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Science

Key Stage 3 & Key Stage 4 - Study Matrix 2019 – 2020

Rationale

At St Aidan’s Academy we are committed to providing a stimulating, engaging and intellectually challenging learning environment to enable all our students to develop scientific consciousness, from the subatomic to the intergalactic. We aim to give all children a strong understanding of the world around them whilst acquiring specific skills and knowledge to help them to think scientifically, to gain an understanding of scientific processes and an understanding of the uses and implications of Science, today and for the future. At St Aidan’s, scientific enquiry skills are embedded in each topic the students study and these topics are revisited and developed throughout their time at school. This model allows children to build upon their prior knowledge and increases their enthusiasm for the topics whilst embedding this procedural knowledge into the long-term memory.

Intent

Science is about figuring out how the world around us works, by building up a set of facts that other people have worked out from doing experiments and observing what is happening. We study Science at St Aidan’s Academy because we love knowing how our world works. We love it when something that was a total mystery to us before suddenly makes sense. We love knowing how the lights come on, and why our Earth doesn’t crash into the Sun. We love knowing why chemical reactions happen, and we love being able to predict things that we’ve never seen. We love knowing how our bodies work, and how we grow, and why we need to eat, and what happens when we don’t. We love seeing amazing things happen in front of us, and trying to work out together what we’re seeing, and making sense of it all. We love working things out. Science matters because knowing how the world works isn’t easy. At St Aidan’s Academy we want our students to know that asking questions is the key to understanding what is going on. We believe that studying Science helps us to be able to ask questions. Making sense of our world can sometimes be hard, and we believe that Science helps us to do that. Science as a subject also opens doors! Key Stage 3 leads to GCSE, which can lead to A Levels, BTEC, apprenticeships, college, further education and employment. Science opens all of these doors. However, the real reason that Science matters to students is because questions are there to be answered. Knowing how our world works is a great achievement in itself. Being able to explain the structure of an atom, how our hearts work, why doors open when we push them - these are all great achievements. Having two or three GCSEs in Science is a great achievement. Being able to go to college to do A Levels, completing an apprenticeship in a trade or a technical field, going on to university, getting a good job that makes us feel fulfilled. These are all great achievements, and all of them are made easier by a good knowledge of Science, and by doing well in Science.

Implementation

At St. Aidan’s, scientific enquiry skills are embedded in each topic the students study and these topics are revisited and developed throughout their time at school. This model allows children to build upon their prior knowledge and increases their enthusiasm for the topics whilst embedding this procedural knowledge into the long-term memory. All children are supported to develop and use a range of skills including observations, planning and investigations, as well as being encouraged to become independent learners in exploring possible answers for their scientific based questions. Our Key stage three curriculum in Science is rooted in inspiring pupils to develop their key knowledge and practical skills, as well as a keen focus on guiding all students to become fluent in the language of Science. We cover the national curriculum and ensure all students have a firm grasp of concepts they will need as they progress through their Science journey at St. Aidan’s. Students begin by learning the cornerstones of Scientific understanding across all three disciplines such as the Structure of the Atom, Cells, and Forces. These are then built upon as pupils’ understanding and Scientific vocabulary continues to evolve from year 7 to Year 8. This ensures the National Curriculum is covered. Our curriculum also builds in key opportunities to develop pupils’ hands on practical skills, encouraging them to ask questions and seek answers through the Scientific method. In year 9 our students will begin to study their GCSE’s by undertaking the Pearson 9-1 Combined Science route. Our Combined Science pathway offers opportunities to refine key transferable skills such as logical thinking, application of mathematical skills and the understanding of abstract concepts. The Triple Science pathway is also available which takes this a step further and allows students to focus on more detail in all three of the Science disciplines, establishing it as the perfect route into post-16 Science study and a career within a Scientific field. Such pathways beyond St. Aidan’s can include A-levels in Chemistry, Physics or Biology as well as BTEC study in Applied Science or Health and Social Care. Outside of the classroom, our Science students will be given the opportunity to enrich their knowledge and passion for the subject through some of our exciting trips.

Impact

The Impact will be scientifically literate citizens. Science literacy is important because it provides a context for addressing societal problems, and because a science- literate populace can better cope with many of its problems and make intelligent and informed decisions that will affect the quality of their lives and those of their children. Students will have a much broader vocabulary with which to understand the world. They will continue to have a sense of awe and wonder of the world and see the problems and possible solutions that Science can give to the human civilisation.

Practical Skills introduced at KS3 are embedded at KS4 as follows:

KS3 (Y7 - 8) KS4 (Y9 - 11)
Variables -Correctly identify all key variables -State which variables to control in an experiment -Use the correct terms for key variables -Explain how the results will be affected if the variables are not controlled
Equipment -List all key pieces of equipment using correct names -Describe how to use all key pieces of equipment correctly
Validity and experimental design -Repeat an experiment three times -Identify anomalous results Suggest improvements to methods to make the evidence more reliable

-Explain why three repeats are conducted in an experiment

-Understand when to omit anomalies from a mean calculation or a graph

-Explain clearly why the data collection method is best for giving reproducible and precise results

Hazards -Identify hazards in an experiment -Describe clear measures taken to reduce the risk
Conclusions

-Make conclusions consistent with the evidence available

-Justify conclusions consistent with the evidence available

-Draw conclusions from unseen data and unfamiliar contexts

Year 7 Year 8
Autumn Term - Biology

7A - Cells, Tissues and Organs

7B - Sexual Reproduction in Animals

7C – Muscles and Bones

7D – Ecosystems

8A – Food and Nutrition

8B – Plants and their Reproduction

8C – Breathing and Respiration

8D – Unicellular Organisms

Spring Term - Chemistry

7E – Mixtures and Separation

7F – Acids and Alkalis

7G – The Particle Model

7H – Atoms, Elements and Molecules

8E – Combustion

8F – The Periodic Table

8G – Metals and their Uses

8H – Rocks

Summer Term - Physics

7I – Energy

7J –Electrical Current

7K – Forces

7L – Sound

8I – Fluids

8J – Light

8K – Energy Transfers

8L – Earth and Space

Year 9 Years 10 - 11
Autumn Term - Chemistry

1 - States of Matter

2 - Methods of Separating and Purifying Substances

3 - Atomic Structure

4 - The Periodic Table

5 - Ionic Bonding

6 - Covalent Bonding

7 - Types of Substance

8 – Acids and Alkalis

9 – Calculations involving Masses

8 – Acids and Alkalis

9 – Calculations involving Masses

10 – Electrolytic Processes

11 – Obtaining and Using Metals

12 – Reversible Reactions and Equilibria

13 – Groups in the Periodic Table

14 Rates of Reaction

15 – Heat Energy Changes in Chemical Reactions

16 – Fuels

17 Earth and Atmospheric Science

Spring Term - Biology

1 – Key Concepts in Biology

2 – Cells and Control

3 – Genetics

4 – Natural Selection and Genetic Modification

5 – Health, Disease and the Development of Medicines

6 – Plant Structures and their Functions

7 - Animal Coordination and Homeostasis

8 – Exchange and Transport in Animals

9 – Ecosystems and Material Cycles