Format:
Lessons,
Language/s:
English,
Target Audience:
Schools |
Short Description:
A linked spreadsheet showing how the Key Concepts map to the Science National Curriculum in England at Key Stage 3 (ages 11-14).
Key Concepts addressed:
Details
The Science National Curriculum in England offers opportunities for pupils to develop critical thinking skills throughout the subject content. The general skills that pupils are expected to develop are listed in the curriculum document as separate from the content, under the heading “Working Scientifically”.
As part of the CEBM’s EinSTein project, we have mapped relevant “Working Scientifically” statements from the Key Stage 3 (11-14 year olds) English National Curriculum for Science against the TTi Key Concepts, producing a list that can be ordered by curriculum statement or by key concept.
This document is the first iteration of the curriculum map, with the intention being to expand it to map TTi key concepts against the Science Curriculum for Key Stage 2 (7-11 year olds) and 4 (14-16 year olds).
The document contains links to learning resources for each Key Concept. You can also sort the data by Key Stage.
This doesn’t yet provide contextual examples for curriculum skills, however it may offer opportunities to link existing resources to the English school curriculum, as well as providing a focus for future resource development.
Browse Key Concepts
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Select a term acceptability
adherence
adverse effect
adverse event
allocation
allocation bias
allocation schedule
allocation schedule concealment
applicability
association
attrition bias
average
average difference
baseline characteristics
before-after study
benefit
bias
blinding
burden
case report
case series
case-control study
causal association
certainty of the evidence
change in cost
cluster
cluster randomized study
cohort study
comparative study
comparing like with like
confidence interval
confidence region
confirmation bias
conflicts of interests
confounders
contamination
controlled before-after study
controlled study
cost
cost-effectiveness
critical assessment
cross-sectional study
crossover study
cut-off value
data collection
data fishing
diagnosis
diagnostic algorithm
diagnostic odds ratio
diagnostic test
diagnostic test accuracy
difference
direct comparison
disease progression bias
disease stage
disease status
double blinding
double dummy
dramatic treatment effect
drug
effect estimate
effectiveness
efficiency
eligibility criteria
enrolment
estimate
evidence
evidence profile
evidence to decision framework
explanatory trial
exploratory analysis
extrapolated evidence
factorial study
fair comparisons of treatments
false negative test result
false negative test result (duplicate)
false positive test result
false positive test result (duplicate)
follow-up
forest plot
GRADE
guideline
high certainty of the evidence
important
imprecision
incidence
inconsistency
incremental cost-effectiveness ratio
indeterminate diagnostic test result
index test
indicator
indirect comparison
indirectness
informed consent
intention-to-treat analysis
interim analysis
interrupted time series study
lead-time bias
length-time bias
level of evidence
likelihood
likelihood ratio
loss to follow-up
low certainty of the evidence
low risk of bias
measurement bias
meta-analysis
minimization
moderate certainty of the evidence
modified intention-to-treat analysis
monitoring
multicentre study
multiple statistical comparisons
natural course of health problems
negative predictive value
nocebo effect
non-random allocation
non-randomized study
number needed to harm
number needed to screen
number needed to treat
objective outcome
odds
odds ratio
outcome
outcome measured on a scale
overdiagnosis
overtreatment
p-value
paired study design for diagnostic tests
parallel group study
peer review
performance bias
perspective
phase 1 trial
phase 2 trial
phase 3 trial
phase 4 trial
PICO
placebo
placebo effect
planned analysis
play of chance
positive predictive value
pragmatic trail
pre-test probability
precision
prevalence
primary outcome
prognosis
prognostic variable
protocol or study plan
qualitative study
quality-adjusted life years
quantitative study
random
random allocation
randomized study
reference standard test
regulation of research
relative effect
reliability
repeated measures study
reporting bias
reproducibility
research
research data
research evidence
research methods
research priorities
resource use
risk of bias
risk ratio
sample
sample size
scale
screening
screening test
secondary outcome
selection criteria
sensitivity
shared decision making
single blinding
single participant trial
smallest important difference
specificity
spin
sponsor bias
statistical power
statistically significant
stratified randomization
strength of recommendation
study
study participants
study population
subgroup
subgroup analysis
summary of findings
surrogate outcome
systematic review
target condition
theory
time horizon
treatment
treatment comparison
treatment comparison group
treatment effect
treatment effect
trial phases
triple blinding
true negative test result
true positive test result
type of study
uncertainty
under-reporting
undesirable effect
unfairness
unit of analysis error
utility value
value
variables
very low certainty of the evidence
yes/no outcomes
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GET-IT provides plain language definitions of health research terms
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