Curriculum Statement - Science
‘Genius is 1% talent and 99% hard work.’ – Thomas Edison
Powerful Knowledge in Science
- Manipulation of equations. Units etc.
- Force arrows and what they represent (and so motion and Newton’s laws)
- Models of voltage and current (electricity)
- What a wave is (wavelength, frequency amplitude etc)
- Conservation of energy (linking to stores and formula)
- Particle model: How particles behave in solids, liquids and gases. How particles behave in chemical and physical changes.
- Law of conservation of mass, including balancing equations.
- General Equations
- Atomic Structure, including sub-atomic particles.
- The Periodic Table. How it links to atomic structure.
- Types of mixtures and separating techniques theory
- Collision Theory
- Opposites attract (KS4)
- Moles (KS4)
- Cells & the cell cycle – plant cells, animal cells, bacterial cells. Mitosis & Meiosis
- Movement across membranes – including osmosis diffusion and active transport
- Biological Systems – mass transport in animals (incl. the heart, lungs, circulatory system) in plants (including transpiration & translocation), nervous system, reproductive system, endocrine system, respiratory system)
- Biochemistry and cycling of elements
- Monomers and polymers of lipids, carbohydrates and proteins
- Maintenance of a constant internal environment – homeostasis (blood glucose levels, temperature, water regulation)
- Genes/inheritance – DNA structure, Monohybrid inheritance, Uses of DNA in protein synthesis
- Reproduction – hormones involved, contraception, infertility and treating infertility
- Chemical reactions in Biology
- Photosynthesis and respiration
Taught in specialisms; Biology, Chemistry and Physics.
Covers the national curriculum but focuses on identified threshold concepts / powerful knowledge (see above). More time is devoted to these concepts and a mastery learning philosophy is promoted.
There is a large focus on understanding concepts through;
- Testing prior knowledge
- Formative assessment / questioning
- Interleaving and self-testing are a feature of the curriculum and independent study.
Practical Work – There is always a focus to practical work;
- Procedure and techniques
- Scientific enquiry.
Marking – Marking of threshold concepts identified within individual schemes of work (approx. 1 in 6 lessons). May take the form of:
- Low stake testing
- 6-mark Questions
- Practical/Data Questions
- Periodic Tests for Assessment
- Ad hoc Tests for Learning
We provide a variety of enrichment for a number of reasons;
- To promote a love of the subject.
- Increase at uptake at KS4, 5 and beyond.
- Narrow attainment gaps.
- Promoting STEM Careers.
- Stretch / Challenge / Aspirations.
- Promote oracy / rhetoric
In partnership with: