Science

Curriculum Intention  

In year 7 students will study: forces, electricity and magnetism, energy, waves, matter, reactions, earth, organisms, ecosystems and genes.   

These topics are proposed as the guiding principles for students to take with them throughout their school life, starting with small insights at a young age and growing to bigger more complex ones. The principles and ideas focus on making science education interesting, giving students ownership of their learning by showing the impact science has on their everyday lives, stimulating their curiosity and helping them to understand and make informed decisions about how science works in the world around them. Understanding aspects of the world around will help out students in their personal decisions that affect their enjoyment of the environment as well as their choice of career. 

Key Skills –  

Introduction to practical work. How to measure quantities. How to use a Bunsen burner, risk assessment. Mathematics skills in Science. 

Writing a lab report. Identifying key variables, analysing tables and graphs. 

Application of knowledge A02, analysing information A03 through exam practice.  

The curriculum in Year 7 allows for teaching to address common misconception students may have from Primary studies. Students are then introduced to big ideas in science.   

Students may complete KS3 with knowledge of individual concepts but lack the understanding to apply their knowledge to unfamiliar contexts. The aim of our curriculum is to provide our students with this understanding and to ensure they are fully prepared for Key Stage 4. Using the big ideas principle, the generalisations, principles and models which connect concepts are at the heart of our syllabus. We believe this is how students learn to see the world analytically, to explain phenomena and make predictions – all skills students need for their next stage of scientific learning. 

Throughout Year 7 students are provided with a range of opportunities to develop various aspects of the IB Learner Profile. These include:

1. Research Tasks

2. Exploring ideas and issues that have local and global significance. 

3. Collaboration and group work.

4. Regular new or unfamiliar subject content.

5. Assessment Reflection after each examination.

6. Extra-curricular Science Activities.

Curriculum Implementation  

 Students are taught through various approaches and methods including: 

Engaging CSI hook topic focusing on basic practical skills. Students will take the role of being Forensic Scientists solving mysteries at a mock crime scene.  

Links to Literacy and Mathematics- Emphasis on using key words in science and developing extended writing skills of students. They will also focus on calculating averages, percentages and gradients in science.  

Students regularly conduct experiments where there is a strong focus on writing up findings using correct scientific vocabulary. Year 7 will focus on basic laboratory skills to ensure our students enjoy scientific enquiry while demonstrating safety precautions. 

Our students dive into the big, messy, and fascinating real-world issues in science. Each lesson aims to for a link to the real world. 

Practical lessons- examples of experiments include microscopy, flame tests and chromatography. 

Technology and Innovation – using Augmented Reality applications such as Hologo, Jigspace and Insight Heart. AR is a tool that enhances visualization of concepts and allows students to map physical characteristics easily and aids them in developing understanding.  

Students use Microsoft Teams and One note to submit assignments.  

Inclusion of DIS 10 in scheme of work- Opportunities for students to be rewarded with house points for meeting the IB learner profiles. 

Assessment  

Written assessments – Students will have two 45 Minute handwritten GCSE style questions per term. 

Extended writing tasks – Students will be complete a 6-mark exam style question, this will develop their extended writing skills in preparation for the AQA GCSE.  

Educake end of topic Assessment – a 30-mark online assessment consisting of short answer questions. 

Spelling test- at the beginning and end of topics to encourage students to learn key scientific vocabulary. 

Wider Curriculum Opportunities 

Robotics Club- Students will create a competition-ready robot, students use a number of soft and hard STEM skills. Creativity and problem-solving are essential in building a ‘bot that can complete obstacles. Your child will have to think outside the box and come up with creative solutions when the robot doesn’t perform as expected.  

Cross Curricular Competition students will make a simple bath bomb. The aim is to convey the excitement of chemistry and develop their curiosity. 

Potential Safari park trip as part of Ecosystems 1 topic with a focus on interdependence and the impact of environmental changes on individual organisms. 

Curriculum Impact  

By the end of Year 7 students will be able to:  

Enquiry- Working Scientifically  

Students should begin to develop the following enquiry processes: 

Analyse 

1. Analyse Patterns

2. Discuss limitations

3. Draw conclusions

4. Present Data

Communicate 

1. Communicate ideas 

2. Construct Explanations

3. Critique Claims 

4. Justify opinions

Enquire  

1. Collect data 

2. Devise Questions 

3. Plan Variables

4. Test hypothesis

Solve  

1. Estimate risks 

2. Examine consequences

3. Review theories

4. Interrogate source

Practical Skills  

Key competencies developed in year 7: 

1. Heat a measured volume of water until almost boiling, having selected and used appropriate equipment

2. Obtain and record a clearly focused image of a microscopic object 

3. Find out at regular intervals the temperature of water being heated and tabulate observations to reveal the pattern

4. Separate ingredients from mixtures using appropriate techniques such as evaporation, filtration, chromatography and magnets 

5. Measure the speed of a moving object using appropriate equipment

6. Measure changes in the pH of solutions using indicators 

7. Build electrical circuits using various components and measure current and voltage using an ammeter and voltmeter

8. Carry out practical procedures using instructions without guidance and in a calm fashion with due regard to the safety of others

9. Observe and investigate a range of chemical reactions using equipment appropriately 

10. Represent and interpret a range of simple circuit diagrams using appropriate symbols. All these skills are developed in GCSE courses and built on in the development of skills and techniques. Students who have not had the opportunity to do this may find it harder to make good progress at KS4 and develop the skills they need.

Curriculum Intention  

Student Learning  

In year 8 students will study part two of the topics covered in Year 7, where they will be explored further, providing the prerequisite knowledge enabling students to enter the AQA GCSE with a level of proficiency. The topics include: forces, electricity and magnetism, energy, waves, matter, reactions, earth, organisms, ecosystems and genes.  

These topics are proposed as the guiding principles for students to take with them throughout their school life, starting with small insights at an early age and growing to bigger, more complex ones. The principles and ideas focus on making science education interesting, giving students ownership of their learning by showing the impact science has on their everyday lives, stimulating their curiosity and helping them to understand and make informed decisions about how science works in the world around them. Understanding aspects of the world around will help students in their personal decisions that affect their enjoyment of the environment as well as their choice of career. 

Key Skills

Mathematics skills in Science. 

Writing a lab report. Identifying key variables, analysing tables and graphs. 

Application of knowledge A02, analysing information A03 through exam practice. 

Why are students being taught the above?   

The curriculum in year 8 builds on the big ideas that students are introduced to in Year 7. By connecting smaller ideas from year to more abstract ideas, students will be better prepared to apply these concepts when approaching an unfamiliar topic.   

By the end of year 8 students will have a secure understanding of the big ideas in science. Understanding means both ‘knowing’ – having an accurate mental structure of the concepts and skills – and ‘applying’ – being able to use the knowledge flexibly across different situations. 

Students may complete KS3 with knowledge of individual concepts but lack the understanding to apply their knowledge to unfamiliar contexts. The aim of our curriculum is to provide our students with this understanding and to ensure they are fully prepared for Key Stage 4. Using the big ideas principle, the generalisations, principles and models which connect concepts are at the heart of our syllabus. We believe this is how students learn to see the world analytically, to explain phenomena and make predictions – all skills students need for their next stage of scientific learning. 

Throughout Year 8 students are provided with a range of opportunities to develop various aspects of the IB Learner Profile. These include:

1. Research Tasks

2. Exploring ideas and issues that have local and global significance.

3. Collaboration and group work

4. Regular new or unfamiliar subject content.

5. Assessment Reflection after each examination.

6. Extra-curricular Science Activities.

Curriculum Implementation  

Teaching Methods

1. Links to Literacy and Mathematics- Emphasis on using key words in science and developing extended writing skills of students. They will also focus on calculating averages, percentages and gradients in science. 

2. Students regularly conduct experiments where there is a strong focus on writing up findings using correct scientific vocabulary. Year 7 will focus on basic laboratory skills to ensure our students enjoy scientific enquiry while demonstrating safety precaut

3. Our students dive into the big, messy, and fascinating real-world issues in science. Each lesson aims to for a link to the real world.

4. Practical lessons- examples of experiments include microscopy, flame tests and chromatography.

5. Technology and Innovation – using Augmented Reality applications such as Hologo, Jigspace and Insight Heart. AR is a tool that enhances visualization of concepts and allows students to map physical characteristics easily and aids them in developing understanding.  

6. Students use Microsoft Teams and One note to submit assignments. 

7. Inclusion of DIS 10 in scheme of work- Opportunities for students to be rewarded with house points for meeting the IB learner profiles.

Assessment 

1. Written assessments –

2. Students will have two 45 Minute handwritten GCSE style questions per term.

3. Extended writing tasks- Students will be complete a 6-mark exam style question, this will develop their extended writing skills in preparation for the AQA GCSE. 

4. Educakeend of topic Assessment- a 30 mark online assessment consisting of short answer questions. 

5. Spelling test- at the beginning and end of topics to encourage students to learn key scientific vocabulary.

Wider Curriculum 

1. Science Olympiad team competition

2. Cross Curricular Competition – Dragons Den 

3. Potential trip to Observatory- Sharjah for Earth 2 Topic.

4. Robotics Club

Curriculum Impact  

By the end of Year 8 students will have shown in….and be able to demonstrate… 

Students should master the following enquiry processes: 

Enquiry- Working Scientifically  

Students should show development in the following enquiry processes: 

Analyse

1. Analyse Patterns

2. Discuss limitations

3. Draw conclusions

4. Present Data

Communicate

1. Communicate ideas

2. Construct Explanations

3. Critique Claims

4. Justify opinions

Inquire  

1. Collect data

2. Devise Questions

3. Plan Variables

4. Test hypothesis

Solve 

1. Estimate risks

2. Examine consequences

3. Review theories

4. Interrogate source

Practical Skills  

By the end of year 8 students should have a solid foundation of transferable skills that they can draw on at KS4, these include:  

1.  To support and consolidate scientific concepts (knowledge and understanding). This is done by applying and developing what is known and understood of abstract ideas and models. Through practical work we make sense of new information and observations and provide insights into the development of scientific thinking.  

2.  To have developed investigative skills: 

• Devising and investigating testable questions 
• Identifying and controlling variables 
• Analysing, interpreting and evaluating data.

 3. To have mastered practical skills such as:  

• Using specialist equipment to take measurements 
• Handling and manipulating equipment with confidence and fluency 
• Recognising hazards and planning how to minimise risk. 15

Curriculum Intention  

Student Learning  

In year 9 students will begin studying AQA GCSE content. The introductory topics from the specification will be taught. Students will study a broad curriculum starting with more simple ideas in year 9 with the course increasing in subsequent years.  

The topics covered in Year 9 include:  

B1- Cell Biology  

B2- Organisation  

B3- Infection and Response  

C1- Atomic Structure  

C2- Structure and Bonding  

C9- Chemistry of the Atmosphere 

P1- Energy  

P3- Particle Model of Matter  

A three-year GCSE would allow students to study a broader curriculum and avoid “premature subject choices that might disadvantage students later”. It would allow subjects to be taught in greater depth, resulting more motivated and confident students”. 

Key skills – 

Required practical’s: Maths skills, working scientifically, error and uncertainty AT (apparatus and techniques)   

Maths skills and working scientifically.  

Application of knowledge A02, analysing information A03 through exam practice. 

As students’ progress through the course they will develop skills such as creativity, strategic thinking, problem solving, data analysis and interpretation, emotional intelligence, leadership, research, communication and collaboration. 

Why are students being taught the above?  

Students will prepare for their GCSE examinations and the Scientific skills required for further education after completion of the GCSE course. Students will also develop their understanding of the Science in the real world such as reducing the impacts of climate change, curing illnesses, advancing economic policy, developing new, life-saving drugs, protecting the environment, exploring space frontiers.

As students’ progress through Year 9 they will develop important skills from the IB learner profile such as creativity, strategic thinking, problem solving, data analysis and interpretation, emotional intelligence, leadership, research, communication and collaboration.  

Curriculum Implementation  

Teaching Methods 

1. Links to Literacy and Mathematics

2. Students regularly conduct experiments where there is a strong focus on writing up findings using correct scientific  Students also analysedata, calculate averages and plot graphs. – 

3. Our students dive into the big, messy, and fascinating real-world issues in science. Each lesson aims to for a link to the real world.

4. Practical lessons 

5. Students have regularopportunities for practical work.  

6. Technology and Innovation 

7. Students use Microsoft Teams and One note to submit assignments. 

8. Virtual and Augmented reality applications are used where possible.

9. Inclusion of DIS 10 in scheme of work- Opportunities for students to be rewarded with house points for meeting the IB learner profiles.

Assessment  

Written assessments – Students will have a 45 Minute handwritten GCSE style exam paper at the end of each topic. 

Extended writing tasks. 6 Mark Extended writing Exam question per topic. 

Wider Curriculum  

1. Homework Club (exam questions) 

2. Robotics Club

Curriculum Impact  

By the end of Year 9 students will have shown in….and be able to demonstrate…

Students should have a basic understanding of the following principles and be able to apply them in their assessments:  

1. The structure and functioning of cells and how they divide by mitosis and meiosis from sections Cell biology and Meiosis. 

2. The two essential reactions for life on Earth: photosynthesis and respiration from sections Photosynthetic reaction and Aerobic and anaerobic respiration. 

3. Metabolism is the sum of all the reactions happening in a cell or organism, in which molecules are made or broken down from section Metabolism.

4. Students should be able to recall and use this knowledge in questions that link different areas of the specification to develop coherent arguments and explanations.

5. Describe, explain, and give examples of the specified processes of separation. 

6. Suggest suitable separation and purification techniques for mixtures when given appropriate information.

7. Students should be able to use the nuclear model to describe atoms.

8. Students should be able to calculate the relative atomic mass of an element given the percentage abundance of its isotopes.

9. Students should be able to explain chemical bonding in terms of electrostatic forces and the transfer or sharing of electrons.

10. Students should be able to describe all the changes involved in the way energy is stored when a system changes, for common situations.

11. Students should be able to describe with examples where there are energy transfers in a closed system, that there is no net change to the total energy.