KEY STAGE 3:
Years 7 and 8:
The purpose of our KS3 scheme is to provide robust foundations to allow students to develop into analytical, methodical and innately inquisitive scientists. The three disciplines are split into topics which are introduced in Year 7 and built upon in Year 8, covering the Big Ideas of Science (outlined by ASE). Students are encouraged to examine the consequences of Scientific discoveries and overlap opinions based upon fact, with intent of developing informed and Scientifically confident citizens of the world.
Teaching is focused on the Scientific method and students are given opportunities within lessons to build the necessary skills to suggest a hypothesis, collate valid data and make logical conclusions, using knowledge imparted to them. Students are assessed both on ability to recall knowledge and apply this knowledge to both the ‘real world’ and investigative Science.
The aim of Year 9 is to bridge the gap between KS3 and GCSE, further developing students’ knowledge and investigative abilities. The chosen topics allow students to dive deeper into the 10 big ideas, first introduced in KS3. The sequence of topics allows students to connect knowledge from all three disciplines of Science, whilst the time dedicated to independently led investigative approaches promotes curiosity and resilience when discovering answers to posed questions.
Good habits are re-enforced at every possible opportunity: scientific language is used, maths skills are modelled, recall of key opportunities to both ask and answer questions using experimental approaches.
|7 – Cells, organs and transport.||All organisms are constituted of one or more cells. Multi-cellular organisms have cells that are differentiated according to their function. All the basic functions of life are the result of what happens inside the cells which make up an organism. Growth is the result of multiple cell divisions.|
|1 – Atoms||Atoms are the building blocks of all matter, living and non-living. The behaviour and arrangement of the atoms explains the properties of different materials. In chemical reactions atoms are rearranged to form new substances. Each atom has a nucleus containing neutrons and protons, surrounded by electrons. The opposite electric charges of protons and electrons attract each other, keeping atoms together and accounting for the formation of some compounds.|
|4 – Forces||Many processes or events involve changes and require an energy source to make them happen. Energy can be transferred from one body or group of bodies to another in various ways. In these processes some energy becomes less easy to use. Energy cannot be created or destroyed. Once energy has been released by burning a fossil fuel with oxygen, some of it is no longer available in a form that is as convenient to use.|
|9+10 – Genetics and Evolution.||Genetic information in a cell is held in the chemical DNA. Genes determine the development and structure of organisms. In asexual reproduction all the genes in the offspring come from one parent. In sexual reproduction half of the genes come from each parent.
All life today is directly descended from a universal common ancestor that was a simple one-celled organism. Over countless generations changes resulting from natural diversity within a species lead to the selection of those individuals best suited to survive under certain conditions. Species not able to respond sufficiently to changes in their environment become extinct.
|5 – Earth Chemistry||Radiation from the Sun heats the Earth’s surface and causes convection currents in the air and oceans, creating climates. Below the surface heat from the Earth’s interior causes movement in the molten rock. This in turn leads to movement of the plates which form the Earth’s crust, creating volcanoes and earthquakes. The solid surface is constantly changing through the formation and weathering of rock.|
|3 – Forces (basics)||A force acting on an object is not seen directly but is detected by its effect on the object’s motion or shape. If an object is not moving the forces acting on it are equal in size and opposite in direction, balancing each other. Since gravity affects all objects on Earth there is always another force opposing gravity when an object is at rest. Unbalanced forces cause change in movement in the direction of the net force. When opposing forces acting on an object are not in the same line they cause the object to turn or twist. This effect is used in some simple machines.|
|8 – Environmental||Food provides materials and energy for organisms to carry out the basic functions of life and to grow. Green plants and some bacteria are able to use energy from the Sun to generate complex food molecules. Animals obtain energy by breaking down complex food molecules and are ultimately dependent on green plants as their source of energy. In any ecosystem there is competition among species for the energy resources and materials they need to live and reproduce.|
|2+6 – Space science and forces (advanced)||All objects have an effect on other objects without being in contact with them. In some cases the effect travels out from the source to the receiver in the form of radiation (e.g. visible light). In other cases action at a distance is explained in terms of the existence of a field of influence between objects, such as a magnetic, electric or gravitational field. Gravity is a universal force of attraction between all objects however large or small, keeping the planets in orbit round the Sun and causing terrestrial objects to fall towards the centre of the Earth.
Our Sun and eight planets and other smaller objects orbiting it comprise the solar system. Day and night and the seasons are explained by the orientation and rotation of the Earth as it moves round the Sun. The solar system is part of a galaxy of stars, gas and dust, one of many billions in the Universe, enormous distances apart. Many stars appear to have planets.
KEY STAGE 4:
Our Key stage 4 students follow the AQA GCSE specification. Throughout Year 10, knowledge from previous years is built upon as new content is introduced in line with the Trilogy Science specification. Students are encouraged to interleave new knowledge with revision from previous year through the implementation of a ‘flashback’ lesson once a week. This allows students to take ownership of their learning outside the classroom and develop the necessary study skills that will aid them, not only in other subjects, but also as they continue into the next stages of their education.
Students undertaking the combined trilogy pathway spend Year 11 consolidating knowledge gained in earlier years, focusing on application of recall to different situations and the development of analytical, mathematical and evaluative skills, allowing a deeper understanding of topics identified using data from mock assessments. Students also undertake ‘flashback’ lessons with a focus on recall of information and development of different skills, thus allowing them to access the exam papers.
Students undertaking the separate Science subjects spend the majority of Year 11 learning new content identified in the specification as Triple only. Flashback lessons are continued weekly and are sequenced to interleave relevant content covered in the combined course, allowing students to make links and consolidate previous knowledge as they are taught the new content. Time is taken to develop mathematical skills, providing students with all the tools that they require to excel.
Support your child – useful links and advice
Years 7 and 8:
Into Science: (password provided by your teacher)
Educake: (password provided by your teacher)
Years 9, 10 and 11:
Educake: (password provided by your teacher)