Science

Please see our long-term plan below, including curriculum objectives:

Science

1.1 Seasonal Changes (Taught throughout the year)

• Know that there are 4 seasons, and when they appear throughout the year.

• Know how the length of day and night change with the seasons.

• Know that weather includes temperature, wind direction, rain, snow, sun and cloud.

• Observe and record weather for one week during each season.

Working Scientifically skills - B, E

 

1.2 Animals, including humans

• Know that there are different types of animals.

• Know that animals can be grouped according to their diet.

Working Scientifically - A, D.

 

1.3 Everyday materials

• Know what material an object is made of.

• Know that materials have different properties, and use language to describe these.

Working Scientifically - A, B, C, D, E.

 

1.4 Everyday materials

• Identify materials in our immediate environment.

• Know that objects can sink or float in water.

Working Scientifically - A, B, C, D, E.

 

1.4 Plants

• Know that there are different types of plants.

• Identify and name a variety of wild and garden plants, and deciduous and evergreen trees.

• Name parts of a plant - roots, stem, leaves, bud, flower, petals, trunk, bark, branches.

Working Scientifically - A, B, D.

 

 

1.5 Animals, including humans

• Know that there are 5 senses, and which organs we use for them.

• Name and label parts of the human body - head, neck, stomach, feet, body, chest, legs, knews, feet.

• Name and label parts of the face.

Working Scientifically - A, D, E.

Builds on 1.2

Please see our long-term plan below, including curriculum objectives:

Science

2.1 Uses of everyday materials

• Know the names of common materials.

• Know that the shape of some materials can be changed.

• Describe the properties of different materials.

• Know that materials are suitable for different purposes.

• Know that the process of recycling is converting waste to something new.

Working Scientifically - A, B, C, D, E.

Builds on 1.3a and 1.3b.

 

2.2 Animals, including humans

• Know the life stages of a human - baby, toddler, child, teenager, adult and elderly.

• Know what humans need to stay healthy and survive.

• Know the food groups that make a balanced diet.

Working Scientifically - A, D.

Builds on 1.3

 

2.3 Plants

• Know the lifecycle of a plant.

• Know what a plant needs in order to grow.

• Know the effects that different conditions have on plant growth.

Working Scientifically - A, B, C, D, E.

Builds on 1.4.

 

 

2.4 Living things and their habitats

• Know that a habitat is a natural place where something lives.

• Know that objects are either living, dead or have never been alive.

• Know that a food chain shows how each animal gets its food.

Working scientifically - A, D.

Builds on 1.2, 1.3 and 2.2

Please see our long-term plan below, including curriculum objectives:

Science

Working Scientifically

During year 3 and 4 children will build on their skills developed during key stage 1 to work scientifically.

Skills:

• A - Asking relevant questions and using different scientific enquiries to answer them.

• B - Setting up simple practical enquiries, comparative and fair tests.

• C - Making systematic, and careful observations, including taking measurements using standard units, using a range of equipment.

• D - Gathering, recording, classifying and presenting data in a variety of ways to help answer questions.

• E - Recording findings using drawings, labelled diagrams, keys, bar charts and tables.

• F - Reporting on findings from enquiries using oral, and written explanations.

• G - Using results to draw simple conclusions, suggest improvements, and raise further questions.

• H - Identifying similarities and differences related to simple scientific ideas.

 

 

3.1 Rocks

• Know that rock is a natural material.

• Know how fossils are formed.

• Know that soils are made up from broken down organic material.

• Know how rocks can be formed (igneous, metamorphic, sedimentary).

• Group rocks according to their properties, or formation.

Working Scientifically - A, B, C, D, E, F, G, H.

Builds on 1.3, 1.4 and 2.1.

 

3.2 Light

• Know what a light source is.

• Know that light allows us to see, and darkness is the absence of light.

• Know how light can be reflected or absorbed by different surfaces.

• Know that materials can be opaque, translucent or transparent.

Working Scientifically - A, B, D, E, F, G, H.

Builds on 2.1.

 

 

3.3 Forces and magnets

• Know that a force is a push or pull of an object.

• Know that the texture of a surface affects how an object moves across it.

• Know that a magnet is something that can attract certain metals towards it.

• Know that opposite poles of a magnet attract, and the same pole repels.

• Know gravity is a natural force.

Working Scientifically - A, B, C, D, E, F, G, H.

Builds on 1.3, 1.4 and 2.1.

 

3.4 Plants

• Know what a plant needs to grow.

• Know the parts of a plant, and their functions.

• Know the parts of a flower, and discuss their functions.

• Know the life cycle of a flowering plant.

• Know how seed dispersal is the process of spreading a plant's seeds.

Working Scientifically - A, B, C, D, E, F, G, H.

Builds on 1.4 and 2.3.

 

3.5 Animals, including humans

• Know that living things need nutrition in order to grow.

• Know the different food groups, and what they provide of living things.

• Know the names of some bones in the skeleton and their function.

• Know the different types of skeleton - endoskeleton, exoskeleton and hydrostatic skeleton.

Working Scientifically - A, B, C, E, F, G.

Builds on 1.2a, 1.2b and 2.2.

Please see our long-term plan below, including curriculum objectives:

Science

Working Scientifically

During year 3 and 4 children will build on their skills developed during key stage 1 to work scientifically.

Skills:

• A - Asking relevant questions and using different scientific enquiries to answer them.

• B - Setting up simple practical enquiries, comparative and fair tests.

• C - Making systematic, and careful observations, including taking measurements using standard units, using a range of equipment.

• D - Gathering, recording, classifying and presenting data in a variety of ways to help answer questions.

• E - Recording findings using drawings, labelled diagrams, keys, bar charts and tables.

• F - Reporting on findings from enquiries using oral, and written explanations.

• G - Using results to draw simple conclusions, suggest improvements, and raise further questions.

• H - Identifying similarities and differences related to simple scientific ideas.

 

 

4.1 States of matter

• Know the three states - solid, liquid and gas.

• Know how to change a material from one state to another.

• Know the water cycle.

Working Scientifically - A, B, C, D,  E, F, G, H.

Builds on 1.3a, 1.3b and 2a.

 

4.2 Sound

• Know the sound is made up from vibrations.

• Know that a sound wave is made up from vibrations travelling from a sound source to the ear.

• Know the volume refers to how loud or quiet a sound is.

Working Scientifically - A, B, C, D,  E, F, G, H.

 

 

4.3 Animals, including humans

• Know that the digestive system is made up from parts of our body to break down food into fuel and waste.

• Know that teeth cut, slice, rip, tear and chew.

• Know the names and functions of the teeth.

• Know that a food chain shows predators, prey and producers.

• Know that animals can be carnivores, herbivores or omnivores.

Working Scientifically - A, B, C, E, F, G.

 

4.4a Living things and their habitats

• Know that a habitat is a natural home or environment in which something lives.

• Know that environments can change with the seasons.

• Know that we can group plants as flowering and non-flowering.

• Know that humans can have both a positive and negative impact on the environment.

Working Scientifically - A, B, E, F, G, H.

Builds on 1.2a, 1,2b, 2.2 and 2.4.

 

4.4b Living things and their habitats

• Know that classification keys can be used to identify and name living things.

• Know that vertebrates have a spine and invertebrates do not.

• Know that fish, amphibians, reptiles, birds and mammals can be grouped as vertebrates.

• Know that snails, slugs, worms, spiders and insects can be grouped as invertebrates.

• Know and name cold blooded and warm blooded animals.

Working Scientifically - A, B, E, F, G, H.

Builds on 1.2, 1.3, 2.2, 2.4 and 3.5.

 

4.5 Electricity

• Know that electricity is the flow of an electric current through a material.

• Know that generate is to make or produce something.

• Know that renewable energy sources will not run out.

• Know that non-renewable energy sources will eventually run out.

• Know that electricity flows through the components of a circuit.

• Know that the components of a circuit can include a switch, wires, lightbulbs, buzzers and an energy source.

Working Scientifically - A, B, C, D,  E, F, G.

Please see our long-term plan below, including curriculum objectives:

Science

Working Scientifically

During year 4 and 5 children will build on their skills developed during key stage 1 and lower key stage 2 to work scientifically.

Skills:

• A - Planning different types of scientific enquiries to answer questions, including recognising and controlling variables.

• B - Taking measurements, using a range of scientific equipment, with increasing accuracy and precision, and taking repeat measurements where appropriate.

• C - Recording data and results using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs.

• D - Using test results to make predictions to set up further, comparative tests.

• E - Reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and a degree of trust in results.

• F - Identifying scientific evidence that has been used to support or refute ideas and arguments.

 

 

5.1 Properties and changes of materials

• Know that properties have different uses depending on their states of matter.

• Know that properties include hardness, transparency, electrical and thermal conductivity and attraction to magnets.

• Know that a mixture is a combination of two or more substances.

• Know that some changes are reversible and some are irreversible.

Working Scientifically - A, B, C, D, E, F.

During year 5 and 6 children will build on their skills developed during key stage 1 and lower key stage 2 to work scientifically.

Builds on 2.1 and 4.1.

 

 

5.2 Forces

• Know that there is less gravity on the moon that there is on earth.

• Know that weight is the measure of the force of gravity on an object.

• Know that mass is the measure of the amount of matter inside an object.

• Know that balanced forces work in opposite directions on an object in equal size.

• Know that an unbalanced object will move in the direction of the greater force.

• Know that forces include gravity, air resistance, driving/ pushing force, water resistance and a reaction force.

Working Scientifically - A, B, C, D, E, F.

Builds on 3.3.

 

5.3 Earth and space

• Know that the Solar System is made up of the Sun, planets, moons and smaller objects.

• Know that a planet is a large, roughly spherical object that orbits a star.

• Know that a star is a giant ball of gas held together by its own gravity.

• Know that the sun is a big star.

• Know that the moon is a natural satellite.

• Know that at various times a month the moon appears to be in different phases.

Working Scientifically - E, F.

Builds on 3.3 and 5.2.

 

5.4 Animals, including humans

• Know that there are 8 stages of human development - fertilisation, prenatal, infancy, childhood, adolescence, early adulthood, middle adulthood and late adulthood.

• Know that gestation is the period of development before birth.

• Know that to reproduce means to produce young.

• Know that menstruation is when the female body discharges the lining of the uterus, approximately every 28 days.

• Know that life expectancy is the average length of time a living thing is expected to live.

Working Scientifically - E, F.

Builds on 1.2a, 1.2b, 2.2, 3.5 and 4.3.

 

5.5 Living things and their habitats

• Know that as part of a life cycle animals and plants reproduce.

• Know the difference between asexual and sexual reproduction.

• Know the most plants contain male and female sex cells.

• Know that humans contain either the male or female sex cells.

• Know that mammals use sexual reproduction to produce their offspring.

Working Scientifically - E, F.

Builds on 1.2a, 1,2b, 2.2, 2.4, 4.4a and 4.4b.

Please see our long-term plan below, including curriculum objectives:

Science

Working Scientifically

During year 4 and 5 children will build on their skills developed during key stage 1 and lower key stage 2 to work scientifically.

Skills:

• A - Planning different types of scientific enquiries to answer questions, including recognising and controlling variables.

• B - Taking measurements, using a range of scientific equipment, with increasing accuracy and precision, and taking repeat measurements where appropriate.

• C - Recording data and results using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs.

• D - Using test results to make predictions to set up further, comparative tests.

• E - Reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and a degree of trust in results.

• F - Identifying scientific evidence that has been used to support or refute ideas and arguments.

 

 

6.1 Evolution and inheritance

• Know that offspring is the young produced by a living thing.

• Know that natural selection is the process where organisms that are better adapted to their environment tend to survive and produce more offspring.

• Know that characteristics and traits are the distinguishing features or qualities that are specific to a species. 

• Know that inheritance is when characteristics are passed onto offspring from their parents.

• Know that an adaptation is a trait/characteristic changing to increase a living thing’s chances of surviving and reproducing.

• Know that evolution is adaptation over a very long period of time and numerous generations.

Working Scientifically - E, F.

During year 5 and 6 children will build on their skills developed during key stage 1 and lower key stage 2 to work scientifically.

Builds on 4.3 and 5.5.

 

6.2 Electricity

• Know that a circuit is the path that an electrical current flows round.

• Know that current is the flow of electrons measured in amps.

• Know that electrons are small particles that flow around a circuit.

• Know that a cell is a single unit device that stores energy as a chemical unit until it is needed. 

Working Scientifically - A, B, C, D, E.

Builds on 4.5.

 

 

6.3 Animals, including humans

• Know that the circulatory system is a system which includes the heart, veins, arteries and blood transporting substances around the body.

• Know that gas exchange  is the process by which oxygen enters the bloodstream from the lungs and the lungs receive carbon dioxide from the blood to breathe out.

• Know that the kidneys are organs which filter blood and make urine from waste and excess water.

• Know that the liver is an organ which processes waste from the blood and produces bile.

• Know that a drug is a substance containing chemicals that have an effect on the body when they enter the body.

• Know that alcohol is a drug produced from grains, fruits or vegetables when they are put through a  process called fermentation.

• Know that smoking is when substance (tobacco)  is burned and the resulting smoke breathed in to be tasted and absorbed into the bloodstream. 

• Know that drugs, alcohol and smoking have negative effects on the body. 

Working Scientifically - E, F.

Builds on 1.2a, 1.2b, 2.2, 3.5, 4.3 and 5.5.

 

6.4 Living things and their habitats

• Know that classifying means grouping items according to certain characteristics. 

• Know that plants can make their own food and animals cannot.

• Know that a taxonomist is a biologist who classifies and names organisms in an ordered system.

• Know that Carl Linnaeus created a system (Linnaean system) to classify living things so that  they were classified in the same way in 1735.

• Know that the seven classification levels are:

• Kingdom , Phylum, Class, Order, Family, Genus and Species.

• Know that a microorganism is a microscopic (tiny) organism (individual animal, plant or single celled life.

Working Scientifically - E, F.

Builds on 1.2a, 1,2b, 2.2, 2.4, 4.4a, 4.4b and 5.4.

 

 

6.5 Light

• Know that light  is a form of energy that travels in waves from a light source. 

• Know that light waves travel in straight lines that are often called rays or beams of light.

• Know that refraction is when light bends as it passes from one medium to another (e.g. from air to water).

• Know that Isaac Newton shone a light through a transparent prism, separating out light into the colour of the rainbow.

• Know the colours merge together to make visible light.

Working Scientifically - A, B, C, D, E.

Builds on 3.2.

Our year 7 and 8 (Key Stage 3) students study a course called Activate. This course is designed to build on the scientific knowledge and skills already acquired at Key Stage 2 and prepare the students for Key Stage 4. A key focus of Key Stage 3 is to promote a love of learning science, to engage students in its content and applications and expose them to as many specialist facilities, practicals and teaching staff as possible.

Over the course of year 7 and year 8, students will cover 10 topics.. In physics they will cover Forces, Electromagnets, Energy and Waves. In Chemistry they will study Matter, Reactions and Earth. In Biology they will study Organisms, Ecosystems and Genes. They will study the first half of all 10 topics in year 7 and then the second half in year 8. This spiral approach of revisiting the same topics but in more detail aids the acquisition of knowledge and understanding and is continued at GCSE.

 

Pupils who meet age related expectations will be able to:

• Describe processes and phenomena

• Generally, use correct terminologies and scientific terms within their work

• Using evidence to support/contradict a statement or argument being presented

• Make predictions using prior knowledge and understanding

• Demonstrate safe knowledge of how to conduct practical investigations

• Recognise and describe real life applications of science

Our year 7 and 8 (Key Stage 3) students study a course called Activate. This course is designed to build on the scientific knowledge and skills already acquired at Key Stage 2 and prepare the students for Key Stage 4. A key focus of Key Stage 3 is to promote a love of learning science, to engage students in its content and applications and expose them to as many specialist facilities, practicals and teaching staff as possible.

Over the course of year 7 and year 8, students will cover 10 topics.. In physics they will cover Forces, Electromagnets, Energy and Waves. In Chemistry they will study Matter, Reactions and Earth. In Biology they will study Organisms, Ecosystems and Genes. They will study the first half of all 10 topics in year 7 and then the second half in year 8. This spiral approach of revisiting the same topics but in more detail aids the acquisition of knowledge and understanding and is continued at GCSE.

 

Pupils who meet age related expectations will be able to:

• Begin to explain processes and phenomena
• Consistently use correct terminologies and scientific terms within their work
• Use detailed sources of evidence to support/contradict a statement or argument being presented
• Apply knowledge of science to make accurate predictions
• Consistently demonstrate safe knowledge of how to conduct a wide range of practical investigations using appropriate equipment
• Link aspects of science into real world examples in order to understand how science is part of everyday life
• Begin to link other aspects of science to their work in order to develop their knowledge further

Students will start learning GCSE content in year 9. The breadth and depth required for the GCSE exams means that year 10 and 11 alone are not sufficient to best prepare students for their examinations at the end of year 11.

Over the course of the year, students will become exposed to GCSE level ideas and questions, adding to their subject base from year 7 and 8 and further refining their enquiry and analytical skills.

As the step from year 7 and 8 to GCSE is considerable, the GCSE content learnt in year 9 is divided up into small chapters that incorporate frequent reflection and assessment.

In Biology they will learn about cell structure and transport, stem cells and differentiation, enzymes and digestion. In chemistry they will learn about atomic structure, separating mixtures, the periodic table, structure and bonding. In physics they will learn about energy transfers, efficiency, specific heat capacity and energy resources.

 

Pupils who meet age related expectations will be able to:

• Use scientific models in explanations, linking across different areas and identify any shortcomings
• Use a range of appropriate evidence to prove or disprove theories or ideas
• Understand how different science theories take time to develop and become established over time0
• Accurately plan and conduct experiments, collecting data in an appropriate and timely manner
• Present data in a detailed and appropriate context
• Apply mathematical concepts to science, particularly when handling data
• Use a range of scientific terminologies/vocabulary when communicating their work

We follow the AQA science specifications. Science is a compulsory subject and all students will study it to GCSE level. During year 9, students will have the option to select combined science or triple (separate) science. At the start of year 10, students will be grouped by the option they select.

Students will build on the solid knowledge base they have acquired in year 9 by studying a variety of topics during year 10 and 11.

Biology topics include cell biology, infection and response, inheritance, variation and evolution, ecology and bioenergetics. Chemistry topics include atomic structure and the periodic table, bonding, the rate and extent of chemical change and organic chemistry. Physics topics include forces, energy, waves, electricity, magnetism and electromagnetism.

 

Pupils who meet age related expectations are able to:

1.1 Understand how scientific methods and theories develop over time. Give examples to show how scientific methods and theories have changed over time. Explain, with an example, why new data from experiments or observations led to changes in models or theories. Decide whether or not given data supports a particular theory.

1.2 Use a variety of models such as representational, spatial, descriptive, computational and mathematical to solve problems, make predictions and to develop scientific explanations and understanding of familiar and unfamiliar facts. Recognise/draw/interpret diagrams. Translate from data to a representation with a model. Use models in explanations, or match features of a model to the data from experiments or observations that the model describes or explains. Make predictions or calculate quantities based on the model or show its limitations. Give examples of ways in which a model can be tested by observation or experiment.

1.3 Appreciate the power and limitations of science and consider any ethical issues which may arise. Explain why data is needed to answer scientific questions, and why it may be uncertain, incomplete or not available. Outline a simple ethical argument about the rights and wrongs of a new technology.

1.4 Explain everyday and technological applications of science; evaluate associated personal, social, economic and environmental implications; and make decisions based on the evaluation of evidence and arguments. Describe and explain specified examples of the technological applications of science. Describe and evaluate, with the help of data, methods that can be used to tackle problems caused by human impacts on the environment.

1.5 Evaluate risks both in practical science and the wider societal context, including perception of risk in relation to data and consequences. Give examples to show that there are hazards associated with science-based technologies which have to be considered alongside the benefits. Suggest reasons why the perception of risk is often very different from the measured risk (eg voluntary vs imposed risks, familiar vs unfamiliar risks, visible vs invisible hazards).

1.6 Recognise the importance of peer review of results and of communicating results to a range of audiences. Explain that the process of peer review helps to detect false claims and to establish a consensus about which claims should be regarded as valid. Explain that reports of scientific developments in the popular media are not subject to peer review and may be oversimplified, inaccurate or biased.

2.1 Use scientific theories and explanations to develop hypotheses. Suggest a hypothesis to explain given observations or data.

2.2 Plan experiments or devise procedures to make observations, produce or characterise a substance, test hypotheses, check data or explore phenomena. Describe a practical procedure for a specified purpose. Explain why a given practical procedure is well designed for its specified purpose. Explain the need to manipulate and control variables. Identify in a given context: • the independent variable as the one that is changed or selected by the investigator • the dependent variable that is measured for each change in the independent variable • control variables and be able to explain why they are kept the same. Apply understanding of apparatus and techniques to suggest a procedure for a specified purpose.

2.3 Apply a knowledge of a range of techniques, instruments, apparatus, and materials to select those appropriate to the experiment. Describe/suggest/select the technique, instrument, apparatus or material that should be used for a particular purpose, and explain why.

2.4 Carry out experiments appropriately having due regard for the correct manipulation of apparatus, the accuracy of measurements and health and safety considerations. Identify the main hazards in specified practical contexts. Suggest methods of reducing the risk of harm in practical contexts.

2.5 Recognise when to apply a knowledge of sampling techniques to ensure any samples collected are representative. Suggest and describe an appropriate sampling technique in a given context.

2.6 Make and record observations and measurements using a range of apparatus and methods. Read measurements off a scale in a practical context and record appropriately.

2.7 Evaluate methods and suggest possible improvements and further investigations. Assess whether sufficient, precise measurements have been taken in an experiment. Evaluate methods with a view to determining whether or not they are valid.

3.1 Presenting observations and other data using appropriate methods. Construct and interpret frequency tables and diagrams, bar charts and histograms. Plot two variables from experimental or other data.

3.2 Translating data from one form to another. Translate data between graphical and numeric form.

3.3 Carrying out and represent mathematical and statistical analysis. For example: • use an appropriate number of significant figures • find the arithmetic mean and range of a set of data • construct and interpret frequency tables and diagrams, bar charts and histograms • make order of magnitude calculations • change the subject of an equation • substitute numerical values into algebraic equations using appropriate units for physical quantities • determine the slope and intercept of a linear graph • draw and use the slope of a tangent to a curve as a measure of rate of change • understand the physical significance of area between a curve and the x-axis and measure it by counting squares as appropriate.

3.4 Representing distributions of results and make estimations of uncertainty. Apply the idea that whenever a measurement is made, there is always some uncertainty about the result obtained. Use the range of a set of measurements about the mean as a measure of uncertainty.

3.5 Interpreting observations and other data (presented in verbal, diagrammatic, graphical, symbolic or numerical form), including identifying patterns and trends, making inferences and drawing conclusions. Use data to make predictions. Recognise or describe patterns and trends in data presented in a variety of tabular, graphical and other forms. Draw conclusions from given observations.

3.6 Presenting reasoned explanations including relating data to hypotheses. Comment on the extent to which data is consistent with a given hypothesis. Identify which of two or more hypotheses provides a better explanation of data in a given context.

3.7 Being objective, evaluating data in terms of accuracy, precision, repeatability and reproducibility and identifying potential sources of random and systematic error. Apply the following ideas to evaluate data to suggest improvements to procedures and techniques. • An accurate measurement is one that is close to the true value. • Measurements are precise if they cluster closely. • Measurements are repeatable when repetition, under the same conditions by the same investigator, gives similar results. • Measurements are reproducible if similar results are obtained by different investigators with different equipment. • Measurements are affected by random error due to results varying in unpredictable ways; these errors can be reduced by making more measurements and reporting a mean value. • Systematic error is due to measurement results differing from the true value by a consistent amount each time. • Any anomalous values should be examined to try to identify the cause and, if a product of a poor measurement, ignored.

3.8 Communicating the scientific rationale for investigations, methods used, findings and reasoned conclusions through paper-based and electronic reports and presentations using verbal, diagrammatic, graphical, numerical and symbolic forms. Present coherent and logically structured responses, using the ideas in 2 Experimental skills and strategies and 3 Analysis and evaluation, applied to the required practicals, and other practical investigations given appropriate information.