TEACHERS' PAGE >> National Curriculum LinksThis resource has been carefully designed to tie in closely with the National Curriculum Key Stages and Attainment Targets.
How the game modules tie in with NC Attainment Targets (Attainment target 4: Sc4 Physical processes)
The National Curriculum level desciptions are fairly broad, and all the modules and module tests in the Engineering Interact resource map onto these descriptions to some degree. The following tables show which modules meet the specific examples given in the National Curriculum Attainment Targets.
Level 1
| Level description | Specific covered by... |
| "Pupils communicate observations of changes in light, sound or movement that result from actions [for example, switching on a simple electrical circuit, pushing and pulling objects]. They recognise that sound and light come from a variety of sources and name some of these." | Light module A: Light Sources and Light Rays
Sound module A: Sources of Sound Forces module A: All About Forces Electricity module B: Simple Circuits |
Level 2 (minimum expected level for most pupils at KS2)
| Level description | Specific covered by... |
| "Pupils know about a range of physical phenomena and recognise and describe similarities and differences associated with them. They compare the way in which devices [for example, bulbs] work in different electrical circuits. They compare the brightness or colour of lights, and the loudness or pitch of sounds. They compare the movement of different objects in terms of speed or direction." | Light module A: Light Sources and Light Rays
Sound module B: Loudness Sound module C: Pitch Forces & Motion module C: Friction Forces & Motion module E: Balanced and Unbalanced Forces Electricity module D: Circuit Experiments |
Level 3
| Level description | Specific examples covered by... |
| "Pupils use their knowledge and understanding of physical phenomena to link cause and effect in simple explanations [for example, a bulb failing to light because of a break in an electrical circuit, the direction or speed of movement of an object changing because of a push or a pull]. They begin to make simple generalisations about physical phenomena [for example, explaining that sounds they hear become fainter the further they are from the source]." | Sound module B: Loudness
Sound module C: Pitch Forces & Motion module E: Balanced and Unbalanced Forces Electricity module B: Simple Circuits |
Level 4 (average expected level for most pupils at end of KS2)
| Level description | Covered by... |
| Pupils demonstrate knowledge and understanding of physical processes drawn from the key stage 2 or key stage 3 programme of study. They describe and explain physical phenomena [for example, how a particular device may be connected to work in an electrical circuit, how the apparent position of the Sun changes over the course of a day]. They make generalisations about physical phenomena [for example, motion is affected by forces, including gravitational attraction, magnetic attraction and friction]. They use physical ideas to explain simple phenomena [for example, the formation of shadows, sounds being heard through a variety of materials]. | A combination of all modules. See the Resource Bank. |
Level 5 (maximum expected level for most pupils at KS2)
| Level description | Covered by... |
| Pupils demonstrate knowledge and understanding of physical processes drawn from the key stage 2 or key stage 3 programme of study. They use ideas to explain how to make a range of changes [for example, altering the current in a circuit, altering the pitch or loudness of a sound]. They use some abstract ideas in descriptions of familiar phenomena [for example, objects are seen when light from them enters the eye at key stage 2, forces are balanced when an object is stationary at key stage 3]. They use simple models to explain effects that are caused by the movement of the Earth [for example, the length of a day or year]. | A combination of all modules. See the Resource Bank. |
