The role of evidence in the new KS4 national curriculum for England and the AQA specifications.

Abstract

This article considers the importance of evidence in the new key stage 4 (ages 14–16) National Curriculum for England section called ‘How science works’. We specify the ‘thinking behind the doing’ as the basis for a procedural understanding and consider how this informs decisions about both what to teach and what to assess. We exemplify this in the context of one awarding body’s response (that of the AQA) to the 2006 curriculum.