Science
“Nothing in life is to be feared. It is only to be understood.”
Marie Curie
Year 7
The Rationale
The units in Year 7 focus on a set of core powerful ideas that are unique to science. As students acquire these ideas we hope that they are able to inquire freely about the world from a scientific perspective. We also to explore how these ideas came to be and learn that science is also a way of doing things that has its own rules and rituals that we want students to become familiar with.
| Autumn Term | Summer Term | Summer Term | |
|---|---|---|---|
| Curriculum Knowledge | Cells and Movement Acids and Alkalis Energy | Variation and Interdependence Particles Electricity | Reproduction Atoms, compounds & Mixtures Sound |
| Subject Skills | Risk assessments Variables in experiments Following a method safely | Writing hypothesis Controlling variables in experiments Identifying anomalies Calculating means Plotting bar charts | Recording results in tables Drawing scatter graphs Using graphs to identify patterns |
How can you help your child engage with the content?
Encourage your child to self-quiz using our core knowledge questions or knowledge mats (paper copies are handed out at the start of a unit of work). It is important that they force themselves to remember core knowledge and either write down their answers to questions or say them out loud. They then need to check their answers for accuracy and correct. This will help identify gaps in knowledge, help them make connections between key facts, and check for misunderstanding. Repetition of this will strengthen connections between key facts in their memory and make these connection more robust and also allow them to be more flexible with this knowledge and apply it to new situations
Curriculum Opportunities
Year 7 Science ClubBritish Science WeekBAE roadshow
Career Links
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https://www.careerpilot.org.uk/job-sectors/subject/science
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Year 8
The Rationale
The units in Year 8 build upon the core powerful ideas taught in Year 7 and continue to give students specialised ways of thinking about the world that they otherwise would not acquire through their everyday lives. We aim for students to build upon the ideas taught in Year 7 and connect together the related knowledge taught in year 8 in a logical way. We continue to explore how these ideas came to be and learn that science is also a way of doing things that has its own rules and rituals that we want students to become familiar with.
| Autumn Term | Spring Term | Summer Term | |
|---|---|---|---|
| Curriculum content | Breathing & Respiration Periodic Table Heat Transfer | Digestion & Photosynthesis Earth’s Resources Light | Inheritance & Extinction Rocks Space & Forces |
| Key Skills | Define hypothesis, range and interval. Define resolution and precision. | Define continuous data and categoric variables. Define and identify anomalous results. | Define repeatable and reproducible. Define accurate. |
How can you engage with your child?
Encourage your child to self-quiz using our core knowledge questions or knowledge mats (paper copies are handed out at the start of a unit of work). It is important that they force themselves to remember core knowledge and either write down their answers to questions or say them out loud. They then need to check their answers for accuracy and correct.
This will help identify gaps in knowledge, help them make connections between key facts, and check for misunderstanding. Repetition of this will strengthen connections between key facts in their memory and make these connection more robust and also allow them to be more flexible with this knowledge and apply it to new situations
Curriculum Opportunities
Year 8 Science ClubBritish Science Week
Career Links
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https://www.careerpilot.org.uk/job-sectors/subject/science
|
Year 9
The Rationale
In Year 9 we start delivering the GCSE content. These units build upon the core powerful ideas taught in years 7 &8 and continue to give students specialised ways of thinking about the world that they otherwise would not acquire through their everyday lives. We aim for students to build upon the ideas taught in years 7 & 8 and connect together the related knowledge taught a logical way. We continue to explore how these powerful ideas came to be and learn and explain how and why scientific knowledge is generated in the first place.
| Autumn Term | Spring Term | Summer Term | |
|---|---|---|---|
| Curriculum content | Cell structure and transport & Cell Division Atomic structure Wave Properties | Organisation and digestive system The periodic table Electromagnetic spectrum | Organising animals and plants Rates Molecules and matter |
| Key Skills | Development of scientific thinking Experimental skills and strategies Analysis and evaluation Quantities, units, symbols & nomenclature | Development of scientific thinking Experimental skills and strategies Analysis and evaluation Quantities, units, symbols & nomenclature | Development of scientific thinking Experimental skills and strategies Analysis and evaluation Quantities, units, symbols & nomenclature |
How can you engage with your child?
Encourage your child to self-quiz using our core knowledge questions or knowledge mats (paper copies are handed out at the start of a unit of work). It is important that they force themselves to remember core knowledge and either write down their answers to questions or say them out loud. They then need to check their answers for accuracy and correct.
This will help identify gaps in knowledge, help them make connections between key facts, and check for misunderstanding. Repetition of this will strengthen connections between key facts in their memory and make these connection more robust and also allow them to be more flexible with this knowledge and apply it to new situations
Career Links
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https://www.careerpilot.org.uk/job-sectors/subject/science
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