Science
At Key Stage 3, pupils have four Science lessons per week. During lessons, pupils are taught topics within Biology, Chemistry and Physics.
Year 7
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In Year 7, pupils’ understanding of science broadens and they get to experience new practical techniques. Lessons are linked to wider world themes; this helps students relate to difficult or more abstract concepts. Topics are carefully designed to build on prior learning and introduce new ideas in a logical sequence. Each topic begins with a prior learning activity to establish understanding and inform future learning.
Assessment:
Multiple choice quizzes to regularly check acquired knowledge
Hinge assessments are designed to explore science in real-world contexts
Skills assessments designed to check practical related skills
Tests are divided into knowledge and application sections, to identify specific areas for support.
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Autumn Term:
Cells
Forces
Solids, Liquids and Gases
Interdependence
Spring Term:
Energy
Electricity
Atoms and Elements
Reproduction
Summer Term:
Acids and Alkalis
Space
Magnets
Variation
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Scientific enquiry skills are split into six strands.
Developing concepts: Explaining ideas, leading to linking concepts.
Planning and conducting: Conducting investigations, writing methods, leading to justifying choices.
Concluding and evaluating: Processing data, forming conclusions and evaluating practical methods.
Literacy: Using scientific terminology to describe, explain, compare and evaluate.
Numeracy: Selecting correct equations and rearranging leading to linking equations.
Curiosity: Asking questions about science, independently seeking answers and connecting ideas.
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Discuss with your child what they have learnt in science lessons. Ask them to explain an idea to you - this promotes retention of knowledge and builds confidence. Talk about science in the news, watch a documentary together, encourage your child to find out more about a topic.
Avoid saying ‘Science is hard’ or ‘I couldn’t do Science’ as we know this can promote negative attitudes. Instead work together in finding an answer to a problem using revision websites or videos.
Encourage your child to question what they see on social media presented as ‘scientific fact’. Who is making the claim? What is the evidence to support the claim? Do scientists agree?
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Year 9
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Year 9 is a bridging year where students will start developing the specific skills required for GCSE. Lessons are linked to wider world themes; this helps students relate to difficult or more abstract concepts. Topics are carefully designed to build on prior learning and introduce new ideas in a logical sequence. Each topic begins with a prior learning activity to establish understanding and inform future learning.
Assessment:
Multiple choice quizzes to regularly check acquired knowledge
Skills assessments designed to check practical related skills
Tests are divided into knowledge and application sections, to identify specific areas for support.
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Autumn Term:
Cells and Transport
Atomic Structure and the Periodic Table
Energy Changes in Reactions
Energy Stores and Transfers
Spring Term:
Changes of State
Organisation of the Body
Summer Term:
Respiration
Waves
Structure and Bonding in Materials
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Scientific enquiry skills are split into six strands.
Developing concepts: Explaining ideas, leading to linking concepts.
Planning and conducting: Conducting investigations, writing methods, leading to justifying choices.
Concluding and evaluating: Processing data, forming conclusions and evaluating practical methods.
Literacy: Using scientific terminology to describe, explain, compare and evaluate.
Numeracy: Selecting correct equations and rearranging leading to linking equations.
Curiosity: Asking questions about science, independently seeking answers and connecting ideas.
-
Discuss with your child what they have learnt in science lessons. Ask them to explain an idea to you - this promotes retention of knowledge and builds confidence. Talk about science in the news, watch a documentary together, encourage your child to find out more about a topic.
Avoid saying ‘Science is hard’ or ‘I couldn’t do Science’ as we know this can promote negative attitudes. Instead work together in finding an answer to a problem using revision websites or videos.
Encourage your child to question what they see on social media presented as ‘scientific fact’. Who is making the claim? What is the evidence to support the claim? Do scientists agree?
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Year 8
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During Year 8, pupils will build on the new ideas studied in Year 7. Lessons are linked to wider world themes; this helps students relate to difficult or more abstract concepts. Topics are carefully designed to build on prior learning and introduce new ideas in a logical sequence. Each topic begins with a prior learning activity to establish understanding and inform future learning.
Assessment:
Multiple choice quizzes to regularly check acquired knowledge
Hinge assessments are designed to explore science in real-world contexts
Skills assessments designed to check practical related skills
Tests are divided into knowledge and application sections, to identify specific areas for support.
-
Autumn Term:
Digestion
Heating and Cooling
Rocks
Spring Term:
Photosynthesis
Chemical Reactions
Breathing
Summer Term:
Forces and Motion
Light
Sound
Respiration
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Scientific enquiry skills are split into six strands.
Developing concepts: Explaining ideas, leading to linking concepts.
Planning and conducting: Conducting investigations, writing methods, leading to justifying choices.
Concluding and evaluating: Processing data, forming conclusions and evaluating practical methods.
Literacy: Using scientific terminology to describe, explain, compare and evaluate.
Numeracy: Selecting correct equations and rearranging leading to linking equations.
Curiosity: Asking questions about science, independently seeking answers and connecting ideas.
-
Discuss with your child what they have learnt in science lessons. Ask them to explain an idea to you - this promotes retention of knowledge and builds confidence. Talk about science in the news, watch a documentary together, encourage your child to find out more about a topic.
Avoid saying ‘Science is hard’ or ‘I couldn’t do Science’ as we know this can promote negative attitudes. Instead work together in finding an answer to a problem using revision websites or videos.
Encourage your child to question what they see on social media presented as ‘scientific fact’. Who is making the claim? What is the evidence to support the claim? Do scientists agree?
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