SCIENCE
Overview Of The Subject
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 pupils should be taught essential aspects of the knowledge, methods, processes and uses of science.
The principal focus of science teaching in Key Stage 3 is to develop a deeper understanding of a range of scientific ideas in the subject disciplines of biology, chemistry and physics. Pupils will begin to see the connections between these subject areas and become aware of some of the big ideas underpinning scientific knowledge and understanding. Examples of these big ideas are the links between structure and function in living organisms, the particulate model as the key to understanding the properties and interactions of matter in all its forms, and the resources and means of transfer of energy as key determinants of all of these interactions. They will be encouraged to relate scientific explanations to phenomena in the world around them and start to use modelling and abstract ideas to develop and evaluate explanations.
Pupils will understand that science is about working objectively, modifying explanations to take account of new evidence and ideas and subjecting results to peer review. Pupils will decide on the appropriate type of scientific enquiry to undertake to answer their own questions and develop a deeper understanding of factors to be taken into account when collecting, recording and processing data. They will evaluate their results and identify further questions arising from them.
Pupils will develop their use of scientific vocabulary, including the use of scientific nomenclature and units and mathematical representations.
Aims Of The Curriculum/Curriculum Intent
The national curriculum for science aims to ensure that all pupils:
develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics
develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them
are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future
We aim to provide a challenging, relevant and fun experience by building on knowledge and skills gained in KS2.
Students in Year 7 are initially placed in mixed ability groups, they all be doing the same unit of work and are then placed in 5 sets once they have been tested after approximately 4 weeks. We are using a baseline test on the content of the Year 6 curriculum and it provides a great benchmark for students and is a good start to help the measure of progress across Key Stage 3. This baseline test would help us to identify the students who have not achieved the expected standard and not deemed ‘secondary ready’. We would implement strategies to support those pupils in lessons and outside lessons by targeted intervention and classroom differentiation.
Our condensed KS3 curriculum is based on National Curriculum and gives students the chance to explore scientific concepts through experimentation and demonstrations.
Using new technology, creative lessons and plenty of practical work, we encourage students to show a high level of engagement in order for them to enjoy their science lessons. We take every opportunity to inspire and engage giving the students opportunities to plan and test their own ideas through extended investigations. In addition, where possible, we choose to use topical examples and current issues facing Scientists around the world to ensure our students develop the critical thinking skills that underpin the very nature of Science and Scientific enquiry.
All of our topics cover the material found in the national curriculum and in many cases extend beyond this, introducing some key GCSE level concepts at a natural point where they link with those at Key Stage 3.
Each topic has an end of unit assessment which is sat at the end of the term.
The specifications, which include the course content for Year 7 and 8, can be found at this link:
https://www.aqa.org.uk/subjects/science/ks3/ks3-science-syllabus
Curriculum Content KS3
In Year 7 and Year 8 the students are taught Science in topics which are designed to, not only match and follow the National Curriculum, but to also extend the students in areas of interest beyond the National Curriculum. The students’ progress with their understanding from Year 7 to year 8 as common concepts are continually revisited throughout a topic and between topics. In Year 9 pupils study Biology, Chemistry and Physics as separate standalone units similar to KS4. Each unit is designed to help students build on the skills, knowledge, independence and practical skills they have acquired lower down the School.
The KS3 Scheme of Work is heavily orientated around practical work particularly investigative skills.
Year 7 Science Curriculum Overview:
Students are introduced to health and safety procedures within the department, followed by the strand of science regarding ‘How Science Works’ – Working scientifically – Planning an Investigation, Recording Data, Analysis Data and Evaluating Data. These aspects of science are incorporated in the following subject areas:
Biology: Cells, Human and Plant Reproduction, Movement, Inheritance, variation and genetics, Ecosystem
Chemistry: Particles and their behaviour, Earth Structure and Rocks, Acids and Alkalis, Metals and non- metals, Separating mixtures
Physics: Forces – speed and gravity, Energy, Waves- Light and Sound, Electricity- Current, Voltage and resistance.
The following texts will be used as a base for our Year 7 course:
AQA KS3 Science 1 by Neil Dixon, Carol Davenport ISBN 9781471899928
Student workbook 1 AQA KS3 Know and apply: ISBN 9781471899973
Year 8 Science Curriculum Overview:
Students continue with the Programme of Study for Science, with a sequence of units covering:
Biology: Breathing, Digestion, Respiration, Photosynthesis, Evolution and Inheritance
Chemistry: Elements, Compounds, Periodic Table. Chemical Reactions. Earth Resources and climate
Physics: Waves. Energy transfer. Further forces and Electromagnetism
The following texts will be used as a base for our Year 8 course:
AQA KS3 Science 2 by Neil Dixon, Carol Davenport ISBN 9781471999980
Student workbook 2 AQA KS3 Know and apply: ISBN 9781510402485
Each topic has an end of unit assessment which is sat at the end of the term.
Science KS4
Aims Of The Curriculum/Curriculum Intent
Teaching in the sciences in Key Stage 4 continues with the process of building upon and deepening scientific knowledge and the understanding of ideas developed in earlier key stages in the subject disciplines of biology, chemistry and physics.
For some students, studying the sciences in Key Stage 4 provides the platform for more advanced studies, establishing the basis for a wide range of careers. For others, it will be their last formal study of subjects that provide the foundations for understanding the natural world and will enhance their lives in an increasingly technological society.
Pupils will be helped to appreciate the achievements of science in showing how the complex and diverse phenomena of the natural world can be described in terms of a number of key ideas relating to the sciences which are inter-linked, and which are of universal application. These key ideas include:
the use of conceptual models and theories to make sense of the observed diversity of natural phenomena
the assumption that every effect has one or more cause
that change is driven by interactions between different objects and systems
that many such interactions occur over a distance and over time
that science progresses through a cycle of hypothesis, practical experimentation, observation, theory development and review
that quantitative analysis is a central element both of many theories and of scientific methods of inquiry.
The sciences will be taught in ways that ensure students have the knowledge to enable them to develop curiosity about the natural world, insight into working scientifically, and appreciation of the relevance of science to their everyday lives, so that students:
develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics
develop understanding of the nature, processes and methods of science, through different types of scientific enquiry that help them to answer scientific questions about the world around them
develop and learn to apply observational, practical, modelling, enquiry, problem-solving skills and mathematical skills, both in the laboratory, in the field and in other environments
develop their ability to evaluate claims based on science through critical analysis of the methodology, evidence and conclusions, both qualitatively and quantitatively.
Specification
The specifications which include the course content can be found at this link:
http://www.aqa.org.uk/subjects/science/new-science-gcse-specifications
The following texts will be used as a base for our AQA GCSE course:
AQA GCSE (9-1) Biology Oxford University Press Student Book: 9780198359371
AQA GCSE (9-1) Chemistry Oxford University Press Student Book: 9780198359388
AQA GCSE (9-1) Physics Oxford University Press Student Book: 9780198359395
Each student has access to the above textbook and resources via Kerboodle login.
We offer two strands of Science:
Combined Science (Trilogy), at the end of the course your daughter will achieve 2 GCSE’s.
Separate Sciences (Triple), each area of science is examined separately: Biology, Chemistry and Physics.
Trilogy (also known as combined science) entails 6 exams each 1 hour and 15 minutes long and is a total of 70 marks per exam. Each exam is worth 16.7% of their total GCSE. Each paper will assess knowledge and understanding from distinct topic areas.
Triple science (Separate Sciences) this entails the three sciences sat individually, Biology is 1 GCSE, Chemistry 1 GCSE and Physics 1 GCSE. At the end your daughter will achieve three separate GCSE’s. There will be 6 exams altogether each 1 hour and 45 minutes long, a total of 100 marks per exam.
Curriculum Content KS4
Year 9
By the beginning of Year 9 pupils would finish the content of KS3 required by National Curriculum. However, during first half term we revisit key concepts and check students’ knowledge and understanding. This year we carry on spending time on developing student’s practical skills following recovery programme from the Covid period.
After half – term all the Year 9 Students start the AQA KS4 science course. This gives them the opportunity to get a full and engaging start to the KS4 curriculum in science. Students will be assessed continually in class, throughout the year and one internal Exam covering the unit taught. Your daughter will continue with the GCSE curriculum, in ability groups through to Year 11. The GCSE course is linear, all students will be externally examined at the end of Year 11 using the 1-9 grading system.
Pupils will cover the following units in Year 9; this will include the mandatory practical (shown as demonstration or videos), how Science works, recall information, practising extended questioning and multiple choice. Each pupil will be examined internally at the end of each unit.
Biology: Cell biology, and Organisation.
Chemistry: Atoms, Bonding and Moles.
Physics: Energy and Energy Resources.
Each topic has an end of unit assessment, which is sat at the end of the term.
In Year 9 all pupils will cover the contents common to both courses to allow most pupils the possibility of achieving the three GCSE.
Students Will Develop Their Skills In:
hypothesising and testing theories and concepts
assessing hazards and taking precautions to minimise the associated risks
using appropriate apparatus and techniques (limited due to Covid-19)
observation, enquiry and problem solving
analysing methodology, evidence and conclusions
interpreting and evaluating
communication, mathematics and the use of technology in scientific contexts
Year 10
Pupils will cover the following units in Year 10; this will include the mandatory practical, how Science works, recall information, practising extended questioning and multiple choice. Each pupil will have exams in class set by their teacher at the end of the term.
The units covered in Year 10 are as follows:
Biology: Disease and Bioenergetics.
Chemistry: Chemical Reactions and Rates of Reaction.
Physics: Particles at work and Forces.
In Year 10 all pupils will cover the contents common to both courses to allow most pupils the possibility of achieving the three GCSE.
Year 11
PPupils will cover the following units in Year 11; this will include the mandatory practical (shown as demonstration or videos), how Science works, recall information, practising extended questioning and multiple choice. Each pupil will have exams in class set at the end of each unit.
The units covered in Year 11 are as follows:
Biology: Human Body, Genetics, Ecology.
Chemistry: Crude Oil, Analysis and Earths Resources
Physics: Forces, Motion, Waves
After the pre-public exams in Year 10 the final decisions on whether pupils take the Trilogy or Separate Sciences route and whether they take higher or foundation tiers will be made by the department in conjunction with Head of Year, the pupil and their parent/carer.
We will offer Revision guides and workbooks by Collins at the start of Year 10 but CGP AQA 9-1 GCSE revision guides are also recommended for additional guidance.
We also recommend the following websites for further study:
For those students who want to expand their learning by reading around the subject we recommend the following books:
The Selfish Gene - Richard Dawkins
Darwin's Ghost - Steve Jones
Brave New World - Aldous Huxley
A short history of nearly everything - Bill Bryson
Bad science - Ben Goldacre
Periodic Tales – Hugh Aldersey-Williams
Quantum theory cannot hurt you: a guide to the universe - Marcus Chown
Why does E=mc2? (and why should we care?) - Brian Cox and Jeff Forshaw
Quantum: a guide for the perplexed - Jim Al-Khalili
Big bang: the most important scientific discovery of all time and why you need to know about it - Simon Singh
Surely you’re joking Mr Feynman! - Richard P Feynman
Future Pathways/Careers After KS4
Following successful completion of KS4 course students are encourage to study sciences in college. Based on their GCSE grade students can select A level Biology, Chemistry or Physics. Pupils can continue studying Science with a variety of BTEC courses or doing Apprenticeship in science and engineering.
You’ll need Biology for most degrees in medicine, biology, biomedical sciences, dentistry, dietetics, physiotherapy, orthoptics and veterinary medicine. Biology is usually required or recommended for courses in biochemistry, environmental science, nursing, occupational therapy, optometry, pharmacy, sports science, physiology and speech therapy.
Studying A-level Biology offers an infinite number of amazing career opportunities including: Nursing, Doctor, Pharmacist, Biochemist, Pharmacology, Microbiology, Zoology, Botanist, Forensic Scientist, Ecology, Physiotherapist, Biological Engineer, Environmental Engineer and Biomedical Engineer
Chemistry is essential for degrees in medicine, dentistry, veterinary science, pharmacy, pharmacology, biochemistry, chemistry and chemical engineering.
It is also recommended for forensics, environmental science and materials science.
Studying A-level Chemistry offers an infinite number of amazing career opportunities including: Doctor, Pharmacist, Biochemist, Pharmacologist, Chemist, Chemical engineer, Forensic Scientist, Environmental Engineer and Biomedical Engineer. Many students with Chemistry degrees also go on tohave careers in law, accountancy, teaching and IT to name but a few.
Studying A-level Physics offers an infinite number of amazing career opportunities including:
Geophysicist/field seismologist, Healthcare scientist, medical physics, Higher education lecturer, Radiation protection practitioner, Research scientist (physical sciences), Scientific laboratory technician, Secondary school teacher, Meteorologist, Structural engineer, Acoustic engineer, Product/process development scientist, Systems developer and Technical author.
You can also move into engineering, astrophysics, chemical physics, nanotechnology, renewable energy and more, the opportunities are endless.