Curriculum Maps Science.

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Presentation transcript:

Curriculum Maps Science

the assumption that every effect has one or more cause Statement of intent Key Stage: 4 Subject: Science Academic Year: 2019-20 Teaching in the sciences in key stage 4 continues with the process of building upon and deepening scientific knowledge and the understanding of ideas developed in earlier key stages in the subject disciplines of biology, chemistry and physics. For some students, studying the sciences in key stage 4 provides the platform for more advanced studies, establishing the basis for a wide range of careers. For others, it will be their last formal study of subjects that provide the foundations for understanding the natural world and will enhance their lives in an increasingly technological society. Science is changing our lives and is vital to the world’s future prosperity, and all students should be taught essential aspects of the knowledge, methods, processes and uses of science. They should be helped to appreciate the achievements of science in showing how the complex and diverse phenomena of the natural world can be described in terms of a number of key ideas relating to the sciences which are inter-linked, and which are of universal application. These key ideas include: the use of conceptual models and theories to make sense of the observed diversity of natural phenomena the assumption that every effect has one or more cause that change is driven by interactions between different objects and systems that many such interactions occur over a distance and over time that science progresses through a cycle of hypothesis, practical experimentation, observation, theory development and review that quantitative analysis is a central element both of many theories and of scientific methods of inquiry. The sciences should be taught in ways that ensure students have the knowledge to enable them to develop curiosity about the natural world, insight into working scientifically, and appreciation of the relevance of science to their everyday lives, so that students: develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics; develop understanding of the nature, processes and methods of science, through different types of scientific enquiry that help them to answer scientific questions about the world around them; develop and learn to apply observational, practical, modelling, enquiry, problem-solving skills and mathematical skills, both in the laboratory, in the field and in other environments; develop their ability to evaluate claims based on science through critical analysis of the methodology, evidence and conclusions, both qualitatively and quantitatively. Key aspects to include in your statement of intent: What is at the heart of your subject? What is it about? What do you want your students to know and be able to do by the end of the Key Stage in this subject? Why is this important? What are the topics that are fundamental for your students to know? Why are they so important? What do you expect your students to know and be able to do by the end of the Key Stage? How is your curriculum designed to build towards and prepare students for the transition to GCSE and A-Level?

Subject: Combined Science Academic Year 2019-20 Curriculum Overview Key Stage: 4 Subject: Combined Science Academic Year 2019-20 Subject Unit content Autumn 1 Autumn 2 Spring 1 Spring1 Summer 1 Summer 2 Biology 1 Cell structure and transport Cell division Organisation and the digestive system Organising Plants and Animals Communicable diseases Preventing and treating disease Non-Communicable diseases Photosynthesis Respiration Summative Assessment Synoptic Test 1 Synoptic Test 2 Synoptic Test 3 Formative Assessment Extended Written Answer Question or Practical Investigation Write up

Subject: Combined Science Academic Year 2019-20 Curriculum Overview Key Stage: 4 Subject: Combined Science Academic Year 2019-20 Subject Unit content Autumn 1 Autumn 2 Spring 1 Spring1 Summer 1 Summer 2 Biology 2 The human nervous system Hormonal coordination Reproduction Variation and evolution Genetics and Evolution Ecology Organising an Ecosystem Biodiversity and Ecosystems Summative Assessment Synoptic Test 1 Synoptic Test 2 Synoptic Test 3 Formative Assessment Extended Written Answer Question or Practical Investigation Write up

Subject: Combined Science Academic Year 2019-20 Curriculum Overview Key Stage: 4 Subject: Combined Science Academic Year 2019-20 Subject Unit content Autumn 1 Autumn 2 Spring 1 Spring1 Summer 1 Summer 2 Chemistry 1 Atomic structure Periodic table Structure and bonding Chemical calculations Chemical changes Electrolysis Summative Assessment Synoptic Test 1 Synoptic Test 2 Synoptic Test 3 Formative Assessment Extended Written Answer Question or Practical Investigation Write up

Subject: Combined Science Academic Year 2019-20 Curriculum Overview Key Stage: 4 Subject: Combined Science Academic Year 2019-20 Subject Unit content Autumn 1 Autumn 2 Spring 1 Spring1 Summer 1 Summer 2 Chemistry 2 Energy changes Rates and equilibrium Crude oil and fuels Chemical analysis The Earth’s atmosphere The Earth’s resources Summative Assessment Synoptic Test 1 Synoptic Test 2 Synoptic Test 3 Formative Assessment Extended Written Answer Question or Practical Investigation Write up

Subject: Combined Science Academic Year 2019-20 Curriculum Overview Key Stage: 4 Subject: Combined Science Academic Year 2019-20 Subject Unit content Autumn 1 Autumn 2 Spring 1 Spring1 Summer 1 Summer 2 Physics 1 Conservation and dissipation of energy Energy transfer by heating Energy resources Electric circuits Electricity in the home Molecules and matter Summative Assessment Synoptic Test 1 Synoptic Test 2 Synoptic Test 3 Formative Assessment Extended Written Answer Question or Practical Investigation Write up

Subject: Combined Science Academic Year 2019-20 Curriculum Overview Key Stage: 4 Subject: Combined Science Academic Year 2019-20 Subject Unit content Autumn 1 Autumn 2 Spring 1 Spring1 Summer 1 Summer 2 Physics 2 Radioactivity Forces in balance Motion Force and Motion Wave Properties Electromagnetic Waves Electromagnetism Summative Assessment Synoptic Test 1 Synoptic Test 2 Synoptic Test 3 Formative Assessment Extended Written Answer Question or Practical Investigation Write up

Subject: Triple Science Academic Year 2019-20 Curriculum Overview Key Stage: 4 Subject: Triple Science Academic Year 2019-20 Unit content Autumn 1 Autumn 2 Spring 1 Spring1 Summer 1 Summer 2 Disease and bioenergetics Preventing and treating disease The human nervous system Hormonal control Homeostasis in action Reproduction Variation Genetics and Evolution Organising an Ecosystem Biodiversity and ecosystems The periodic table Structure and bonding Chemical calculations Energy Changes Organic reactions Polymers Chemical analysis Using our resources Energy transfer by heating Electric currents Molecules and matter Radioactivity Forces in balance Force and motion Force and Pressure Wave properties Light Electromagnetism Space Summative Assessment Synoptic Test 1 Synoptic Test 2 Synoptic Test 3 Formative Assessment Extended Written Answer Question or Practical Investigation Write up

Biology: The human body Statement of intent Key Stage: 4 Subject: Entry Level Science Academic Year: 2019-20 Science Entry Level Certificate (ELC) builds on the core scientific concepts and skills taught at Key Stage 3. The specifications are fully co-teachable with GCSE Combined Science. Studying ELC science will build students’ confidence in science, especially lower-ability students. Assessment is on demand, so the students can complete assignments when they are ready, helping to keep them motivated. The ELC Science curriculum provides excellent progression to GCSE Combined Science: Trilogy. The ELC provides flexibility, but on a clear progression pathway. It equips students with skills and knowledge transferable to both educational and career settings, and provides a worthwhile course for students of various ages and from diverse backgrounds in terms of general education and lifelong learning. Students will study: Biology: The human body Biology: Environment, evolution and inheritance Chemistry: Elements, mixtures and compounds Chemistry: Chemistry in our world Physics: Energy, forces and the structure of matter Physics: Electricity, magnetism and waves Key aspects to include in your statement of intent: What is at the heart of your subject? What is it about? What do you want your students to know and be able to do by the end of the Key Stage in this subject? Why is this important? What are the topics that are fundamental for your students to know? Why are they so important? What do you expect your students to know and be able to do by the end of the Key Stage? How is your curriculum designed to build towards and prepare students for the transition to GCSE and A-Level?

Subject: Entry Level Science Academic Year 2019-20 Curriculum Overview Key Stage: 4 Subject: Entry Level Science Academic Year 2019-20 Unit content Autumn 1 Autumn 2 Spring 1 Spring1 Summer 1 Summer 2 The human body Environment, evolution and inheritance Elements, mixtures and compounds Chemistry in our world Energy forces and the structure of matter Electricity, magnetism and waves Summative Assessment Teacher-devised assignments (TDAs) consist of a short piece of practical work. Externally-set assignments (ESAs) consist of a short written test. Formative Assessment Extended Written Answer Question or Practical Investigation Write up

Subject: Applied Science Academic Year: 2019-20 Curriculum Overview Key Stage: 5 Subject: Applied Science Academic Year: 2019-20 Year Unit content Autumn 1 Autumn 2 Spring 1 Spring2 Summer 1 Summer 2 Year 13 Unit 3 : Science investigation skills Unit 10 (optional unit) –Biological molecules and metabolic pathways Learning aim A, B, C, & D A – Planning a scientific investigation (A1-A5) B – Data collection, processing and analysis/interpretation (B1-B2) C – Drawing conclusions and evaluation (C1-C2) D – Enzymes in action (D1-D3) Learning aim E, F, G & H E – Diffusion of molecules (E1-E2) F – Plants and their environment (F1-F3) G – Energy content of fuels (G1-G3) H – Electrical circuits (H1-H3) Learning aim A Understand the structure and function of biological molecules and their importance in maintaining biochemical processes Learning aim B & C B – Explore the effect of activity of respiration in humans and factors that can affect respiratory pathways C – Explore the factors that can affect the pathways and the rate of photsynthesis Exam period undertaking resits Assessment Y12 into Y13 summer bridging work In class teacher assessments; formative and summative assessments; feedback; regular practical skills practice; regular exam practice EXTERNAL EXAM FOR UNIT 13 IN JANUARY 2021 In class teacher assessments; formative and summative assessments; feedback; regular practical skills practice INTERNALLY ASSESSED ASSIGMENTS FOR UNIT 10 EXAM PERIOD UNDERTAKING RESITS