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Skills available for Wales year 9 science curriculum

Objectives are in black and IXL science skills are in dark green. Hold your mouse over the name of a skill to view a sample question. Click on the name of a skill to practise that skill.

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Curriculum for Wales: Progression step 4, Year 9 Curriculum for Wales: Progression step 4, Year 9

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Being curious

Being curious and searching for answers is essential to understanding and predicting phenomena.
- I can research, devise and use suitable methods of inquiry to investigate my scientific questions.
- I can use my findings to draw valid conclusions.
  - The process of scientific enquiry (9-A.1)
- I can evaluate and identify ways of improving the reliability of data, taking anomalies into account.
- I can use a range of models to explain and make predictions.
  - Use Punnett squares to calculate probabilities of offspring types (9-S.6)
  - Use food chains to predict changes in populations (9-X.4)
- I can select relevant scientific knowledge from a range of evidence sources to evaluate claims presented as scientific facts.
  - How can animal behaviours affect reproductive success? Identify evidence to support a claim (9-T.1)
  - Evaluate claims about natural resource use: fossil fuels (9-Z.1)
- I can review my own opinions based on new scientific evidence.
- I can explain how the impact of our actions contribute to the changes in the environment and biodiversity.
- I can describe the impacts of science and technology, past and present, on society.
  - Explore the engineering-design process: going to the Moon! (9-C.4)

Design thinking and engineering

Design thinking and engineering offer technical and creative ways to meet society's needs and wants.
- I can investigate and draw inspiration from historical, cultural and other sources to design creative solutions.
- I can recognise and act on user needs and wants in increasingly challenging contexts.
- I can identify and prioritise factors which inform my design proposals.
  - Coral reef biodiversity and human uses: evaluate solutions (9-Y.2)
- I can develop my design thinking to test and refine my design decisions by responding to success and failure.
- I can develop my knowledge and skills to support and refine my design decisions in order to produce purposeful outcomes.
- I can adopt an iterative process to improve my design proposals, while minimising their negative impact on the environment and society.
  - Identify parts of the engineering-design process (9-C.1)
- I can use a variety of design communication methods and techniques to develop and present ideas clearly, and can respond constructively to feedback.
- I can investigate, evaluate, select and combine component parts, materials or processes to improve the functionality and effectiveness of my outcomes.
- I can select and safely use specialist tools and techniques in order to develop and construct my outcomes.
  - Identify laboratory tools (9-A.2)
  - Laboratory safety equipment (9-A.3)
- I can use prototyping techniques to test ideas and support my making.
- I can use my making skills and knowledge of materials to produce high-quality and purposeful outcomes.
- I can evaluate and apply responsible habits of working which consider environmental and societal impacts.

The world around us

The world around us is full of living things which depend on each other for survival.
- I can describe the interdependence of organisms in ecosystems and explain how this affects their chances of survival.
- I can explain how reproduction, mutations and the environment can lead to variation and adaptations within organisms which can affect their chances of survival.
- I can describe the levels of cellular organisation and how cells perform biological processes that ensure the development and survival of organisms.
- I can explain the threats to the development and health of organisms and describe how the effects of these are reduced by natural defences, preventions and treatments.

Matter

Matter and the way it behaves defines our universe and shapes our lives.
- I can describe and explain the properties of different types of matter and relate these to how they are used.
  - Calculate density, mass and volume (9-E.1)
  - Particle motion and changes of state (9-L.2)
- I can describe different types of chemical reactions, explain their uses and identify any effects of the products formed.
- I can use my knowledge of chemical reactions to explain what happens when conditions are changed.
- I can use different methods to analyse materials in order to understand their composition.
- I can describe how various materials need different techniques in order to separate and refine them.

Forces and energy

Forces and energy provide a foundation for understanding our universe.
- I can explain and calculate how multiple forces acting on an object will affect its motion.
- I can understand conservation of energy and can explain that energy is used at differing rates, and that this affects the power and efficiency of a system.
- I can apply my knowledge of energy and forces to new designs and can improve the efficiency of systems.
- I can explain the factors that affect current and describe the way in which it behaves in various circuits.
- I can design and create circuits that will perform a desired function.
- I can predict the behaviour of waves in different circumstances.
  - Transverse waves (9-M.1)
  - Transmission, reflection and absorption of waves (9-M.2)
- By applying simple rules, I can use waves in order to learn more about the world around me.
- Through experiment, I can explore magnetic fields to investigate factors that affect their strength.
  - Compare magnitudes of magnetic forces (9-J.2)
- I can apply my understanding of the interaction of fields in order to explore uses of magnetism.

Computation

Computation is the foundation for our digital world.
- I can decompose given problems and select appropriate constructs to express solutions in a variety of environments.
- I can select and use data structures that efficiently manage data in algorithms.
- I can plan and implement test strategies to identify errors in programs.
- I can select and use multiple sensors and actuators that allow computer systems to interact with the world around them.
- I can apply design principles in order to design a range of efficient user interactions.
- I can explain how systems communicate, in order to design a network.
- I can explain the techniques used to store and transfer data and understand their vulnerabilities.
- I can choose the most appropriate format for the storage and interrogation of data.
- I can make use of mathematical and logical operators in different software tools to investigate a line of inquiry independently.

Wales

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Being curious

Being curious and searching for answers is essential to understanding and predicting phenomena.

I can research, devise and use suitable methods of inquiry to investigate my scientific questions.

I can use my findings to draw valid conclusions.

I can evaluate and identify ways of improving the reliability of data, taking anomalies into account.

I can use a range of models to explain and make predictions.

I can select relevant scientific knowledge from a range of evidence sources to evaluate claims presented as scientific facts.

I can review my own opinions based on new scientific evidence.

I can explain how the impact of our actions contribute to the changes in the environment and biodiversity.

I can describe the impacts of science and technology, past and present, on society.

Design thinking and engineering

Design thinking and engineering offer technical and creative ways to meet society's needs and wants.

I can investigate and draw inspiration from historical, cultural and other sources to design creative solutions.

I can recognise and act on user needs and wants in increasingly challenging contexts.

I can identify and prioritise factors which inform my design proposals.

I can develop my design thinking to test and refine my design decisions by responding to success and failure.

I can develop my knowledge and skills to support and refine my design decisions in order to produce purposeful outcomes.

I can adopt an iterative process to improve my design proposals, while minimising their negative impact on the environment and society.

I can use a variety of design communication methods and techniques to develop and present ideas clearly, and can respond constructively to feedback.

I can investigate, evaluate, select and combine component parts, materials or processes to improve the functionality and effectiveness of my outcomes.

I can select and safely use specialist tools and techniques in order to develop and construct my outcomes.

I can use prototyping techniques to test ideas and support my making.

I can use my making skills and knowledge of materials to produce high-quality and purposeful outcomes.

I can evaluate and apply responsible habits of working which consider environmental and societal impacts.

The world around us

The world around us is full of living things which depend on each other for survival.

I can describe the interdependence of organisms in ecosystems and explain how this affects their chances of survival.

I can explain how reproduction, mutations and the environment can lead to variation and adaptations within organisms which can affect their chances of survival.

I can describe the levels of cellular organisation and how cells perform biological processes that ensure the development and survival of organisms.

I can explain the threats to the development and health of organisms and describe how the effects of these are reduced by natural defences, preventions and treatments.

Matter

Matter and the way it behaves defines our universe and shapes our lives.

I can describe and explain the properties of different types of matter and relate these to how they are used.

I can describe different types of chemical reactions, explain their uses and identify any effects of the products formed.

I can use my knowledge of chemical reactions to explain what happens when conditions are changed.

I can use different methods to analyse materials in order to understand their composition.

I can describe how various materials need different techniques in order to separate and refine them.

Forces and energy

Forces and energy provide a foundation for understanding our universe.

I can explain and calculate how multiple forces acting on an object will affect its motion.

I can understand conservation of energy and can explain that energy is used at differing rates, and that this affects the power and efficiency of a system.

I can apply my knowledge of energy and forces to new designs and can improve the efficiency of systems.

I can explain the factors that affect current and describe the way in which it behaves in various circuits.

I can design and create circuits that will perform a desired function.

I can predict the behaviour of waves in different circumstances.

By applying simple rules, I can use waves in order to learn more about the world around me.

Through experiment, I can explore magnetic fields to investigate factors that affect their strength.

I can apply my understanding of the interaction of fields in order to explore uses of magnetism.

Computation

Computation is the foundation for our digital world.

I can decompose given problems and select appropriate constructs to express solutions in a variety of environments.

I can select and use data structures that efficiently manage data in algorithms.

I can plan and implement test strategies to identify errors in programs.

I can select and use multiple sensors and actuators that allow computer systems to interact with the world around them.

I can apply design principles in order to design a range of efficient user interactions.

I can explain how systems communicate, in order to design a network.

I can explain the techniques used to store and transfer data and understand their vulnerabilities.

I can choose the most appropriate format for the storage and interrogation of data.

I can make use of mathematical and logical operators in different software tools to investigate a line of inquiry independently.