding: Plant and animal systems, anatomy, histology, biochemistry, nutrition, reproduction and pathology; Ecology, eg food chains and energy flows; Carbon cycle; Laboratory techniques; Environmental monitoring; Observe, form hypotheses, investigate/monitor, record and draw conclusions about the ways in which animals and plants live and interrelate the ways in which they adapt to abiotic and biotic factors in sampled environments. Overlap with A level qualifications: AQA GCE Biology Ecosystems are dynamic systems, usually moving from colonisation to climax communities in the process of succession; OCR Applied Science Unit 14 Ecology and managing the environment ( Investigation of ecosystems); OCR GCE Biology Unit F211 Cells, exchange and transport (Modules 1 and 2), Unit F212 Molecules, biodiversity, food and health (Modules 1, 2 and 3), Unit F213 Practical skills in biology 1, Unit F214 Communication, homeostasis and energy (Modules 1, 2, 3 and 4), Unit F215 Control, genomes and environment (Modules 1, 2 and 3). Supportive prior learning: Key stage 4 How science works : 1.1 Data, evidence, theories and explanations a; 1.2 Practical and enquiry skills a, b, c; 1.4 Applications and implications of science a, b; Breadth of study : 2.1 Organisms and health a, b, c; 2.4 Environment, Earth and universe a; GCSE Double Award Science; GCSE Biology; GCSE Environmental Science; GCSE Environmental and Land-based Science. The Qualifications and Curriculum Development Agency is the non-regulatory part of the Qualification and Curriculum Authority QCA

19 Level 3 unit 5 Plants, animals and humans know and understand the importance, uses and interrelationships of animals and plants in the human economy understand the possible environmental impact of commercial enterprise understand about effective management of waste and pollution conduct an environment impact assessment on a habitat or ecosystem or a new or up-scaled enterprise carry out a pollution assessment conduct a waste management system analysis write a report based on a scientific survey. Scientific knowledge and understanding: Living organisms as resources; Conservation and sustainability; Ecology; Pollution and pollution assessment; Environmental monitoring; Waste management. Overlap with A level qualifications: AQA GCE Environmental Science Pollution; AQA GCE Environmental Studies Unit 2 The physical environment, Unit 4 Biological resources and sustainability; AQA GCE Biology Ecosystems are dynamic systems, usually moving from colonisation to climax communities in the process of succession; OCR Applied Science Unit 14 Ecology and managing the environment ( Investigation of ecosystems, Investigation of the management of ecosystems); OCR GCE Biology Unit F212 Molecules, biodiversity, food and health (Module 3), Unit F215 Control, genomes and environment (Module 3). Supportive prior learning: Key stage 4 How science works : 1.1 Data, evidence, theories and explanations a; 1.2 Practical and enquiry skills a, b, c; 1.4 Applications and implications of science a, b; Breadth of study : 2.1 Organisms and health a, b, c; 2.4 Environment, Earth and universe a; GCSE Environmental Science; GCSE Environmental and Land-based Science. The Qualifications and Curriculum Development Agency is the non-regulatory part of the Qualification and Curriculum Authority QCA

20 Level 3 unit 6 Plants and animals: safe working practices and relevant legislation Area: Know and understand the circumstances that can lead to disease outbreak and the mechanisms designed to prevent this and the management of outbreaks if they occur. Scientific knowledge and understanding: The importance of health and safety; Hazards, risks, risk assessment and safety audits; Disease causing pathogens and disease control and management; Tracking devices. Overlap with A level qualifications: Safety is a recurring issue through science courses; AQA GCE Applied Science AS Unit 1 Investigating science at work; OCR GCE Applied Science Unit 1 Science at work The importance of health and safety. Supportive prior learning: Key stage 4 How science works : 1.1 Data, evidence, theories and explanations a; 1.2 Practical and enquiry skills b; 1.4 Applications and implications of science a, b; Breadth of study : 2.1 Organisms and health a, e; 2.4 Environment, Earth and universe a; Edexcel BTEC First Applied Science Unit 6 Working with science; GCSE Environmental Science; GCSE Environmental and Land-based Science. The Qualifications and Curriculum Development Agency is the non-regulatory part of the Qualification and Curriculum Authority QCA

21 Level 3 unit 7 Sustainable development of resources know and understand the scientific principles of sustainability understand the environmental and economic viability of sustainable development; understand environmental policy, planning, management and protection, to include: habitat regulation, influence of the media and pressure groups, protection of endangered species apply the skills needed to design sustainable environmental solutions, eg using technology to produce a fit-for-purpose design solution produce and monitor a sustainability management plan following consultation. Scientific knowledge and understanding: Biodiversity; Conservation and sustainability; Scientific principles behind environmental policies and legislation; The peer review system which helps inform policy makers; Science communication strategy and the interaction of politicians with learned societies and other scientific pressure groups such as Greenpeace; Water supplies and waste treatment. Overlap with A level qualifications: AQA GCE Environmental Studies Wildlife conservation. Supportive prior learning: Key stage 4 How science works : 1.1 Data, evidence, theories and explanations a; 1.2 Practical and enquiry skills b; 1.4 Applications and implications of science a, b; Breadth of study : 2.1 Organisms and health a; 2.4 Environment, Earth and universe a; GCSE Environmental Science; GCSE Environmental and Land-based Science. The Qualifications and Curriculum Development Agency is the non-regulatory part of the Qualification and Curriculum Authority QCA

22 Level 3 unit 8 Global impacts and the environmental and land-based sector Areas: Know and understand: human pressures on the environment on a local, national and global scale and the management of such pressures (to include climate change) the concept and science underpinning carbon neutrality, carbon management and carbon off-setting the social, economic cultural, political and environmental implications of poor management of finite resources and the need to find renewable alternatives innovation in pollution management. Scientific knowledge and understanding: Biodiversity; Conservation and sustainability; Scientific principles behind environmental policies and legislation eg quantification of carbon emissions; Water supplies and waste treatment. Overlap with A level qualifications: AQA GCE Biology Ecosystems are dynamic systems, usually moving from colonisation to climax communities in the process of succession; AQA GCE Environmental Studies Unit 2 The physical environment, Unit 4 Biological resources and sustainability; AQA GCE Environmental Science Pollution; OCR GCE Biology Unit F212 Molecules, biodiversity, food and health (Module 3), Unit F215 Control, genomes and environment (Module 3); OCR Applied Science Unit 14 Ecology and managing the environment ( Investigation of ecosystems). Supportive prior learning: Key stage 4 How science works : 1.1 Data, evidence, theories and explanations a; 1.2 Practical and enquiry skills b; 1.4 Applications and implications of science a, b; Breadth of study : 2.1 Organisms and health a 2.4 Environment, Earth and universe a; GCSE Environmental Science; GCSE Environmental and Land-based Science. The Qualifications and Curriculum Development Agency is the non-regulatory part of the Qualification and Curriculum Authority QCA

23 Level 3 unit 9 Research methods, skills and environmental analysis understand the role that environmental monitoring plays in enabling intervention and maintaining sustainability know and understand the principles of and be able to apply scientific research method, including working from a sound evidence base select and justify the choice of scientific techniques used to carry out environmental assessments understand the importance of and be able to carry out accurate data collection, recording and analysis use appropriate statistical techniques and error analysis analyse using inferential techniques understand the purpose of risk assessment to research projects understand the role of science in establishing a factual base for decision-making and the potential damaging effect of researcher bias and/or poorly conceived method on findings and recommendations. Scientific knowledge and understanding: Research method eg observation, testable hypotheses, experiment or data collection (including secondary data), analysis and conclusions; Importance of generating results which are valid; Climate change; Carbon neutrality; Renewable energy; Pollution management; Recycling. Overlap with A level qualifications: All GCE sciences include the development and application of the use of scientific method. Supportive prior learning: Key stage 4 How science works : 1.1 Data, evidence, theories and explanations a, b, c; 1.2 Practical and enquiry skills a b, c, d; Breadth of study : 2.1 Organisms and health a; 2.4 Environment, Earth and universe a; GCSE Environmental Science; GCSE Environmental and Land-based Science. The Qualifications and Curriculum Development Agency is the non-regulatory part of the Qualification and Curriculum Authority QCA