Science

In Year 1 and 2 pupils will learn about several types of plants and trees. Furthermore, they will also learn about the seasons and what plants need to stay healthy.

In Year 1 and 2 pupils will learn about distinct types of common animals and how common body parts are associated with the different senses.

In Year 1 and 2, pupils will learn to distinguish between materials and their properties. They will then investigate  the effect forces have on these objects.

In Year 1 and 2, pupils will learn that the length of the days depends on the seasons and link seasonal changes to their wider environment, including plants and animals.

In Years 1 and 2, pupils will learn how and where living things grow. They will learn about several types of animals and how their habitat affects their lifestyles.

In Year 1 and 2 pupils ask questions about the world and recognise that when they observe the world to answer these questions, this is science. They use magnifying glasses to observe objects closely and know that they can test their questions to see if they are true. They learn that objects can be identified or sorted into groups based on their observable properties and pupils learn that they can write down numbers and words or draw pictures to record what they find. 

In Year 3 and 4, pupils will recognise that all plants and trees have different life cycles, but that they all need energy and nutrients to survive.  Furthermore, they will understand the functions of the distinct parts of plants and their role in the reproductive cycle. 

In Year 3 and 4, pupils will learn that there is a variety of food groups, from which we need a balanced diet in order live healthily. Furthermore, they will learn the difference between vertebrates and invertebrates. 

In Year 5 and 6, pupils will learn about the respiratory and circulatory system and their role in keeping our bodies working.  They will revise healthy eating and learn about drugs (legal and illegal), alcohol and tobacco and their effects on our bodies.

In Year 3 and 4, pupils will revise that living things grow, move, consume nutrients and reproduce. They will refine and develop their knowledge of animals and how their habitat effects their lives. 

In Year 5 and 6, pupils will learn more about the life cycles of living things and the reproductive cycle. They will learn about the stages of development in the human life cycle and how this links to their learning in PSHE. Furthermore, they will revise and deepen their understanding of vertebrates and invertebrates.

In Years 5 and 6, pupils will learn about the gradual changes over time which can effect living things and that this change is called evolution. They will study the work of Charles Darwin on the theory of evolution and study fossils.

In Year 3 and 4, pupils will learn about the three distinct kinds of rocks and they will know their properties.

In Year 3 and 4, pupils will learn that materials are one of three states of matter and that these can be changed, sometimes as reversible and sometimes irreversible changes.

In Year 5 and 6, pupils will learn that materials can be sorted by their properties. They will also refine and deepen their understanding of how the state of matter can change and how some of these changes are reversible and some are irreversible.

In Year 3 and 4, pupils will learn that light is a form of energy and that energy can come in different forms. They will also learn about different light sources and how light can pass through (or not) certain objects. 

In Year 5 and 6, pupils will refine and deepen their understanding of how some objects allow light through and some do not. They will also learn how they can manipulate the movement of light through the use of periscopes and light changes under water (refraction). 

In Year 3 and 4, pupils will learn how sound is generated. They will also learn about volume, pitch and tempo and how this links to their learning in music.

In Year 3 and 4, pupils will learn about forces being either impact, friction or strain. They will investigate the role of magnets and study their effect on several materials, linking into their work on materials and their properties. 

In Year 5 and 6, pupils will learn, in more detail, about forces and study the work of famous scientists. They will then undertake a variety of experiments, analysing the results as necessary.

In Year 5 and 6 pupils will learn about the Solar System and its constituent parts. They will also study the work of famous scientists and their role in the development of Astronomical understanding.

In Year 3 and 4, pupils will learn how electricity is formed and how it requires a complete circuit to work. They will then study the parts of a circuit and how these can be manipulated and changed to different effects. 

In Year 5 and 6, pupils will refine their understanding of how electricity is created and the variety of objects which can be used in a circuit. They will perform experiments to understand the impact of variables on both series and parallel circuits and study the work of famous scientists.

In Years 3 and 4, pupils ask questions and answer them by setting up scientific enquiries and know how to make relevant predictions that will be tested in a scientific enquiry. They recognise that in a fair test one variable is altered and one variable is measured while all other conditions are kept the same. They are developing how to use a range of equipment to measure accurately and know how to draw bar charts; how to correctly label a diagrams; how to use a coloured key; how to draw a neat table; how to draw a classification key; how to show the relationship using a two-way table. They develop their knowledge of how to write a simple scientific enquiry write-up from introduction, equipment list and method to recording their results and forming a conclusion with structured guidance.  

They develop their understanding of how to precisely form a scientific enquiry write-up into a brief oral discussion of what was found in a scientific enquiry. Pupils can recognise that scientific enquiries can suggest relationships, but that they do not prove whether a prediction is true. They know that scientific enquiries are limited by the accuracy of the measurements (and the measuring equipment used) and by the extent to which conditions during the experiment vary, and that repeating enquiries, measurements and taking measures to keep conditions as consistent as possible can improve an enquiry. The children recognise that the conclusions of scientific enquiries can lead to further questions, where results can be clarified or extended to different contexts (e.g. effect of changing sunlight on a plant – does this work with other plants / different types of light / etc). In addition, they know that they can draw conclusions from the findings of other scientists and know that a theory is an explanation of observations that has been tested to some extent and that a hypothesis is an explanation that has not yet been tested, but that can be tested through a scientific enquiry. 

In Years 5 and 6, the pupils will learn how to choose appropriate variables to test a hypothesis (e.g. plant height as a dependent variable when measuring effect of light on plant growth). They will learn how to identify conditions that were imperfectly controlled and can explain how these might affect results. Furthermore, they will recognise how to accurately use further measuring devices, including digital and analogue scales, measuring cylinders and beakers, recognising the relative accuracy of each device. Pupils will master how and when to repeat measurements, how to find an average of a set of measurements and how to recognize and remove outliers from a set of data, justifying the removal as a potential mis-measurement. As well as this, they will practice how to independently write a simple scientific enquiry write-up including an introduction, a list of equipment, a numbered method, a detailing of results and a conclusion. The children will learn how to present brief oral findings from an enquiry, speaking clearly and with confidence and using notes where necessary. Furthermore, they will recognise examples of instances where scientific evidence has been used to support or refute ideas or arguments (e.g. fossil records as evidence of natural selection). In addition, children will learn how to choose appropriate variables to test a hypothesis (e.g. plant height as a dependent variable when measuring effect of light on plant growth) and how to identify conditions that were imperfectly controlled and can explain how these might affect results. They will learn how to accurately use further measuring devices, including digital and analogue scales, measuring cylinders and beakers, recognising the relative accuracy of each device and when to repeat measurements, how to find an average of a set of measurements and how to recognise and remove outliers from a set of data, justifying the removal as a potential mismeasurement. Pupils will learn how to independently write a simple scientific enquiry write-up including an introduction, a list of equipment, a numbered method, a detailing of results and a conclusion. They will learn how to present brief oral findings from an enquiry, speaking clearly and with confidence and using notes where necessary and recognise examples of instances where scientific evidence has been used to support or refute ideas or arguments (e.g. fossil records as evidence of natural selection) 

The aims of our curriculum are for all pupils to develop their scientific curiosity to explain the world around them.

The three subject areas of Science, (Biology, Chemistry and Physics) are taught in rotation so that pupils receive a balance of all three disciplines, to allow them to start to hypothesise about, and explain the world they live in. This later content acts as a bridge to KS4 so that pupils have a solid foundation for future learning. The big ideas of science are introduced in KS3. We start to use diagnostic questions to judge what individuals are thinking and identify any misconceptions and then use responsive activities to overcome barriers. We use a constructive approach, encouraging pupils to grapple with new ideas, developing and building connections with prior knowledge.

Biology is the study of the natural world and all living things in it, from the largest mammals down to our very own microscopic DNA.  In Biology lessons, pupils will gain an understanding of the living world around them and interactions and interdependences in place from cells in a body to organisms in a habitat.  They will explore the human impact on our planet and the considerations we need to have in place to ensure the survival of all organisms. 

Key stage 3 pupils will study content in the following areas: The structure and function of living organisms, cells and organisation, the skeletal and muscular system, gas exchange systems, reproduction, health, cellular respiration and genetics and evolution. 

The order in which this content is covered is designed to enable pupils to both broaden and deepen their learning, whilst also providing an opportunity to practice working scientifically skills.  For example, in year 7 pupils are taught about animal and plant cells and the organelles contained in them as well as the role these organelles play in the cell. In topics that follow, pupils then look at how cells are organised to form larger structures from tissues to organs and then how these structures and systems come together to form organisms.  The topic of cells is then revisited when exploring their role in enabling respiration via mitochondria, and when considering how genetic traits are passed on through DNA.

Chemistry is the study of the material world.  In their Chemistry lessons, pupils gain an understanding of how chemicals interact and how we can use this to our advantage to make new products from fireworks to medicines. 

Over the course of the KS3, pupils will cover the following content during their Chemistry lessons: The periodic table, elements, compounds and mixtures, the structure of the atom, chemical symbols and formulae, a key range of reactions such as neutralisation and combustion, how these reactions can be represented using chemical equations and the Earth’s structure and its atmosphere. 

As pupils move through KS3 they deepen and broaden their knowledge and understanding. They quickly build on this knowledge to show how compounds are formed.  As pupils progress, they start to represent the formation of these compounds, and other chemical reactions, as word equations and then symbol equations, linking us back to the periodic table and the information shown on it.  Pupils also go from describing atoms as a particle, modelled to learning it is made up of subatomic particles and drawing atomic structure, allocating electrons to shells around the nucleus later.

Physics helps pupils understand the world around them, linking cause and effect.  It develops their critical thinking and problem-solving skills.  Physics has helped to drive many technological advancements, impacting on both society, the environment, and our economy. 

KS3 pupils will cover the following content during their Physics lessons: energy, energy changes and transfers, motion, forces, pressure in fluids, changes in matter, waves, electricity, electromagnetism and magnetism. Physics requires good mathematical skills and pupils will have opportunities through each topic taught to practice their working scientifically skills so that they are confident at handling data and using equations.  To support this both the Science and Maths departments have worked together to use common examples and language that pupils understand and can transfer between the two subjects. 

The contents and delivery of the topics taught in Physics are designed to support a pupil's progress in their development of both knowledge and scientific skills. Fundamental ideas taught in earlier years underpin this new learning.  For example, pupils learn of the different types of circuit components in year 7 and what an electric current is along with the basics of resistance in a circuit.  Pupils develop their understanding of electricity, looking at how resistance differs in series and parallel circuits, collecting data and then carrying out calculations as evidence of this behaviour.

Working Scientifically skills are integral to science lessons and build on the skills developed at KS2. The areas covered by pupils at KS3 include a focus on asking questions, forming hypotheses, making predictions, planning and carrying out investigations, determining risk, handling and interpreting data including graph drawing, evaluating the reliability of data and the method used to obtain it and considering possible sources of error, graphically representing results and analysing data to name but a few. 

The skills are developed over time, with pupils becoming more confident at using them. In individual lessons, they will focus on learning or developing explicit skills, such as determining variables or selecting appropriate equipment, which they will then combine when carrying out full investigations.  There will be opportunities for pupils to carry out several full investigations, such as ‘huddling penguins’ or our ‘sharks' blood’ investigations, to both consolidate learning and apply it to new situations.

At KS4, concepts are re-introduced with new ideas added in, allowing pupils to reach a deeper level of understanding, whilst maintaining what they already know. Pupils use this knowledge to explore the real world and deepen their knowledge and application of prior learning. All pupils follow the AQA Trilogy Combined Science course, this is taught using a combination of content and working scientifically skills so that pupils deepen their understanding of the world around them.

Pupils cover the following areas of content: cell structure, transport systems within multicellular organisms, key organs and systems such as the heart and digestive system, diseases and how we can treat them, coordination and control within living organisms to maintain internal body conditions, photosynthesis and why it is essential to all life, ecosystems, evolution, and inheritance and variation.

These topics build on learning from KS3 and frequently from content in earlier GCSE units.  The topic of cells remains a central concept underpinning a range of lessons. For example, in Cell Biology, pupils learn how cells divide through the process of mitosis, later on, higher pupils learn of cell division by meiosis to produce gametes in the reproductive organs.  Pupils also gain an understanding of cell differentiation and are asked to consider the ethics around the use of embryonic stem cells whilst also considering the possible technological advancements that stem cells enable in medicine. When studying  Inheritance; pupils then learn how to calculate the probability of inheriting genetic characteristics, such as brown eyes or polydactyly, by applying knowledge they have learnt about recessive and dominant genes.

Pupils cover content in the following areas: atomic structure and the periodic table, structure and bonding and the properties of matter, chemical changes, energy changes in chemistry, rate of reaction and the extent of chemical change, chemical analysis, chemical and allied industries and Earth and Atmospheric Sciences.

Again, expanding on learning at KS3 and then building on early KS4 units, pupils engage in lessons to deepen and broaden their understanding of the material world.  For example, pupils will take the idea of energy changes in chemical reactions and link them to useful processes from cooling gels to self-heating food cans.  They will then carry out practical experiments to determine the energy change in a system and link this to bond energy calculations.  Pupils will also understand the wider implication of using certain reactions, such as combustion, by considering their impact on the environment and exploring viable solutions to lessen our impact.

Pupils will cover the following areas during their physics lesson: energy changes in systems, forces, motion including road safety, waves, electrical circuits, electricity in the home, using magnetism and electromagnetism, the structure of matter, atomic structure, and nuclear radiation.

Pupils will continue to deepen their understanding of the physical world at KS4.  For example, in a cross over with chemistry, pupils explore the structure of the atom, learning how our model of the atom has developed over time from a simple sphere to the nuclear model we have today.  Their understanding of the nucleus deepens as they consider the three types of nuclear radiation and then link it back to the use of alpha particles in determining the nuclear model of an atom with a positive nucleus surrounded by negative electrons.  Nuclear radiation as an energy source for homes and factories is explored, during which pupils have opportunities to form their own informed opinions on the next steps needed for a cleaner, carbon-neutral Britain.

Pupils will develop and practice working scientific skills as they move through a range of units across all three disciplines of Science.  They underpin many of the learning opportunities that take place within lessons.  The four key areas and examples of each are detailed below:

1. The development of scientific thinking

Examples of this include considering how our modelling for the structure of the atom has changed and why, considering the impact of humans on habitats and understanding the limitation of data when it comes to fossil records.

2. Experimental skills and strategies

Examples of this include: planning and carrying out a survey on population size whilst considering the equipment to be used and then evaluating the limitation of data due to sample size.

3. Analysis and evaluation

Examples of this include collecting data to show the relationship between the force applied and the extension of a spring then representing data recorded during a practical graphically as well as using diagrams to represent numerical data such as Sankey diagrams or looking for patterns in the rate of reaction graphs.

4. Vocabulary, units, symbols and nomenclature

Examples of this include: calculating magnification and representing this in standard form, selecting the correct units when performing specific heat capacity calculations and considering the order of magnitude when looking at the electromagnetic spectrum.