Atoms

Elements

Periodic table

Pressure

Universe

Energy transfer

Electromagnets

Magnetism

Heating and Cooling

Chemical energy/reactions

Respiration

Variation

·         Drawing a suitable results table

·         Carry out an investigation to test a hypothesis

·         Calculate means and rounding up numbers appropriately

·         Plot graphs with line of best fit

·         Use data to form conclusions

·         Use and interpret negative numbers

·         Plot graphs of secondary data

·         Make and record accurate measurements

·         Check for reproducibility and recognise when results are reproducible

·         Evaluate separation methods and suggest improvements

·         Identify hazards and risks and suggest appropriate safety precaution

·         Identify anomalies and leave them out of lines of best fit

·         The term range in the examples of hearing range and range in results to calculate uncertainty

Using SI units for wavelength, frequency, speed

• Identify variables to change, measure and control to test a hypothesis
• Plot a graph and describe the relationship shown
• Recognise and describe proportional relationships
• Use data to inform conclusions
• Use and manipulate equations to calculate unknown values

·         Describe trends shown in graphs, using data to support and identifying when more than one trend is present

• Comparison of data, including multipliers, e.g. ‘double the rate’ or ‘5x more’ etc.

·         observations for evidence for a reaction

·         recognising hazard symbols, suggesting risks associated with them and appropriate safety precautions

·         Identifying variables to change, measure and control to test a hypothesis

• Calculate means, ignoring anomalies
• Round means to the same resolution as their original readings
• Scale and label axes and draw lines of best fit
• Recognise and describe a proportional relationship
• Describe patterns in primary and secondary data, using data to back up statements.

·         Analyse secondary data, describing patterns, suggesting reasons for patterns, spotting anomalies

·         Collect, process and display data appropriately, explaining the choice for bar charts or line graphs in terms of the type of data

·         Identify variables

·         Forming a hypothesis

·         Method writing, including equipment names chemicals and processes

·         Identification of variables from a hypothesis

Calculating means

·         Identification of hazards and risks, and suggestions for reducing risk

Checking for reproducibility

Balance: Students need to balance a chemical equation.

Calculate: Students should use numbers given in the question to work out the answer.

Choose: Select from a range of alternatives.

Compare: This requires the student to describe the similarities and/or differences between things, not just write about one.

Complete: Answers should be written in the space provided, for example, on a diagram, in spaces in a sentence or in a table.

Define: Specify the meaning of something.

Describe: Students may be asked to recall some facts, events or process in an accurate way.

Design: Set out how something will be done.

Determine: Use given data or information to obtain and answer.

Draw: To produce, or add to, a diagram.

Estimate: Assign an approximate value.

Evaluate: Students should use the information supplied, as well as their knowledge and understanding, to consider evidence for and against when making a judgement.

Explain: Students should make something clear, or state the reasons for something happening.

Give: Only a short answer is required, not an explanation or a description.

How/What/When/Where/Which/Who/Why: These can be used for more direct questions.

Identify: Name or otherwise characterise.

Justify: Use evidence from the information supplied to support an answer.

Label: Provide appropriate names on a diagram.

Measure: Find an item of data for a given quantity.

Name: Only a short answer required, no explanation or description. Often it can be answered with a single word, phrase or sentence.

Plan: Write a method.

Plot: Mark on a graph using data given.

Predict: Give a plausible outcome.

Show: Provide structured evidence to reach a conclusion.

Sketch: Draw approximately.

Suggest: This term is used in questions where students need to apply their knowledge and understanding to a new situation.

Use: The answer must be based on the information given in the question. Unless the information given in the question is used, no marks can be given. In some cases students might be asked to use their own knowledge and understanding.

Variables

Independent: The variable that the scientist intentionally changes.

Dependent: The variable that is measured e.g. time, mass, length.

Control: The variable that is kept the same to ensure a fair test. (There can be multiple control variables in any experiment) eg beaker size, volume of water, concentration of acid.

• Atom: The smallest, indivisible particle of a chemical element that can exist, consisting of a nucleus surrounded by electrons.

• Element: A pure substance made of only one type of atom that cannot be broken down into simpler substances by chemical means.

• Compound: A substance formed when two or more different types of chemical elements are chemically bonded together.

• Mixture: A combination of two or more substances that are not chemically joined and can be separated by physical methods.

• Molecule: A group of two or more atoms chemically bonded together (they can be atoms of the same element or different elements).

• Atomic Number: The number of protons found in the nucleus of an atom, which uniquely identifies an element.

• Mass Number: The total number of protons and neutrons inside the nucleus of an atom.

• Period: A horizontal row of elements in the periodic table, representing the number of electron shells an atom has.

• Group: A vertical column in the periodic table containing elements with similar chemical properties and the same number of outer-shell electrons.

• Gravitational Field Strength: A measure of how powerful the force of gravity is at a particular location, measured in Newtons per kilogram (N/kg).

• Mass: The amount of matter or “stuff” in an object, measured in kilograms (kg). Mass stays the same wherever the object is.

• Weight: The force acting on an object’s mass due to gravity, measured in Newtons (N). Weight changes depending on the local gravitational pull.

• Pressure: The amount of force exerted per unit of area on a surface.

• Atmospheric Pressure: The pressure exerted by the weight of air molecules in Earth’s atmosphere collides with surfaces.

• Fluid: A substance that can flow and change its shape because its particles are free to move. Fluids include both liquids and gases.

• Upthrust: The upward force exerted by a fluid on an object floating or submerged within it.

• Enzyme: A biological catalyst made of protein that speeds up chemical reactions in the body, such as breaking down large food molecules.

• Peristalsis: The wave-like muscle contractions of the alimentary canal (like the oesophagus and intestines) that push food through the digestive system.

• Villi: Tiny, finger-like projections lining the walls of the small intestine that vastly increase the surface area for the absorption of nutrients.

• Amylase: A specific digestive enzyme found in saliva and the small intestine that breaks down complex starch into simple sugars.

• Bile: A fluid produced by the liver and stored in the gall bladder that neutralises stomach acid and emulsifies fats into smaller droplets.

• Absorption: The process by which soluble food molecules pass through the wall of the small intestine into the bloodstream.

• Joule: The standard scientific unit (J) used to measure energy or work done.

• Conservation of Energy: The scientific law stating that energy cannot be created or destroyed, only transferred from one store to another.

• Dissipation: The process by which energy spreads out wastefully into the surroundings, usually as thermal (heat) energy.

• Efficiency: A measure of how much useful energy a device transfers compared to the total energy put into it, usually written as a percentage.

• Kinetic Energy: The energy store of a moving object, which depends on its mass and speed.

• Chemical Energy: The energy stored in the chemical bonds between atoms, found in food, fuels, and batteries.

• Conduction: The transfer of thermal energy through a material by the vibrations of particles bumping into neighbouring particles (mainly in solids).

• Convection: The transfer of thermal energy in fluids (liquids and gases) when warmer, less dense fractions rise and cooler, denser fractions sink.

• Radiation (Infrared): The transfer of thermal energy by electromagnetic waves, which does not require particles and can travel through a vacuum.

• Thermal Conductor: A material (like copper or iron) that allows heat energy to flow through it quickly and easily.

• Photosynthesis: The chemical process by which green plants and algae use sunlight, carbon dioxide, and water to produce glucose and oxygen.

• Chloroplast: The specialized organelle inside a plant cell where photosynthesis takes place.

• Chlorophyll: The green pigment found inside chloroplasts that absorbs light energy for photosynthesis.

• Palisade Cell: A type of cell found near the top surface of a leaf, packed tightly with chloroplasts to maximize light absorption.

• Aerobic Respiration: A chemical reaction that happens in the mitochondria of living cells, using oxygen to break down glucose and release energy.

• Anaerobic Respiration: A chemical reaction that breaks down glucose to release energy without using oxygen, producing lactic acid in humans or ethanol in yeast.

• Mitochondria: The microscopic structures (organelles) inside cytoplasm where aerobic respiration occurs to provide energy for the cell.

• Chromosome: A long, coiled thread of DNA found inside the nucleus of a cell, carrying many genes.

• Gene: A section of DNA on a chromosome that contains the chemical instructions for a specific characteristic (e.g., eye colour).

• DNA (Deoxyribonucleic Acid): The complex chemical molecule that contains the unique genetic code for developing and functioning of an organism.

• Gamete: A specialized sex cell (e.g., sperm and egg cells in animals, pollen and ovule cells in plants) containing half the usual number of chromosomes.

• Continuous Variation: Differences in characteristics that change gradually over a range, with no distinct categories (e.g., height, weight), usually plotted as a line graph or bell curve.

• Discontinuous Variation: Differences in characteristics that fall into distinct, separate categories with no intermediates (e.g., blood type, eye colour), usually plotted as a bar chart.

• Environmental Variation: Differences between organisms caused by their lifestyle, surroundings, or climate rather than their genetics (e.g., having a scar, speaking a language).

Biology Units (Digestion, Photosynthesis, Respiration, Inheritance)

• Understanding Life Processes: Learning about digestion, photosynthesis, and respiration explains how living organisms obtain, transform, and use energy to survive. It connects what you eat to how the body actually moves and grows.

• The Blueprint of Life: Studying inheritance and variation helps pupils understand genetic diversity, how traits are passed down through generations, and the science behind medical advancements and evolution.

Chemistry Units (Atoms, Elements, Periodic Table)

• The Building Blocks of Matter: Everything in the universe is made of atoms. Understanding elements and how they arrange on the Periodic Table helps pupils decode the chemical rules of the world, from why materials behave the way they do to how new medicines and technologies are engineered.

Physics Units (Energy, Magnetism, Heating, Gravity, Pressure)

• Predicting the Physical World: These units explain the fundamental invisible forces that dictate daily life. Pupils learn why objects fall (gravity), how cars brake and hydraulic systems work (pressure), how clean energy grid systems function (energy transfer), and how modern technology like electric motors and MRI scanners work (electromagnets).

Students will have the opportunity to demonstrate understanding of prior knowledge through a series of recall tasks at the start of every lesson allowing pupils and teacher to diagnose any gaps in knowledge. This will facilitate opportunities for reteach and reassessment. The aim of this is to close gaps in understanding, to allow our pupils to access more complex information. Planning will incorporate pedagogical approaches that take into account Sweller (1988) and CLT to allow pupils with SEND and complex behaviours to be supported to access our curriculum.

Curriculum implementation will incorporate opportunities for metacognition and self-regulation as a range of varied tasks will be adapted for our pupils. There will be opportunities for pupils to peer assess to encourage collaborative learning and self-assessment to allow students to identify mistakes and become independent learners. Staff will seek to inspire and motivate pupils by seeking out opportunities within our schemes for learning to make pupils aware of the wider application of the content taught to the world they in. This is done through CEIG and external visits.

Staff will seek to inspire and motivate their students by presenting the subject content in a wide variety of ways, including using technology such as computers and interactive displays, in-depth discussions relating the knowledge learnt to their daily lives. Students will also use a scientific calculator to perform calculations to express answers in standard form as required for examinations.

Assessment in Science takes place in different forms to allow all learners the opportunity to be successful, offering opportunities to practice and retain knowledge, therefore, supporting the development and ambition of the mind-set and behaviours required for all learners to believe they can be successful in life. To achieve this, students are given a Baseline assessment when they first join the school to determine their approximate working at grade. They are then given a levelled assessment at the end of each term with formative assessments taking place during the learning journey. KS3 to complete age appropriate assessment. Opportunities for peer assessment and self-reflection are also included.

Links to Literacy will include the spelling and definitions of new words associated with Science. Students’ work will be checked for spelling, punctuation and grammar. Students taught scientific terminology and is used in lessons and in assessment questions to provide familiarity. Students will be given an understanding of how things work in real life, such as understanding the natural world around them, how Science is used in industry e.g. food, forensics and everyday uses such as rewiring a plug.

Following Whole School Literacy Policy as displayed in all classrooms and:

• Use capital letters and full-stops correctly.
• Use commas and apostrophes correctly.
• Spell regular words correctly.
• Use homophones correctly.
• Use a wider range of vocabulary.
• Use semi colons and colons.
• Use clear sentences.

The Science department contribute to pupils’ SMSC development by:

Spiritual development is enhanced through the consideration of issues such as the structure of the solar system and the formulation of the Universe.

• Awe of the scale of living things from the smallest microorganism to the largest tree.
• The complexity of living things.
• The wonder of the extent of geological time.
• The beauty of natural objects or phenomenon – crystals, lightning, the Earth from Space.

Moral development is enhanced through the consideration of issues such as the effects of human activity on the planet e.g. extinction of species, global warming, pollution.

• Genetic modification.
• IVF
• Human cloning.
• Recognition that discoveries in Science can have both harmful and beneficial effects (eg..

Social development is enhanced by students being encouraged to show respect for other people’s ideas.

• Developing social skills through group and practical work.
• Considering the safety of others during practical work.
• The effects of Science on their lives e.g. enhancement of plant growth, use of artificial satellites, development of polymers, medicines.
• How the rights of others may be affected by pollution, building wind farms, etc.
• Health issues linked to smoking, poor diet, lacking exercise.

Cultural development is enhanced by consideration of the work done by various Scientists e.g. Pasteur, Darwin, Linnaeus etc.

• Drawing attention to how cultural differences can influence the extent to which scientific ideas are accepted, used and valued.
• Considering the historical context that influenced the way new theories are considered e.g. motion of the Earth, evolution, plate tectonics, and Big Bang theory.

British Values

Democracy:

Scientific knowledge is built through consensus, debate and peer review. This is a direct parallel to democratic process. Pupils have class debates and discussions on drug development, lifestyle choices and vaccination programmes to show pupils how decisions affecting society are informed by weighing evidence and different viewpoints before voting or agreeing.

Rule of Law

Science depends on agreed rules and standards that everyone must follow. Examples include safe practice in the labs (risk assessments, wearing goggles, and handling chemicals) which teaches pupils why rules exist and that they apply to everyone equally. In addition, units and measurement conventions (SI units) show that shared agreed “laws” allow scientists worldwide to communicate and build trust.

Individual Liberty

Science empowers pupils to make informed, independent choices. Learning about diet, exercise, drugs and alcohol (biology/health topics) lets pupils make their own informed lifestyle decisions. Genetics topics (variation, inheritance) raise personal questions about identity and choice, while energy resources lessons let pupils form their own views on sustainable living.

Mutual Respect and Tolerance

Science values evidence over prejudice and encourages respect for others. Studying variation between individuals’ shows that human difference is natural and biological — a foundation for respecting people of all backgrounds. In addition, group practical work requires pupils to listen to others’ ideas, take turns and value different contributions

Progress data recorded on the SIMS Tracking System and regular subject data analysis.

C1 – Atomic Structure and the Periodic Table

C2 -Bonding structure and Properties

C4 – Chemical Changes

B3 – Infection and Response

C5 – Energy Changes

P3 – Particle Model of Matter

C3 – Quantitative Chemistry

·         Use a light microscope to observe, draw and label a selection of plant and animal cells.

·         Magnification = size of image size of real object.

·         Use prefixes centi, milli, micro and nano.

·         Recognise draw and interpret diagrams which model diffusion and osmosis.

·         Plot, draw and interpret appropriate graphs.

·         Safe use of a range of equipment to separate chemical mixtures.

·         Use standard form.

·         Construct and interpret dot and cross diagrams for ionic compounds formed by metals in Groups 1 and 2 with non-metals in Groups 6 and 7

·         Use appropriate equipment to make and record measurements of mass, time and temperature.

·         Use appropriate equipment to make and record measurements energy changes, transfers and work done.

·         Use and rearrange equations associated with Energy.

·         Safely use reagents to explore chemical changes and/or products.

·         Prepare a pure, dry sample of a soluble salt from an insoluble oxide or carbonate, using a Bunsen burner to heat dilute acid and a water bath or electric heater to evaporate the solution safely.

·         Predict products from given reactants. Use formulae of common ions to deduce the formulae of salts.

·         Investigate what happens when aqueous solutions are electrolysed and develop a hypothesis.

·         Use data to draw conclusions.

·         Interpret data to recognise disease incidence, construct and interpret frequency tables, diagrams, and other graphical form to identify a correlation between two variables.

·         Investigate the distribution of stomata and guard cells.

·         Interpret information between graphical and numerical form.

·         Plot and draw appropriate graphs, selecting appropriate scales for axes.

·         Extract and interpret information from graphs, charts and tables.

·         Draw and interpret circuit diagrams

·         recall and apply the equation charge flow = current × time

·         recall and apply the equation potential difference = current × resistance

·         Use circuit diagrams to construct circuits to investigate the I–V characteristics of a variety of elements.

·         Calculate current, potential differences and resistance in dc series circuits.

·         Solve problems in circuits which include resistors in series using the concept of equivalent resistance.

·         Correctly measure temperature changes with appropriate equipment.

·         Draw and interpret simple reaction profiles (energy level diagrams) for exothermic and endothermic reactions.

·         Use reaction profiles to identify reactions as exothermic or endothermic

·         Measure and calculate rate of photosynthesis.

·         Interpret graphs of rate of photosynthesis involving one limiting factor.

·         Plot and draw appropriate graphs selecting appropriate scale for axes. Translate information between graphical and numeric form.

·         Investigate the effect of light intensity on the rate of photosynthesis using an aquatic organism.

·         Make and record appropriate observations regarding the effect of exercise on the body.

·         Use appropriate equipment to make and record measurements needed to determine the densities of regular and irregular solid objects and liquids. Volume should be determined from the dimensions of regularly shaped objects, and by a displacement technique for irregularly shaped objects. Dimensions to be measured using appropriate equipment. Calculate percentage mass in a compound given the relative formula mass and the relative atomic masses.

·         Students should be able to recall and apply the equation where mass is conserved.

·         density = mass/volume

Balance: Students need to balance a chemical equation.

Calculate: Students should use numbers given in the question to work out the answer.

Choose: Select from a range of alternatives.

Compare: This requires the student to describe the similarities and/or differences between things, not just write about one.

Complete: Answers should be written in the space provided, for example, on a diagram, in spaces in a sentence or in a table.

Define: Specify the meaning of something.

Describe: Students may be asked to recall some facts, events or process in an accurate way.

Design: Set out how something will be done.

Determine: Use given data or information to obtain and answer.

Draw: To produce, or add to, a diagram.

Estimate: Assign an approximate value.

Evaluate: Students should use the information supplied, as well as their knowledge and understanding, to consider evidence for and against when making a judgement.

Explain: Students should make something clear, or state the reasons for something happening.

Give: Only a short answer is required, not an explanation or a description.

How/What/When/Where/Which/Who/Why: These can be used for more direct questions.

Identify: Name or otherwise characterise.

Justify: Use evidence from the information supplied to support an answer.

Label: Provide appropriate names on a diagram.

Measure: Find an item of data for a given quantity.

Name: Only a short answer is required, not an explanation or a description. Often it can be answered with a single word, phrase or sentence.

Plan: Write a method.

Plot: Mark on a graph using data given.

Predict: Give a plausible outcome.

Show: Provide structured evidence to reach a conclusion.

Sketch: Draw approximately.

Suggest: This term is used in questions where students need to apply their knowledge and understanding to a new situation.

Use: The answer must be based on the information given in the question. Unless the information given in the question is used, no marks can be given. In some cases students might be asked to use their own knowledge and understanding.

Variables

 Independent: The variable that the scientist intentionally changes.

Dependent: The variable that is measured eg time, mass, length.

Control: The variable that is kept the same to ensure a fair test. (There can be multiple control variables in any experiment) eg beaker size, volume of water, concentration of acid.

Eukaryotic: A complex cell, such as a plant or animal cell.

Differentiation: The process by which a cell becomes specialised for its job.

Chromosome: Strand of DNA found in the nucleus that carries many genes.

Mitosis: A type of cell division that forms two new identical cells.

Meristem: A type of plant cell that is able to differentiate into any type of plant cell.

Electron configuration: The arrangement of electrons within an atom’s electron shells (or energy levels)

Isotope: A different form of the same element, with the same number of protons but different number of neutrons.

Chromatography: An analytical method used to separate the substances in a mixture.

Halogens: Any of the six non-metallic elements that constitute Group 17 of the periodic table.

Ionic bond: A strong attraction between oppositely charged ions.

Covalent bonding: A chemical bond formed when two atoms share a pair of electrons.

Macromolecule: A molecule containing a very large number of atoms, such as a protein, nucleic acid, or synthetic polymer.

Delocalized electrons: Electrons that are not associated with a particular atom or bond and are free to move within a structure.

Gravitational field strength: the force per unit mass exerted by a gravitational field on an object.

Thermal conductor: An object that is able to transfer energy by heating through conduction.

Specific heat capacity: The amount of energy needed to raise the temperature of 1 kg of material by 1 degree Celsius (◦C).

Reduction: A reaction where electrons are gained or oxygen is lost.

Electrolysis: The process of breaking down a substance using electricity.

Anode: The positive electrode in an electrochemical cell, such as during electrolysis.

Cathode: The negative electrode in an electrochemical cell, such as during electrolysis.

Epithelial: Epithelial cells form the linings and coverings of the body’s surfaces, including the skin, organs, and body cavities, and serve as a protective barrier.

Glandular: Relating to or composed of glands, which secrete substances.

Vena cava: The large vein carrying deoxygenated blood from the body into the heart.

Substrate: The substance on which an enzyme acts.

Extremophile: An organism that thrives in extreme environments (e.g., high temperature, high pressure).

Amylase: An enzyme that breaks down starch into simpler sugars.

Coronary: Relating to the heart, specifically the blood vessels supplying the heart muscle.

Benign: A non-cancerous growth or tumor.

Malignant: A cancerous growth or tumor that can spread to other parts of the body.

Pathogen: A microorganism that causes disease.

Vector: An organism that transmits a pathogen from one host to another (e.g., mosquito).

Antiretroviral: A drug used to treat viral infections.

Phagocytosis: The process by which a cell engulfs and destroys a foreign particle or pathogen.

Antigen: A surface protein that the body uses to recognise its cells.

Placebo: An inactive substance used in a controlled experiment to compare against a treatment.

Ohms: The unit of electrical resistance.

Resistance: Anything in a circuit that reduces the flow of charge.

Exothermic: A reaction that releases heat energy.

Endothermic: A reaction that absorbs heat energy.

Conservation: the principle by which the total value of a physical quantity such as energy or mass remains constant in a system.

Aerobic: Requiring oxygen.

Mitochondria: A part of the cell, responsible for cellular respiration (energy release).

Stroke volume: The amount of blood pumped out of the heart with each beat.

Glycogen: A complex carbohydrate stored in the liver and muscles as an energy reserve.

Photosynthesis: The process by which plants use sunlight to synthesize food.

Transpiration: The loss of water vapor from the leaves of plants.

Stomata: Tiny pores on the surface of leaves that regulate gas exchange and transpiration.

Translocation: The movement of food substances around a plant.

Intermolecular forces: It is the forces of attraction between molecules.

Density: Is mass per unit volume.

Specific latent heat: The energy required to change 1 kg of a substance from one state to another without change in temperature.

Abundance: The time taken for half of the radioactive atoms in a sample to decay.

Decay curve: A graph showing the decrease in radioactivity over time.

Becquerel: The unit of radioactivity.

RAM – A_r: The average mass of the atoms of an element measured relative to the mass of one atom of carbon-12.

RFM –  M_r: All the relative atomic masses of the atoms in a compound added together.

Mole: A scientific unit for measuring large quantities of very small entities such as atoms, molecules, or other specified particles

These units are taught now because they build on existing prior ks3 knowledge and we follow the recommended guidelines from AQA specification and National Curriculum.

These units are taught now because it develops on from previous units which have covered basic content and students can now begin to formulate more complex ideas and apply them to unfamiliar scenarios.

These units are taught now so that students can build on existing knowledge of basic scientific principles, apply that knowledge to new learning and independently develop scientific rationale.

Summer Term 2

C6 – The Rate and Extent of Chemical change

P5 – Forces

C7 – Organic Chemistry

C8 – Chemical Analysis

B7 – Ecology

C9 – Chemistry of the Atmosphere

C10 – Using Resources

Past papers to be studied, revision techniques and resources made available to all students.

Safe and ethical uses of humans to measure physiological functions.

Calculating rates of reactions.

Use of appropriate equipment to make and record measurements accurately including mass, temperature and volume of liquids and gases.

Use of appropriate equipment for conducting and monitoring chemical reactions.

Observing and recording chemical reactions.

Produce graphs to show how a reaction rate can change.

Use a given equation to calculate a mean rate of reaction.

Safe use and careful handling of gases, liquids and solids including mixing reagents.

Select appropriate equipment to record measurements of length, mass and time accurately.

Select equipment to observe the effect of forces.

Select correct equipment and technique for measuring motion.

Calculate speed and acceleration/deceleration using equations.

Safe and ethical use of organisms in response to a factor in the environment.

Discuss and understand the importance of the human genome.

Understand and apply probability in predicting the results of a single genetic cross.

Use direct proportion and ratios to express the outcome of a genetic cross.

Construct a Punnett square diagram, use the information to interpret genetic crosses and family trees.

Analyse the benefits and risks of selective breeding considering related ethical issues.

Extract and interpret information from charts, graphs and tables.

Safe use of heating devices and techniques including Bunsen burner and water bath.

Model alkane molecules using the molecular modelling kits.

Use appropriate techniques to investigate the properties of hydrocarbons.

Recognise and use expressions in decimal form.

Use ratios, fractions and percentages. Estimate results of simple calculations.

Identify equipment to correctly measure speed frequency and wavelength.

Use of appropriate equipment to make and record measurements of temperature accurately.

Use quadrats and transect lines to measure distribution of a species.

Application of appropriate sampling techniques to investigate distribution and abundance of a species in an ecosystem.

Analyse information from charts, graphs and tables

Describe how to plot the magnetic field pattern of a magnet using a compass. Draw the magnetic field pattern of:

A bar magnet

A straight wire

A solenoid carrying a current, showing how strength and direction change from one point to another.

Explain how a solenoid arrangement can increase the magnetic effect of the current.

Apply the following given equation

force = magnetic flux density × current × length

Interpret evidence and evaluate different theories about the Earth’s early atmosphere.

Discuss the quality of evidence about global climate change from appropriate information. Describe uncertainties in the evidence.

Understand the importance of peer review and communication with a wider audience.

Distinguish between graphical information and numerical form.

Balance: Students need to balance a chemical equation.

Calculate: Students should use numbers given in the question to work out the answer.

Choose: Select from a range of alternatives.

Compare: This requires the student to describe the similarities and/or differences between things, not just write about one.

Complete: Answers should be written in the space provided, for example, on a diagram, in spaces in a sentence or in a table.

Define: Specify the meaning of something.

Describe: Students may be asked to recall some facts, events or process in an accurate way.

Design: Set out how something will be done.

Determine: Use given data or information to obtain and answer.

Draw: To produce, or add to, a diagram.

Estimate: Assign an approximate value.

Evaluate: Students should use the information supplied, as well as their knowledge and understanding, to consider evidence for and against when making a judgement.

Explain: Students should make something clear, or state the reasons for something happening.

Give: Only a short answer is required, not an explanation or a description.

How/What/When/Where/Which/Who/Why: These can be used for more direct questions.

Identify: Name or otherwise characterise.

Justify: Use evidence from the information supplied to support an answer.

Label: Provide appropriate names on a diagram.

Measure: Find an item of data for a given quantity.

Name: Only a short answer is required, not an explanation or a description. Often it can be answered with a single word, phrase or sentence.

Plan: Write a method.

Plot: Mark on a graph using data given.

Predict: Give a plausible outcome.

Show: Provide structured evidence to reach a conclusion.

Sketch: Draw approximately.

Suggest: This term is used in questions where students need to apply their knowledge and understanding to a new situation.

Use: The answer must be based on the information given in the question. Unless the information given in the question is used, no marks can be given. In some cases students might be asked to use their own knowledge and understanding.

Variables

 Independent: The variable that the scientist intentionally changes.

Dependent: The variable that is measured eg time, mass, length.

Control: The variable that is kept the same to ensure a fair test. (There can be multiple control variables in any experiment) eg beaker size, volume of water, concentration of acid.

Endocrine glands: specialized organs that produce and release hormones directly into the bloodstream, help regulate various bodily functions.

Precipitate: insoluble solid that forms when two solutions react together.

Equilibrium: a state in a reversible reaction where the rate of the forward reaction equals the rate of the reverse reaction. Results in constant concentrations of reactants and products.

Inelastic deformation: the permanent change in shape or size of a material when a force is applied and then removed.

Displacement: a measure of how far an object is from its starting position, including the direction of that distance.

Allele: a variant form of a gene that can produce different traits in an organism.

Homozygous: having two identical alleles for a specific gene, inherited from each parent.

Hydrocarbon: Molecules that contain Hydrogen and Carbon atoms only.

Fractional distillation: a process used to separate a mixture into its component parts, or fractions, based on their different boiling points.

Chromatography: a scientific method used to separate and identify different substances in a mixture.

Formulations: mixtures that have been designed as a useful product.

Amplitude: as the maximum displacement of a wave from its undisturbed position, measured from the centre line to the peak or trough.

Refraction: the change in direction of a wave when it passes from one medium to another, caused by a change in its speed.

Ionising radiation: is radiation that has enough energy to remove electrons from atoms or molecules, creating charged particles called ions.

Extremophiles: are organisms that thrive in extreme environments, such as high temperatures, high pressures, or high acidity, where most other life forms cannot survive.

Transpiration: is the process by which water is absorbed by plant roots, moves through the plant, and evaporates from the leaves into the atmosphere, primarily through small openings called stomata.

Solenoid: is a coil of wire, usually in a cylindrical shape that generates a magnetic field when an electric current passes through it.

Carbon footprint: is the total amount of carbon dioxide and other greenhouse gases emitted.

Sterilisation: the process of making something completely clean and free from bacteria.

Desalination: is the process of removing salt from seawater to produce fresh water that is safe for drinking.

These units are taught now because they require an advanced level of understanding and scientific reasoning to explain everyday phenomena and prepares the students for the remaining topics.

These units are taught now because it concludes the specification and pupils are ready to access the examination.

Students will have the opportunity to demonstrate understanding of prior knowledge through a series of recall tasks at the start of every lesson allowing pupils and teacher to diagnose any gaps in knowledge. This will facilitate opportunities for reteach and reassessment. The aim of this is to close gaps in understanding, to allow our pupils to access more complex information. Planning will incorporate pedagogical approaches that take into account Sweller (1988) and CLT to allow pupils with SEND and complex behaviours to be supported to access our curriculum.

Curriculum implementation will incorporate opportunities for metacognition and self-regulation as a range of varied tasks will be adapted for our pupils. There will be opportunities for pupils to peer assess to encourage collaborative learning and self-assessment to allow students to identify mistakes and become independent learners. Staff will seek to inspire and motivate pupils by seeking out opportunities within our schemes for learning to make pupils aware of the wider application of the content taught to the world they in. This is done through CEIG and external visits.

Staff will seek to inspire and motivate their students by presenting the subject content in a wide variety of ways, including using technology such as computers and interactive displays, in-depth discussions relating the knowledge learnt to their daily lives. Students will also use a scientific calculator to perform calculations to express answers in standard form as required for examinations.

Assessment in Science takes place in different forms to allow all learners the opportunity to be successful, offering opportunities to practice and retain knowledge, therefore, supporting the development and ambition of the mind-set and behaviours required for all learners to believe they can be successful in life. To achieve this, students are given a Baseline assessment when they first join the school to determine their approximate working at grade. They are then given a levelled assessment at the end of each term with formative assessments taking place during the learning journey. KS4 to complete past paper assessment with opportunities for peer assessment and self-reflection included.

Links to Literacy will include the spelling and definitions of new words associated with Science. Students’ work will be checked for spelling, punctuation and grammar. Students taught scientific terminology and is used in lessons and in assessment questions to provide familiarity. Students will be given an understanding of how things work in real life, such as understanding the natural world around them, how Science is used in industry e.g. food, pharmaceuticals, forensics, and conservation.

Following Whole School Literacy Policy as displayed in all classrooms and:

• Use capital letters and full-stops correctly.
• Use commas and apostrophes correctly.
• Spell regular words correctly.
• Use homophones correctly.
• Use a wider range of vocabulary.
• Use semi colons and colons.
• Use clear sentences.

The Science department contribute to pupils’ SMSC development by:

Spiritual development is enhanced through the consideration of issues such as the structure of the solar system and the formulation of the Universe.

• Awe of the scale of living things from the smallest microorganism to the largest tree.
• The complexity of living things.
• The wonder of the extent of geological time.
• The beauty of natural objects or phenomenon – crystals, lightning, the Earth from Space.

Moral development is enhanced through the consideration of issues such as the effects of human activity on the planet e.g. extinction of species, global warming, pollution.

• Genetic modification.
• IVF
• Human cloning.
• Recognition that discoveries in Science can have both harmful and beneficial effects (eg.).

Social development is enhanced by students being encouraged to show respect for other people’s ideas.

• Developing social skills through group and practical work.
• Considering the safety of others during practical work.
• The effects of Science on their lives e.g. enhancement of plant growth, use of artificial satellites, development of polymers, medicines.
• How the rights of others may be affected by pollution, building wind farms, etc.
• Health issues linked to smoking, poor diet, lacking exercise.

Cultural development is enhanced by consideration of the work done by various Scientists e.g. Pasteur, Darwin, Linnaeus etc.

• Drawing attention to how cultural differences can influence the extent to which scientific ideas are accepted, used and valued.
• Considering the historical context that influenced the way new theories are considered e.g. motion of the Earth, evolution, plate tectonics, and Big Bang theory.

British Values

AQA Trilogy Science (Year 10) and British Values

Democracy

• Cell biology & infection: Debates around vaccination policy show how public health decisions are made through evidence, expert advice and public consultation. Pupils will evaluate drug development and vaccination programmes in exam questions. In addition pupil’s will explore different facets of stem cell use against a backdrop of their advantages and disadvantages.
• The development of the atomic model (Chemistry: Dalton → Thomson → Rutherford → Bohr): shows how scientific “truth” is provisional and changes when the community accepts new evidence — a parallel to democratic change.

Rule of Law

• Required practical activities: The required practical investigations require safe handling of equipment, acids, and electrical supplies that teach pupils that safety rules are non-negotiable and apply equally to everyone.
• Chemistry regulations: The law of conservation of mass and balanced symbol equations teach that there are rules everyone must follow for a shared system to work.

Individual Liberty

• Infection & response: Understanding how vaccines and antibiotics work lets pupils make their own informed healthcare decisions rather than relying on misinformation.
• Energy resourced and their uses: Understanding fuel combustion and carbon emissions enables pupils to make reasoned personal choices about energy use and consumption.

Mutual Respect and Tolerance

• Cultural capital in science: The periodic table — developed by Mendeleev (Russian) with contributions from scientists worldwide (Curie, Lavoisier, Seaborg) — demonstrates that scientific progress is a shared, international endeavour, regardless of nationality, gender or belief.

AQA Trilogy Science (Year 11) and British Values

Democracy

• Inheritance & genetics debates: Embryo screening and cloning raise ethical questions with no single “right” answer — pupils learn to argue from evidence, listen to opposing views and reach a position through reasoned debate, mirroring democratic decision-making.
• The atmosphere & climate change: Discussing how the UK and international community respond to global warming shows how collective decisions are negotiated between competing interests and nations.
• Evolution by natural selection: A scientific idea that was itself fiercely contested (Darwin vs. the establishment) — pupils see how major ideas overturn consensus only when evidence persuades the scientific community.

Rule of Law

• Forces & safety legislation: Stopping distances, crumple zones, seat belts and air bags explain the physics behind UK road law — pupils see that legislation is grounded in evidence and applies to everyone.
• Rates of reaction & required practical investigations: Safe handling of concentrated acids and controlled conditions reinforces that safety rules are absolute and universal.
• Chemical analysis (gas tests, chromatography): Real-world testing shows how the law relies on scientific evidence.

Individual Liberty

• Homeostasis & the human body: Understanding blood sugar control (diabetes), thermoregulation and kidney function empowers pupils to make informed personal health choices.
• The menstrual cycle, contraception and fertility treatment (homeostasis unit): Directly supports pupils’ autonomy over their own bodies and life decisions.
• Using resources: Life-cycle assessments of products (recycling vs. landfill, finite vs. renewable resources) let pupils make reasoned personal choices about consumption and sustainability.

Mutual Respect and Tolerance

• Variation, genetics and evolution: The genetic basis of human variation shows that difference between individuals is natural, universal and part of our shared biology — a powerful scientific counter to prejudice.
• Ecology & biodiversity: The dependence of every organism on others models the value of diversity: ecosystems thrive because of variety, not uniformity.
• The atmosphere unit: A global problem that no nation solves alone — showing pupils that cooperation across cultures and countries is essential to shared survival.

Progress data in the inside cover of exercise books as well as SIMS Tracking System and regular subject data analysis. KS4 to use past exam papers to practice exam style questions in preparedness for GCSE. Use of Mock exam set-up to familiarise students with exam expectations.