Science
Intent - why do we teach what we teach in Science?
The intention of our Science curriculum at Harris Academy Chobham is to develop curious, confident, capable, and resilient students through the concepts of scientific literacy, science capital, practical skill competence and substantive knowledge.
We promote the value of studentship by promoting a positive learning culture that is built upon learning, feedback, reflection and improvement, which will produce the scientists of the future. We intend to ensure that students learning is challenging whilst accessible and that it is made obvious to them, which will instil a ‘can do’ culture. Our curriculum intends to provide our students with the cultural capital’ required to successfully navigate the vast amount of scientific information in society and make sound judgements on what is valid and reliable.
Our spiral curriculum that begins in EYFS has been designed to provide students with adequate prior knowledge to ensure their success as they progress through the key stages. Students build on their substantive knowledge by revisiting the 10 science domains of Forces, Electromagnets, Energy, Waves, Matter, Reactions, Earth, Organisms, Ecosystems and Genes. It is each of these that students will continually spiral back to as the content within each becomes more complex. Our spiral curriculum also allows us to address misconceptions in prior knowledge before children progress.
A biology example of progression within the domain of ‘organisms’ is the human body. During EYFS study students learn to name basic body parts, which then develops in year 1 to relating body parts to our senses. This progresses in year 2 when students describe the basic needs for human survival and then the importance of diet and exercise. During key stage 2 our students then learn to name the components of the circulatory system and describe the basic function of each of these. As our students progress through key stage 3 they deepen their understanding of the circulatory system in terms of the organisation of cells, tissues and organs. During GCSE study both combined and separate science students deepen their understanding of the circulatory system by applying their existing knowledge to explain how coronary heart disease impacts functioning. Moving into A-level biology students again revisit the circulatory system where they learn the events that occur during the cardiac cycle and explain these in terms of volume and pressure.
A chemistry example of progression within the domain of ‘matter’ is materials. Students in EYFS use their senses to identify everyday materials, students in KS1 then use their understanding of this to decide if the properties of a material is appropriate for a purpose. In KS2, students then explore the properties and changes of materials. Moving into KS3 they delve deeper into specific materials such as metals and non-metals where they learn the properties of each, this is then extended later in KS3 to investigate the reactions of these with oxygen. This domain is then revisited during GCSE Combined Science study where they explore the atomic structure of metal and non-metal atoms and how each form ions and then the properties of these in terms of their pH. Those studying separate chemistry will also gain a deeper understanding of this area when they learn the properties of transition metals, which they can then compare to the properties of group 1 elements. This is developed further in A-level Chemistry where students calculate pH and concentration of ions, they also develop their understanding of metals and their uses in electrochemical cells and how different ions can form from different transition metals.
A physics example of progression within the domain of ‘forces and motion’ is how students’ knowledge and understanding becomes increasingly more complex through the key stages. During EYFS children experience the effects forces through continuous provision and Nature Nurture. In key stage 1, students continue to build their experience of forces through a range of activities. During lower key stage 2, students build on their experiences and start to formalise their learning by exploring and understanding the effects of magnets and friction. In upper keys stage 2 children investigate the effects of a range of resistant forces and gravity. During key stage 2 students explore and understand the effects of gravitational and frictional forces. Through key stage 3 students learn to calculate resultant forces and how the relationship between force pairs can cause an object to either remain stationary, accelerate, decelerate, or continue at a constant speed. This understanding becomes more complex during key stage 4 study where all GCSE students link forces to Newton’s 3 laws and represent vector magnitude and direction using free body diagrams. GCSE physics students in addition to this understand the concept of momentum and calculate this before and after collisions and explosions. Those that progress onto A Level study will enhance their prior learning in year 12 by learning that Newton’s second law is the rate of change of momentum. Then in year 13 they will learn Newton’s law of Gravitation.
It is through these progression examples that show the intention of our spiral, all-through science curriculum.
Implementation - how do we teach Science?
We will implement our curriculum intent by having clear and differentiated learning outcomes for each topic that is logically sequenced to build upon prior learning whilst laying the foundation for future study. Outstanding differentiated learning resources will be used to ensure effective lessons are delivered. Our schemes of learning embed formative feedback opportunities at the end of each topic to ensure that students are reflecting critically on their progress and making the required steps to improve over time. Our practical work will promote the scientific method to develop curiosity that will prepare students for future education and careers within STEAM.
All of our key stage 3 students follow a teaching rota that introduces them to the fundamental ideas in science during year 7 before revisiting these in a more complex manner as they progress through the key stage, this pathway is shown in the table below.
|
Year |
Autumn term |
Spring term |
Summer term |
|
7 |
Cells. Speed. Particle model. Gravity. Separating mixtures. |
Light. Movement. Human reproduction. Sound. Plant reproduction. |
Elements. Acids and alkalis. Current. Voltage and resistance. |
|
8 |
Variation. Interdependence. Earth structure. Universe. Periodic table. Metals and non-metals. Breathing. |
Digestion. Energy costs. Energy transfers. Respiration. Contact forces. |
Photosynthesis. Work. Heating and cooling. Chemical energy. |
|
9 |
Types of reactions. Magnets and electromagnets. Evolution. Inheritance. Wave properties and effects. Climate and Earth’s resources. |
Begin GCSE study 4.1 Cell biology. 5.1 Atomic structure. |
Continue GCSE study 6.1 Energy. 5.7 Ecology. |
Our students will have exposure to the full KS3 National Curriculum for science between beginning year 7 and the end of the autumn term in year 9. This allows for all students to begin GCSE study in the final two terms of year 9. The first topics in the AQA trilogy specification require recall and development on KS3 taught topics including Cell biology, Atomic structure and the periodic table, Energy and Ecology. This is common content that is shared with AQA GCSE separate sciences, which some students will choose to study when they enter key stage 4. This early exposure to GCSE study allows students to make a more informed choice between AQA Combined Science Trilogy or AQA GCSE Separate Sciences in Biology, Chemistry and Physics.
This pathway is carefully designed to ensure that students are building upon prior knowledge whilst also preparing themselves for the next phase of their education, an example of these justifications are shown below.
|
Photosynthesis – what am I learning and why am I learning it now? |
||
|
Building upon primary learning |
Building upon secondary learning |
Foundation for |
|
Year 1, 2 and 3:
Year 4, 5, 6:
|
Year 7:
|
AQA trilogy and separate sciences:
|
On entry into KS4 our students will have chosen between studying either AQA Combined Science Trilogy or AQA GCSE Separate Sciences. The way that these are organised means that regardless of pathway all students will study the same topics with large parts of the content being common between the choices. The GCSE Separate Science specification then have additional content within each topic that is above and beyond the demands of the GCSE Combined Science option.
|
When |
Biology |
Chemistry |
Physics |
|
Year 9 |
4.1 Cell biology 4.7 Ecology |
5.1 Atomic structure and the periodic table |
6.1 Energy |
|
Year 10 |
4.2 Organisation 4.3 Infection and response 4.4 Bioenergetics |
5.2 Bonding 5.3 Quantitative chemistry 5.4 Chemical changes 5.5 Energy changes |
6.2 Electricity 6.3 Particle model of matter 6.4 Atomic structure |
|
Year 11 |
4.5 Homeostasis 4.6 Inheritance, variation and evolution
|
5.6 Rate of reaction 5.7 Organic chemistry 5.8 Chemical analysis 5.9 Chemistry of the atmosphere 5.10 Using Earth’s resources |
6.5 Forces 6.6 Waves 6.7 Magnetism and electromagnetism. 6.8 Space physics (physics only) |
Throughout students journey from EYFS to KS5 our curriculum is implemented consistently so that our students become familiar with the structure, the points of which are outlined below:
- Logically sequencing schemes of learning for each year group that builds upon and develops prior learning whilst linking it to future learning so that students have a detailed and connected knowledge of the curriculum.
- Having clear and differentiated learning outcomes for each scheme of learning that is frequently referred to so that students are clear on what they have learnt, what they are learning and what they are going to learn.
- Delivering quality first teaching by utilising collaboratively produced outstanding learning resources that stretch the most able whilst catering for those that require additional support. This also serves to promote consistency across the department so that all students receive quality learning opportunities.
- Formatively assessing progress checks, follow up tasks and topic tests to provide WWW and EBI comments that allow for purposeful student reflection and improvement.
- Assigning core homework tasks that aim to secure and apply student learning from lessons to provide students with weekly opportunities to practise what they have learned before moving onto new content.
- Utilising summative assessment points throughout the year to assess student progress, which provide opportunities to both celebrate success, and intervene with those that are below expected levels.
- Promote a culture of learning, feedback, reflection and improvement across all year groups.
- Promote the scientific method through practical work to provide the opportunity for students to develop key practical skills for a future career in science.
- Promote questioning, independent thinking and problem-solving skills to provide the opportunity for students to develop scientific curiosity that will enable them to access a career in science.
Following their GCSE’s our students are well prepared to commence A-level study. We follow AQA exam specifications for A-levels in biology, chemistry and physics. Students will again experience the nature of our spiral curriculum as large parts of GCSE study are revisited and learnt to a more complex level.
|
Biology |
Chemistry |
Physics |
|
1. Biological molecules 2. Cells 3. Organisms exchange substances with their environment 4. Genetic information and variation 5. Energy transfers 6. Organisms respond to changes 7. Genetics, populations, evolution and ecosystems 8. Control of gene expression |
1. Physical chemistry
2. Inorganic chemistry
3. Organic chemistry |
1. Measurements and their errors 2. Particles and radiation 3. Waves 4. Mechanics and materials 5. Electricity 6. Further mechanics and thermal physics 7. Fields and their consequences 8. Nuclear physics
Optional topics: 9. Astrophysics 10. Medical physics 11. Engineering physics 12. Turning points in physics 13. Electronics |
The image below shows the nature of our spiral curriculum from Year 7 through to Year 13.
Impact - What are the outcomes from Science?
Throughout the year in EYFS, teachers are observing students' ability to meet their early learning expectations. They can observe children and their ability to demonstrate their scientific understanding through nature nurture, artwork, and writing.
At the end of each unit, all students in KS1 and KS2 will be expected to meet the National Curriculum objectives. This is evidenced in two ways: substantive knowledge is assessed through low-stakes multiple choice quizzes. These quizzes are adapted for the needs of our students to eliminate literacy barriers and focus on their scientific understanding. Using data analysis, teachers then plan activities to help revisit prior misconceptions. Procedural knowledge is assessed with ACTs (assessment challenge tasks). These tasks are specifically designed so that students are asked to apply their understanding of their substantive knowledge.
Pupil voice has a central role in assessing impact. Each term, the science subject lead conducts pupil voice and asks children questions about their learning. This helps to identify key areas of improvement that are needed to ensure pupils’ are receiving the best experiences in their scientific journeys throughout primary school.
We are proud of the broad impact our all through science curriculum has on our students. During their time with us, students' knowledge and understanding of a range of science topics is greatly enhanced, students know more and is evidenced by teacher questioning in the classroom and the AO1 exam questions they tackle during the 2 assessments weeks throughout the year. Progression through our curriculum allows students to spiral back to previously learnt topics and deepen their understanding, which contributes to their knowledge but also allows them to remember more and is evidenced through the recall questions students experience at the beginning of each lesson. Our students reach GCSE study familiar with many topics that they are ultimately examined on, allowing them more time deepening and applying the knowledge as opposed to having to grapple with an unfamiliar concept. This allows them thinking time and brain space to analyse and be critical of what they have learnt and is evidenced by the more in-depth student responses they stand to share in lessons and the AO2 and 3 exam questions they tackle. The impact of our curriculum is further evidenced in lessons as students can verbalise their learning and explain actions they have taken to fill any areas they are not secure in. Further evidence is found in student books as they frequently take the time to improve on previously learnt knowledge. Our curriculum will positively impact the outcomes that our students achieve at GCSE, providing them with more choices for the next phase of their life.
Many of the skills that our curriculum enhances in our students are transferable to different subjects and future life. Our students confidently and eloquently stand up and speak in front of their peers, which is a required skill in a range of careers. Our students gain the ability to be critical in their thinking and use their curiosity to question what they have learnt, which makes them innovative. Our students can analyse information and draw their own conclusions based on evidence, they have valid opinions. Our students can communicate effectively in the language of science, allowing them entry into written and verbal conversations with confidence.
Our KS5 curricula in biology, chemistry and physics follow the same basic principles as our secondary curriculum. We positively impact exam outcomes, which are what allows students choice on the next phase of their journey, evidenced by the below examples:
- Georgine Brima – University of Birmingham – Pharmacy.
- Surobi Muhammed – Brighton and Sussex Medical School – Medicine.
- Karolina Stronyte – University of Bristol – Cellular and molecular medicine.
- Naeem Islam – King’s College London – Pharmacy.
Exam Board Information
GCSE Syllabus Studied – AQA Biology, AQA Chemistry, AQA Physics or AQA Combined Science (Trilogy)
A Level Syllabus Studied – AQA Biology, AQA Chemistry, AQA Physics
