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WJEC GCSE (Biology 1) (2005) |
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The following sections of the syllabus are relevant to teaching Origins in Science lessons:
2) Aims…- (ii) acquire an understanding of scientific ideas, how they develop, the factors which may affect their development and their powers and limitations
The spiritual, moral, ethical and cultural dimensionContexts are provided to give the opportunity to:
- encourage candidates to discern, consider and discuss questions relating to the origin of the universe, the meaning of life, the nature of humanity and concepts such as infinity, proof, truth and certainty (specification content reference IE3);
- provide opportunities for candidates to experience and reflect on a sense of awe and wonder at the natural world (specification content reference IE1);
- explore and discuss with others spiritual issues, religious beliefs, or personal insights (specification content reference IE3).
Sensitive Issues
It should also be noted that some aspects of the specification may raise contentious issues e.g. evolution, which should be treated with understanding.
IE3 Evolution
Candidates should: - when provided with appropriate information, distinguish between the theories of Darwin and Lamarck and suggest reasons for the different theories, and suggest reasons why Darwin's theory was not readily accepted.
- know that organisms have changed over time/evolution and fossils provide evidence for these changes. Fossils are the "remains" of plants or animals from many years ago which are found in rocks. The study of fossils from different aged rocks show changes in form over time. Species may become extinct if the environment changes.
These sections on evolution are identified as: ...statements where it would be possible to assess candidates on:
- applying their knowledge, understanding and skills to solve problems, ask questions and offer explanations relating scientific ideas to the information about them;
- evaluating a range of sources of information critically in arriving at conclusions;
- recognising that scientific controversies arise from different interpretations and emphases placed on information;
- considering the ways in which scientific ideas are affected by the social, political and historical contexts in which they develop, and how these contexts may affect whether or not the ideas are accepted.
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