Science

1. Rationale

Have you ever wondered why the sky is blue? If there are more than 118 elements? Whether there are more undiscovered species of plant or animal? The curiosity that lies behind these questions and the drive to find the answers is what makes us human and it lies in the heart of Science. Answering questions is essentially the whole purpose of science and answering these questions simply brings more questions to the surface. Great scientists, those at the very frontier of what we understand as science knowledge, would still declare that the more we understand about the universe, the more there is to find out. Through the specific disciplines of biology, chemistry and physics, a high-quality Science education aims to develop students as critical thinkers and to look at explaining the world in which we live in. Through building up a body of key foundational knowledge and concepts, pupils should be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. They should be encouraged to understand how science can be used to explain what is occurring and predict how things will behave around them. Studying Science ensures our students are prepared for the wider world, teaching them valuable skills such as; problem solving, mathematical reasoning, data analysis, communication, evaluation, planning and safety.

2. Aims

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

3. The rationale for Sequencing (Scope and Rigour)

Students are introduced to the key scientific principles, and these are developed year on year in a spiral format as students revisit and build upon prior knowledge. This builds understanding across our 5-year curriculum leading to GCSE qualifications in either Combined Science or separate Biology, Chemistry and Physics subjects.

4. Research informing the Sequencing decisions.

Both Rosenshine's Principles of Instruction and Cognitive Load Theory have informed our curriculum sequencing and implementation. Both recognise the importance of memory in building schemas required to develop mastery and retention. Our schemes of work are sequenced so that students revisit skills and build upon prior learning over time, chunking more complex concepts into smaller parts. By limiting the amount of new information students are exposed to at one time, we can check understanding before moving the learning on. A scaffolded approach, combined with modelling and step by step success criteria means students are exposed to new skills and concepts gradually, building strong foundations and links across texts and skills.

5. Key Themes

Key Theme	Overview
Biology — Cells and Systems	Cell are the basic unit of life, all living organisms are built of cells. These cells can form tissues, which in turn can form the organs and organ systems needed to keep complex organisms like humans alive. This links in to year 7 where student understand that living organisms are made up of cells and will start to understand how cells are organised within an organism. As well as the organs within specified organ systems within a human and their role. The relationship between body systems is explored and students develop the appreciation that organ systems are not stand-alone systems but rely on each other for the overall survival of the entire organism . In year 8 student explore how nutrition and life style factors impact the functionality of cells. This knowledge and understanding is developed further looking at cell structure in more detail and role of DNA in controlling the development of organisms in key stage 4. The principals ideas of this theme are prevalent in all the other themes , this is how important cells are.
Biology — Biological Processes	All biology begins with reactions between molecules. Photosynthesis is the beginning of all energy transfers in biology and respiration in needed to allow the basic processes of cells to have the energy required to keep cells alive. Enzymes are a key a factor in all of these reactions. This links into year 7 and 8 where metabolic processes like respiration. Respiration, photosynthesis, fermentation and chemosynthesis studied and compared. The make up of a balanced diet, repercussions of malnutrition and the formation of deficiencies is discussed with the overall impact on the body and quality of life. The aid of microorganisms in digestion alongside enzymes is briefly addressed. The understanding of the idea that photosynthesis underpins all life on earth and respiration is need to transfer energy for use in the chemical reactions of life is developed. Awareness of the chemical and metabolic processes that occur in organisms as well as the limiting factors within them is developed. The comparison between the reasons for high metabolic activity is established i.e.- skeletal muscle and liver when it comes to the release of energy from respiration. As is the link between the genome and the development of the organism is solidified further as the development of genetic diseases and symptoms. Ideas about communicable and non-communicable diseases are developed to the level of Key Stage 4. knowledge of biological processes in all of their forms is key to understanding the other themes listed here as with cells, these processes underpin the whole of biology.
Biology — Controlling the Body	The human body is a complex set of systems that need to be controlled to allow the processes of life to continue. We have many control systems, ranging from balancing water in our bodies to the control of glucose levels in our blood. These systems are controlled by a combination of the brain, nervous system and hormones from the endocrine system. This links into year 7 where the introduction of homeostatic balance is briefly explored as a necessity to survival as well as having links to year 8 nutrition and lifestyle and reproduction. Developing knowledge of the control mechanisms of the body is vital to understand how systems function together to bring about control of the internal environment and allow humans to continue to be alive. The ideas of chemical and metabolic processes that occur in organisms and need to be controlled is introduced in years 7 and 8 and is further developed in unit B5 at key stage 4. This includes Homeostatic balance of water, temperature and blood glucose levels is learnt and the notion of negative feedback. The maintenance of cells will be explored in the understanding of homeostatic balance and negative feedback. As if these are not maintained eukaryotic cells lysis and crenation as well as the turgidity within plant cells due to their cellulose cell walls.
Biology — Ecology	The biodiversity of the world is one of the most important resources that we have and understand how to measure and study it allows us to compare areas and look for changes. Studying the changes in the environment allows us to see the impact of human activity on the world. This links into year 7 cells, year 8 reproduction (plants), year 7 ecology, year 8 materials from the earth, year 8 electricity. These key stage 3 topics help to improve the understanding of the environment from the point of view of human interaction. They also allow for development of links between environmental impacts on the functionality of an organism. The overlap of biological process and ecology in the key stage 4 unit B3 allows for the reinforcement of ideas about photosynthesis such as balanced symbol equations process and linking this the respiration. Further development of knowledge of photosynthesis as an endothermic reaction made up of two stages light dependent and dark stage is vital as is the application of awareness of the limitations of these process with the use of the inverse square law.
Biology — Evolution	From prokaryotic cells at the beginning of life on earth, there has been a explosion of in the number and diversity of life on the planet. Over billions of years life has evolved to fill every niche on the planet. Understanding the theories of Darwin and other scientists gives us an insight into what causes organisms to change in nature and how we can change organisms to improve productivity or humans lives in general. This links into year 7 ecology and year 8 evolution. Both of these topics lay the ground work for further understanding of the processes of evolution and transition from theory to practice in such cases as antibiotic resistant bacteria and the problems they cause. As the students progress in to key stage 4, they develop the understanding that variation is a combination of genetic inheritance and environmental factors. Changes in the DNA called mutations will cause the development of new features that can aid survival and reproduction of a species called natural selection. The introduction of scientists’ contribution to the discovery of DNA and the development the theory of evolution is explained to allow student to discuss ideas such as Speciation, the development of a new species due to isolation. This is discussed with the understanding that over many years the environmental pressures will differ, allowing for certain genetic variants to be selected for. Students are also introduced to the idea of selective breeding as way to influence the development of species.
Biology — How Science Works	From the use of microscopes to study cells through to the use of gene technologies to alter the DNA of those cells, science skills are vital in biology. These skills begin with understanding the basics of experimentation such forming a hypothesis, identifying variables to test that hypothesis, and processing the results of the experiment to test the validity of the hypothesis. Reflecting on the process, peer review and comparing data allows improvements to be made and follows the scientific process. Understanding and use SI units and IUPAC (International Union of Pure and Applied Chemistry) chemical nomenclature are vital and are developed throughout the 5 year program of study. Student will be able to plan experiments to make observations, test hypotheses or explore phenomena. By applying a knowledge of a range of techniques, apparatus, and materials to select those appropriate both for fieldwork and for experiments developed upon KS3. Carrying out experiments appropriately, having due regard to the correct manipulation of apparatus, the accuracy of measurements and health and safety considerations. Students should be confident in the use of chemical nomenclature. As well as the importance of scientific quantities and understanding how they are determined. The use of prefixes and powers of ten for orders of magnitude (e.g. tera, giga, mega, kilo, centi, milli, micro and nano) to show the production of products in a quantitative state. The skills of interconverting units, using an appropriate number of significant figures in calculations will be developed alongside mathematics. Ensuring answers are in the required significant figure is developed.
Chemistry — Particle Theory	Particle theory is the basis of Chemistry. Y7 students start to learn about the properties of particles in solids, liquids and gases. This is the basis for learning about chemical reactions, conservation of mass and separation techniques in Y8. In Y9 the particle model is developed further and students learn about intermolecular forces holding particles together — an idea that helps to explain many ideas in chemistry. Following on from particle theory students look at conservation of atoms and conservation of mass in chemical reactions. Y9 revisits particle theory and chemical reactions and builds on the ideas from Y7/8 and introduces the structure of the atom and the idea of chemical bonding - ideas which build upon knowledge of particles. Y10 revisits separate techniques and the idea of pure/impure substances — again content that requires basic knowledge of the particle model. Particle theory is also needed to consider rate of reaction in term of collisions between particles in Y11.
Chemistry — Chemical Reactions	We use and rely on chemical reactions on a daily basis. In Y7 students start to learn the difference between physical changes (links to particle theory) and basic chemical reactions. Through Y7-11 student will revisit various types of chemical reactions and will use them to balance equations, understand the law of conservation of mass, explain reactivity, identify and describe patterns, carry out analysis of chemicals and consider the factors that affect the rate of chemical reactions. Chemical reactions are covered in Y10 with the context of extracting materials from the Earth — something that needs to be done with careful consideration so that we can meet the needs of the future.
Chemistry — Analytical Chemistry	The materials and products that we use will have been tested by analytical scientists for safety and as consumers students should be aware that there are laws and guidelines for products in place to ensure their safety and we must be able to separate chemicals in order to identify or to quantify them. Analytical chemistry is first met in Y8 after students have learned particle theory and reactions and it is learned in context of chromatography — a separation technique that allows us to identify substances in a mixture. Analytical techniques are not covered again until Y10 as students need to learn about the numbers on the periodic table which are fundamental for the next steps in analysing chemicals quantitatively. KS4 covers pure substances, mixtures and how to separate them. Students also learn the process of chromatography in more detail. Separate students learn other methods of identifying substances such as flame tests, spectroscopy and precipitation reactions. There is also a focus on reaction rates (which is more physical chemistry) which use a lot of analytical, graphing and maths skills to analyse data.
Chemistry — Environmental Science	Everything we do has an impact on the environment. Students start to consider the impact of our actions when they learn about combustion in the chemical reactions topic and in physics students cover renewable energy. Students look at the environmental impact of obtaining materials from the Earth in Y8 and consider pollution and its effects in Y9. They also consider the governments action on pollution due to the effects on health and therefore the economy. Y10 revisits the impact of extracting oil and metals from the Earths crust and how we can limit our impact by recycling and carrying out life cycle assessments when we make decisions about materials.
Chemistry — How Science Works	How science works is the knowledge gained using scientific method. It is the how we observe phenomena and attempt to explain it using evidence. Investigation skills are embedded throughout each topic. Students learn how to plan investigations in Y7 with a focus on recording data, using and selecting appropriate practical techniques, identifying some variables and suggesting improvements to practical methods. They also work on writing observations of chemical reactions and looking at trends in reactivity. Y8 focuses more on practical techniques, safety skills and observing reactions. Students continue to develop investigation and data skills through Y9-11.
Physics — Electricity and Energy	Students will learn the importance of energy changes and transfers and how they are used in nearly all modern technology. They will develop an understanding of how energy is used in the home and how much it costs. In year 8 they will focus on energy in food, building on the knowledge of energy transfers, to include conduction convection and radiation. By year 9 the focus will be about energy loss and looking at energy alternatives and being more sustainable. The topic is concluded in years 10 and 11 when Students will build on their knowledge of energy. They will develop scientific ideas to show how energy usage has changed up to present day. Students will explain how much energy is needed to change the state of an object. This will include energy transfers in solids liquids and gases. Also why is it important to be able to calculate the density of an object and look at real world scenarios. This can then be linked back to the wave’s topic (e.g., Global warming) and how the calorific content can be used to show energy in food.
Physics — Forces and Motion	Without the application of a force, an activity can’t take place. In year 7 students will see that forces are pushes or pulls and the interaction between two objects. They will spend time doing practical skills that will help them understand how objects deform, stretch and squash. In year 8 Physics will focus on speed, acceleration, pressure and turning forces. Students will explore Newton’s laws and observe how objects interact to cause a change. Students will learn the importance of magnets and electromagnets. How they are used in nearly all modern technology. The topic is concluded in years 10 and 11 were Students will develop their ideas on forces and become more confident and secure in their understanding. Students will continue to see forces as pushes and pulls but will develop this into better ways of presenting data such as force vector diagrams and motion graphs. Higher level mathematical skills will be used to show gradient work and higher-level calculations.
Physics — Radiation and Waves	The EM Spectrum dominates all walks of life. Year 7 will look predominantly at light and sound waves. This will include the reflection, refraction and dispersion of light through different mediums and how different materials alter the light that passes through. They will also focus on sound and how it travels. In year 8, students will spend time studying our Universe and what it contains e.g. our sun as a star, other stars in our galaxy, other galaxies. In years 9 and 10 there is a more comprehensive look at the waves of the electromagnetic spectrum. Students will analyse information on the purpose and uses of radiation in the electromagnetic spectrum. By year 11 Students will develop their ideas on waves and become more confident and secure in their understanding of the electromagnetic spectrum. This will be specific to uses, dangers, emission and detection as well as having a secure knowledge of the waves individually. E.g., how an Xray machine works. We also expand on this and take a look at nuclear radiation in year 10. Again, we look at how it is produced the dangers, uses and safety measures needed. Students get a real understanding of how ‘Benefits outweigh Risks’ in these modules.
Physics — Matter and Models	Particle theory is the basis of all life. In year 7 particle theory is covered in Biology, Chemistry and Physics. In Physics The particle theory of matter is a model that describes the arrangement and movement of particles in a substance. The model is used to explain the physical properties of solids, liquids and gases. E.g. in a solid - particles are tightly packed in a regular structure, in a liquid - particles are tightly packed but free to move past each other and in a gas - particles are spread out and move randomly. To conclude in year 11 students apply the particle theory to density, pressure and energy in a spring.
Science — How Science Works	From year 7 — 11 students will work like scientists to challenge big questions. Students will carry out a range of practical work that builds their understanding of abstract concepts. Students will build on their knowledge and understanding of the ways in which scientific methods and theories develop over time. By using a variety of concepts and models to develop scientific explanations and understanding. Students will be appreciating the power and limitations of science and considering ethical issues which may arise. As well as explaining every day and technological applications of science; evaluating associated personal, social, economic and environmental implications; and making decisions based on the evaluation of evidence and arguments.

Download — 5-Year Learning Journey

Download — Curriculum Overview