1. Curriculum Maps
Science

2. the assumption that every effect has one or more cause
Statement of intent
Key Stage: 4
Subject: Science
Academic Year:
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?

3. Subject: Combined Science Academic Year 2019-20
Curriculum Overview
Key Stage: 4
Subject: Combined Science
Academic Year
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

4. Subject: Combined Science Academic Year 2019-20
Curriculum Overview
Key Stage: 4
Subject: Combined Science
Academic Year
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

5. Subject: Combined Science Academic Year 2019-20
Curriculum Overview
Key Stage: 4
Subject: Combined Science
Academic Year
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

6. Subject: Combined Science Academic Year 2019-20
Curriculum Overview
Key Stage: 4
Subject: Combined Science
Academic Year
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

7. Subject: Combined Science Academic Year 2019-20
Curriculum Overview
Key Stage: 4
Subject: Combined Science
Academic Year
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

8. Subject: Combined Science Academic Year 2019-20
Curriculum Overview
Key Stage: 4
Subject: Combined Science
Academic Year
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

9. Subject: Triple Science Academic Year 2019-20
Curriculum Overview
Key Stage: 4
Subject: Triple Science
Academic Year
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

10. Biology: The human body
Statement of intent
Key Stage: 4
Subject: Entry Level Science
Academic Year:
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?

11. Subject: Entry Level Science Academic Year 2019-20
Curriculum Overview
Key Stage: 4
Subject: Entry Level Science
Academic Year
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

12. Subject: Applied Science Academic Year: 2019-20
Curriculum Overview
Key Stage: 5
Subject: Applied Science
Academic Year:
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