Science

What is the Intent of our Science curriculum?

Students deserve a broad and ambitious Science curriculum, rich in skills and knowledge, which ignites curiosity and prepares them well for future learning or employment.

A high-quality science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry, and physics. Science has changed our lives and is vital to the world’s future prosperity, and all students should be taught essential aspects of the knowledge, methods, processes and uses of science.

Through building up a body of key foundational knowledge and concepts, students will be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. They will be encouraged to understand how science can be used to explain what is occurring, predict how things will behave, analyse causes, encourage creativity and problem solve.

The principal focus of the Science curriculum is to develop a deeper understanding of a range of scientific ideas in the subject disciplines of biology, chemistry and physics. Students should begin to see the connections between these subject areas and become aware of some of the big ideas underpinning scientific knowledge and understanding.

Students should understand that science is about working objectively, modifying explanations to take account of new evidence and ideas and subjecting results to peer review. Students will go through a process of experimentation or investigation to prove/disprove a hypothesis or theory.

How do we deliver our curriculum?

Our curriculum builds on prior learning through close transition liaison with partner primary schools.
At KS3 we offer a full range of topics that cover the national curriculum requirements for Biology, Chemistry and Physics. Our Schemes of work are designed to develop key concepts, foundational knowledge all building towards a mastery of the essential scientific knowledge, skills and understanding that provide a solid platform for development at KS4 and success at GCSE.
Well-constructed schemes of work provide a framework for planned progression and increasing levels of challenge.
Regular formative and summative assessment provide key opportunities for feedback to inform students of their next steps in learning.
There are regular opportunities within schemes of work to explore especially challenging aspects of the curriculum, to encourage resilience and creative thinking to ensure understanding.
We focus on the development of a wide range of skills important for the study of science including mathematical, literacy, working scientifically, investigative, problem solving, critical thinking and communication skills.
We embrace the use of the 21st  Century Trivium model (grammar, dialectic, rhetoric) in our curriculum delivery so that students can think about and apply their learning in a range of new and challenging contexts, this is especially important in the improvement of students’ skills in GCSE AO2.
Departmental staff embrace curriculum and pedagogical CPD opportunities that will enhance the provision for learners.
The engagement and support with suitable STEM related extracurricular activities.

What is the impact of our curriculum?

Data tracking in each academic year to identify progress of individual learners and key groups.
Detailed analysis of GCSE courses.
Annual departmental review, including work scrutiny, to establish strengths and weaknesses and RAG-rated departmental development plan - leading to development and improvements in provision for students.
Regular reflection on the appropriateness of the curriculum leading to updates and improvements.
Appropriate uptake of triple science GCSE course.

What will students learn in Year 7?

Topics

Enquiry Processes 1

Laboratory safety
Using scientific equipment
Variables and investigations
Recording observations
Presenting data
Drawing conclusions
Evaluating evidence

Forces 1

Contact and non-contact forces
Gravity and weight
Friction and air resistance
Balanced and unbalanced forces
Speed
Pressure

Matter 1

Particle model
Solids, liquids and gases
Changes of state
Diffusion
Density
Physical and chemical changes

Organisms 1

Cells and specialised cells
Microscopy
Organ systems
Skeletal system
Muscular system
Breathing and gas exchange
Reproduction

Electromagnets 1

Electrical circuits
Current
Voltage
Resistance
Conductors and insulators
Static electricity

Reactions 1

Acids and alkalis
The pH scale
Indicators
Neutralisation
Chemical reactions
Conservation of mass

Ecosystems 1

Food chains and food webs
Adaptations
Interdependence
Competition
Biodiversity

Energy 1

Energy stores
Energy transfers
Renewable resources
Non-renewable resources
Energy efficiency

Genes 1

Variation
Inheritance
DNA and genes
Chromosomes
Selective breeding

In Year 7 students establish the fundamental scientific knowledge and skills that underpin all future learning in biology, chemistry and physics.

Students develop an understanding of cells as the building blocks of living organisms.
They learn how particles explain the behaviour of solids, liquids and gases.
Students explore forces, energy and electricity to explain everyday phenomena.
They investigate ecosystems, inheritance and reproduction within living organisms.
Students learn how chemical reactions occur and how substances interact.
Working scientifically skills are developed through practical investigations, data collection and analysis.
Students learn how scientific models can be used to explain processes that cannot be observed directly.
Mathematical skills are integrated throughout the course, including graph drawing, calculating averages and interpreting data.
Scientific literacy and Tier 3 vocabulary are explicitly taught to support communication and understandin

What will students learn in Year 8?

Topics

Earth 1

Structure of the Earth
Rock cycle
Rock types
Weathering and erosion
Earth's atmosphere
Carbon cycle

Forces 2

Moments
Levers
Pressure in fluids
Floating and sinking
Work done

Matter 2

Elements
Compounds
Mixtures
Atoms
The periodic table
Separation techniques

Organisms 2

Digestive system
Nutrition
Enzymes
Circulatory system
Photosynthesis
Respiration

Reactions 2

Metals and acids
Reactivity series
Displacement reactions
Oxidation
Thermal decomposition
Exothermic and endothermic reactions

Waves 1

Wave properties
Sound waves
Reflection
Refraction
Light waves

Electromagnets 2

Magnets and magnetic fields
Electromagnets
Electric motors
Applications of electromagnets

Waves 2

Light and colour
Electromagnetic spectrum
Infrared radiation
Ultraviolet radiation
Communication technologies

Earth 2

Earth's resources
Sustainability
Recycling
Climate change
Human impacts on the environment

In Year 8 students build upon the foundations established in Year 7 and develop a deeper understanding of scientific concepts and processes.

Students strengthen their knowledge of body systems and life processes.
They develop an understanding of atomic structure and the organisation of matter.
Learning about reactions becomes more sophisticated through the study of chemical changes and energy transfers.
Students use their understanding of energy to explain waves, light and sound.
Earth's structure, resources and environmental challenges are explored in greater depth.
Practical skills are further developed through increasingly complex investigations requiring greater independence.
Students continue to develop the use of scientific models to explain abstract scientific ideas.
Mathematical skills become more advanced through calculations, formulae and quantitative data analysis.Scientific literacy and subject-specific vocabulary continue to be developed across all topics.

What will students learn in Year 9?

Topics

Enquiry Processes 2

Experimental design
Accuracy and precision
Reliability and validity
Risk assessment
Data analysis
Evaluating scientific evidence

Energy 2

Heating and cooling
Conduction
Convection
Radiation
Energy resources
Efficiency and sustainability

Ecosystems 2

Photosynthesis
Respiration
Nutrient cycles
Decomposition
Biodiversity
Human impacts on ecosystems

In Year 9 students complete the Key Stage 3 curriculum by further developing their scientific knowledge, practical skills and understanding of how science works.

Students apply and refine the working scientifically skills developed throughout Years 7 and 8.
They investigate how energy is transferred through heating processes and evaluate different methods of energy generation.
Students develop a more detailed understanding of ecosystems, including the cycling of materials and the impact of human activity on the environment.
Practical investigations emphasise accuracy, reliability and evidence-based conclusions.
Mathematical skills are further developed through data analysis, graph interpretation and calculations.
Students deepen their understanding of scientific models and their role in explaining complex processes.
Scientific literacy and technical vocabulary continue to be strengthened in preparation for future scientific study.
The course provides a secure foundation for progression into GCSE Biology, Chemistry and Physics

GCSE Course

During Key Stage 4 students follow the AQA science course. This is tailored to suit students' individual needs, resulting in 2 or 3 GCSE science grades.

A significant number of students opt to choose to study the separate sciences at GCSE level, that is, Biology, Physics and Chemistry (Triple Science).

Students will sit all science examinations in the June examination series of year 11.

Some students will also follow the AQA ELC (entry level course). These students will still cover the national curriculum for KS4 and will be dual entered for ELC and AQA Combined Science Trilogy (Foundation Level)

Homework and Independent Learning

The aim of the homework we set is to embed and extend the learning that has taken place in the classroom. Homework is regularly set on Class Charts.

Homework set could be in the form of a quiz on the “Educake” website (https://www.educake.co.uk/) to which all students have a personal login.
Revision/learning homework in preparation for assessments.
Practice examination questions (KS4).  
Research/project work
Worksheet/paper-based homework.

Extra-curricular and Enrichment Opportunities

Assemblies, workshops and visits to local post 16 providers to find out about post 16 opportunities in science.
Within the Personal Development and Careers programme students will explore curriculum pathways to university courses and future careers. 
They will also receive and investigate Information, Advice and Guidance on future pathways including apprenticeships, post 16 opportunities including T levels and training providers.
Students can also develop their understanding and future career pathways in science as part of the Academy Work Experience programme.
Throughout each year students may have the opportunity to take part in several extra- curricular activities. As a STEM subject the science department take advantage of the many activities run by external agencies.

Some examples of the activities students have participated in include, Space Day, Science week visit to Plymouth University, The Big bang at Petroc, The Wonderstruck Science show.

Useful links

Educake (All students will have their own login)

BBC Bitesize KS3

BBC Bitesize GCSE

AQA GCSE Combined Science: Trilogy

Doc Brown Revision Notes