Science

Curriculum leaders

Ms A Byrne and Mr D MacPherson

GCSE Examination board:

AQA

Curriculum Intent

The purpose of the AGFS science curriculum is:

  • To promote ambition by encouraging scholars to become scientists and go on to have an input scientifically in society.
  • The develop growth by creating scientific enquiry and curiosity to investigate.
  • To encourage fellowship by working together as a team, like scientists and respect/challenge scientific theories.
  • To cultivate scholarship by mastering scientific core knowledge and skills that will lead scholars to Russell Group universities to study one or more of the science disciplines.

Curriculum Organisation

The science curriculum is organised by the power standards. These standards reflect the essence of the subject as an academic discipline and reflect the strands of each discipline that must be developed to achieve mastery. These threads are cross-referenced against the KS3 national curriculum, GCSE, A Level specification, and degree courses at Russell Group universities to ensure that scholars’ experience of the subject is as broad and as academically rigorous as possible.

The science power standards are:

1. Describe key concepts using scientific keywords

2. Explain key concepts using scientific keywords

3. Apply key concepts to familiar and unfamiliar contexts

4. Manipulate data to carry out calculations, represent data and identify patterns

5. Analyse and interpret data to formulate a conclusion

Curriculum Overview:

Year 7:

Module 1:

  • Biology - Cells and human reproduction
  • Chemistry- Particles and behaviour, elements, atoms and compounds
  • Physics - Forces, gravity, and energy transfers

Module 2:

  • Biology - Ecosystems
  • Chemistry - Separating mixtures
  • Physics - Electrical circuits

Module 3:

  • Biology - Gas exchange and body systems
  • Chemistry - Reactions and acids and alkalis
  • Physics - Waves part 1

Year 8:

Module 1:

  • Biology - Food, digestion, health, and lifestyle
  • Chemistry - Periodic table and metals and acids
  • Physics - Energy and power

Module 2:

  • Biology - Ecosystems, photosynthesis, and respiration
  • Chemistry - Separation techniques
  • Physics - Waves part 2

Module 3:

  • Biology - Adaptation, evolution, and variation
  • Chemistry - Reactions part 1 and 2
  • Physics - Forces part 2 and magnetism

 

Year 9:

Module 1:

  • Biology - Topic 1 - Cell biology and topic 2 - organisation
  • Chemistry - Topic 1 - Atomic structure and the periodic table and topic 2 - structure, bonding, and the properties of matter
  • Physics - Topic 1 - energy and topic 2 - electricity

Module 2:

  • Biology - Topic 3 - Infection and response
  • Chemistry - Topic 5 - Energy changes
  • Physics - Topic 3 - Particle model of matter

Module 3:

  • Biology - Topic 4 - Bioenergetics
  • Chemistry - Topic 6 - The rate and extent of chemical change
  • Physics - Topic 4 - Atomic structure

Combined science:

Year 10:

Module 1:

  • Biology - Topic 2 - Organisation and Topic 5 - Homeostasis and response
  • Chemistry - Topic 3 - Quantitative Chemistry and Topic 6: The rate and extent of chemical change
  • Physics - Topic 4 - Atomic structure and Topic 7 - Magnets and Electromagnets

Module 2:

  • Biology - Topic 6 - Inheritance, variation, and evolution
  • Chemistry - Topic 7 - Organic Chemistry
  • Physics - Topic 5 - Revisit Forces (motion) and Topic 6 - Waves

Module 3:

  • Biology - Topic 7 - Ecology
  • Chemistry - Topic 8 - Chemical analysis and Topic 10 - Using Resources
  • Physics - Topic 6 - Waves

Triple Science - Biology

Year 10:

Module 1: Topic 2 - Organisation and Topic 5 - Homeostasis and response

Module 2: Topic 6 - Inheritance, variation, and evolution

Module 3: Topic 7 - Ecology

Triple Science - Chemistry

Year 10:

Module 1: Topic 3 - Quantitative Chemistry and Topic 6: The rate and extent of chemical change

Module 2: Topic 7 - Organic Chemistry

Module 3: Topic 8 - Chemical analysis and Topic 10 - Using Resources

Triple Science - Physics

Year 10:

Module 1: Topic 4 - Atomic structure and Topic 7 - Magnets and Electromagnets

Module 2: Topic 5 - Revisit Forces (motion) and Topic 6 - Waves

Module 3: Topic 6 - Waves and Topic 8 - Space

Combined Science:

Year 11:

Module 1: Paper 1 - revise topics 1-4

Module 2: Bespoke teaching and revision

Module 3: Revision and public examinations

Triple Biology

Year 11:

Module 1: Paper 1 - revise topics 1-4

Module 2: Bespoke teaching and revision of paper 2 - topics 5-7

Module 3: Revision and public examinations

Triple Chemistry:

Year 11:

Module 1: Paper 1 - revise topics 1-5

Module 2: Bespoke teaching and revision of paper 2 - topics 5-10

Module 3: Revision and public examinations

 

Triple Physics

Year 11:

Module 1: Paper 1 - revise topics 1-4

Module 2: Bespoke teaching and revision of paper 2 - topics 5-8

Module 3: Revision and public examinations

Supporting from home

Recommended websites/online platforms:

 

Recommended activities to complete with your child:

Feedback

Scholars receive verbal, self, and peer feedback every lesson through:

  • Whole class feedback on common misconceptions in the read now, recall now activities and during daily review.
  • Responses to whole class checking for understanding activities, such as hand signal responses, ‘heads down’ and mini whiteboard tasks.
  • Teacher intentional monitoring during deliberate practice activities.

Scholars are expected to respond in the moment to this feedback to show they can correct errors and improve their knowledge and understanding.

Scholars receive written teacher feedback after each checkpoint. Scholars complete checkpoint tasks independently so teachers can review what they know and can do. Checkpoints in science consist of:

  • Section A: Assesses the science golden nuggets - 10 questions worth 10 marks
  • Section B: Assesses content on the specific topic - 10-15 marks

Written feedback from checkpoints will consist of:

  • A score for section A and section B.
  • Celebration of what has gone well.
  • Identification of a high leverage target.

Scholars will complete a refinement task to show their understanding of the target and to demonstrate their capacity to improve their work. This could be achieved through redrafting a section of their work or attempting a similar task.

Ambition and careers

Success in Science can lead to careers in:

  • Medicine
  • Pharmacy
  • Engineering
  • Industry
  • Environment and conservation
  • Dentistry
  • Teaching/Lecturing
  • Criminology
  • Astronomy and meteorology
  • Archaeology
  • Sports science

Cultural capital, enrichment and visits

Through the study of science, scholars will be exposed to a range of culturally enriching knowledge and experiences.

Cultural capital within the curriculum: careers and information, advice and guidance provision embedded within lessons. Health Education provision (social, personal and physical) within biology topics.

Science's contribution to the enrichment and Drop Down Day programme:  

  • Year 7 - Science Museum- to allow scholars to become aware of topical issues in science and discover science through a different medium 
  • Year 8 - Space Day- to consolidate understanding of space knowledge, evaluate ideas and theories whilst becoming aware of topical issues
  • Year 9 - Ecology Day- to explore different methods of measuring the distribution of species 
  • Year 10 - Forensics Day - to develop techniques and consolidate experimental methods used to analyse forensic samples and reinforce links between each science discipline
  •  Year 11 - Walking Talking Mocks - to develop scientific exam techniques to prepare for all future science exams. This will also allow scholars to develop assessment tactics for their future and succeed
  • Crest club for years 7, 8, and 9 
  • On Wednesday afternoons, the department also offers a science enrichment club, where scholars complete a variety of experiments such as making plastic milk and chromatography trolls. They also develop leadership skills by leading experiments with local primary schools.