Curriculum Intention:

The topics are placed in order of difficulty, placing the more difficult topics towards the end of the curriculum so students can use and apply the skills they have acquired at the beginning of the course.

There is an equal split of biology chemistry and physics to equally prepare students for those subjects at GCSE, The variety offered by the relatively short topics will keep them engaged with the subject and give them the opportunity to reflect as to which subject areas are their strengths and which subject areas need improvement.

Autumn

Spring

Summer

Sept - Oct

Diet and Health

Jan – Feb

Living Systems

April – May

Genetics and variation

Half term

Half term

Half term

Nov – Dec

This half term will have chemistry topic (states of matter and separating)

Feb – March

This half term will have chemistry topic (atoms and elements)

June – July

This half term will have chemistry and physics topics (energy and chemical reactions)

Working Scientifically linked to all the 3 science disciplines (Biology, Chemistry and Physics) will be taught throughout the year

Christmas Holidays

Easter Holidays

Summer Holidays

Outcomes:

Students will be able :

1   To support and consolidate scientific concepts (knowledge and understanding of the various topics).

• This is done by applying and developing what is known and understood of abstract ideas and models.
• Through practical work we make sense of new information and observations, and
• Provide insights into the development of scientific thinking.

2   To develop investigative skills. These transferable skills include:

• Devising and investigating testable questions
• Identifying and controlling variables
•  Analysing, interpreting and evaluating data.

3   To build and master practical skills such as:

• Using specialist scientific equipment to take measurements
• Handling and manipulating equipment with confidence and fluency
• Recognising hazards and planning how to minimise risk.

Employability skills:

• Remembering and Developing understanding
• Applying and Analysing
• Evaluating and Creating

Curriculum Intention:

Year 8 places an emphasis on the process of scientific enquiry as well as accumulation of knowledge to help bridge the gap between year 8 and GCSE

The course helps the students to:  

• Develop understanding of scientific ideas 
• Work out scientific ideas for themselves by using results from investigations 
• See how science is used in everyday life 
• Think about how science can be used for benefit of mankind. 

Autumn

Spring

Summer

Sept - Oct

Reproduction

Jan – Feb

Photosynthesis

April – May

Ecosystems

Working Scientifically consolidation year 7 and 8 work and to ensure easy access to year 9 content.

Half term

Half term

Half term

Nov  – Dec

This half term teaches a chemistry topic (acids and alkalis)

Feb – March

This half term teaches a chemistry topic (materials)

June – July

Completion of science fair Projects.

Physics topic (space)

Christmas Holidays

Easter Holidays

Summer Holidays

Outcomes:

Students will be able :

1 To support and consolidate scientific concepts (knowledge and understanding of the various topics).

• This is done by applying and developing what is known and understood of abstract ideas and models.
• Through practical work we make sense of new information and observations, and
• Provide insights into the development of scientific thinking.

2 To develop investigative skills. These transferable skills include:

• Devising and investigating testable questions
• Identifying and controlling variables
•  Analysing, interpreting and evaluating data.

3 To build and master practical skills such as:

• Using specialist scientific equipment to take measurements
• Handling and manipulating equipment with confidence and fluency
• Recognising hazards and planning how to minimise risk.

Employability skills:

• Remembering and Developing understanding
• Applying and Analysing
• Evaluating and Creating
• Resilience developed through science fair

Curriculum Intention:

In Year 9 all students follow a course which is specifically designed to: 

• Form a foundation for GCSE and other courses  
• Encourage interest in all aspects of scientific study  

• Develop understanding of scientific ideas  
• See how science is used in everyday life 

Students spend one term studying the most important aspects of biology, chemistry and physics to a higher level than that taught in years 7 and 8, in order to bridge the gap between key stage 3 and 4,

Topics build on familiar themes from KS3, introducing more detail and complexity. The topics covered in Yr9 ensure students are ready for the remaining GCSE topics as they move into Yr10&11. Many of the skills covered in Yr9 are essential to the understanding of future topics.

Autumn

Spring

Summer

Sept  - Oct

B1-Cell Biology linked to Living systems  in year 7 but increase /progression in detail, depth, complexity, independence, pace and deep analytical and evaluation  process

Jan  –  Feb

This term will have Chemistry topic (Atomic Structure and structure and bonding)

April – May

Continues with the physics topic atomic structure.

Revision

Exams

Half term

Half term

Half term

Oct  – Dec

B2-Photosynthesis linked to photosynthesis in year8 but increase /progression in detail, depth, complexity, independence, pace and deep analytical and evaluation process.

Feb – March

Physics topics Particle Model of matter and Atomic structure which links with Atomic structure in chemistry.

June – July

Atmosphere-which is a cross discipline topic

Christmas Holidays

Easter Holidays

Summer Holidays

Outcomes: Students will be able :

1 To support and consolidate scientific concepts (knowledge and understanding of the various topics).

• This is done by applying and developing what is known and understood of abstract ideas and models.
• Through practical work students will make sense of new information and observations, and
• Provide insights into the development of scientific thinking.

2 To develop investigative skills. These transferable skills include:

• Devising and investigating testable questions
• Identifying and controlling variables
•  Analysing, interpreting and evaluating data.

3 To build and master practical skills such as:

• Using specialist scientific equipment to take measurements
• Handling and manipulating equipment with confidence and fluency
• Recognising hazards and planning how to minimise risk.

Employability skills:

• Development of numeracy skills e.g. understanding of scales, using formula, interpreting graphs. 
• Ability to analyse data.
• Ability to draw conclusions when presented with information from a variety of sources.
• Links throughout to current affairs that affect a wide range of people (e.g. cancer, radiation)

Curriculum Intention:

All topics for Biology Paper 1 will be completed before the end of Yr10 Mocks allowing a holistic paper to be sat during the mock week and providing a strong, standardised set of data.

This consequently allows targeted intervention to begin in the early part of Yr11.

B8 is then started after the mock exams as the required practical in this section requires students to conduct an investigation outside counting plants so needs to be done during spring/summer.

Autumn

Spring

Summer

Sept - Oct

B3-Movement and changing material which links with diffusion in year 8.It is also a progression B1 and B2 taught in year 9

Jan – Feb

B4-heath Matters

April –  May

Revision-using learning scientist Strategies

Mocks

B8- Energy in Action inter links physics and chemistry

Half term

Half term

Half term

Nov – Dec

Continuation of B3.

B4-Health Matters progression from KS3  and Yr9 content

Feb –  March

B8-Ecology  inter links physics and chemistry

June – July

B8- Ecology inter links physics and chemistry

Christmas Holidays

Easter Holidays

Summer Holidays

Outcomes:

Students will be able :

1 To support and consolidate scientific concepts (knowledge and understanding of the various topics).

• This is done by applying and developing what is known and understood of abstract ideas and models.
• Through practical work students will make sense of new information and observations, and
• Provide insights into the development of scientific thinking.

2 To develop investigative skills. These transferable skills include:

• Devising and investigating testable questions
• Identifying and controlling variables
•  Analysing, interpreting and evaluating data.

3 To build and master practical skills such as:

• Using specialist scientific equipment to take measurements
• Handling and manipulating equipment with confidence and fluency
• Recognising hazards and planning how to minimise risk.

Employability skills:

• Development of numeracy skills e.g. understanding of scales, using formula, interpreting graphs. 
• Ability to analyse data.
• Ability to draw conclusions when presented with information from a variety of sources.
• Links throughout to current affairs that affect a wide range of people (e.g. obesity, illness, vaccinations)

Curriculum Intention:

Topics covered in year 11 will be examine GCSE Biology Paper 2 which is building on the knowledge acquired during Yr9&10/Paper 1 lessons.

A topic with required practical’s completed earlier in the year to allow careful revision of these ahead of the exams.

The intention is :

1 To support and consolidate scientific concepts (knowledge and understanding of the various topics).

• This is done by applying and developing what is known and understood of abstract ideas and models.
• Through practical work students will make sense of new information and observations, and
• Provide insights into the development of scientific thinking.

2 To develop investigative skills. These transferable skills include:

• Devising and investigating testable questions
• Identifying and controlling variables
•  Analysing, interpreting and evaluating data.

3 To build and master practical skills such as:

• Using specialist scientific equipment to take measurements
• Handling and manipulating equipment with confidence and fluency
• Recognising hazards and planning how to minimise risk.

Autumn

Spring

Summer

Sept  - Oct

B8-Ecology

Jan– Feb

B6-Genetics

April – May

Revision

Half term

Half term

Half term

Oct  – Dec

B5-Coordination and control 

Feb –March

B7-Variation

June – July

n/a

Christmas Holidays

Easter Holidays

Summer Holidays

Outcomes:

Students will be able :

• To apply and develop what is known and understood of abstract ideas and models.
• Use practical work to make sense of new information and observations.
• To provide insights into the development of scientific thinking.

• To devise and investigate testable questions
• Identify controlling variables
• Analyse, interpret and evaluate data.

• To use specialist scientific equipment to take measurements
• Handle and manipulate equipment with confidence and fluency
• Recognise hazards and plan how to minimise risk.

Employability skills:

• Development of numeracy skills e.g. understanding of scales, using formula, interpreting graphs. 
• Ability to analyse data.
• Ability to draw conclusions when presented with information from a variety of sources.
• Links throughout to current affairs that affect a wide range of people (e.g. genetics, environmental concerns)

Curriculum Intention:

Topics follow the structure of the exam papers and allow topics to build on repeating themes whilst reviewing prior knowledge from GCSE.

Autumn

Spring

Summer

Sept  - Oct

3.1 Biological molecules

3.2 Cells

Jan – Feb

3.1 Biological molecules

3.2 Cells

April – May

3.3 Organisms exchange substances with their environment

3.4 Genetic information variation and relationships between organisms

Half term

Half term

Half term

Oct – Dec

3.1 Biological molecules

3.2 Cells

Feb – March

3.3 Organisms exchange substances with their environment

3.4 Genetic information variation and relationships between organisms

June – July

3.3 Organisms exchange substances with their environment

3.4 Genetic information variation and relationships between organisms

Christmas Holidays

Easter Holidays

Summer Holidays

Outcomes:

Students will be able :

1 To support and consolidate scientific concepts (knowledge and understanding of the various topics).

• This is done by applying and developing what is known and understood of abstract ideas and models.
• Through practical work students will make sense of new information and observations, and
• Provide insights into the development of scientific thinking.

2 To develop investigative skills. These transferable skills include:

• Devising and investigating testable questions
• Identifying and controlling variables
•  Analysing, interpreting and evaluating data.

3 To build and master practical skills such as:

• Using specialist scientific equipment to take measurements
• Handling and manipulating equipment with confidence and fluency
• Recognising hazards and planning how to minimise risk.

Employability skills:

• Remembering and Developing understanding
• Applying and Analysing
• Evaluating and Creating

Curriculum Intention:

Topics follow the structure of the exam papers and allow topics to build on repeating themes whilst reviewing prior knowledge from AS.

Autumn

Spring

Summer

Sept - Oct

3.5 Energy transfers in and between organisms

Jan – Feb

3.6 Organisms respond to changes in their internal and external environments

April – May

3.7 Genetics, populations evolution and ecosystems

3.8 The Control of Gene Expression

Half term

Half term

Half term

Oct  – Dec

3.5 Energy transfers in and between organisms

3.6 Organisms respond to changes in their internal and external environments

Feb – March

3.7 Genetics, populations, evolution and ecosystems

June – July

3.8 The Control of Gene Expression

Christmas Holidays

Easter Holidays

Summer Holidays

Outcomes:

Students should be able to:

• Demonstrate knowledge and understanding of scientific ideas, processes, techniques
• Apply knowledge and understanding of scientific ideas, processes, techniques and procedures
• Analyse, interpret and evaluate scientific information, ideas and evidence, including in relation

Employability skills:

• Remembering and Developing understanding
• Applying and Analysing
• Evaluating and Creating