Science
Learning Journey & Sequencing Rationale
Science is a set of ideas about the material world. We have included all the parts of what good science is : whether it be investigating, observing, experimenting or testing out ideas and thinking about them. The way scientific ideas flow through the curriculum will support you in building a deep understanding of science. We know this will involve talking about, reading and writing about science plus the actual doing, as well as representing science in its many forms both mathematically and visually through models.
The principal focus of science in Key Stage 3 is to develop a deeper understanding of a range of scientific ideas in the subject disciplines of Biology, Chemistry and Physics. Learners should begin to see the connections between these subject areas and become aware of some of the big ideas underpinning scientific knowledge and understanding. Examples of these big ideas are the links between structure and function in living organisms, the particulate model as the key to understanding the properties and interactions of matter in all its forms, and the resources and means of transfer of energy as key determinants of all of these interactions.
The program of study has been adapted to include all topics from the National Curriculum whilst ensuring that learners are stretched and challenged. The topics have been reorganised, starting with a 2-week ‘Introduction to Science’ program followed by the foundations of the 3 sciences (Cells & the Body, States of Matter & Separating Mixtures and Energy), to create a strong understanding of the world through biology, chemistry and physics, whilst building on their ability to work scientifically. Working scientifically helps support future scientists by fostering independent scientific inquiry and investigative skills, helping students understand the scientific method and how to best apply it. In Year 8, the learners will build on their prior learning to understand deeper scientific concepts, including Variation & Ecology, Chemical Reactions and Space Science, giving them a strong platform before starting the KS4 curriculum in Year 9.
Learners will have access to a variety of exam-style questions over the 2 years. This is not only to ensure that they are able to apply their knowledge as they learn it, but to prepare them for their exams. To support the students on this journey we created our own Knowledge organisers specific to our schemes of work. Learners will be assessed every term. In addition, an AQA Baseline test at the start of Year 7 and an AQA End of KS3 test in year 8 are carried out to allow us to measure the progress made over the 2 years.
unit overview - AUTUMN 1
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Year 7 Autumn 1 Overview -Energy |
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Skills |
After carrying out the practical tasks in this topic, students will gain the following skills Insulation investigation
Absorption investigation
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Knowledge |
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Rationale |
Students cover Energy & particle model for GCSE physics. Everything we do involves an energy transfer of some kind. We cannot work, breathe or live without energy. We cannot see it most of the time. Try and think of something that doesn’t involve energy? Impossible. This unit will allow students to realise the importance of energy for everyday living. Conservation of Energy and energy supplies for the future is a problem scientists have been trying solve and it is constantly on the news. This topic will give students the opportunity to learn about the different types of resources and how we can try and become more efficient. Students will learn why it’s important to reduce our carbon footprint in order for them to lead “greener” life. This topic will allow the students to become global citizens, to make the decisions that will benefit the environment such as considering carbon emissions when purchasing cars, moving away from diesel and understanding the scientific data around climate change. When the climate change protests of 2019 occurred by young people across Europe it showed that young people can be engaged on the vital issues and encouraged to be active citizens. The two investigations will give the students practical ways of saving energy at home. Using the internet to research students will find ways of saving money and energy thus reducing greenhouse gases and global warming |
unit overview - AUTUMN 2
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Year 7 Autumn 2 Overview – Cells and digestion |
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Skills |
After carrying out the practical tasks in this topic, students will gain the following skills Microscope
Energy in food
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Knowledge |
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Rationale |
This knowledge is required for GCSE. Obesity and its health implications is on the rise and has had a fair amount of coverage in the news. This topic will give learners the opportunity to understand the importance of having a balanced and varied diet. Obesity is considered to be the biggest threat emerging onto the world stage with recent research being published by Cancer Research UK that cases of four of the most common forms of cancer - bowel, kidney, ovarian and liver - are more likely to be caused by being overweight than smoking. The topic will naturally branch into what Governments and individuals can do to maintain a healthy lifestyle and this gives good scope to discuss legislation in public health and the concept of the greatest good for the greatest number. The lessons on deficiency and disease have never been so relevant with the NEU reporting 4.1 million children living in poverty at the end of 2018. The Science taught in this unit could have life changing implications with students learning the benefit on their health of a balanced diet and not just filling their stomach with fast processed food. If delivered correctly, this unit will empower them to make decisions on their health and wellbeing that could remain with them for the entirety of their lives. The topic will help learners understand the importance of keeping their environment clean as they become aware of life at the microscopic level. At a cellular level, Stem Cell Research is changing the possibilities of biological engineering. Research in Britain has been at the cutting edge of developing stem cell research as demonstrated by Dr Stephen Minger at King’s college London. Students would gain an understanding of the importance of the cell in organisms building a possibility of understanding human health and disease at the level of the organism. |
unit overview - SPRING 1
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Spring 1 Overview - States of Matter |
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Skills |
After carrying out the practical tasks in this topic, students will gain the following skills Cooling Curve Experiment
Properties of compounds Experiment – Contrasting the elements and compounds
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Knowledge |
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Rationale |
Students will need to explain the changes in states of matter and how this is linked to bonding in the new GCSE specification. Traditionally this topic is taught as solids, liquids and gases with no attention paid to bonding. Particle theory is one of the big ideas mentioned in the national curriculum. It will allow the students to understand the impact of nanotechnology as they get older and long term health concerns. Recent research from Scandinavia has attributed the global decline in the Honey bee population to the use of catalyst nanoparticles. Particle theory is used in day to day life whether cooking using boiling water or removing impurities from clothes. Students will learn about the makeup of materials and this will help them in making decisions. For example a flat basketball can temporarily be used if left in the Sun due to ideal behaviour of gas molecules. Why should tyre pressure in a car be checked before a long journey whilst the tyres are relatively cold? How can crushing spices in a pestle and mortar increase the flavouring when cooking? |
unit overview - SPRING 2
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Spring 2 Overview -Waves |
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Skills |
After carrying out the practical tasks in this topic, students will gain the following skills Demonstrate waves on a string and spring.
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Knowledge |
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Rationale |
Students cover Waves, Electromagnetic spectrum and Light for GCSE physics. The EM waves are used in everyday life (Radio & Mobile phones to X ray machines & Nuclear therapy) Students will learn the basics of waves so they understand the simple terminology such as frequency and wavelength which are used to describe waves. They will also learn how to protect themselves from harmful waves. For example, Ultraviolet (UV) radiation is a proven human carcinogen, and more than 419,000 cases of skin cancer in the U.S. each year are linked to indoor tanning. Changes to the law in England mean that those aged under 18 cannot use tanning salons or sunbeds at premises including beauty salons, leisure centres, gyms and hotels; must not be offered the use of a sunbed and are not allowed in areas reserved for sunbed users. Restrictions on sunbed use by the under 18s also apply in Scotland, Wales and in Northern Ireland. Sunbeds emit ultraviolet radiation, which can cause tanning and sunburn. There is no evidence to suggest any type of sunbed is less harmful than natural sun exposure and Public Health England discourages the use of sunbeds for cosmetic tanning. The use of waves and the media they travel in is continually developed especially due to space exploration and speed of communication. For example all students are heavily invested in use of their mobile phones and although 5G is not expected to reach the British market until 2020, several companies have already started investing to prepare ahead for the new wireless mobile standard, and trial 5G networks are already being set up in other corners of the world. The key use of waves for everyday life is therefore a way to impact the lives of the students. |
unit overview - summer 1
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Year 7 Summer 1 Overview -Photosynthesis and Reproduction |
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Skills |
After carrying out the practical tasks in this topic, students will gain the following skills Investigation Light Intensity
Seed Dispersal
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Knowledge |
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Rationale |
The energy derived from photosynthesis is used to supply energy to most living organisms on earth. The concept of the reaction allows students to understand that processes in living organisms are driven from biochemical reactions. Learning about the leaf embeds the idea that structures in Biology are always related to their function e.g. stomata for gas exchange. Photosynthesis should be taught before respiration, and discretely to each other so that they are not confused. Furthermore the real life impact is there for all to see. A report by the BBC highlights that deforestation of the Amazon rainforest in Brazil has hit its highest rate in a decade, according to official data. About 7,900 sq km (3,050 sq miles) of the world's largest rainforest was destroyed between August 2017 and July 2018 - an area roughly five times the size of London. Learning about reproduction will give learners the opportunity to understand changes in their own bodies and therefore manage themselves and their relationships in a healthy manner. It is important for students to learn about sexual, birth, maternal health and the sex organs in early KS3 so that they can make informed choices about sex, and relationships. Care will be taken not to promote sexual behaviour, but to inform students about this important topic before adulthood and thinking about becoming parents themselves. According to the office for National Statistics The under-18 conception rate in 2016 was 18.9 conceptions per thousand women aged 15 to 17 years; this is the lowest rate recorded since comparable statistics were first produced in 1969. Education plays a vital role in these figures. |
unit overview - SUMMER 2
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Year 7 Summer 2 Overview-Fundamentals of Chemistry |
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Skills |
After carrying out the practical tasks in this topic, students will gain the following skills Separation technique
Conservation of mass
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Knowledge |
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Rationale |
Students will require this knowledge to be confident with chemical formulae and writing equations. This forms the basis of understanding how change occurs in Chemistry. Modern society is constantly introducing new materials such as smart polymers that can reform their shape and nanotechnology. As documented in the Ben Goldacre book “Bad Science” consumers are often given bogus science to justify the claim of companies. In the opening chapter of the book he mentions “Aqua Detox” which gives the consumer the impression a brown sludge is leaving their feet and purifying them. In reality it is an electrolysis experiment and the iron electrode rusting gives the sludge. The smell of the chlorine is from salt in the water – chemical formula sodium chloride. This unit will give students the reference point to understand examples like this of “fake science.” Furthermore, knowledge of chemical reactions and harmful reaction such as incomplete combustion could one day save lives of our young people. Students may recall the famous case of Carbon Monoxide poisoning on the island of Corfu whereby Bobby and Christy Shepherd aged 6 and 7 lost their lives. |
knowledge OrganiserS
A knowledge organiser is an important document that lists the important facts that learners should know by the end of a unit of work. It is important that learners can recall these facts easily, so that when they are answering challenging questions in their assessments and GCSE and A-Level exams, they are not wasting precious time in exams focusing on remembering simple facts, but making complex arguments, and calculations.
We encourage all pupils to use them by doing the following:
- Quiz themselves at home, using the read, write, cover, check method.
- Practise spelling key vocabulary
- Further researching people, events and processes most relevant to the unit.