year 7...ks2 - living things and their habitats links to; year 8 breathing & digestions ks4...

SCIENCE CURRICULUM

CURRICULUM DOCUMENTS

YEAR 7 The aims of this curriculum are: The aim of the curriculum is to develop and encourage students into a scientific way of thinking and enquiry. To grow independent learners and extend the students’ repertoire of skills: through practical experience that prepares them for life beyond school, so enhancing their experience and understanding of the scientific world that surrounds them. The curriculum is designed to give every student the opportunity to succeed in all areas of Science (Biology, Chemistry & Physics) and to provide a well-rounded education so that every student has the necessary Science skills: to thrive in life. 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. Pupils should decide on the appropriate type of scientific enquiry to undertake to answer their own questions and develop a deeper understanding of factors to be considered when collecting, recording and processing data. They should evaluate their results and identify further questions arising from them. It also includes the relevant mathematical Skills: required which are embedded in the science context. However, the curriculum also to develop a love of the subject and isn’t, therefore, driven purely by assessments.

Term Topics Knowledge covered and Skills: developed Assessment

Autumn

Organism-Cells and Movement

Links from; KS2 - Living things and their habitats Links to; Year 8 breathing & digestions KS4 Cells, Organisation, Photosynthesis & Nervous system

Levels of organisation: The skeleton Movement: joints & muscles: Observing cells: Plant and animal cells: Specialised cells: Movement of substances: Uni-cellular organism: Practical:

• Microscopes - Identify the principal features of a cheek cell and describe their functions

• Observing diffusion Skills:

• Construct explanations • Communicate ideas • Evaluate claims

Baseline assessment: Covers Bio/Chem/Phys Practical Skills: – Write up Mid-point extended writing Formative assessment

SCIENCE CURRICULUM


• Evaluate risks

Matter- Particle Model and Separating Mixtures Links from; KS2 knowledge of state of matter Links to; Year 8 Elements and Periodic Table KS4 Atomic structure, Particle Model & Chemical calculations

The particle models: States of matter: Melting and freezing: Boiling: Diffusion: Pure substances and mixtures: Solutions & Solubility: Separating Mixtures – Filtration, Evaporation and distillation & Chromatography:

Practical:

• Properties of solids, liquids, and gases • Observing the cooling of stearic acid • Who can make the biggest crystals? • Testing a prediction about diffusion • What is the best temperature to make tea? • Which factors affect the rate of diffusion? • What affects gas pressure? • Separating mixtures • Seawater solubility • Investigating filtration • Separating sea water • Investigate how paper chromatography can be used to separate and tell

the difference between coloured substances. Skills:

• Recognise/ draw/ interpret diagrams. • Suggest a hypothesis to explain given observations or data. • Describe a practical procedure.

Spellings of key words Practical Skills: – Write up Mid-point extended writing Formative assessment

SCIENCE CURRICULUM


• Identify the variables • Identify hazards and methods for reducing harm. • Read measurements off a scale and record appropriately. • Use scientific vocabulary, terminology and definitions. • Drawing graphs • Measuring and recording data accurately • Communicate ideas & construct explanations through use of models • Make conclusions

Forces- Speed and Gravity Links from; KS2 Forces Links to; Year 8 Forces- Contact Forces and Pressure KS4 – Forces

Introduction to forces Balanced and unbalanced Speed Distance-time graphs Gravity Practical:

• Force Circuits • Measuring forces. • Investigating the average speed of a trolley • Gravity Cups

Skills:

• Identify equipment • Maths skills - • Recording results

Using distance–time graphs

Practical Skills: – Write up Mid-point extended writing Formative assessment

End of term assessment 1 - summative assessment covers various questions from previous term topics

Spring Ecosystems-Interdependence and Plant Reproduction

Food chains and webs: Disruptions to food chains and webs: ecosystem: Competition: Flowers and pollination:

Practical Skills: – Write up Mid-point extended writing

SCIENCE CURRICULUM


Links from; KS2 Living things and their habitats Links to; Year 8 Respiration and Photosynthesis • KS4 Bioenergetics, Inheritance,

variation and evolution & Ecology

Fertilisation and germination: Seed dispersal: Practical:

• Investigating the distribution of a plant • Investigate the growth of germinating seeds. (Grow cress seeds) • Flower dissection • Investigating seed dispersal

Skills:

• Maths skills - • Drawing graphs • Method writing • Data collection • Analysis

Formative assessment

Reactions- Acids and alkalis and Metals and Non-metals Links from; KS2 Properties and changes of materials Links to; Year 8 Types of reaction & Chemical energy KS4 Chemical Changes, Energy Changes, Quantitative chemistry & Rates and equilibrium

Chemical reactions Acids and alkalis Indicators and pH: Acid strength: Neutralisation: Making salts: More about elements: Chemical reactions of metals and non-metals: Metals and acids Metals and oxygen Metals and water Metal displacement reactions Practical:

• Finding out about reactions • Using universal indicator • Finding out about strong and weak acids


SCIENCE CURRICULUM


• Neutralisation • Making salts • Examining oxides

Skills: • Maths skills - • Drawing graphs • Planning investigations • Method writing • Data collection • Analysis • Recording results • Calculating percentages

Energy- Energy costs and transfer Links to; Year 8 Work & Heating and cooling KS4 Energy and energy resources & Particle Model

Food and fuels Energy resources Energy and power Energy adds up Energy dissipation Practical:

• Food Energy • The conservation of energy

Skills:

• Converting units • Maths Skills • Investigation Skills • Life Skills


Summer Genes- Variation and human reproduction

Variation: Continuous and discontinuous: Adapting to change: Adolescence:

Practical Skills: – Write up

SCIENCE CURRICULUM


Links from; KS2 Living things and their habitats Links to; Year 8 Evolution & Inheritance KS4 Ecology & Inheritance, variation and evolution

Reproductive system: Fertilisation and implantation: Development of a foetus: The menstrual cycle: Practical:

• Investigating arm span Skills:

• Research • Drawing graphs • Planning investigations • Method writing • Data collection • Communication • Predictions • Critique claims and justify opinions

Mid-point extended writing Formative assessment

Earth - Earth structure and Universe Links from; KS2 Earth and space Links to; Year 8 Climate & Earth resources

The structure of the Earth: Sedimentary: Igneous and metamorphic rocks: The rock cycle: The Solar System: The Earth: The Moon and changing ideas: Practical:

• Modelling sedimentary rock formation • What determines crystal size in igneous rock?


SCIENCE CURRICULUM


KS4 using resources, Chemistry in the atmosphere, organic chemistry & Space

• Modelling the rock cycle • What is in the Universe?

Skills:

• Converting units • Planning • Recording results • Hypothesis • Choosing scales • Literacy • Research

Electromagnets- Electricity and Magnetism

Links from; KS2 Electricity

Links to; KS4 Electricity & Electromagnetism

Potential difference Resistance Current Circuits - Series and parallel Magnets and magnetic fields Electromagnets & Using electromagnets Practical:

• Investigating potential difference • RP - Investigating the resistance of a wire • Series and parallel circuits • Investigating current

Skills:

• Recording results • Maths skills - • Writing methods


SCIENCE CURRICULUM


• Analysis of results • Choosing scales • Evaluation • Scientific diagram

End of term assessment 2 – summative assessment covers various questions from previous term topics

SCIENCE CURRICULUM


YEAR 8

The aims of this curriculum are: The aim of the curriculum is to develop and encourage students into a scientific way of thinking and enquiry. To grow independent learners and extend the students’ repertoire of skills: through practical experience that prepares them for life beyond school, so enhancing their experience and understanding of the scientific world that surrounds them. The curriculum is designed to give every student the opportunity to succeed in all areas of Science (Biology, Chemistry & Physics) and to provide a well-rounded education so that every student has the necessary Science skills: to thrive in life. 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. Pupils should decide on the appropriate type of scientific enquiry to undertake to answer their own questions and develop a deeper understanding of factors to be considered when collecting, recording and processing data. They should evaluate their results and identify further questions arising from them. It also includes the relevant mathematical Skills: required which are embedded in the science context. However, the curriculum also to develop a love of the subject and isn’t, therefore, driven purely by assessments.


Autumn

Organism- Breathing and Digestion Links from; KS2 Animals including humans Year 7 movement & Cells Links to; KS4 Cell Biology & Organisation

Gas exchange Breathing: Drugs: Alcohol & Smoking: Nutrients: Food tests: Unhealthy diet: Digestive system: Bacteria and enzymes: Practical: • Measuring the volume of the lungs • Identifying unknown substances • Investigating the effects of alcohol on reaction times • Testing food for nutrients

Skills: • Drawings Graphs • Accuracy and precision

Practical Skills – Write up Mid-point extended writing Formative assessment

SCIENCE CURRICULUM


• Recording results

Matter- Elements and the Periodic Table Links from; KS2 Properties and changes of materials Year 7 Matter Links to; KS4 Atomic structure, Particle Model & Chemical calculations

Elements: Atoms: Compounds. Chemical formulae Polymers: The Periodic Table - Group 1: Group 7: Group 0: Practical Introducing compounds Skills: • Recording results • Making Links

Practical Skills – Write up Mid-point extended writing Formative assessment

SCIENCE CURRICULUM


Waves- Light, Sound and Wave Properties Links from; KS2 Light, Sound Links to; KS4 – Waves & Electromagnetic waves

Modelling waves Light: Sound waves & speed Loudness and amplitude Frequency and pitch The ear and hearing Reflection & Refraction. The eye and vision Colour Radiation and energy Practical

• The Moon and eclipses • How bright is the light? • Investigating reflection • Investigating refraction

Skills:

• Scientific Diagrams • Maths skills - • Investigative Skills: • Modelling the eye and the camera


Spring

Ecosystems- Respiration and Photosynthesis Links from;

Year 7 ecosystems-Interdependence and Plant Reproduction Links to;

KS4 Bioenergetics, Inheritance, variation and evolution & Ecology

Aerobic & Anaerobic respiration Biotechnology Photosynthesis Leaves Investigating photosynthesis Plant minerals Practical:

• Investigating the effect of exercise on breathing rates • Investigating the rate of fermentation


SCIENCE CURRICULUM


• The effect of temperature on fermentation • Observing the stomata of a leaf • Testing a leaf for starch • Investigating the effect of fertilisers on the growth of seedlings

Skills:

• Scientific Diagrams • Maths skills - • Investigative Skills: • Recording results • Writing methods • Analysis of results

Reactions- Types of Reactions and Chemical Changes Links from;

Year 7 Reactions- Acids and alkalis and Metals and Non-metals Links to; KS4 Chemical Changes, Energy Changes, Quantitative chemistry & Rates and equilibrium

atom in chemical reactions Combustion Thermal decomposition Conservation of mass Exothermic and endothermic Energy level diagrams Bond energies

Practical:

• Conservation of mass • Energy transfers in chemistry

Skills:

• Modelling • Recording results • Interpreting results • Designing products


SCIENCE CURRICULUM


Forces- Contact Forces and Pressure Links from;

Year 7 Forces- Speed and Gravity Links to; KS4 – Forces

Friction and drag Squashing and stretching Turning forces Pressure in gases Pressure in liquids Stress on solids Practical:

• Investigating friction • Investigating elastic • Just a moment! • Investigating stress

Skills:

• Choosing scales • Planning • Investigations • Recording results • Drawing graphs • Calculating means


Summer

Genes- Evolution and Inheritance Links from; KS2 Evolution and inheritance Year 7 Genes- Variation and human reproduction

Natural selection Charles Darwin Extinction Preserving biodiversity Inheritance DNA Genetics Genetic modification Practical:

• Finding DNA


SCIENCE CURRICULUM


Links to; KS4 Ecology & Inheritance, variation and evolution

Skills:

• Making links • Research • Drawing graphs • Maths skills - • Reviewing evidence • Justifying opinions

Earth- Climate and Earths Resources. Links from;

Year 7 - Earth - Earth structure and Universe

Links to; KS4 using resources, Chemistry in the atmosphere & organic chemistry.

Global warming The carbon cycle Climate change Extracting metals Recycling Practical:

• Displacement reactions Skills:

• Making links • Research • Drawing graphs • Maths skills - • Reviewing evidence


Energy- Work and heating and cooling

Work, energy, and machines Energy and temperature Energy transfer: particles Energy transfer: radiation and insulation Practical:

Practical Skills: – Write up Mid-point extended writing

SCIENCE CURRICULUM


Links from; Year 7 Energy- Energy costs and transfer Links to; KS4 Energy and energy resources & Particle Model

• Energy and temperature • Investigating conduction • Keeping it warm

Skills:

• Recording Results • Planning • Investigations • Research • Drawing graphs • Maths Skills: • Reviewing evidence


SCIENCE CURRICULUM


YEAR 9

The aims of this curriculum are: The aim of the curriculum is to develop and encourage students into a scientific way of thinking and enquiry. To grow independent learners and extend the students’ repertoire of skills: through practical experience that prepares them for life beyond school, so enhancing their experience and understanding of the scientific world that surrounds them. The curriculum is designed to give every student the opportunity to succeed in all areas of Science (Biology, Chemistry & Physics) and to provide a well-rounded education so that every student has the necessary Science skills: to thrive in life. 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 should decide on the appropriate type of scientific enquiry to undertake to answer their own questions and develop a deeper understanding of factors to be considered when collecting, recording and processing data. They should evaluate their results and identify further questions arising from them. It also includes the relevant mathematical Skills: required which are embedded in the science context. However, the curriculum also to develop a love of the subject and isn’t, therefore, driven purely by assessments.


Autumn

Cell Biology

Links from; KS3 – Cells, Breathing & digestions Links to; KS4 B2 Organisation, infection and response, Bioenergetics & Reproduction

Animal and plant cells Eukaryotic and prokaryotic cells Required Practical: Microscopy Magnification Cell specialisation Diffusion Osmosis Investigating osmosis in plant cells. Cell differentiation Mitosis and the cell cycle Stem cells Practical: • RP - Use a light microscope to observe, draw and label a selection of plant

and animal cells. A magnification scale must be included. • RP - Investigate the effect of a range of concentrations of salt or sugar

solutions on the mass of plant tissue • Diffusion • Observing mitosis

Required Practical: - Practical write-up

Mid-point assessments – extended writing Formative assessment – Cell biology

SCIENCE CURRICULUM


• Cauliflower cloning Skills: • Maths skills - Arithmetic and numerical computation, Handling data, Algebra

& Graphs • Understand how scientific methods and theories develop over time. • Use a variety of models such as representational, spatial, descriptive,

computational and mathematical to solve problems, make predictions and to develop scientific explanations and understanding of familiar and unfamiliar facts

• Appreciate the power and limitations of science and consider any ethical issues which may arise.

• Use prefixes and powers of ten for orders of magnitude (e.g. tera, giga, mega, kilo, centi, milli, micro and nano)

• Evaluate the practical risks and benefits, as well as social and ethical issues

Atomic structure and the periodic table

Links from; KS3 - Particle model, Separating mixtures, Elements & Periodic Table Links to; KS4 Structure and bonding

Atoms, elements and compounds Mixtures The development of the model of the atom (common content with physics) Relative electrical charges of subatomic particles Size and mass of atom Relative atomic mass Electronic structure The periodic table Development of the periodic table Metals and non-metals Group 0 Group 1 Group 7 Properties of transition metals (chemistry only)

Comparison with Group 1 elements Typical properties

Mid-point assessments – extended writing Practical write-up Formative assessment – Atomic Structure

SCIENCE CURRICULUM


Practical: • Investigating the mass of reactants and products. • Sea water • Paper chromatography.

Skills: • Maths Skills - Arithmetic and numerical computation • Plan experiments or devise procedures to make observations, produce or

characterise a substance, test hypotheses, check data or explore phenomena. • Apply a knowledge of a range of techniques, instruments, apparatus, and

materials to select those appropriate to the experiment • Understand how scientific methods and theories develop over time • Recognise the importance of peer review of results and of communicating

results to a range of audiences • Use SI units (e.g. kg, g, mg; km, m, mm; kJ, J) and IUPAC chemical

nomenclature unless inappropriate • Use prefixes and powers of ten for orders of magnitude (e.g. tera, giga, mega,

kilo, centi, milli, micro and nano).

Energy Links from; KS3 - Energy costs, Energy transfer, Work & Heating and cooling

Energy stores and systems Changes in energy - kinetic energy, gpe . & elastic potential energy Energy changes in systems - change in thermal energy Power Energy transfers in a system Efficiency National and global energy resources Practical:

• Investigation to determine the specific heat capacity of one or more materials. The investigation will involve linking the decrease of one energy

Required practical

Mid-point assessments – extended writing Practical write-up Formative assessment

SCIENCE CURRICULUM


store (or work done) to the increase in temperature and subsequent increase in thermal energy stored.

• (Physics only): investigate the effectiveness of different materials as thermal insulators and the factors that may affect the thermal insulation properties of a material.

• Energy circus. • Investigating pendulums. • Stepping up • Investigating kinetic energy stores. • Investigating friction • Investigating efficiency. • Everyday electrical devices. • Efficiency and power. • Black body radiation • Burning fuels for energy • Energy from wind and water • Using solar cells

Skills:

• Maths Skills - Arithmetic and numerical computation, Handling data, Algebra, Graphs & Geometry and trigonometry

• Understand how scientific methods and theories develop over time • Use a variety of models such as representational, spatial, descriptive,

computational and mathematical to solve problems, make predictions and to develop scientific explanations and understanding of familiar and unfamiliar facts

• Appreciate the power and limitations of science and consider any ethical issues which may arise

• Explain every day and technological applications of science; evaluate associated personal, social, economic and environmental implications; and make decisions based on the evaluation of evidence and arguments

• Use scientific theories and explanations to develop hypotheses

SCIENCE CURRICULUM


• Plan experiments or devise procedures to make observations, produce or characterise a substance, test hypotheses, check data or explore phenomena.

• Apply a knowledge of a range of techniques, instruments, apparatus, and materials to select those appropriate to the experiment

• Carry out experiments appropriately having due regard for the correct manipulation of apparatus, the accuracy of measurements and health and safety considerations

• Make and record observations and measurements using a range of apparatus and methods.

• Presenting observations and other data using appropriate methods. • Translating data from one form to another. • Carrying out and represent mathematical and statistical analysis • Representing distributions of results and make estimations of uncertainty. • Interpreting observations and other data (presented in verbal,

diagrammatic, graphical, symbolic or numerical form), including identifying patterns and trends, making inferences and drawing conclusions

• Presenting reasoned explanations including relating data to hypotheses

Spring

Infection and response Links from; KS3 – Movement, KS4 Cells

Health and disease Pathogens and diseases Viral diseases Bacterial diseases Diseases caused by fungi and protists Growing bacteria in a lab Preventing bacterial growth Preventing infections - Human defence responses Vaccination Antibiotics and painkillers Discovering drugs Developing drugs Making monoclonal antibodies Using monoclonal antibodies

Required practical


SCIENCE CURRICULUM


Practical

• (biology only) Investigate the effect of antiseptics or antibiotics on bacterial growth using agar plates and measuring zones of inhibition.

Skills:

• Maths Skills - Arithmetic and numerical computation, Handling data, Algebra, Graphs & Geometry and trigonometry

• Understand how scientific methods and theories develop over time. • Explain every day and technological applications of science • Recognise the importance of peer review of results and of communicating

results to a range of audiences • Appreciate the power and limitations of science and consider any ethical

issues which may arise • Evaluate risks both in practical science and the wider societal context,

including perception of risk in relation to data and consequences.

Chemical Changes Links from; KS3 – Acids and alkalis, Metals and non-metals, Chemical energy & Types of reaction Links to;

KS4 Energy changes & The rate and extent of chemical change

Metal oxides The reactivity series Extraction of metals and reduction Oxidation and reduction in terms of electrons (HT only) Reactions of acids with metals Neutralisation of acids and salt production Soluble salts The pH scale and neutralisation Titrations (chemistry only) Strong and weak acids (HT only) The process of electrolysis Electrolysis of molten ionic compounds Using electrolysis to extract metals Electrolysis of aqueous solutions Representation of reactions at electrodes as half equations (HT only)

Required practical


SCIENCE CURRICULUM


Practical

• Preparation of a pure, dry sample of a soluble salt from an insoluble oxide or carbonate using a Bunsen burner to heat dilute acid and a water bath or electric heater to evaporate the solution.

• (chemistry only) Determination of the reacting volumes of solutions of a strong acid and a strong alkali by titration.

• Investigate what happens when aqueous solutions are electrolysed using inert electrodes. This should be an investigation involving developing a hypothesis.

• Metals and acids • Predicting reactions • Reduction by carbon • Planning to make a salt • Making a copper salt • Obtaining a pH curve • Comparing acids

Skills:

• Maths Skills - Handling data • Use a variety of models such as representational, spatial, descriptive,

computational and mathematical to solve problems, make predictions and to develop scientific explanations

• Use scientific theories and explanations to develop hypotheses • Plan experiments or devise procedures to make observations, produce or

characterise a substance, test hypotheses, check data or explore phenomena

• Apply a knowledge of a range of techniques, instruments, apparatus, and materials to select those appropriate to the experiment

SCIENCE CURRICULUM


• Carry out experiments appropriately having due regard for the correct manipulation of apparatus, the accuracy of measurements and health and safety considerations.

• Make and record observations and measurements using a range of apparatus and methods.

Electricity Links from;

KS3 - Electricity Links to; KS4 - Electromagnetism

Standard circuit diagram symbols Electrical charge and current Current, resistance and potential difference Resistors Series and parallel circuits Direct and alternating potential difference Mains electricity Power Energy transfers in everyday appliances The National Grid Static electricity (physics only) Static charge Electric fields Practical

• Use circuit diagrams to set up and check appropriate circuits to investigate the factors affecting the resistance of electrical circuits. This should include: • the length of a wire at constant temperature • combinations of resistors in series and parallel.

• Use circuit diagrams to construct appropriate circuits to investigate the I–V characteristics of a variety of circuit elements, including a filament lamp, a diode and a resistor at constant temperature.

• Charging by friction • Circuit tests • Investigating potential differences in a series circuit • Investigating an alternating potential difference

Required practical


SCIENCE CURRICULUM


• Energy and power • The power of lamps

Skills:

• Maths skills - - Handling data, Algebra & Graphs • Use a variety of models such as representational, spatial, descriptive,

computational and mathematical to solve problems, make predictions and to develop scientific explanations and understanding of familiar and unfamiliar facts.,

• Explain every day and technological applications of science; evaluate associated personal, social, economic and environmental implications; and make decisions based on the evaluation of evidence and arguments.

• Evaluate risks both in practical science and the wider societal context, including perception of risk in relation to data and consequences

• Use scientific theories and explanations to develop hypotheses. • Plan experiments or devise procedures to make observations, produce or

characterise a substance, test hypotheses, check data or explore phenomena.

• Apply a knowledge of a range of techniques, instruments, apparatus, and any samples collected are representative.

• Make and record observations and measurements using a range of apparatus and methods

• Evaluate methods and suggest possible improvements and further investigations.

• Presenting observations and other data using appropriate methods. • Translating data from one form to another. • Carrying out and represent mathematical and statistical analysis. • Representing distributions of results and make estimations of uncertainty.

SCIENCE CURRICULUM


• Interpreting observations and other data (presented in verbal, diagrammatic, graphical, symbolic or numerical form), including identifying patterns and trends, making inferences and drawing conclusions.

• Presenting reasoned explanations including relating data to hypotheses. • Being objective, evaluating data in terms of accuracy, precision,

repeatability and reproducibility and identifying potential sources of random and systematic error

• Communicating the scientific rationale for investigations, methods used, findings and reasoned conclusions through paper-based and electronic reports and presentations using verbal, diagrammatic, graphical, numerical and symbolic forms.

• Recognise the importance of scientific quantities and understand how they are determined.

• Use SI units (e.g. kg, g, mg; km, m, mm; kJ, J) and IUPAC chemical nomenclature unless inappropriate.

• Interconvert units. • Use an appropriate number of significant figures in calculation. • Understand how scientific methods and theories develop over time. • Explain every day and technological applications of science; evaluate

associated personal, social, economic and environmental implications; and make decisions based on the evaluation of evidence and arguments.

• Evaluate risks both in practical science and the wider societal context, including perception of risk in relation to data and consequences.


characterise a substance, test hypotheses, check data or explore phenomena

• Apply a knowledge of a range of techniques, instruments, apparatus, and materials to select those appropriate to the experiment.

SCIENCE CURRICULUM



Summer

Organisation

Links from; KS3 – Cells Breathing & Digestion KS4 - Cells

Tissues and organs The human digestive system Catalysts and enzymes How the digestive system works The chemistry of food The blood The blood vessels The heart Coronary heart disease Breathing and gas exchange Health issues Non-communicable diseases Cancer Tissues and organs in plants Transport systems in plants Evaporation and transpiration Practical

• RP - Investigate the effect of pH on the rate of reaction of amylase enzyme. • RP - Use qualitative reagents to test for a range of carbohydrates, lipids

and proteins. • Breaking down hydrogen peroxide • Blood components • Sheep heart dissection • Looking at leaves • Xylem and phloem

Skills:

Required practical

Mid-point assessments – extended writing Practical write-up Formative assessment - Organisation

SCIENCE CURRICULUM


• Maths skills - Arithmetic and numerical computation, Handling data, Algebra, Graphs & Geometry and trigonometry

• Use a variety of models such as representational, spatial, descriptive, computational and mathematical to solve problems, make predictions and to develop scientific explanations and understanding of familiar and unfamiliar facts.





Chemistry in the atmosphere Links from; KS3 - Earth Structure, Universe, Climate & Earth resources Links to; KS4 - The Earth’s resources & Using our resources

The proportions of different gases in the atmosphere The Earth's early atmosphere How oxygen increased How carbon dioxide decreased Greenhouse gases Human activities which contribute to an increase in greenhouse gases in the atmosphere Global climate change The carbon footprint and its reduction Atmospheric pollutants from fuels Properties and effects of atmospheric pollutants Practical

• Gases in the atmosphere

SCIENCE CURRICULUM


• Chemistry only - Use of chemical tests to identify the ions in unknown single ionic compounds covering the ions from sections Flame tests through to Sulphates.

Skills: • Maths skills - - Arithmetic and numerical computation • Understand how scientific methods and theories develop over time • Use a variety of models such as representational, spatial, descriptive,

computational and mathematical to solve problems, make predictions and to develop scientific explanations and understanding of familiar and unfamiliar facts.




• Recognise the importance of peer review of results and of communicating results to a range of audiences.


• Presenting reasoned explanations including relating data to hypotheses. • Use scientific vocabulary, terminology and definitions.

SCIENCE CURRICULUM


YEAR 10

The aims of this curriculum are: The aim of the curriculum is to develop and encourage students into a scientific way of thinking and enquiry. To grow independent learners and extend the students’ repertoire of skills: through practical experience that prepares them for life beyond school, so enhancing their experience and understanding of the scientific world that surrounds them. The curriculum is designed to give every student the opportunity to succeed in all areas of Science (Biology, Chemistry & Physics) and to provide a well-rounded education so that every student has the necessary Science skills: to thrive in life. 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 should decide on the appropriate type of scientific enquiry to undertake to answer their own questions and develop a deeper understanding of factors to be considered when collecting, recording and processing data. They should evaluate their results and identify further questions arising from them. It also includes the relevant mathematical Skills: required which are embedded in the science context. However, the curriculum also to develop a love of the subject and isn’t, therefore, driven purely by assessments.


Autumn

Bioenergetics

Links from; KS3 - Plant reproduction & Photosynthesis Links to; KS4 Cell biology & Organisation

Photosynthesis - The rate of photosynthesis Required practical activity How plants use glucose Making the most of photosynthesis Aerobic respiration The response to exercise Anaerobic respiration Metabolism and the liver Practical:

• RP - Investigate the effect of light intensity on the rate of photosynthesis using an aquatic organism such as pondweed

• Investigating respiration • The effects of exercise

Skills:

Required practical


SCIENCE CURRICULUM


• Maths skills - - Arithmetic and numerical computation, Handling data, Algebra & Graphs



characterise a substance, test hypotheses, check data or explore phenomena. • Recognise when to apply a knowledge of sampling techniques to ensure any samples

collected are representative. • Make and record observations and measurements using a range of apparatus and

methods • Presenting observations and other data using appropriate methods. • Translating data from one form to another. • Interpreting observations and other data (presented in verbal, diagrammatic,

graphical, symbolic or numerical form), including identifying patterns and trends, making inferences and drawing conclusions.

Structure and bonding Links from; KS4 – Atomic Structure Links to; KS4 - Chemical analysis

Chemical bonds Ionic bonding Ionic compounds Covalent bonding Metallic bonding The three states of matter State symbols Properties of ionic compounds Properties of small molecules Polymers Giant covalent structures Properties of metals and alloys Metals as conductors Diamond Graphite

Required practical


SCIENCE CURRICULUM


Graphene and fullerenes Bulk and surface properties of matter including nanoparticles (chemistry only) Sizes of particles and their properties Uses of nanoparticles Practical:

• Cooling curves • Testing conductivity • Growing silver crystals

Skills:

• Maths Skills - Arithmetic and numerical computation, Handling data & Geometry and trigonometry






• Use scientific vocabulary, terminology and definitions. • Recognise the importance of scientific quantities and understand how they are

determined. • Use SI units (e.g. kg, g, mg; km, m, mm; kJ, J) and IUPAC chemical nomenclature

unless inappropriate. • Use prefixes and powers of ten for orders of magnitude (e.g. tera, giga, mega, kilo,

centi, milli, micro and nano).

SCIENCE CURRICULUM


• Interconvert units.

Particle Model

Links from; KS3 - Particle model

Density of materials Changes of state Internal energy Temperature changes in a system and specific heat capacity Changes of state and specific latent heat Particle motion in gases Pressure in gases (physics only) Increasing the pressure of a gas (physics only) (HT only) Practical:

• RP - Use appropriate apparatus to make and record the measurements needed to determine the densities of regular and irregular solid objects and liquids. Volume should be determined from the dimensions of a regularly shaped object and by a displacement technique for irregularly shaped objects. Dimensions to be measured using appropriate apparatus such as a ruler, micrometre or Vernier callipers

• Measuring the melting point of a substance • (Physics only) Gas pressure and temperature • (Physics only) Investigating pressure and volume

Skills:

• Maths skills - Arithmetic and numerical computation, Handling data, Algebra & Graphs • Use a variety of models such as representational, spatial, descriptive, computational

and mathematical to solve problems, make predictions and to develop scientific explanations and understanding of familiar and unfamiliar facts.


• Use scientific theories and explanations to develop hypotheses. • Plan experiments or devise procedures to make observations, produce or characterise

a substance, test hypotheses, check data or explore phenomena.

Required practical


SCIENCE CURRICULUM


• Recognise when to apply a knowledge of sampling techniques to ensure any samples collected are representative.


• Presenting observations and other data using appropriate methods. • Translating data from one form to another. • Interpreting observations and other data (presented in verbal, diagrammatic,


Atomic Structure (Phy)

Atoms and isotopes Mass number, atomic number and isotopes The development of the model of the atom (common content with chemistry) Radioactive decay and nuclear radiation Nuclear equations Half-lives and the random nature of radioactive decay Radioactive contamination Hazards and uses of radioactive emissions and of background radiation (physics only)

Background radiation Different half-lives of radioactive isotopes Uses of nuclear radiation

Nuclear fission and fusion (physics only) Nuclear fission Nuclear fusion

Skills: • Maths skills - - Arithmetic and numerical computation, Handling data, Algebra &

Graphs • Understand how scientific methods and theories, • Use a variety of models such as representational, spatial, descriptive, computational

and mathematical to solve problems, make predictions and to develop scientific explanations and understanding of familiar and unfamiliar facts

Required practical


SCIENCE CURRICULUM


• Explain everyday and technological applications of science; evaluate associated personal, social, economic and environmental implications; and make decisions based on the evaluation of evidence and arguments.




a substance, test hypotheses, check data or explore phenomena. • Apply a knowledge of a range of techniques, instruments, apparatus, and materials to

select those appropriate to the experiment. • Carry out experiments appropriately having due • Recognise when to apply a knowledge of sampling techniques to ensure any samples


methods • Evaluate methods and suggest possible improvements and further investigations. • Presenting observations and other data using appropriate methods. • Translating data from one form to another. • Interpreting observations and other data (presented in verbal, diagrammatic,



• Use scientific vocabulary, terminology and definitions. • Recognise the importance of scientific quantities and understand how they are

determined. • Use SI units (e.g. kg, g, mg; km, m, mm; kJ, J) and IUPAC chemical nomenclature unless

inappropriate. • Use prefixes and powers of ten for orders of magnitude (e.g. tera, giga, mega, kilo,

centi, milli, micro and nano).

SCIENCE CURRICULUM


Spring

Inheritance, variation and evolution

Links from; KS3 – Variation, Human reproduction, Evolution & Inheritance Links to; KS4 Cell biology & Organisation

Sexual and asexual reproduction - Meiosis Advantages and disadvantages of sexual and asexual reproduction (biology only) DNA and the genome DNA structure (biology only) Genetic inheritance Inherited disorders Sex determination - Variation and evolution - Evolution by natural selection Selective breeding - Genetic engineering - Cloning (biology only) – Adult cell cloning (biology only) - The history of genetics (Biology only) - Theory of evolution (biology only) - Speciation (biology only) The understanding of genetics (biology only) Evidence for evolution - Extinction Resistant bacteria Classification of living organism

Practical:

• RP - Plan and carry out an investigation into the effect of a factor on human reaction time.

• RP - Investigate the effect of light or gravity on the growth of newly germinated seedlings.

• Reflexes (Biology only) • The structure and function of the brain • Plant growth hormones

Required practical


SCIENCE CURRICULUM


• Urine testing • Modelling kidney dialysis

Skills:


• Understand how scientific methods and theories, Use a variety of models such as representational, spatial, descriptive, computational and mathematical to solve problems, make predictions and to develop scientific explanations and understanding of familiar and unfamiliar facts., Appreciate the power and limitations of science and consider any ethical issues which may arise.,


Forces Links from; KS3 – Speed, Gravity, Contact forces & Pressure

Scalar and vector quantities Contact and non-contact forces Gravity Resultant forces Work done and energy transfer Forces and elasticity Moments, levers and gears (physics only) Pressure and pressure differences in fluids (physics only)

Pressure in a fluid 1 Pressure in a fluid 2 (HT only) Atmospheric pressure

Distance and displacement Speed Velocity The distance–time relationship Acceleration Newton's First Law Newton's Second Law Newton's Third Law

Required practical


SCIENCE CURRICULUM


Stopping distance Reaction time Factors affecting braking distance 1 Factors affecting braking distance 2 Momentum (HT only) Momentum is a property of moving objects Conservation of momentum Changes in momentum (physics only) Practical:

• RP - Investigate the relationship between force and extension for a spring. • RP - Investigate the effect of varying the force on the acceleration of an object of

constant mass and the effect of varying the mass of an object on the acceleration produced by a constant force.

• Centre of mass • Investigating falling

Higher Only • Moments: equilibrium • Parallelogram of forces • Testing an incline • Investigating a controlled explosion • Investigating and analysing collisions

Physics Only • Investigating the turning effect of a force • Wheels and axles

Skills:

• Use a variety of models such as representational, spatial, descriptive, computational and mathematical to solve problems, make predictions and to develop scientific explanations and understanding of familiar and unfamiliar facts.,


SCIENCE CURRICULUM




• Carry out experiments appropriately having due • Recognise when to apply a knowledge of sampling techniques to ensure any samples


methods • Carrying out and represent mathematical and statistical analysis. • Interpreting observations and other data (presented in verbal, diagrammatic,


• Being objective, evaluating data in terms of accuracy, precision, repeatability and reproducibility and identifying potential sources of random and systematic error



• Use prefixes and powers of ten for orders of magnitude (e.g. tera, giga, mega, kilo, centi, milli, micro and nano).

• Interconvert units. • Use an appropriate number of significant figures in calculation. • Maths skills - - Arithmetic and numerical computation, Handling data, Algebra &

Graphs Chemical analysis

Links from; KS3 - Particle model, Separating mixtures KS4 atomic structure

Pure substances Formulations Chromatography Test for hydrogen Test for oxygen Test for carbon dioxide Test for chlorine

Required practical

Mid-point assessments – extended writing Practical write-up

SCIENCE CURRICULUM


Identification of ions by chemical and spectroscopic means (chemistry only) Flame tests Metal hydroxides Carbonates Halides Sulphates Instrumental methods Flame emission spectroscopy

Practical: • Investigate how paper chromatography can be used to separate and tell the

difference between coloured substances. Students should calculate Rf values. • Use of chemical tests to identify the ions in unknown single ionic compounds covering

the ions • Making and testing gases • Identifying positive ions

Skills:

• Maths skills - Arithmetic and numerical computation, Handling data & Graphs • Explain every day and technological applications of science; evaluate associated

personal, social, economic and environmental implications; and make decisions based on the evaluation of evidence and arguments.


• Presenting observations and other data using appropriate methods. • Translating data from one form to another. • Carrying out and represent mathematical and statistical analysis. • Use scientific vocabulary, terminology and definitions.


Summer 1 Using resources

Using the Earth's resources and sustainable development Potable water Wastewater treatment Alternative methods of extracting metals (HT only) Life cycle assessment

Required practical

Mid-point assessments – extended writing

SCIENCE CURRICULUM


Links from; KS3 - Earth’s atmosphere

Ways of reducing the use of resources Using materials (chemistry only)

Corrosion and its prevention. Alloys as useful materials Ceramics, polymers and composites

The Haber process and the use of NPK fertilisers (chemistry only) The Haber process Production and uses of NPK fertilisers

Practical: • Analysis and purification of water samples from different sources, including pH,

dissolved solids and distillation. • Higher - Extracting copper from malachite

Skills:







• Carry out experiments appropriately having due • Recognise when to apply a knowledge of sampling techniques to ensure any samples


methods

Practical write-up Formative assessment

SCIENCE CURRICULUM


• Evaluate methods and suggest possible improvements and further investigations. • Translating data from one form to another. • Interpreting observations and other data (presented in verbal, diagrammatic,



Ecology Links from; KS3 - Inter-dependence

Communities - Abiotic factors -. Biotic factors - Adaptations - Levels of organisation - How materials are cycled - Decomposition (biology only) - Biodiversity - Waste management - Land use Deforestation Global warming Maintaining biodiversity (biology only) Trophic levels Pyramids of biomass Transfer of biomass Food production (biology only) Factors affecting food security Farming techniques Sustainable fisheries Role of biotechnology

Required practical


SCIENCE CURRICULUM


Practical: • RP - Measure the population size of a common species in a habitat. Use sampling

techniques to investigate the effect of a factor on the distribution of this species. • RP - (Biology Only) - Investigate the effect of temperature on the rate of decay of

fresh milk by measuring pH change. • Measuring abiotic factors • Eutrophication • The effect of acid rain • leaf litter

Skills:


• Use a variety of models such as representational, spatial, descriptive, computational and mathematical to solve problems, make predictions and to develop scientific explanations and understanding of familiar and unfamiliar facts.,

• Explain every day and technological applications of science; evaluate associated personal, social, economic and environmental implications; and make decisions based on the evaluation of evidence and arguments.,

• Evaluate risks both in practical science and the wider societal context, including perception of risk in relation to data and consequences,



a substance, test hypotheses, check data or explore phenomena. • Apply a knowledge of a range of techniques, instruments, apparatus, and materials to

select those appropriate to the experiment. • Carry out experiments appropriately having due • Make and record observations and measurements using a range of apparatus and

methods • Evaluate methods and suggest possible improvements and further investigations.

SCIENCE CURRICULUM


YEAR 11 The aims of this curriculum are: The aim of the curriculum is to develop and encourage students into a scientific way of thinking and enquiry. To grow independent learners and extend the students’ repertoire of skills: through practical experience that prepares them for life beyond school, so enhancing their experience and understanding of the scientific world that surrounds them. The curriculum is designed to give every student the opportunity to succeed in all areas of Science (Biology, Chemistry & Physics) and to provide a well-rounded education so that every student has the necessary Science skills: to thrive in life. 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 should decide on the appropriate type of scientific enquiry to undertake to answer their own questions and develop a deeper understanding of factors to be considered when collecting, recording and processing data. They should evaluate their results and identify further questions arising from them. It also includes the relevant mathematical Skills: required which are embedded in the science context. However, the curriculum also to develop a love of the subject and isn’t, therefore, driven purely by assessments.


Autumn 1

Quantitative chemistry

Links from; KS3 - Reactions Links to;

KS4 Chemical changes, Energy Changes & The rate and extent of chemical change

Conservation of mass and balanced chemical equations Relative formula mass Mass changes when a reactant or product is a gas Chemical measurements Moles (HT only) Amounts of substances in equations (HT only) Using moles to balance equations (HT only) Limiting reactants (HT only) Concentration of solutions Yield and atom economy of chemical reactions (chemistry only)

Percentage yield Atom economy

Using concentrations of solutions in mol/dm3 (chemistry only) (HT only) Use of amount of substance in relation to volumes of gases (chemistry only) (HT only) Practical:

• RP - (Chemistry only) determination of the reacting volumes of solutions of a strong acid and a strong alkali by titration.

• Magnesium and hydrochloric acid

Required practical


SCIENCE CURRICULUM


• Finding percentage yield • Making a standard solution • Molar volume of a gas

Skills:

• Maths skills - - Arithmetic and numerical computation, Handling data, Algebra & Graphs • Use a variety of models such as representational, spatial, descriptive, computational and

mathematical to solve problems, make predictions and to develop scientific explanations and understanding of familiar and unfamiliar facts.,

• Representing distributions of results and make estimations of uncertainty. • Use scientific vocabulary, terminology and definitions. • Recognise the importance of scientific quantities and understand how they are determined. • Use SI units (e.g. kg, g, mg; km, m, mm; kJ, J) and IUPAC chemical nomenclature unless

inappropriate. • Interconvert units. • Use an appropriate number of significant figures in calculation.

Energy Changes

Links from; KS3 - Reactions Links to;

KS4 Quantitative chemistry & Energy Changes The rate and extent of chemical change

Energy transfer during exothermic and endothermic reactions Reaction profiles The energy change of reactions (HT only) Chemical cells and fuel cells (chemistry only)

Cells and batteries Fuel cells

Practical:

• Investigate the variables that affect temperature changes in reacting solutions such as, e.g. acid plus metals, acid plus carbonates, neutralisations, displacement of metals.

• Reaction profiles • (Chemistry Only) - Investigating chemical cells

Skills:

• Maths skills - Arithmetic and numerical computation, Handling data & Graphs • Use scientific theories and explanations to develop hypotheses • Plan experiments or devise procedures to make observations, produce or characterise a

substance, test hypotheses, check data or explore phenomena.

Required practical


SCIENCE CURRICULUM



• Carry out experiments appropriately having due • Recognise when to apply a knowledge of sampling techniques to ensure any samples collected

are representative. • Make and record observations and measurements using a range of apparatus and methods • Evaluate methods and suggest possible improvements and further investigations.

SCIENCE CURRICULUM


The rate and extent of chemical change

Links from; KS3 - KS3 - Reactions Links to;

KS4 Chemical changes, Energy Changes & Quantitative chemistry

Calculating rates of reactions Factors which affect the rates of chemical reactions Collision theory and activation energy Catalysts Reversible reactions Energy changes and reversible reactions Equilibrium The effect of changing conditions on equilibrium (HT only) The effect of changing concentration (HT only) The effect of temperature changes on equilibrium (HT only) The effect of pressure changes on equilibrium (HT only) Practical:

• Investigate how changes in concentration affect the rates of reactions by a method involving measuring the volume of a gas produced and a method involving a change in colour or turbidity.

• Practical ambassador • Investigating the effect of surface area • The effect of temperature on rate of reaction • Investigating catalysts • Heating ammonium chloride • Energy changes in a reversible reaction • Observing equilibrium

Skills: • Maths skills - - Arithmetic and numerical computation, Handling data, Graphs & Geometry

and trigonometry • Use a variety of models such as representational, spatial, descriptive, computational and

mathematical to solve problems, make predictions and to develop scientific explanations and understanding of familiar and unfamiliar facts.

• Use scientific theories and explanations to develop hypotheses. • Plan experiments or devise procedures to make observations, produce or characterise a

substance, test hypotheses, check data or explore phenomena. • Apply a knowledge of a range of techniques, instruments, apparatus, and materials to select

those appropriate to the experiment.

Required practical


SCIENCE CURRICULUM


• Carry out experiments appropriately having due • Recognise when to apply a knowledge of sampling techniques to ensure any samples collected

are representative. • Make and record observations and measurements using a range of apparatus and methods • Evaluate methods and suggest possible improvements and further investigations.

Organic chemistry Links from; Links to;

KS4

Crude oil, hydrocarbons and alkanes Fractional distillation and petrochemicals Properties of hydrocarbons Cracking and alkenes Reactions of alkenes and alcohols (chemistry only)

Structure and formulae of alkenes Reactions of alkenes Alcohols Carboxylic acids

Synthetic and naturally occurring polymers (chemistry only) Addition polymerisation Condensation polymerisation (HT only) Amino acids (HT only) DNA (deoxyribonucleic acid) and other naturally occurring polymers

Practical:

• Distillation of hydrocarbons • Comparing fractions • Products of complete combustion • Cracking • (Chemistry Only) - Comparing the reactions of alcohols • (Chemistry Only) - Properties of ethanoic acid

Skills:

• Maths skills - - Geometry and trigonometry • Use a variety of models such as representational, spatial, descriptive, computational and

mathematical to solve problems, make predictions and to develop scientific explanations and understanding of familiar and unfamiliar facts.

Required practical


SCIENCE CURRICULUM


• Use scientific vocabulary, terminology and definitions.

Spring 1

Biological responses

Homeostasis Structure and function The brain (biology only) The eye (biology only) Control of body temperature (biology only) Human endocrine system Control of blood glucose concentration Maintaining water and nitrogen balance in the body (biology only) Hormones in human reproduction Contraception The use of hormones to treat infertility (HT only) Negative feedback (HT only) Plant hormones (biology only) Control and coordination Use of plant hormones (HT only) Practical:

• RP - Plan and carry out an investigation into the effect of a factor on human reaction time

• RP - (biology only) - Investigate the effect of light or gravity on the growth of newly germinated seedlings. Record results both as length measurements and as accurate, labelled biological drawings to show the effects.

Skills:

• Maths skills - - Handling data & Graphs • Understand how scientific methods and theories, • Use a variety of models such as representational, spatial, descriptive, computational

and mathematical to solve problems, make predictions and to develop scientific explanations and understanding of familiar and unfamiliar facts.,


Required practical


SCIENCE CURRICULUM







• Evaluate methods and suggest possible improvements and further investigations. • Presenting observations and other data using appropriate methods.

Waves & Electromagnetism

Links from; KS3 waves Links to; Magnetism

Transverse and longitudinal waves Properties of waves Reflection of waves (physics only) Sound waves (physics only) (HT only) Waves for detection and exploration (physics only) (HT only) Types of electromagnetic waves Properties of electromagnetic waves 1 Properties of electromagnetic waves 2 Uses and applications of electromagnetic waves Lenses (physics only) Visible light (physics only) Black body radiation (physics only)

Emission and absorption of infrared radiation Perfect black bodies and radiation

Practical:

Required practical


SCIENCE CURRICULUM


• RP - Make observations to identify the suitability of apparatus to measure the frequency, wavelength and speed of waves in a ripple tank and waves in a solid and take appropriate measurements.

• RP - (physics only): investigate the reflection of light by different types of surface and the refraction of light by different substances.

• RP - Investigate how the amount of infrared radiation absorbed or radiated by a surface depends on the nature of that surface.

• Observing mechanical waves • Investigating reflection and refraction • Investigating different sounds • (physics) The seismometer • Introducing electromagnetic waves • Investigating to the converging lens

Skills: • Maths skills - - Arithmetic and numerical computation, Algebra, Graphs & Geometry

and trigonometry • Understand how scientific methods and theories, • Use a variety of models such as representational, spatial, descriptive, computational and

mathematical to solve problems, make predictions and to develop scientific explanations and understanding of familiar and unfamiliar facts.,


• , Evaluate risks both in practical science and the wider societal context, including perception of risk in relation to data and consequences


• , Apply a knowledge of a range of techniques, instruments, apparatus, and materials to select those appropriate to the experiment.,


SCIENCE CURRICULUM


• Make and record observations and measurements using a range of apparatus and methods,

• Evaluate methods and suggest possible improvements and further investigations., • Presenting observations and other data using appropriate methods., • Interpreting observations and other data (presented in verbal, diagrammatic, graphical,

symbolic or numerical form), including identifying patterns and trends, making inferences and drawing conclusions.,


• Recognise the importance of scientific quantities and understand how they are determined.,


• Magnetism Poles of a magnet Magnetic fields Electromagnetism Fleming's left-hand rule (HT only) Electric motors (HT only) Loudspeakers (physics only) (HT only) Induced potential, transformers and the National Grid (physics only) (HT only) Induced potential (HT only) Uses of the generator effect (HT only) Microphones (HT only) Transformers (HT only) Practical:

• Magnets and magnetic fields • Fields around a current-carrying wire • Investigating electromagnets • The motor effect

Required practical


SCIENCE CURRICULUM


• Investigating a simple generator • Making a model transformer

Skills:

• Maths skills - - Arithmetic and numerical computation & algebra • Explain every day and technological applications of science; evaluate associated

personal, social, economic and environmental implications; and make decisions based on the evaluation of evidence and arguments.


Space physics (physics only)

Our solar system The life cycle of a star Orbital motion, natural and artificial satellites Red-shift (physics only) Skills:




SCIENCE CURRICULUM


KS3 Part 1 KS3 Part 2

Forces 1.1 Speed 1.2 Gravity 1.3 Contact forces 1.4 Pressure

Electro-magnets

2.1 Potential difference and

resistance 2.2 Current 2.3

Magnetism 2.4 Electro-

magnets

Energy 3.1 Energy costs 3.2 Energy transfer 3.3 Work 3.4 Heating

and cooling

Waves

Use scientific vocabulary, terminology

and definitions. Sound

Recognise the importance of

scientific quantities and

understand how they are determined.

Light

Use SI units (e.g. kg, g, mg; km, m,

mm; kJ, J) and IUPAC

chemical nomenclature

unless inappropriate. Wave effects

Use prefixes and powers of ten for orders of magnitude

(e.g. tera, giga, mega, kilo, centi, milli, micro and

nano). Wave properties

Matter 5.1 Particle

model 5.2 Separating

mixtures 5.3 Elements 5.4 Periodic Table

Reactions 6.1 Acids and

alkalis 6.2 Metals and

non-metals 6.3 Types of

reaction 6.4 Chemical

energy

Earth 7.1 Earth Structure 7.2 Universe 7.3 Climate 7.4 Earth

resources

Organism 8.1 Movement 8.2 Cells 8.3 Breathing 8.4 Digestion

Paper 1 Paper 2 1 Cells and organisation

2 Disease and bioenergetics 3 Biological

responses 4 Genetics and reproduction B5 Ecology

B1 Cell Biology B3 Infection and response.

B5 - Biological responses

B6 – Inheritance, variation and evolution

B7 Ecology

B2 Organisation B4 Bioenergetics

Paper 1 Paper 2

1 atom, bonding, and

moles

2 Chemical reactions and

energy changes 3 Rates, equilibrium

and organic chemistry 4 Analysis and the Earth’s

resources

C1 Atomic structure and periodic table

C4 Chemical Changes

C6 Rates, equilibrium C8 Chemical analysis

C2 Structure and bonding

C5 Energy Changes

C7 organic chemistry C9 Chemistry in the atmosphere

C3 Quantitative chemistry

Polymers (trip only) C10 Using Resources

Paper 1 Paper 2

1 Energy and energy

resources

2 Particles at work 3 Forces in action

4 Waves, electromagnetism, and

space P1 Energy P2 Electricity P5 Forces

P6 Wave

P4 Atomic Structure

P7 Magnetism & Electromagnetism

P16 Space (Trip)

SCIENCE CURRICULUM


Ecosystem

9.1 Inter-dependence

9.2 Plant reproduction

9.3 Respiration

9.4 Photosynthesi

s

Genes 10.1 Variation 10.2 Human reproduction

10.3 Evolution

10.4 Inheritance

year 7...ks2 - living things and their habitats links to; year 8 breathing & digestions ks4...

Documents