Science Curriculum Overview
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Aim
Here at Sandhill View Academy, we aim to securely equip all of our students for life beyond school as successful, confident, responsible and respectful citizens. We believe that education provides the key to social mobility and our curriculum is designed to build strong foundations in the knowledge, understanding and skills which lead to academic and personal success. We want our students to enjoy the challenges that learning offers. And ultimately we want students to ‘Know More, Do More and Go Further’
Our aims are underpinned by a culture of high aspirations. Through developing positive relationships, we work towards every individual having a strong belief in their own abilities so that they work hard, build resilience and achieve their very best.
Intent
The curriculum includes formal teaching through subject areas, assemblies and extracurricular activities. We regularly review content to ensure we continue to meet our curriculum aims. The Science curriculum is planned so that students are equipped with knowledge, critical thinking skills and practical ability. Students study a range of topics throughout Biology, Chemistry and Physics with topics designed so they support and challenge students all the way through their time at Sandhill View.
Science lessons follow the principle of Connecting the learning, constructing and applying new learning before consolidating the learning.
The British values of democracy, the rule of law, individual liberty, and mutual respect of those with different faiths and beliefs are taught explicitly and reinforced in the way in which the school operates. We are also explicitly embedding transferable ‘Skills Builder’ skills such as problem solving, aiming high and teamwork to prepare our students for careers and life after school.
Sequence and structure
Our curriculum is split into Key Stage 3 (years 7, 8 and 9) and Key Stage 4 (10 and 11). It is structured by topics for KS3 students where they will study a concept in year 7, then in further depth in year 8 and again in year 9, building knowledge and skills as they progress. In KS4 we follow AQA Combined Science and Separate Science. We assess students understanding in similar ways in both KS3 and KS4. Every topic that students are taught includes and extended writing task (EWT) and a key marking point (KMP). At KS4 students also sit and end of unit test in order to check key understanding. At KS3 students sit a more synoptic assessment at their assessment points.
The extended writing tasks all follow the same format, in that they include a Frayer model word, to support literacy, and give students the chance to respond in depth to a question. This is then assessed by their teacher and they are given both Scientific and literacy feedback on their work, followed by students responding to the feedback. The KMP is a short 10 mark assessment, in lesson, that assesses students fundamental knowledge of each topic.
Students in Science can expect 1 piece of homework per week and this is usually on a digital platform which allows us to track the hand in rate, quality of homework and ensure consistency across all key stages.
Cross Curricular Links
Science is a subject that has vast cross curricular links. In particular we share common content with Maths where students are expected to rearrange equations, demonstrate graph skills and calculate changes in percentages, to name a few. To this end Science and Maths are working together to ensure a common approach o these skills to support students in both courses.
Science also has vast links with Geography where we have common content such as in Biology where students study Ecology, Sampling and waste management – which students can also expect to see in Geography. In Chemistry students study extraction of materials, acid rain and how human activity affects the environment, which they can also study in geography. In Physics students look at resource management and global energy supplies which students also see in geography.
Literacy
We know that students who read well achieve well. As such all subject areas are committed to providing regular opportunities to read extensively. In Science students are regularly supplied with source material and are encouraged to use our ‘smart student apps’ to analyse the text and take information from it. We also have aspirations for our students to use ambitious vocabulary and are using frayer models and ‘push’ techniques to widen the tier 2 and tier 3 vocabulary students use orally and in the work they produce. Coherent and fluent writing skills are also imperative for student achievement, so we support student writing skills by offering opportunities for extended writing, with modelling, and sentence stems to support. All curriculum areas use literacy end point document which details yearly end points for reading, writing and oracy to ensure consistent literacy skills embedded across the curriculum.
KNOW MORE: Key Stage 3 Curriculum
KNOW MORE: The Key Stage 3 Science Curriculum includes the following areas of study:
KS3 HT 1 HT2 HT3 HT4 HT5 HT6 Y7
Introduction to science Students study key apparatus and safety in science laboratories. Cells
The building blocks of living organisms, using a microscope, specialised cells, and particle movement in cells.
Movement
Linking to the work on cells students then study larger parts of the human body such as tissues, and organs in the musculoskeletal system.
Particle Model
Students study kinetic theory and the particle model specifically focussing on solids, liquids, and gases as well as the mechanisms in changing state.
Separating Mixtures Linking to the particle model students are introduced to elements, compounds, and mixtures and look at specific techniques of separating these based on their arrangements.
Speed
Students study the fundamentals of speed including; calculating speed, distance-time graphs, acceleration, velocity time graphs.
Gravity Students link their prior learning of speed to the forces on objects in outer space. The difference between mass and weight and the equation connecting them.
Interdependence
Students build on their knowledge of cells and tissues by studying plant tissues and food chains. Students look at the issues around food production and the process of bioaccumulation.
Plant Reproduction
Building on the interdependence topic students look at plant tissues specifically reproductive tissues and their roles in the flower. Students investigate different ways in which plants are pollinated and how their seeds are dispersed.
Earth’s Structure
Students build on their knowledge of solids, liquids, and gases by studying the rock cycle and the structure of the Earth. Students also look at different types of rocks and how these are formed.
Universe Building on the internal structure of the Earth students study more about the universe and Earth’s place in the solar system, the Moon, and the phenomenon of eclipses.
Energy cost and transfer
Students learn about the different ways in which energy can be stored and transferred in different appliances and systems. This links to work on the costs of electrical appliances based on their energy consumption.
Variation Building on student understanding of the organelles in cells and plant reproduction students will study genetic variation in animals and plants.
Human Reproduction
Students will continue building on their prior learning by studying human reproduction and how this leads to variation in the species.
Metals and non-metals
Students will study the properties of metals and non-metals and how their internal particle structure determines these properties.
Acids and Alkalis
Students build on their understanding of elements, compounds, and mixtures and link this to chemical pH’s including the pH scale and a variety of indicators
Voltage, current, and resistance Students look at energy transfers in electric circuits including the main quantities; potential difference, current, and resistance.
KS3 HT 1 HT2 HT3 HT4 HT5 HT6 Y8
Light Waves Students look at waves as a form of energy transfer including phenomenon including reflection, and refraction, and the physics of these.
Breathing
Students build on their understanding of body tissues and systems to focus on the respiratory system. This includes how the products of respiration enter the body and how the respiratory system is adapted for gas exchange.
Digestion Students continue their study of the body systems focussing on the digestive system and the role of enzymes in breaking down food molecules for absorption.
Elements
Students build on their prior knowledge of elements to focus on compounds and mixtures including calculating relative formula mass.
Periodic Table
Following on from the acids and alkalis topic students begin work on the periodic table and discuss the layout and development of this important document. Students also completed extended work on three of the main groups.
Respiration Students build on their understanding of the respiratory system and work on the differences between the two types of respiration and their features.
Photosynthesis
After their work on respiration students work on photosynthesis in plants and how this allows them to grow.
Types of Reaction
Students study a variety of chemical reactions including combustion and thermal decomposition.
Chemical energy Previously students have studied chemical formula and they will use this to support their understanding of endothermic and exothermic reactions and how these can be visually represented in graphical form.
Contact Forces
Students link their understanding of gravity as a non-contact force to discuss contact forces and the motion that they cause.
Pressure
Students build of their knowledge of contact forces and discuss how the force over an area affects the pressure exerted on an object. This also links to pressure in fluids.
Inheritance Students discuss how genes are inherited linking with prior work on variation in species. This includes work on how scientists can genetically modify organisms for specific traits.
Evolution
Students build on their understanding of inherited genetic information to include how mutations can cause changes that lead to evolution over a large timescale.
Climate
Students then focus on how the climate of the Earth has changed since the Earth was formed and how it has changed due to recent human activity. They make suggestions of ways in which these changes can be combatted.
Earth’s Resources In this topic students continue looking at human activities and how we use the resources provided by the Earth as well as how we can cut down our consumption of important resources.
Electromagnets
Students study magnets and the shape of magnetic fields as well as differences between permanent and temporary magnetic fields and how humans use these.
Y9 HT 1 HT2 HT3 HT4 HT5 HT6 Sound waves Students link their prior learning of light waves to the transfer of energy through sound waves. Students study pitch and loudness and characteristics of longitudinal waves.
Bridging key concept: Cells
Students build on their prior knowledge to study the key concept of cells including specialised cells, stem cells, how cells divide and how substances pass through cell membranes.
Bridging key concept: atoms Students build on their prior knowledge of atoms and the periodic table in further detail including how structures of atoms determine places on the periodic table.
Bridging key concept: energy Students build on their prior knowledge of energy transfers and systems including the specific heat capacity of materials and calculations of energy stores in a system.
Bridging key concept: The body Students build on their prior knowledge of body systems and the role of diffusion in absorbing nutrients, water, and gases for body processes. Students also relate this information to plant tissues.
Bridging key concept: bonding Students build on their prior knowledge of atoms, elements, compounds, and mixtures and discover the way in which different combinations of elements bond together during chemical reactions. Students also look at the properties of materials made with the different combinations.
Bridging key concept: electricity Students build on their prior knowledge of electrical circuits focussing on the quantities of potential difference, current, and resistance. Students develop their knowledge of how different electrical components work and how electricity generated at power stations is transferred to houses.
KNOW MORE: Key Stage 4 Curriculum
KNOW MORE: Key Stage 4 Science Curriculum
KS4 HT 1 and HT2 HT3 HT4 HT5 and HT6 Y10
Biology Cell Biology:
In this section we explore how structural differences between types of cells enables them to perform specific functions within the organism.
In this unit students will:
draw and interpret cell images, use models and analogies to explain how cells divide, evaluate social and ethical issues in the use of stem cells.
Biology: Organisation
In this section we will learn about the human digestive system which provides the body with nutrients and the respiratory system that provides it with oxygen and removes carbon dioxide. We will also learn how the plant’s transport system is dependent on environmental conditions to ensure that leaf cells are provided with the water and carbon dioxide that they need for photosynthesis
In this unit students will:
Develop an understanding of cell scale, use models to explain the action of enzymes, observe and draw blood cells, evaluate the risk of using blood products, evaluate heart disease treatments, interpret risk for certain diseases, process data for transpiration of a leaf and investigate the distribution of guard cells in a leaf
Biology: Infection and response
This section will explore how we can avoid diseases by reducing contact with them, as well as how the body uses barriers against pathogens. antibiotics.
In this unit students will:
Evaluate global use of vaccines, investigate resistant bacteria and understand the process of medicine development
Biology Bioenergetics
In this section we will explore how plants harness the Sun’s energy in photosynthesis in order to make food. We will go on to look at how the human body uses Oxygen and Glucose in aerobic and anaerobic respiration.
In this unit students will:
Use data relating to cost effectiveness of growing plants and investigate the effect of exercise on the body.
HT 1 and 2 HT3 HT 4 and 5 HT 6 Chemistry Atomic structure and the periodic table Students study how the periodic table provides chemists with a structured organisation of the known chemical elements from which they can make sense of their physical and chemical properties. Students explain the use of the modern periodic table and go on to predict properties of unknown elements.
In this unit students will:
Safely separate mixtures, describe how scientific theories change over time, Use prefixes for numbers, recognise expressions in standard form, use 2d and 3d models to represent atoms and explain how testing can refute a scientific idea
Chemistry Quantitative chemistry
In this section we study how chemists use quantitative analysis of compounds to determine their formulae and how to use chemical formulae to better understand a compound.
In this unit students will:
Investigate mass changes in a reaction, use appropriate significant figures, decimal places and standard form and change the subject of an equation.
Chemistry: Chemical changes
In this section we study how to predict new substances formed when different chemicals react with one another and study a wide range of new materials that have been developed from chemical reactions.
In this unit students will:
Investigate pH change when acids react with Alkali, measure the pH of a range of concentration of acids and make order of magnitude calculations.
Chemistry: Energy changes
Students study how the interaction of particles often involves transfers of energy due to the breaking and formation of bonds. We look in depth at reactions in which energy is released to the surroundings are exothermic reactions, while those that take in thermal energy are endothermic.
In this unit:
Students have opportunity to measure temperature changes when substances react with water, draw diagrams of energy change profiles and explain activation energy.
HT 1 and 2 HT3 HT 4 and 5 HT 6 Physics HT1 + HT2 Physics:
Energy
Students study the concept of energy and how it is transferred from one situation to another. We also look at how global energy reserves are managed and how our energy can be used in a sustainable way.
In this topic students will: apply and recall equations, investigate the transfer of energy in a system, investigate thermal conductivity and calculate efficiency.
Physics (HT3 and 4) Electricity
In this topic students will study the basics of electrical circuits up to complex circuits involving components they may not have experienced before. Students will then apply this knowledge to large infrastructure in the UK such as the national grid.
In this topic students will: recall and apply equations, investigate the relationship between the environment and LDRs/thermistors, describe the national grid.
Physics
Electricity
As half term 1
Physics Particle model of matter
The particle model is studied as it is widely used to predict the behaviour of solids, liquids and gases and this has many applications in everyday life. Students study how the particle model helps us to explain a wide range of observations that are fundamental in our understanding of Physics.
In this topic students will:
Recall and apply equations, calculate energy changes in a system when it is heated, measure the latent heat of fusion for water.
Physics: Atomic structure
Students will study how the theory of the model of the atom has changed over time and build upon this knowledge by further studying the uses and dangers of ionizing radiation.
In this topic students will: Use standard from, describe historical ideas of the atom, evaluate the uses of radiation in different circumstance.
KS4 HT 1 HT2 + HT3 HT4 Y11
Biology
Homeostasis
Students study how cells in the body can only survive within narrow physical and chemical limits. They will also look at hormones and fertility.
In this topic students will: Test human reaction time, evaluate information linking obesity and diabetes, discuss why contraception can not just be decided by science, describe the development of IVF, understand ethical issues around IVF, interpret negative feedback control.
Inheritance
In this section we will discover how the number of chromosomes are halved during meiosis and then combined with new genes from the sexual partner to produce unique offspring. Students go on to study how characteristics are developed, how mutations occur and how they can lead to survival advantages.
In this topic students will: Model the behaviour of a chromosome during meiosis, appreciate the ethical issues surrounding genetic screening, use the theory of evolution by natural selection in an explanation, evaluate the use of selective breeding, interpret information about genetic engineering, take information from charts about the fossil record,
Ecology
Students study how all species live in ecosystems composed of complex communities of animals and plants dependent on each other and that are adapted to particular conditions. We also study how materials are cycled and how to preserve biodiversity in a changing world.
In this topic students will:
Extract information from charts and tables, model predator/prey cycles, explain how materials such as Carbon and water are cycled, explain how deforestation has a global impact, understand the conflict around the need for compost and the issues surrounding the gaining of it, explain global warming using peer reviewed information.
HT1 HT2 HT3 HT4 Chemistry Rates Students study the variable that can affect the progress and rate of a reaction. Students also learn the why compromises have to be reached in the chemical industry.
In this topic students will: Use calculations to calculate ratios, fractions and percentages, interpret information from tables and charts, draw tangents from curved lines to calculate reaction rates at a certain time, investigate the effect of adding a catalyst to a reaction
Organic The chemistry of carbon compounds is so important that it forms a separate branch of chemistry. Students study how fossil fuels which are a major source of feedstock for the petrochemical industry are obtained and processed. We also study the flexibility of hydrocarbons as Chemists are able to take organic molecules and modify them in many ways to make new and useful materials such as polymers/
In this topic students will: Make models of alkanes and alkenes, investigate the properties of hydrocarbons.
Chemical analysis Students will study how chemicals can be analysed to find out the constituent parts and how different compounds behave in the presence of other compounds.
In this topic students will:
Make estimates, use ratios, fractions and percentages, investigate paper chromatography, test for different gases.
Chemistry of the atmosphere Students will study the combustion of gases and the make up of the atmosphere of the Earth and how it is changing over time.
In this topic students will:
Use ratios, fractions and percentages, show how aquatic plants produce oxygen, predict the products of combustion and the impact on the atmosphere.
Using resources
In this topic we study how to operate sustainably, how chemists seek to minimise the use of limited resources, use of energy, waste and environmental impact in the manufacture of these products and look at life cycle assessments of products.
In this topic students will:
Translate information from graphical to numerical form, purify water samples, complete life cycle assessments and assess ways in which the amount of resources we use can be lessened.
HT 1 and 2 HT 3 HT4 Physics Forces Students study forces as part of a fundamental aspect of Physics and how forces work in interaction with each other in every thing that we do.
In this topic students will: apply and recall equations, including using proportionality, investigate the effect of changing mass on acceleration, measure the effect of distractions on reaction time, describe factors that can affect stopping distance.
Forces
As per HT1
Waves In this topic we study how waves are both a natural and man made phenomena and how they can be used to our advantage in various aspects of our lives.
In this topic students will:
Make observations to measure frequency, wavelength and amplitude of a wave, describe the uses and dangers of EM waves and describe how waves are produced in a radio station
Magnetism Students study the basics of magnetism before moving on to study how electromagnetism underpins the vast majority of electrical supply we have in the country today.
In this topic students will: apply equations, describe how to plot the fields around a magnet, describe the motor effect.
DO MORE: Milestone Assessment Endpoints
Year Group LAP MAP HAP 7 Uses simple science terminology Make simple physical models
Identifies evidence used to support/refute arguments and ideas
Describes some benefits and drawbacks
Uses simple scientific and mathematical conventions
Uses a frame to construct tables, Uses +/- decimal numbers,
Constructs charts and plots graphs
Plans a simple fair test. Selects appropriate equipment. Identifies obvious risk, Makes series of measurements, Reasoned prediction
Describes patterns from data, charts and graphs. Makes simple conclusions using evidence. Suggests reasoned improvements.
Uses complex scientific terminology Uses simple models
Identifies use of evidence and creative thinking to develop scientific ideas
Identifies ethical, moral and environmental issues.
Collaborates to improve collected evidence(reliability), uses appropriate language and conventions.
Constructs tables independently. Decides on most appropriate format, Records repeated data.
Constructs graphs independently. Decides on most appropriate format.
Recognises significant variables. Plans for reliability. Makes reasoned equipment selections. Controls obvious risk.
Measured systematically. Uses Knowledge and understanding to make prediction
Identifies and offers an explanation for anomalies in repeated data. Makes conclusions using several pieces of evidence. Evaluates method and suggests improvements.
Uses terminology accurately Uses an abstract model to help explain events
Describes a range of evidence for/against a scientific argument
Discusses ethical/moral issues
Communicates qualitative and quantitative data
Manipulates and transforms data appropriately. Collects adequate data.
Chooses appropriate scales on graphs. Draws a line of best fit, Plots multiple data sets on the same axis.
Uses variable terminology. Justifies method using science. Uses equipment with precision. Controls arrange of familiar risks. Plans for reliability and accuracy
Comments on the quality of data. Explains anomalies with knowledge and understanding. Valid conclusion consistent with evidence, explained using knowledge and understanding. Uses quantitative relationships to conclude and predict. Explains limitations of evidence
Year Group LAP MAP HAP 8 Uses complex scientific terminology Uses simple models
Identifies use of evidence and creative thinking to develop scientific ideas
Identifies ethical, moral and environmental issues.
Collaborates to improve collected evidence(reliability), uses appropriate language and conventions.
Constructs tables independently. Decides on most appropriate format, Records repeated data.
Constructs graphs independently. Decides on most appropriate format.
Recognises significant variables. Plans for reliability. Makes reasoned equipment selections. Controls obvious risk.
Measured systematically. Uses Knowledge and understanding to make prediction
Identifies and offers an explanation for anomalies in repeated data. Makes conclusions using several pieces of evidence. Evaluates method and suggests improvements.
Uses terminology accurately Uses an abstract model to help explain events
Describes a range of evidence for/against a scientific argument
Discusses ethical/moral issues
Communicates qualitative and quantitative data
Manipulates and transforms data appropriately. Collects adequate data.
Chooses appropriate scales on graphs. Draws a line of best fit, Plots multiple data sets on the same axis.
Uses variable terminology. Justifies method using science. Uses equipment with precision. Controls arrange of familiar risks. Plans for reliability and accuracy
Comments on the quality of data. Explains anomalies with knowledge and understanding. Valid conclusion consistent with evidence, explained using knowledge and understanding. Uses quantitative relationships to conclude and predict. Explains limitations of evidence
Uses extensive scientific and technological language. Uses and abstract model to help explain new situations with logical reasoning.
Explains process for considering evidence in science Suggests ethical, moral, social, economic and cultural arguments.
Critically evaluates information sources and judge appropriateness for purpose.
Draw and use complex tables, record relevant data in a detailed way.
Draw and use complex graphs, recording relevant data in a detailed way with the use of error bars.
Formulate questions to investigate. Identifies the key variables in complex investigations where variables cannot easily be controlled.
Assesses strength and sufficiency of evidence to support valid conclusion. Explains improvements in terms of reliability and accuracy.
Year Group LAP MAP HAP 9 Uses terminology accurately Uses an abstract model to help explain events
Describes a range of evidence for/against a scientific argument
Discusses ethical/moral issues
Communicates qualitative and quantitative data
Manipulates and transforms data appropriately. Collects adequate data.
Chooses appropriate scales on graphs. Draws a line of best fit, Plots multiple data sets on the same axis.
Uses variable terminology. Justifies method using science. Uses equipment with precision. Controls arrange of familiar risks. Plans for reliability and accuracy
Comments on the quality of data. Explains anomalies with knowledge and understanding. Valid conclusion consistent with evidence, explained using knowledge and understanding. Uses quantitative relationships to conclude and predict. Explains limitations of evidence
Uses extensive scientific and technological language. Uses and abstract model to help explain new situations with logical reasoning.
Explains process for considering evidence in science Suggests ethical, moral, social, economic and cultural arguments.
Critically evaluates information sources and judge appropriateness for purpose.
Draw and use complex tables, record relevant data in a detailed way.
Draw and use complex graphs, recording relevant data in a detailed way with the use of error bars.
Formulate questions to investigate. Identifies the key variables in complex investigations where variables cannot easily be controlled.
Assesses strength and sufficiency of evidence to support valid conclusion. Explains improvements in terms of reliability and accuracy.
Can complete a research question by completing the template Can complete a research question by completing the template
Simple description of pattern given
Small indication of understanding of precision
State examples of scientific theories.
Give examples of ways in which a model can be tested by observation or experiment.
Give examples of ethics in science.
Give examples of technological advances in science
State an example of a hazard associated with a science based technology.
Describe the process of peer review
Year Group LAP MAP HAP 10 Developing scientific thinking State examples of scientific theories.
Give examples of ways in which a model can be tested by observation or experiment.
Give examples of ethics in science
Give examples of technological advances in science
State an example of a hazard associated with a science based technology.
Describe the process of peer review
Experimental design
Can select IV and DV from a list.
Select an appropriate hypothesis from a list
Select appropriate equipment from a list
Selects appropriate stages for a method to collect data.
Data collection and processing
Stores data in an already constructed table
Recognises anomalies can be apparent during data collection.
Calculation of mean with support.
Constructs an appropriate graph with support
Analysis and evaluation
Describes a simple pattern observed from data collected.
Identify random and systematic errors.
States limitations of data.
Developing scientific thinking Give examples to show how scientific methods and theories have changed over time.
Translate from data to a representation with a model.
Describe an argument that might occur due to ethics in science.
Describe and explain specific examples of the technological applications of science.
Give examples to show that there are hazards associated with science-based technologies which have to be considered alongside the benefits
Explain that the process of peer review helps to detect false claims and to establish a consensus about which claims should be regarded as valid
Experimental design
Identify appropriate IV and DV
Write an appropriate hypothesis
Select appropriate equipment
Constructs a method to allow for appropriate data to be collected
Data collection and processing
Independently constructs a results table.
Identifies anomalies in results.
Calculation of mean.
Constructs an appropriate graph with support including a line of nest fit.
Analysis and evaluation
Describe patterns in results using proportionality where appropriate.
Describes data in terms of accuracy and precision.
States limitations of data and identifies potential improvement.
Developing scientific thinking Explain, with an example, why new data from experiments or observations led to changes in models or theories
Use models in explanations, or match features of a model to the data from experiments or observations that the model describes or explains.
Explain why data is needed to answer scientific questions, and why it may be uncertain, incomplete or not available.
Describe and evaluate, with the help of data, methods that can be used to tackle problems caused by human impacts on the environment.
Suggest reasons why the perception of risk is often very different from the measured risk (eg voluntary vs imposed risks, familiar vs unfamiliar risks, visible vs invisible hazards)
Explain that reports of scientific developments in the popular media are not subject to peer review and may be oversimplified, inaccurate or biased.
Experimental design
Describe how to change and measure IV and DV and identify controls.
Use scientific theory to explain a hypothesis
Selects appropriate sized measuring equipment by considering uncertainty involved
Designs a method allowing for the collection of appropriate data to answer the research question.
Data collection and processing
Designs a results table including all features needed
Describe possible cause for anomaly.
Constructs a range of values for conclusion.
Constructs an appropriate graph with a line of best fit and a gradient where appropriate.
Analysis and evaluation
Describes patterns in results using proportionality where appropriate and supporting with data.
Discusses the reliability of data and the accuracy of data.
Describes limitations and gives suggested improvements which would improve data.
Year Group LAP MAP HAP 11 Developing scientific thinking Give examples to show how scientific methods and theories have changed over time.
Translate from data to a representation with a model.
Describe an argument that might occur due to ethics in science.
Describe and explain specific examples of the technological applications of science
Give examples to show that there are hazards associated with science-based technologies which have to be considered alongside the benefits
Explain that the process of peer review helps to detect false claims and to establish a consensus about which claims should be regarded as valid
Experimental design
identify appropriate IV and DV
Write an appropriate hypothesis
Select appropriate equipment
Constructs a method to allow for appropriate data to be collected
Data collection and processing
Independently constructs a results table.
Identifies anomalies in results.
Calculation of mean.
Constructs an appropriate graph with support including a line of nest fit.
Analysis and evaluation
Describe patterns in results using proportionality where appropriate.
Describes data in terms of accuracy and precision.
States limitations of data and identifies potential improvement.
Developing scientific thinking Explain, with an example, why new data from experiments or observations led to changes in models or theories.
Use models in explanations, or match features of a model to the data from experiments or observations that the model describes or explains
Explain why data is needed to answer scientific questions, and why it may be uncertain, incomplete or not available
Describe and evaluate, with the help of data, methods that can be used to tackle problems caused by human impacts on the environment.
Suggest reasons why the perception of risk is often very different from the measured risk (eg voluntary vs imposed risks, familiar vs unfamiliar risks, visible vs invisible hazards)
Explain that reports of scientific developments in the popular media are not subject to peer review and may be oversimplified, inaccurate or biased
Experimental design
Describe how to change and measure IV and DV
Use scientific theory to explain a hypothesis
Selects appropriate sized measuring equipment by considering uncertainty involved
Designs a method allowing for the collection of appropriate data to answer the research question.
Data collection and processing
Designs a results table including all features needed.
Describe possible cause for anomaly.
Constructs a range of values for the conclusion.
Constructs an appropriate graph with a line of best fit and a gradient where appropriate.
Analysis and evaluation
Describes patterns in results using proportionality where appropriate and supporting with data.
Discusses the reliability of data and the accuracy of data.
Describes limitations and gives suggested improvements which would improve data.
Developing scientific thinking Decide whether or not given data supports a particular theory.
Make predictions or calculate quantities based on the model or show its limitations
Outline a simple ethical argument about the rights and wrongs of a new technology
Justify the need for technological advances in science.
Justify why the perception of risk differs from the measured risk
Justify the need for peer review
Experimental design
Explain why the variables need to controlled.
Use scientific theory to justify a hypothesis
Creates an appropriate strategy involving techniques to collect appropriate data.
Designs a method allowing for the collection of appropriate data and controlling all variables needed.
Data collection and processing
Designs a results table including all features needed and allowing for data clear data storage.
Explains possible causes of anomalies.
Constructs a range of values using the overall uncertainties to guide this.
Uses uncertainties to construct range bars on an appropriate graph.
Analysis and evaluation
Explains patterns in results using scientific knowledge.
Justifies the precision and accuracy of data.
Explains improvements to identifies limitations.
GO FURTHER: Skills Builder
We are also explicitly embedding transferable ‘Skills Builder’ skills such as problem solving, aiming high and teamwork to prepare our students for higher education and employability skills for the future. This year in Science we will focus on Leadership including understanding your own feelings, managing time, sharing resources and group discussions. Staying positive including finding new opportunies in situations, being adaptable and creating new plans. PROBLEM SOLVING by exploring complex problems by analysing cause and effect, and understanding through research. Furthermore, we want our students to AIM HIGH by setting goals, prioritising tasks and involving others.
How does our curriculum cater for students with SEND?
Sandhill View is an inclusive academy where every child is valued and respected. We are committed to the inclusion, progress and independence of all our students, including those with SEN. We work to support our students to make progress in their learning, their emotional and social development and their independence. We actively work to support the learning and needs of all members of our community.
A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made that is additional to or different from that made generally for other children or young people of the same age. (CoP 2015, p16)
Teachers are responsible for the progress of ALL students in their class and high-quality teaching is carefully planned; this is the first step in supporting students who may have SEND. All students are challenged to do their very best and all students at the Academy are expected to make at least good progress.
Specific approaches which are used within the curriculum areas include:
- Seating to allow inclusion
- Differentiation activities to stretch and support in all lessons
- Resources are accessible yet challenging
- Displays and visual learning tools are used where necessary
- Where appropriate support from additional adults is planned to scaffold students learning
- Group work and discussion
- Clear teacher/student communication
- Feedback that allows students to make progress, whether written or verbal.
- Independent study/homework.
- Intervention when required
How does our curriculum cater for disadvantaged students and those from minority groups?
As a school serving an area with high levels of deprivation, we work tirelessly to raise the attainment for all students and to close any gaps that exist due to social contexts. The deliberate allocation of funding and resources has ensured that attainment gaps are closing in our drive to ensure that all pupils are equally successful when they leave the Academy. In science , we;
- Have Lead practitioners that work with certain groups strategically in order to improve outcomes for students.
- provide targeted support for under-performing pupils during lesson time, such as targeted questioning, live marking and seating, in addition to revision lessons and intervention outside school hours.
- use strategies best suited to addressing individual needs
- Ensure there are opportunities for students to make use of resources and gain homework support outside of lesson time through the use of Teams
- Provide students with revision materials to reduce financial burden on families
How do we make sure that our curriculum is implemented effectively?
- The Science curriculum leader, in conjunction with faculty leads within the department, has ensured that the curriculum is sequenced logically and works with departmental members to ensure it is delivered effectively by all teaching staff.
- The subject leader’s monitoring is validated by senior leaders.
- Staff have regular access to professional development/training to ensure that curriculum requirements are met and subject knowledge developed
- Effective assessment informs staff about areas in which interventions are required. These interventions are delivered during curriculum time to enhance pupils’ capacity to access the full curriculum.
- Curriculum resources have been created bespoke by staff within the department and quality assured by at least one other member of the science department.
- Assessments are designed thoughtfully to assess student progress, long term knowledge retrieval and also to shape future learning.
- Assessments are checked for reliability within departments and across the Trust.
- We have staff who mark for exam boards and provide vital CPD to the rest of the department to ensure reliability of data. We also work closely with examination team leaders across trust to valid.
Gap analysis spreadsheets are used to identify areas of development for students at KS4 to identify areas of weakness
How do we make sure our curriculum is having the desired impact?
- Examination results analysis and evaluation
- Termly assessments based upon prior learning for retrieval-analysis and evaluation meetings
- Lesson observations
- Learning walks for KS3 and KS4 based upon departmental priorities
- Work sample for each year group cross referenced against milestone assessment end points
- Regular feedback from teaching staff during department meetings
- Regular feedback from Middle Leaders during curriculum meetings
- Pupil Surveys
- Parental feedback