Science

Curriculum Intent

The overall Science curriculum experience at Werneth School is based around our commitment to provide all students with a diverse knowledge base in the three individual specialisms within Science. All students study a variety of Biological, Chemical and Physical topics from the functioning of the human body to nuclear radiation. Students are encouraged to feed their intellectual curiosity through problem solving and experimentation whilst establishing the context of their studies in terms of the world around us.

As pupils move through the year groups the Science curriculum is layered to allow students to revisit key learning and deepen their understanding. Links are made between Biological, Chemical and Physical topics to enable students to understand the bigger picture. Our final aim is that the Science curriculum provides our students with a rich understanding of Science that goes beyond the GCSE syllabus and equips them with the powerful knowledge that they can utilise following their studies at Werneth School.

Curriculum Features

At Key Stage Three we have a content rich curriculum that spans the foundations of all three specialisms. The curriculum is designed to equip students with a firm understanding of key concepts such as cells, reactions and forces. Students are encouraged to make links between their learning at regular intervals through the use of interleaved assessments. This structure allows them to see, understand and explain the key underpinnings of scientific theories.

At Key Stage Four students are empowered to utilise their learning to explain observations and facts from the world around us thus adding context and significance to their learning. We offer a rich curriculum including combined and triple Science routes. To reflect the linear exam courses material is studied on an ongoing cycle with a focus placed on the key links between different concepts and theories. Regular testing takes place which is supported by retrieval practice during lessons. This aids the development of long-term memory and mastery of both the skills and knowledge required. All lessons have clear and consistent routines and follow a common format that has been adopted by all members of the faculty to ensure consistent delivery.

Co-curriculum Enrichment

Students are offered a wide variety of opportunities and experiences that enrich their understanding of the world around them and how they are connected to it. Such opportunities include:

Science, Technology, Engineering and Maths (STEM) focused challenges and competitions operated by the Royal Air Force and Stockport Grammar School
STEM club
Trips to ‘Big Bang’ roadshows
Royal Society of Chemistry Careers Resources (Werneth school is an Affiliate Member)
STEM Learning Network Summer Camps focused around the ever-increasing role of STEM in the modern world

STEM Learning Network career ambassador talks
Running alongside all of our key stages is an ongoing focus on developing students’ practical skills to enable all of our students to be effective theoretical and practical scientists.

Overview

Year 7

	Autumn 1			Autumn 2		Spring		Summer
Area of study:		Lab Safety Skills	Biology unit 1 Cells and Reproduction	Chemistry unit 1 - Particles or Physics unit 1 depending on year half	Chemistry unit 1 or Physics unit 1 depending on year half	Biology unit 2- Ecology or Chemistry unit 2 - depending on year half	Biology unit 2 or Chemistry unit 2 - Chemical Reactions depending on year half	End of year exam revision and preparation	Physics unit 2 Electricity
What should they know?	Students will study and be able to do…	Understand the risks involved in practicals and how to avoid them Students will be able to use bunsen burners safely.	Animal & Plant Cells – identify features. Microscopy – prepare cells for observation Specialised cells – identify features, describe functions and explain adaptations. Cell Division & Organisation – describe mitosis. Fertilisation – describe changes during puberty and recall the stages of the menstrual cycle. Contraception & IVF – compare contraceptive methods and describe the process of IVF	The particle arrangement in the three states of matter and their differing properties Changes of state, their names and states they convert between. The definitions of an element, a mixture, and a compound. Separation techniques for soluble and insoluble solids, two liquids and two soluble liquids.	What is a force? How can we define a force? Recall the forces. How do we measure forces? Investigate different forces using scientific equipment Using equations to calculate forces. Be able to rearrange equations to calculate factors affecting a force. Recall the speed = distance/time equation	To describe feeding relationships within a community using a food chain. To know how species are grouped or ‘classified’. To describe the work of Charles Darwin in the development of the theory of evolution. To know the difference between continuous and discontinuous variation. To be able to identify and describe adaptations for different habitats Describe how we use quadrats to sample organisms.	Identify whether a substance is acidic, alkaline or neutral Recall the colours of the pH scale Describe what acid rain is Explain what causes acid rain Describe the effects of acid rain Describe what neutralisation is	Content revisited from all previous and retrieval practice utilised. Literacy and exam technique practice.	How to draw circuits and how to construct them. The definitions of current, potential difference and resistance and how we can measure each. Define insulator and conductor and relate them to a) static electricity, b) current Comparisons of bar magnets and electromagnets and how to make an electromagnet.
What should they be able to do?		Perform a range of practicals safely and construct a risk assessment.	To apply the above knowledge in a range of contexts and to evaluate the processes involved.	To explain how to carry out separation practicals and apply the skills to a range of exam questions.	Define what a force is. Understand the difference between contact and non-contact forces Explain what the different forces do Describe what is happening if a force is balanced or unbalanced Be able to draw a graph based off a set of results Be able to rearrange simple equations e.g. pressure = force/area	Produce a food chain and be able to interpret feeding relationships from food chains/webs Recall how different organisms are grouped i.e. mammal, bird. Describe the theory evolution with reference to the evidence in the fossil record Collect and interpret continuous (e.g. height) and discontinuous data (e.g. blood group) Describe and explain how organisms including plants adapt to their environment. Use different sampling techniques to estimate population type and size in a given environment.	To test a range of chemicals and devise if they are acids or alkalis. To use a range of indicators To explain the environmental causes and effects of acid rain.		To use circuit equipment to build circuits. To use mathematical techniques to calculate resistance. To create an electromagnet and describe real world uses.
Key vocabulary		Hazard Risk Corrosive Goggles Flammable Toxic	Nucleus Cell Membrane Cytoplasm Chloroplast Vacuole Mitosis Contraception	Solid Liquid Gas Melting freezing evaporating condensing Melting point boiling point Soluble and insoluble Miscible and immiscible	Gravitational Friction Magnetism Air Resistance Moments Weight Upthrust	Evolution Ecology Food chain Food web Adaption Classification Species Carnivore Herbivore Quadrat Population Community	Acid Alkaline Neutral Corrosive Toxic Base		Static Electrostatic Insulators Conductors Series Parallel current ammeter
Assessment		Multiple choice quiz at the end of the unit.	Mid unit - open book long answer questions End of unit test - questions mixed in difficulty and length.	Mid unit - open book long answer questions End of unit test covering 2 units content- questions mixed in difficulty and length.	Mid unit - open book long answer questions End of unit test covering 2 units content- questions mixed in difficulty and length.	Mid unit - open book long answer questions End of unit test covering 2 units content- questions mixed in difficulty and length.	Mid unit - open book long answer questions End of unit test covering 2 units content- questions mixed in difficulty and length.	1 Hour exam including content from all previously taught units.	Mid unit - open book long answer questions End of unit test covering 2 units content- questions mixed in difficulty and length.

Year 8

	Autumn 1	Autumn 2	Spring 1	Spring 2	Summer
Area of study:	Biology Microbes and disease	Chemistry 1- Periodic table	Physics 1 - Energy	Biology 2 - Organ Systems	Chemistry 2 - Reactions	Physics 2- Space and light
What should they know?	The difference between three types of microbes. How the body can defend itself from microbes/disease (physical barriers and the immune response). The equation and purpose of respiration. How carbon is recycled in the environment.	To describe the structure of an atom. To compare metals and non-metals. To construct word and symbol equations. To compare elements, compounds and mixtures. To balance equations. To explain conservation of mass.	The different types of energy. The difference between renewable and non-renewable energy, with examples, advantages and disadvantages. How to carry out the Thermal Insulation Required Practical. How to calculate efficiency, power and cost.	The function of the skeleton and the main joints. The adaptations of the lungs for gas exchange The structure of the heart and the path of blood flow. The structure and function of Arteries, Veins and Capillaries. The structure of the digestive system and the function of each organ. The role of enzymes in digestion.	Recall the differences between physical change and chemical reactions Describe and explain different types of reactions Identify fast/slow reactions & Endothermic/Exothermic reactions Be able to write word/formulae equations Be able to balance chemical equations. Describe the difference between complete and incomplete combustion	The order of the planets in our solar system Heliocentric theory The basic features of a wave The wave speed equation Descriptions of reflection and refraction The names of the structures found in a human eye
What should they be able to do?	Describe a range of ways the body defends itself against disease. Explain the process of respiration using an equation. Link the process to the carbon cycle.	To recall the subatomic particles. To understand the structure of the periodic table and how atoms are arranged in compounds and mixtures.	To describe energy transfers and evaluate the positives and negatives of domestic energy generation. To carry out mathematical techniques to calculate power and cost. To rearrange power and cost calculations.	To confidently describe the function of the skeletal, circulatory, respiratory and digestive systems. To link lifestyle choices to health	To carry out a practical to identify endothermic and exothermic reactions. To use word and symbol equations to explain chemical reactions. To compare complete and incomplete combustion and know the limitations of each.	To understand the size of the universe relative to the Earth. To compare theories of the solar system. To describe the basic features of waves and complete wave speed calculations. To explain how light behaves in mirrors and at boundaries of different mediums.
Key vocabulary	Bacteria, Virus, Fungi, Microbe, Disease, Inoculation, Incubation, Antibody, Antigen Pathogen, Antitoxin, Engulf, Respiration, Decomposition, Combustion, Photosynthesis	Atom, Element, Period, Alkali metal, Halogens, reactivity, proton, neutron, electron	Gravitational,Kinetic,Renewable, non-renewable, Conduction, Convection, Radiation,Insulation, Efficiency	Antagonistic Pairs Diaphragm Pulmonary artery/vein Tendon Ligament Benedict's solution Biurets Solution	Chemical,Physical reactions, equations, Balancing equations Endothermic, Exothermic reactions, Reactivity series, Displacement, Oxidation, Reduction	Heliocentric and Geocentric, Weight, Mass, Gravity, Longitudinal, Transverse, Reflection Refraction, Lens, Cornea, Retina
Assessment	Midpoint assessment includes multiple choice and extended writing elements. Midpoint Assessment to be teacher marked and DIRT completed. End of unit exam - first 2 units will be combined so students need to learn a greater depth of content.	Midpoint assessment includes multiple choice and extended writing elements. Midpoint Assessment to be teacher marked and DIRT completed. End of unit exam - first 2 units will be combined so students need to learn a greater depth of content.	Midpoint assessment includes multiple choice and extended writing elements. Midpoint Assessment to be teacher marked and DIRT completed. End of unit exam - first 2 units will be combined so students need to learn a greater depth of content.	Midpoint assessment includes multiple choice and extended writing elements. Midpoint Assessment to be teacher marked and DIRT completed. End of unit exam - first 2 units will be combined so students need to learn a greater depth of content.	Midpoint assessment includes multiple choice and extended writing elements. Midpoint Assessment to be teacher marked and DIRT completed. End of unit exam - first 2 units will be combined so students need to learn a greater depth of content.	Midpoint assessment includes multiple choice and extended writing elements. Midpoint Assessment to be teacher marked and DIRT completed. End of unit exam - first 2 units will be combined so students need to learn a greater depth of content.

Year 9

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Area of study:

B7 Ecology

P3 Particles and Density

B1 Cells and Transport

Atoms and the periodic table

P6- Energy and Waves

P1- Energy Transfers

C9- Science of the atmosphere

What should they know?

To explain how food chains and food webs work.

To explain the carbon cycle.

To understand how different types of pollution contribute to global warming.

The consequences of climate change.

How to estimate population size.

Extinction and the causes and effects.

Particles & changing state – describe and explain the similarities and differences between the different states of matter as well as the processes in which a substance changes state.

Density – use appropriate apparatus to make and record measurements needed to determine the densities of different objects and use the relevant equation to then calculate density.

Internal Energy - and energy changes in a system.

The difference between Eukaryotic and Prokaryotic cells and the function of organelles

The method needed to set up an onion skin slide and how to calculate the magnification of the cells.

The Process of Mitosis and how stem cells form specialised cells.

The processes used to move different substances into and out of a cell, diffusion, osmosis and active transport, and the similarities and differences between them.

What an atom is made of.

The relative charges and masses of an atom.

How to work out Relative Formula Mass.

Trends in Group 1, 7 and 0.

Arrangement of Electrons – link to properties.

To know and be able to label types and parts of a wave.

To use the Wave speed, wavelength, frequency equation.

To know the names and order of waves on the electromagnetic spectrum.

Ripple tank practical and infrared practical. (Be able to describe/explain each.)

Infrared radiation and how different materials are affected.

Energy transfers are changes from one form of energy to another form of energy

kinetic energy is energy which an object possesses by being in motion.

Work done = force x distance.

The amount of GPE an object on Earth has depends on its mass and height above the ground.

To compare renewable and non-renewable energy resources and the energy transfers involved.

State the composition, including formulae, of Earth’s early atmosphere.

Describe the volcanic activity theory for the origin of Earth’s atmosphere.

Explain how the oceans formed.

To describe and explain global trends in temperature variations.

To explain how global warming is potentially linked to global temperature variations.

What should they be able to do?

Analyse data in the forms of graphs, tables and food webs. Use it to evaluate the effect of climate change on the environment.

Describe the energy changes within a system.

Describe a heating curve and annotate key scientific points.

Carry out a practical task and complete calculations to determine the density of regular and irregular shapes.

Label a prokaryotic and eukaryotic cell.

Use a microscope correctly and calculate magnification. Correctly use units and conversions.

Describe the process of cell division i.e mitosis and meiosis.

Recall subatomic particles and the locations within an atom.

Use the periodic table to understand the order and location of elements.

Describe how the arrangement of the periodic table links to trends and properties within groups.

To label waves and differentiate between longitudinal and transverse waves.

To describe the electromagnetic spectrum and uses and dangers of each type of wave.

To investigate properties including wave speed and frequency.

To calculate energy transfers such as work done, efficiency and power.

Recall and calculate weight and gravitational potential energy.

Evaluate the positives and negatives of renewable and non renewable energy resources.

Recall a timeline of the Earth's early atmosphere.

Interpret and evaluate data on climate change and trends in temperature.

Key vocabulary

Estimating

population

Interpretation

Biotic

Abiotic

Climate

Particles Density

Sublimation Evaporation Condensation, Specific Heat Capacity, Latent heat

Eukaryotic

Prokaryotic

Stem Cells

Zygote

Osmosis

Active transport

Nucleus, proton, electron, neutron, shells, orbit, arrangement, periodic, element, trends, halogens, alkali, noble,

Wavelength

Frequency

Amplitude

Period

Electromagnetic

Ultraviolet

absorption

Energy stores systems

Renewable

Non-renewable energy

Insulation

Specific Heat Capacity

Gravitational Potential

Kinetic

Elastic

Nuclear

Global Warming

Radiation

Atmosphere

Flooding

Carbon Footprint

Assessment