Schola Europaea / Office of the Secretary-General

Pedagogical Development Unit

Ref.: 2019-01-D-46-en-2
Orig.: EN

Chemistry Syllabus – S4-S5

Approved by the Joint Teaching Committee at its meeting on 7 and 8
February 2019 in Brussels

Entry into force on 1 September 2019 for S4

on 1 September 2020 for S5

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Table of contents
1. General Objectives .................................................................................................... 3
2. Didactical Principles................................................................................................... 4
3. Learning Objectives ................................................................................................... 5
3.1. Competences .................................................................................................. 5
3.2. Cross-cutting concepts .................................................................................... 6
4. Content ...................................................................................................................... 7
4.1. Topics .............................................................................................................. 7
4.2. Tables .............................................................................................................. 8
Topic 4.1: Fundamental concepts and skills (structure of matter).................... 8
Topic 4.2: Reactivity ...................................................................................... 11
Topic 4.3: Petroleum, plastic and pollution .................................................... 12
Topic 5.1: Electrochemistry ........................................................................... 13
Topic 5.2: Quantitative approach of a reaction .............................................. 15
Topic 5.3: Food and Chemistry...................................................................... 16
Topic 5.4: Acids and alkalis (bases) .............................................................. 18
5. Assessment ............................................................................................................. 20
5.1. Attainment descriptors – Chemistry ............................................................... 21

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1. General Objectives

The European Schools have the two objectives of providing formal education and of
encouraging pupils’ personal development in a wider social and cultural context. Formal
education involves the acquisition of competences (knowledge, skills and attitudes) across
a range of domains. Personal development takes place in a variety of spiritual, moral, social
and cultural contexts. It involves an awareness of appropriate behaviour, an understanding
of the environment in which pupils live, and a development of their individual identity.
These two objectives are nurtured in the context of an enhanced awareness of the richness
of European culture. Awareness and experience of a shared European life should lead
pupils towards a greater respect for the traditions of each individual country and region in
Europe, while developing and preserving their own national identities.
The pupils of the European Schools are future citizens of Europe and the world. As such,
they need a range of competences if they are to meet the challenges of a rapidly-changing
world. In 2006 the European Council and European Parliament adopted a European
Framework for Key Competences for Lifelong Learning. It identifies eight key competences
which all individuals need for personal fulfilment and development, for active citizenship, for
social inclusion and for employment:

1. Literacy competence;
2. Multilingual competence;
3. Mathematical competence and competence in science, technology and engineering;
4. Digital competence;
5. Personal, social and learning to learn competence;
6. Civic competence;
7. Entrepreneurship competence;
8. Cultural awareness and expression competence.

The European Schools’ syllabi seek to develop all of these key competences in the
pupils.

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2. Didactical Principles

The didactical principles of the European Schools are formulated in the teaching standards
of the European Schools (ref: 2012-09-D-11-en-4). For delivery the teaching standards state
that the teacher:

 Uses teaching skills and creativity to inspire and motivate pupils

 Delivers well-structured lessons
 Makes an effective use of teaching time
 Employs a variety of teaching and learning methods, including technology,
appropriate to the content
 Motivates pupils to be actively involved in their own learning
 Demonstrates good subject and curriculum knowledge including their national and
European dimensions

The eight competences for chemistry are knowledge, comprehension, application, analysis,
experimental work, digital competences, communication and team work.

To teach the competences for chemistry according to the teaching standards of the
European Schools an inquiry-based approach to teaching and learning is strongly
recommended in S4-S5. The learning objectives listed in this syllabus, especially the
competences concerning experimental work, digital and information competency,
communication and team work cannot be achieved without a large focus on practical work.

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3. Learning Objectives

Learning is not just getting more content knowledge. With learning in school, content
is used to give the pupils competences to be prepared for society and work. Learning
objectives for student performance therefore arise out of three dimensions: the
European Framework for Key Competences for Lifelong Learning outlined in section
1, the academic competences outlined in 3.1 and the Cross-cutting concepts
(Interdisciplinary Connections) in 3.2. This way we hope that the pupils will become
prepared to a lifelong learning.

3.1. Competences

Competency Key Concepts

1. Knowledge The student displays a comprehensive knowledge of facts

2. Comprehension The student displays a thorough command and use of
concepts and principles in science
3. Application The student makes connections between different parts of the
syllabus and applies concepts to a wide variety of unfamiliar
situations and makes appropriate predictions
4. Analysis The student is capable of detailed and critical analysis and
explanations of complex data
5. Experimental The student can formulate hypotheses and plan and carry out
work investigations using a wide range of techniques while being
aware of ethical issues
Suggested verbs: evaluate, measure, investigate, design, test,
prove
6. Digital and The student can consistently and independently find and
information assess the reliability of information on scientific subjects, on-
Competences and offline and can independently use appropriate software for
science tasks
7. Communication The student can communicate logically and concisely using
(oral and written) correct scientific vocabulary and demonstrates excellent
presentation skills
8. Teamwork The student works well in a team

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3.2. Cross-cutting concepts

The list of cross cutting competences places the learning objectives within a larger
context which i. e. can form the basis of a cross-curricular projects. The tentative list to
be taught is based on the next generation science standards in the United States
(National Research Council, 2013):

Concept Description

1. Patterns Observed patterns of forms and events guide organisation and

classification, and they prompt questions about relationships
and the factors that influence them
2. Cause and effect Events have causes, sometimes simple, sometimes
multifaceted. Deciphering causal relationships, and the
mechanisms by which they are mediated, is a major activity of
science and engineering
3. Scale, proportion In considering phenomena, it is critical to recognise what is
and quantity relevant at different size, time, and energy scales, and to
recognise proportional relationships between different
quantities as scales change
4. Systems and Defining the system under study—specifying its boundaries
system models and making explicit a model of that system—provides tools for
understanding the world. Often, systems can be divided into
subsystems and systems can be combined into larger systems
depending on the question of interest
5. Energy and Tracking energy and matter flows, into, out of, and within
matter systems helps one understand their system’s behaviour
6. Structure and The way an object is shaped or structured determines many of
function its properties and functions
7. Stability and For both designed and natural systems, conditions that affect
change stability and factors that control rates of change are critical
elements to consider and understand

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4. Content

4.1. Topics

Subtopic Suggested % teaching time in S4/5

S4.1 Fundamental concepts and skills 25%

S4.2 Reactivity 10%

S4.3 Petroleum, plastic and pollution 15%

S5.1 Electrochemistry 12½%

S5.2 Quantitative approach of a reaction 12½%

S5.3 Food and chemistry 12½%

S5.4 Acids and alkalis 12½%

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4.2. Tables

The table below contains the contents of the S4/5 chemistry syllabus.
 Column 1: subtopics
 Column 2: content
 Column 3: learning objectives, these are compulsory
 Column 4: key contexts, phenomena and activities, these are recommendations

Topic 4.1: Fundamental concepts and skills (structure of matter)

Subtopic S4.1 Content Learning Objectives (and limitations) Key contexts, phenomena and activities
Introduction What is Safety in executing chemical experiments and using the Additional safety rules and instruction will be given when
chemistry? correct apparatus. appropriate throughout the course.
Safety
Chemistry
apparatus
Elements and Historic Understand the historic development of atomic models, from Give the students awareness of the fact that:
Atoms perspective Democritus to Bohr. Particle Relative Relative
Mass Charge
Bohr atomic Construct and use graphic descriptions of an atom consisting Proton 1 +1
model of protons, electrons and neutrons. Neutron 1 0
Electron 5x 10-4 -1
Recognise that the number of protons defines the elements and
Particle Mass/kg Charge/C
Write the notations for the atomic (or charge) number (Z) and Proton 1,67x10-27 1,60x10-19
mass number (A) Neutron 1,67x10-27 0
Elements Apply the notation of an element: AZX Electron 9,10x10-31 -1,60x10-19

Isotopes Recognise that isotopes of the same element have different Rutherford gold foil experiment to explain the size of atoms and
masses of subatomic particles, PhET simulation,
https://phet.colorado.edu/en/simulations, ‘Rutherford scattering’
Isotopic mass and Explain that the relative atomic mass of an element depends
relative atomic on the relative abundance of its isotopes Use PhET simulation ‘Build an atom’
mass
Use PhET simulation ‘Isotopes and atomic mass’

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 Subtopic S4.1 Content Learning Objectives (and limitations) Key contexts, phenomena and activities
Periodic table Periodic table, Arrange elements according to their atomic number (up to Flame spectroscopy
periods, groups Z=20)

Understand that electron arrangement in an atom is related to

its position in the periodic table and that number of electron
shells is determined by period number or name of shells:
K,L,M,N

Draw Lewis representation of atoms

Explain reactivity of elements as a consequence of the Elements in the same group have similar chemical properties
electron arrangement in the outer shell, (groups I, II, XIII to because they have the same number of electrons in their outer
XVI, XVII and XVIII); shell

Recall the name and location of the following groups in the Reactivity of alkali and earth alkaline metals with air and water
periodic table: alkali metals, alkaline-earth metals, halogens
and noble gases Reactivity of halogens

Group elements according to physical and chemical

properties;

Connect properties of elements to their position in the periodic

table:

Chemical bonds Ionic bond Use the octet rule to explain the formation of ions Conductivity of ionic solutions

Understand that ionic bond is the electrostatic attraction

between ions of opposite charge;

Ability to describe and illustrate ionic lattice using for Precipitation of halogen compounds (e.g. AgX)
instance NaCl as a model;

Being able to explain that ionic compound formula shows the

ratio of positive and negative ions;

Describe the properties of compounds formed by ionic bonds:

e.g. melting point, solubility, and conductivity of electricity;

Covalent bond Being able to draw a schematic representation of a covalent Practical comparing ionic and covalent compounds
bond, showing one or more pairs of electrons between the
atoms; Simplified molecule representations showing polar and non-
polar covalent bonds: H-Cl, O=O and N≡N;

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 Subtopic S4.1 Content Learning Objectives (and limitations) Key contexts, phenomena and activities
Explain covalent bond formation with the aid of the octet rule;

Understand that the covalent bond is the electrostatic

attraction between a pair of electrons and positively charged
nuclei.

Give examples of molecules formed through covalent bond(s);

Describe the properties of compounds formed by covalent

bonds:.e.g. melting point, solubility and non-conductivity of
electricity;

Electronegativity Explain electronegativity of atoms in terms of the ability to Discuss the polarity of water in relation to its structure
attract bonding pair electrons in a covalent bond;
Show the effect of a charged rod held near a stream of water
Explain polarization as a result of the asymmetric distribution PhET simulation ‘Molecule polarity’
Polarization of the bonding electrons and the structure of the molecule;

Identify simple polar and non-polar molecules

Solutions Ionic solution and Define what a solution is Compare the conductivity of solutions with different
molecular solution concentrations
Illustrate the different properties (conductivity) between
molecular and ionic solutions PhET simulation ‘Sugar and salt solutions’

Define concentration (mass/volume) PhET simulation ‘Concentration’

Relate the colour intensity of a solution to its concentration (e.g.

Cu(II), permanganate)

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Topic 4.2: Reactivity

Subtopic S4.2 Content Learning Objectives Key contexts, phenomena and activities
Reactivity Chemical reaction Define a chemical reaction Simulation of collision between atoms leading to a reaction
(PhET ‘Reactions and rates’)
Describe a chemical reaction in terms of energy and mass
conservation;

Chemical Write chemical reactions as a balanced equation of reactants Use online methods to practice balancing of equations of
equation and products; different types (combustion, decomposition and addition)
(PhET ‘Balancing chemical equations’)
Activation energy Discuss and explain activation energy as the process of Combustion of carbon
breaking and forming bonds;

Exo- and Explain the difference between an exothermic and an Dissolving sodium hydroxide (NaOH) or magnesium sulfate
endothermic endothermic reaction (MgSO4) in water are exothermic processes, whereas the
processes mixing of the solid hydrated barium hydroxide (Ba(OH)2).8H2O
with ammonium chloride (NH4Cl) is an endothermic reaction

Reaction rate Discuss and being able to predict how the factors Explain reactions with the aid of an energy diagram and
(concentration, temperature and active surface) affect the rate balanced equations;
of reaction
Reaction between sodium thiosulfate (Na2S2O3) and dilute
hydrochloric acid (HCl)

Reaction of zinc metal and diluted acid

Dehydration of sucrose

Decomposition of hydrogen peroxide

Catalysts Explain that a catalyst lowers the activation energy of a
reaction;

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Topic 4.3: Petroleum, plastic and pollution

Subtopic Content Learning Objectives Key contexts, phenomena and activities

S4.3
Crude oil Fossil fuels Understand origin and process of formation. Define organic
compounds.

Fractional distillation Explain how crude oil components are separated into useful Demonstration of fractional distillation.
fractions
Discuss principle of fractional distillation related to boiling
point.

Hydrocarbons Name (up to C10) alkanes and simple alkenes according to Use molecular models to represent molecules (Molymod), 3-
the IUPAC nomenclature D computer models/virtual reality

Write molecular, structural, and line formula of

hydrocarbons

Structural isomers Explain that with a specific molecular formula different

structural formulae exist (at least for alkanes)

Fuels as source of Describe complete combustion of fossil fuels Qualitative study of energy released in the combustion of
energy different fuels

Fossil fuels and Identify products of complete combustion Experiment testing products of combustion
pollution
Link CO2 production with greenhouse effect Simulation of greenhouse effect using a model

Link greenhouse effect to global warming and climate

change

Plastic Polymers Explain the structure of polymers in terms of a repeating Demonstration of synthesis of Bakelite. Synthesis of Nylon
unit 6,6, and slime

Through experimentation identify key properties of some Density, chemical resistance to acids and bases,
common polymers. thermoplasticity, etc.

Link these properties to their use. Research the Great Pacific Garbage Patch, biodegrability,
microplastics, total mass of yearly plastic production. Can
Illustrate ubiquity of plastic products and its consequences exposure to plastic harm our health? Exploring alternative
on human health and pollution materials such as plant-based, animal-based, bio-mass
based polymers, etc.

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Topic 5.1: Electrochemistry

Subtopic Content Learning Objectives Key contexts, phenomena and activities

S5.1
Redox reactions Redox reactions as Define redox reactions as the loss and gain of electrons Introduce redox reactions through simple experiments. For
an exchange of (limited to monoatomic ions and diatomic molecules) example:
electrons ●Iron nail in copper sulphate solution
Illustrate the redox reaction as the exchange of electrons at ●Copper wire in silver nitrate solution
atomic level (collision of ions in solutions with metal strips) ●Active metals in an acidic solution

Define oxidation as a loss of electrons and reduction as a Use computer simulations to visualise the exchange of
gain of electrons electrons (e.g. chemdemos.uoregon.edu et al.)

Understand that reduction and oxidation occur

simultaneously

Assign oxidation numbers (limited to monoatomic ions and

diatomic molecules)

Identify the oxidising agent and the reducing agent

Write half-equations and balance the complete reaction

using half-equations

Compare the reactivity of common metals (activity series)

Predict the reaction products using the activity series

Electrochemical Cells Galvanic cell Construct a simple cell and a battery by connecting simple Use an experimental approach to construct an activity series
cells in series
Verify the predictions experimentally
Describe the galvanic cell as a device that converts
chemical energy into electrical energy A historical approach is possible (Galvani, Volta, Daniell)

Draw and identify the components of a simple cell and Construct different cells and batteries
state their functions: describe the transfer of electrons from
the negative to the positive electrode via an external circuit,
recognise at which electrode oxidation and reduction
respectively occur

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 Subtopic Content Learning Objectives Key contexts, phenomena and activities
S5.1
Electrolytic cell Describe the electrolytic cell as a device that converts Introduce the electrolytic cell through an experimental
electrical energy into chemical energy approach, for example electrolysis of potassium iodide
solution with carbon electrodes
Write the balanced equation for the cell
Copper plating experiment

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Topic 5.2: Quantitative approach of a reaction

Subtopic Content Learning Objectives Key contexts, phenomena and activities

S5.2
Quantitative Mole, molar mass Define that one mole of a substance contains the same Avogadro constant is equal to: NA = 6.02x1023 particle per
approach of a and molar volume number of particles (NA) as the atoms in 12 grams of carbon- mole
reaction 12
Estimation of the number of rice grains using a balance
Explain the conversion between number of particles to
number of moles. Measure the molar volume of a gas

Calculate Molar Mass using atomic mass

Use the formula: m = n x M or mass (g)= number of moles x

molar mass (g mol–1)

Explain that one mole of gas has always the same volume
at temperature and pressure given

Use the formula: V = n x VM

Concentration of a Define that the concentration is equal to the amount of Use computer simulations such as PhET “Concentration”
solution and dilution moles in a given volume. and “Molarity”

Prepare a solution with a given concentration starting from a Make and use a calibration curve (spectroscopy or
solid conductivity)

Use one dilution formula e.g.:

c1V1 = c2V2

Prepare a solution with a given concentration starting from a

standard solution

Prediction of Explain the difference between stoichiometric proportion for Show by experimental approach that increasing the amount
reactions results a reaction and cases with a reactant in excess of only one reactant doesn’t change the final amount of
product. Also use computer simulation PhET “Reactants,
Calculate number of moles produced and of reactant in products and leftovers”
excess for a given reaction
Compare the theoretical mass and the experimental value
obtained in the synthesis of Cu(OH)2(s) or BaSO4(s)
Same for a gas: e.g. acid with magnesium metal

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Topic 5.3: Food and Chemistry

Subtopic Content Learning Objectives Key contexts, phenomena and activities

S5.3
Alcohols Alcohols as a class of Define that the functional group is an atom or group of Oxidation of ethanol with acidic permanganate solution
organic substances, atoms responsible for the characteristics of a particular
analogous to alkanes compound Oxidation of propan-1-ol or butan-1-ol
with an additional
functional group: the Recognise the hydroxyl functional group (-OH) Obtain information on the different health risks posed by
hydroxyl group ethanol
Define and name alcohols up to C6, according to the
IUPAC nomenclature

Carry out the oxidation of ethanol to ethanoic acid

Explain that all alcohols are oxidized into carboxylic acids

(limited to primary alcohols)

Carboxylic acids Formation Recognise the functional group of a carboxylic acid Illustrate acidic behaviour of carboxylic acids through
Functional group conductivity, pH measurements, use of indicators
Nomenclature Define and name carboxylic acids up to C6, according to
the IUPAC nomenclature

Esterification Identify the ester functional group, Synthesise banana flavour by esterification

Write the equation of the esterification reaction

Carbohydrates Glucose Recognise the alcoholic functional groups in a molecule of

glucose (only linear structure)

Fermentation Write the balanced equation:

C6H12O6(aq)2 C2H5OH(aq) + 2CO2(g)

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 Subtopic Content Learning Objectives Key contexts, phenomena and activities
S5.3
Triglycerides Fats and oils Recognise the ester functional groups in a triglyceride. Research activities on the presence of cis-, trans- and
saturated fats in food
Distinguish between fats and oils.

Distinguish between saturated and unsaturated

triglycerides (fats) and between cis- and trans- unsaturated
fats

Name the health benefits of cis- unsaturated fats and the

health risks related to trans- and saturated fats

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Topic 5.4: Acids and alkalis (bases)

Subtopic Content Learning Objectives Key contexts, phenomena and activities

S5.4
Acids and Bases in Definition Define an acid and a base using the Brønsted-Lowry
water theory. (limited to strong acids and bases)

Name and write the formula of some common acids and

bases

Dissociation in water Write the dissociation reactions in water which supplies PhET simulations “Acid-Base solutions”
hydrogen ions (H+). In aqueous solution this is written as:

HA + H2O → H3O+ + A-

B + H2O → BH+ +HO-

Acidity of a solution Explain the pH-scale as a measure of the concentration of Knowledge of the equation pH = -log [H3O+] is not required
H3O+ ions in aqueous solutions. (is left for S6/7). The range 0-14 provides sensible (but not
absolute) “bookends” for the scale.
Link pH with the acidic, neutral or basic properties of
aqueous solutions Experimental approach: Measure the pH of beverages
and/or other household solutions
Use acid/base indicators, universal indicator (liquid or
paper) and pH meter to determine the pH of aqueous Show experimentally that a tenfold dilution results in pH
solutions change of 1 unit.

Explain the impact of dilution on the pH-values. Experimental approach: pH of water with and without CO2
using a soda stream

Environmental Explain the acidic properties of CO2 using this equation: Environmental consequences of acid rain, ocean
problem of CO2 CO2 + H2O → H2CO3 acidification

Acid/Base reactions Neutralisation Write the equation of the reaction between a strong
monoprototic acid and a strong monoprotic base

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 Subtopic Content Learning Objectives Key contexts, phenomena and activities
S5.4
Titration Define conditions for a titration reaction: no secondary Experimental approach: Titration of a household item
reaction, fast, complete (descaler, drain cleaner…)

Carry out a titration of a strong monoprotic acid with a

strong monoprotic base using an acid-base indicator.

Draw a labelled diagram of the apparatus needed to

perform a titration.

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5. Assessment

For each level there are attainment descriptors written by the competencies, which
give an idea of the level that students have to reach. They also give an idea of the
kind of assessments that can be done.

With the competencies are verbs that give an idea of what kind of assessment can be
used to assess that goal. In the table with learning objectives these verbs are used
and put bold, so there is a direct link between the competencies and the learning
objectives.

Pupils should be assessed in a broad variety of ways throughout the year, to give a
wide-ranging picture of each pupil's attainments, strengths, and areas for further
work.

Formative assessment should include the following:

 Lab reports
 Presentations
 Tests of subject content
 Tests of practical skills
 Auto- and peer evaluation

Assessing content knowledge can be done by written questions where the student
has to respond on. Partly that can be done by multiple choice but competencies as
constructing explanations and engaging in argument as well as key competencies as
communication and mathematical competence need open questions or other ways of
assessing.

An assignment where students have to use their factual knowledge to make an article
or poster about a (broader) subject can be used to also judge the ability to critically
analyse data and use concepts in unfamiliar situations and communicate logically
and concisely about the subject.

Students have to be able to do an (experimental) inquiry. An (open) inquiry should be

part of the assessments. Assessing designing and inquiry can be combined with
other subjects.

Digital competence can be assessed by working with spreadsheets, gathering

information from internet, measuring data with measuring programs and hardware,
modelling theory on the computer and comparing the outcomes of a model with
measured data. Do combine this with other assessments where this competence is
needed.

In The European Schools system it is important to harmonise teaching and learning

between language sections. It is recommended to harmonise planning and
assessment. The summative assessment, the S5 chemistry exam, must always be
completely harmonised between the language sections.

For all assessment the marking scale the European Schools shall be applied, grades
in S1 S3, whole and half marks in S4 and S5.

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5.1. Attainment descriptors – Chemistry

A (9.0-10 – B (8.0-8.9 – C (7.0-7.9 – D (6.0-6.9 – E (5.0-5.9 – F (3.0-4.9 – FX (0-2.9 –

Excellent) Very good) Good) Satisfactory) Sufficient) Failed/Weak) Failed/Very
weak)
Knowledge Displays Displays a very Displays a broad Displays a Recalls main Displays little Displays very
comprehensive broad knowledge knowledge of reasonable names, facts recall of factual little recall of
knowledge of of facts facts knowledge of and definitions. information factual
facts . facts and information.
definitions.
Comprehension and a thorough and a good and good and Understands and a limited Shows very little
command and command and understanding of understanding of only basic understanding of understanding of
use of concepts use of concepts main concepts basic concepts concepts and concepts and scientific
and principles and principles in and principles in and principles in principles in principles in principles and
in science. science. science. science. science science. concepts.

Application Makes Makes some Is capable of Is capable of and can use / /

connections connections using knowledge using knowledge basic knowledge
between between in an unfamiliar in a familiar in a familiar
different parts of different situation. situation. situation.
the syllabus and parts of the
applies concepts syllabus and
to a applies concepts
wide variety of and principles to
unfamiliar unfamiliar
situations and situations.
makes
appropriate
predictions.
Analysis Is capable of Analyses and Produces good Produces basic Given a Can use data Fails to use data
detailed explains analysis and analysis and structure can only adequately.
and critical complex explanations of explanations of analyse and with significant
analysis and data well. simple data. simple data. explain simple guidance.
explanations data.
of complex data.

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 A (9.0-10 – B (8.0-8.9 – C (7.0-7.9 – D (6.0-6.9 – E (5.0-5.9 – F (3.0-4.9 – FX (0-2.9 –
Excellent) Very good) Good) Satisfactory) Sufficient) Failed/Weak) Failed/Very
weak)
Experimental Formulates Plans and Follows a written Follows a written Follows a Has difficulty Is not able to
work hypotheses, carries procedure safely procedure safely written following safely follow a
plans and out experiments and makes and and records procedure safely instructions written
carries out using records observations. and makes without procedure.
investigations appropriate observations, basic supervision.
using a techniques, presenting them observations.
wide range of being using different
techniques while aware of safety techniques.
being issues.
aware of ethical
issues.
Digital and Can consistently Can usually Can often With aid, can Can retrieve Generally Unable to find,
Information independently independently independently find and assess information on unable to find, or to assess the
Competences find and assess find and assess find and assess the reliability of, scientific or to assess the reliability of,
the reliability of, the reliability of, the reliability of, information on subjects when reliability of, information on
information on information on information on scientific directed to information on scientific
scientific scientific scientific subjects, on- reliable sources, scientific subjects, on- or
subjects, on- subjects, on- subjects, on- and offline. on- and offline. subjects, on- offline.
and offline. and offline. and offline. and offline.
Can Can use Can use Can use Can follow Has great Unable to use
independently appropriate appropriate appropriate structured difficulties using appropriate
use appropriate software for software for software for instructions to appropriate software for
software for science tasks science tasks science tasks use appropriate software for science tasks
science tasks. with some with assistance. given structured software for science tasks even with
assistance. assistance. science tasks. even with assistance.
assistance.


This competence is part of the European Digital Competence Framework (https://ec.europa.eu/jrc/en/digcomp)

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 A (9.0-10 – B (8.0-8.9 – C (7.0-7.9 – D (6.0-6.9 – E (5.0-5.9 – F (3.0-4.9 – FX (0-2.9 –
Excellent) Very good) Good) Satisfactory) Sufficient) Failed/Weak) Failed/Very
weak)
Communication Communicates Communicates Communicates Uses basic Uses basic Generally Has very poor
(oral and logically and clearly using clearly most of scientific scientific produces communication
written) concisely scientific the vocabulary, and vocabulary, but descriptions that and presentation
using scientific vocabulary time using descriptions descriptions are insufficient or skills.
vocabulary correctly. scientific show may lack incomplete with
correctly. Demonstrates vocabulary some structure. structure or a
Demonstrates very good correctly. Demonstrates clarity. poor use of
excellent presentation Demonstrates satisfactory Demonstrates scientific
presentation skills. good presentation satisfactory vocabulary.
skills. presentation skills. presentation Lacks
skills. skills. acceptable
presentation
skills.
Teamwork Shows initiative Works Works well in a Works and participates Needs Does not work in
–a constructively in team. satisfactorily in a in team work assistance a team.
team leader. a team. team. when working in
a team.

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