Science

Science Curriculum Overview

• Learning Journey

  Click here to download view our Biology learning journey.

  Click here to download view our Chemistry learning journey.

  Click here to download view our Physics learning journey.

• Schemes of  Learning

• Knowledge Organisers

Aim

Here at Sandhill View Academy, we aim to securely equip all of our students for life beyond school as successful, confident, responsible and respectful citizens. We believe that education provides the key to social mobility and our curriculum is designed to build strong foundations in the knowledge, understanding and skills which lead to academic and personal success.  We want our students to enjoy the challenges that learning offers. Ultimately, we want students to ‘Know More, Do More and Go Further’  Our aims are underpinned by a culture of high aspirations. Through developing positive relationships, we work towards every individual having a strong belief in their own abilities so that they work hard, build resilience and achieve their very best.  

Intent

The curriculum aims for pupils to: 
• Develop scientific substantive knowledge; 
• Develop understanding of the nature, processes and methods of science through different types of scientific enquiry that help them answer scientific questions about the world around them; 
• Develop and apply disciplinary knowledge such as: observational, practical, modelling, enquiry, problem solving and mathematical skills, both in the laboratory, in the field and other environments; 
• Develop their ability to evaluate claims based on science through critical analysis of the methodology, evidence and conclusions, both qualitatively and quantitatively. 
Each topic within the programme of study has a career attached which is covered, in detail, on a local, national, and global level. In addition to subject specific links, we aim to explicitly reinforce the skills and aptitudes which employers say are important in the workplace;  
• Resilience (Aiming High, Staying Positive); 
• Collaboration (Teamwork, Leadership, Listening, Speaking); 
• Creativity (Problem Solving). 
The British values of democracy, the rule of law, individual liberty, and mutual respect of those with different faiths and beliefs are taught explicitly and reinforced in the way in which the school operates. 

Sequence and structure 

COVID Recovery ‘Unlocking Learning’  As the impact of COVID is now impacting on students who missed learning during KS2 all students complete a baseline assessment upon entering the Science curriculum in September. This allows for an understanding of the gaps in pupil knowledge and how to further support their progress in future planning. Many students missed the opportunity to complete practical activities that further develop their disciplinary knowledge and therefore an emphasis on students accessing practical experimental work is made. Students complete skills based units throughout Year 7 and Year 8 to support student transition to Secondary education. 

Cross Curricular Links

Science is a subject that has vast cross curricular links. In particular we share common content with Maths where students are expected to rearrange equations, demonstrate graph skills and calculate changes in percentages, to name a few. To this end Science and Maths are working together to ensure a common approach o these skills to support students in both courses.

Science also has vast links with Geography where we have common content such as in Biology where students study Ecology, Sampling and waste management – which students can also expect to see in Geography. In Chemistry students study extraction of materials, acid rain and how human activity affects the environment, which they can also study in geography. In Physics students look at resource management and global energy supplies which students also see in geography.

Literacy

We know that students who read well achieve well. As such all subject areas are committed to providing regular opportunities to read extensively. In Science we provide opportunities for students to read Tier 2 and Tier 3 vocabulary with an emphasis on comprehension and application. We also support our students to use ambitious vocabulary including using Frayer models and ‘push’ techniques to widen the vocabulary students can confidently include in the work they produce. Coherent and fluent writing skills are also imperative for student achievement, so we support student writing skills by offering opportunities for extended writing, with modelling, and sentence stems to support.  

• KNOW MORE: Key Stage 3 Curriculum

  KNOW MORE: The Key Stage 3 Science Curriculum includes the following areas of study:

  Three year KS3 where students complete the KS3 National Curriculum as well as bridging topics known as ‘Fundamentals’ to support students accessing KS4. There are 8 hours per fortnight for Year 7 & 8, and then 10 hours per fortnight for Year 9. 

  KS3	Half Term 1	Half Term 2	Half Term 3	Half Term 4	Half Term 5	Half Term 6
  Yr 7	Introduction to science Students study key apparatus and safety in science laboratories.   Cells The building blocks of living organisms, using a microscope, specialised cells, and particle movement in cells.   Movement Linking to the work on cells students then study larger parts of the human body such as tissues, and organs in the musculoskeletal system.   Particle Model Students study kinetic theory and the particle model specifically focussing on solids, liquids, and gases as well as the mechanisms in changing state.	Separating Mixtures Linking to the particle model students are introduced to elements, compounds, and mixtures and look at specific techniques of separating these based on their arrangements.   Speed Students study the fundamentals of speed including; calculating speed, distance-time graphs, acceleration, velocity time graphs.	Gravity Students link their prior learning of speed to the forces on objects in outer space. The difference between mass and weight and the equation connecting them.   Interdependence Students build on their knowledge of cells and tissues by studying plant tissues and food chains. Students look at the issues around food production and the process of bioaccumulation.   Plant Reproduction Building on the interdependence topic students look at plant tissues specifically reproductive tissues and their roles in the flower. Students investigate different ways in which plants are pollinated and how their seeds are dispersed.   Earth’s Structure Students build on their knowledge of solids, liquids, and gases by studying the rock cycle and the structure of the Earth. Students also look at different types of rocks and how these are formed.	Universe Building on the internal structure of the Earth students study more about the universe and Earth’s place in the solar system, the Moon, and the phenomenon of eclipses.   Energy cost and transfer Students learn about the different ways in which energy can be stored and transferred in different appliances and systems. This links to work on the costs of electrical appliances based on their energy consumption.	Variation Building on student understanding of the organelles in cells and plant reproduction students will study genetic variation in animals and plants.   Human Reproduction Students will continue building on their prior learning by studying human reproduction and how this leads to variation in the species.   Metals and non-metals Students will study the properties of metals and non-metals and how their internal particle structure determines these properties.   Acids and Alkalis Students build on their understanding of elements, compounds, and mixtures and link this to chemical pH’s including the pH scale and a variety of indicators	Voltage, current, and resistance Students look at energy transfers in electric circuits including the main quantities; potential difference, current, and resistance.
  Yr 8	Light Waves Students look at waves as a form of energy transfer including phenomenon including reflection, and refraction, and the physics of these.   Breathing Students build on their understanding of body tissues and systems to focus on the respiratory system. This includes how the products of respiration enter the body and how the respiratory system is adapted for gas exchange.	Digestion Students continue their study of the body systems focussing on the digestive system and the role of enzymes in breaking down food molecules for absorption.   Elements Students build on their prior knowledge of elements to focus on compounds and mixtures including calculating relative formula mass.   Periodic Table Following on from the acids and alkalis topic students begin work on the periodic table and discuss the layout and development of this important document. Students also completed extended work on three of the main groups.	Respiration Students build on their understanding of the respiratory system and work on the differences between the two types of respiration and their features.   Photosynthesis After their work on respiration students work on photosynthesis in plants and how this allows them to grow.   Types of Reaction Students study a variety of chemical reactions including combustion and thermal decomposition.	Chemical energy Previously students have studied chemical formula and they will use this to support their understanding of endothermic and exothermic reactions and how these can be visually represented in graphical form.   Contact Forces Students link their understanding of gravity as a non-contact force to discuss contact forces and the motion that they cause.   Pressure Students build of their knowledge of contact forces and discuss how the force over an area affects the pressure exerted on an object. This also links to pressure in fluids.	Inheritance Students discuss how genes are inherited linking with prior work on variation in species. This includes work on how scientists can genetically modify organisms for specific traits.   Evolution Students build on their understanding of inherited genetic information to include how mutations can cause changes that lead to evolution over a large timescale.   Climate Students then focus on how the climate of the Earth has changed since the Earth was formed and how it has changed due to recent human activity. They make suggestions of ways in which these changes can be combatted.	Earth’s Resources In this topic students continue looking at human activities and how we use the resources provided by the Earth as well as how we can cut down our consumption of important resources.   Electromagnets Students study magnets and the shape of magnetic fields as well as differences between permanent and temporary magnetic fields and how humans use these.
  Yr 9	Sound waves Students link their prior learning of light waves to the transfer of energy through sound waves. Students study pitch and loudness and characteristics of longitudinal waves.   Bridging key concept: Cells Students build on their prior knowledge to study the key concept of cells including specialised cells, stem cells, how cells divide and how substances pass through cell membranes.	Bridging key concept: atoms Students build on their prior knowledge of atoms and the periodic table in further detail including how structures of atoms determine places on the periodic table.	Bridging key concept: energy Students build on their prior knowledge of energy transfers and systems including the specific heat capacity of materials and calculations of energy stores in a system.	Bridging key concept: The body Students build on their prior knowledge of body systems and the role of diffusion in absorbing nutrients, water, and gases for body processes. Students also relate this information to plant tissues.	Bridging key concept: bonding Students build on their prior knowledge of atoms, elements, compounds, and mixtures and discover the way in which different combinations of elements bond together during chemical reactions. Students also look at the properties of materials made with the different combinations.	Bridging key concept: electricity Students build on their prior knowledge of electrical circuits focussing on the quantities of potential difference, current, and resistance. Students develop their knowledge of how different electrical components work and how electricity generated at power stations is transferred to houses.

• KNOW MORE: Key Stage 4 Curriculum

  KNOW MORE: Key Stage 4 Science Curriculum

  KS4	Half Term 1	Half Term 2	Half Term 4	Half Term 5 & 6
  Yr 10 Biology	Biology Cell Biology: In this section we explore how structural differences between types of cells enables them to perform specific functions within the organism. In this unit students will: draw and interpret  cell images, use models and analogies to explain how cells divide, evaluate social and ethical issues in the use of stem cells.	Biology: Organisation In this section we will learn about the human digestive system which provides the body with nutrients and the respiratory system that provides it with oxygen and removes carbon dioxide. We will also learn how the plant’s transport system is dependent on environmental conditions to ensure that leaf cells are provided with the water and carbon dioxide that they need for photosynthesis In this unit students will: Develop an understanding of cell scale, use models to explain the action of enzymes, observe and draw blood cells, evaluate the risk of using blood products, evaluate heart disease treatments, interpret risk for certain diseases, process data for transpiration of a leaf and investigate the distribution of guard cells in a leaf	Biology: Infection and response This section will explore how we can avoid diseases by reducing contact with them, as well as how the body uses barriers against pathogens. antibiotics.   In this unit students will: Evaluate global use of vaccines, investigate resistant bacteria and understand the process of medicine development	Biology Bioenergetics In this section we will explore how plants harness the Sun’s energy in photosynthesis in order to make food. We will go on to look at how the human body uses Oxygen and Glucose in aerobic and anaerobic respiration. In this unit students will: Use data relating to cost effectiveness of growing plants and investigate the effect of exercise on the body.
  Yr 10 Chemistry	Atomic structure and the periodic table Students study how the periodic table provides chemists with a structured organisation of the known chemical elements from which they can make sense of their physical and chemical properties. Students explain the use of the modern periodic table and go on to predict properties of unknown elements. In this unit students will: Safely separate mixtures, describe how scientific theories change over time, Use prefixes for numbers, recognise expressions in standard form, use 2d and 3d models to represent atoms and explain how testing can refute a scientific idea	Chemistry Quantitative chemistry In this section we study how chemists use quantitative analysis of compounds to determine their formulae and how to use chemical formulae to better understand a compound. In this unit students will: Investigate mass changes in a reaction, use appropriate significant figures, decimal places and standard form and change the subject of an equation.	Chemistry: Chemical changes In this section we study how to predict new substances formed when different chemicals react with one another and study a wide range of new materials that have been developed from chemical reactions. In this unit students will: Investigate pH change when acids react with Alkali, measure the pH of a range of concentration of acids and make order of magnitude calculations.		Chemistry: Energy changes Students study how the interaction of particles often involves transfers of energy due to the breaking and formation of bonds. We look in depth at reactions in which energy is released to the surroundings are exothermic reactions, while those that take in thermal energy are endothermic. In this unit: Students have opportunity to measure temperature changes when substances react with water, draw diagrams of energy change profiles and explain activation energy.
  Yr 10 Physics	Physics HT1 + HT2 Physics: Energy Students study the concept of energy and how it is transferred from one situation to another. We also look at how global energy reserves are managed and how our energy can be used in a sustainable way. In this topic students will: apply and recall equations, investigate the transfer of energy in a system, investigate thermal conductivity and calculate efficiency.	Physics (HT3 and 4) Electricity In this topic students will study the basics of electrical circuits up to complex circuits involving components they may not have experienced before. Students will then apply this knowledge to large infrastructure in the UK such as the national grid. In this topic students will: recall and apply equations, investigate the relationship between the environment and LDRs/thermistors, describe the national grid. Physics Electricity As half term 1		Physics Particle model of matter The particle model is studied as it is widely used to predict the behaviour of solids, liquids and gases and this has many applications in everyday life. Students study how the particle model helps us to explain a wide range of observations that are fundamental in our understanding of Physics. In this topic students will: Recall and apply equations, calculate energy changes in a system when it is heated, measure the latent heat of fusion for water.	Physics: Atomic structure Students will study how the theory of the model of the atom has changed over time and build upon this knowledge by further studying the uses and dangers of ionizing radiation. In this topic students will: Use standard from, describe historical ideas of the atom, evaluate the uses of radiation in different circumstance.

   

  KS4	HT 1	HT2 + HT3		HT4
  Y11 Biology	Homeostasis Students study how cells in the body can only survive within narrow physical and chemical limits. They will also look at hormones and fertility.   In this topic students will: Test human reaction time, evaluate information linking obesity and diabetes, discuss why contraception can not just be decided by science, describe the development of IVF, understand ethical issues around IVF, interpret negative feedback control.	Inheritance In this section we will discover how the number of chromosomes are halved during meiosis and then combined with new genes from the sexual partner to produce unique offspring. Students go on to study how characteristics are developed, how mutations occur and how they can lead to survival advantages.   In this topic students will: Model the behaviour of a chromosome during meiosis, appreciate the ethical issues surrounding genetic screening, use the theory of evolution by natural selection in an explanation, evaluate the use of selective breeding, interpret information about genetic engineering, take information from charts about the fossil record,		Ecology Students study how all species live in ecosystems composed of complex communities of animals and plants dependent on each other and that are adapted to particular conditions. We also study how materials are cycled and how to preserve biodiversity in a changing world.   In this topic students will: Extract information from charts and tables, model predator/prey cycles, explain how materials such as Carbon and water are cycled, explain how deforestation has a global impact, understand the conflict around the need for compost and the issues surrounding the gaining of it, explain global warming using peer reviewed information.
  Y11 Chemistry	Rates Students study the variable that can affect the progress and rate of a reaction. Students also learn the why compromises have to be reached in the chemical industry.   In this topic students will: Use calculations to calculate ratios, fractions and percentages, interpret information from tables and charts, draw tangents from curved lines to calculate reaction rates at a certain time, investigate the effect of adding a catalyst to a reaction	Organic The chemistry of carbon compounds is so important that it forms a separate branch of chemistry. Students study how fossil fuels which are a major source of feedstock for the petrochemical industry are obtained and processed. We also study the flexibility of hydrocarbons as Chemists are able to take organic molecules and modify them in many ways to make new and useful materials such as polymers/   In this topic students will: Make models of alkanes and alkenes, investigate the properties of hydrocarbons.	Chemical analysis Students will study how chemicals can be analysed to find out the constituent parts and how different compounds behave in the presence of other compounds.   In this topic students will: Make estimates, use ratios, fractions and percentages, investigate paper chromatography, test for different gases.	Chemistry of the atmosphere Students will study the combustion of gases and the make up of the atmosphere of the Earth and how it is changing over time.   In this topic students will: Use ratios, fractions and percentages, show how aquatic plants produce oxygen, predict the products of combustion and the impact on the atmosphere.   Using resources In this topic we study how to operate sustainably, how chemists seek to minimise the use of limited resources, use of energy, waste and environmental impact in the manufacture of these products and look at life cycle assessments of products. In this topic students will: Translate information from graphical to numerical form, purify water samples, complete life cycle assessments and assess ways in which the amount of resources we use can be lessened.
  Yr11 Physics	Forces Students study forces as part of a fundamental aspect of Physics and how forces work in interaction with each other in every thing that we do.   In this topic students will: apply and recall equations, including using proportionality, investigate the effect of changing mass on acceleration, measure the effect of distractions on reaction time, describe factors that can affect stopping distance. Forces As per HT1		Waves In this topic we study how waves are both a natural and man made phenomena and how they can be used to our advantage in various aspects of our lives.   In this topic students will: Make observations to measure frequency, wavelength and amplitude of a wave, describe the uses and dangers of EM waves and describe how waves are produced in a radio station	Magnetism Students study the basics of magnetism before moving on to study how electromagnetism underpins the vast majority of electrical supply we have in the country today.   In this topic students will: apply equations, describe how to plot the fields around a magnet, describe the motor effect.

• DO MORE:Milestone Assessment Endpoints

  DO MORE: Milestone Assessment Endpoints

  Disciplinary knowledge in Science is often discussed as ‘Working Scientifically’ which has a range of skills related to practical work, modelling, analysis, and evaluation. The end points for this knowledge is split into different categories as shown below. 

  Year Group	Basic (Lower Ability End Points)	Clear (Middle Ability End Points)	Detailed (Higher Ability End Points)
  7	Safety and Risk  Recognise risks when prompted  Identify risks to yourself and others  Act on suggestions to minimise risk  Independently recognise risks    Apparatus  Choose correct equipment from a selected list with prompts  Independently choose the correct equipment  Identify basic apparatus used in investigations    Method  Hypothesise a result based on an investigation  Describe a basic method for a practical  Suggest ways to investigate a question  Suggest how methods can be improved    Variables  Name a control variable from a list of variables   Identify control variables independently  Name the three variables    Data  Read a number from a pre-prepared scale  Read a number from a piece of apparatus  Calculate the range of a set of data  Identify straightforward patterns in data    Graphs  Label axes on a basic line or bar graph  Plot points on basic line or bar graphs  Label units on axes on basic line or bar graphs    Conclusion and Evaluation  Identify straightforward patterns in data  Make simple conclusions  Suggest ways to improve a method  Identify anomalies    Scientific method  Give examples of how scientific methods and theories have changed over time  Recognise/draw/interpret diagrams  Translate data to a representation with a model  Describe specified examples of the technological applications of science  Identify methods that can be used to tackle problems caused by human impacts on the environment	Safety and Risk  Describe risks during specific practical work  Identify hazards associated with risks  Independently recognise controls for specific risks and hazards    Apparatus  Describe measurements taken by different pieces of apparatus  Describe how apparatus can be set up for practical investigations  Draw the set-up of apparatus in specific investigations    Method  Describe a basic method including measurements that must be taken  Describe a basic method including ranges and intervals  Describe a method including some of the variables    Variables  Recognise which variables to control, measure, and change  Explain why it is important to control variables to minimise errors    Graphs  Draw a line graph with support  Draw a line of best fit on simple data  Identify anomalies on a line graph    Conclusion and Evaluation  Describe trends in graphs  Describe trends in data  Use data in conclusions  Describe anomalies in terms of methodology  Suggest practical improvements to methodology and data collection    Scientific method  Explain why new data from experiments or observations led to changes in models or theories  Use models in explanations or match features of a model to the data from experiments or observations that the model describes or explains  Explain specified examples of the technological applications of science  Describe methods that can be used to tackle problems caused by human impacts on the environment	Safety and Risk  Explain risks and how these can be controlled  Create a risk assessment using suggested controls  Create a risk assessment independently    Apparatus  Independently explain resolution of various apparatus  Explain how precise measurements can be taken using different pieces of apparatus    Method  Describe a full method including the three variables  Explain choices such as intervals and ranges of different variables  Explain how your method will minimise errors  Evaluate methods and suggest improvements that will affect accuracy    Variables  Identify variables that are difficult to control  Explain the impact of not controlling specific variables  Explain independent and dependent variables in terms of ranges and intervals    Graphs  Draw a line graph independently  Draw curves of best fit  Read data from line or bar graphs    Conclusion and Evaluation  Identify quantitative relationships such as direct proportionality  Critically interpret data   Evaluate conflicting evidence  Justify improvements for methodology  Suggest how to improve reliability of data  Consider limitations in methodology and data collection    Scientific method  Decide whether or not given data supports a particular theory  Give examples of ways in which a model can be tested by observation or experiment  Make predictions or calculate quantities based on the model or show its limitations  Explain why data is needed to answer scientific questions, and why it may be uncertain, incomplete, or not available  Outline a simple ethical argument about the rights and wrongs of new technology  Evaluate methods that can be used to tackle problems caused by human impacts on the environment  Suggest why the perception of risk is very often different from the measured risk  Explain that the process of peer review helps to detect false claims and to establish a consensus about which claims should be regarded as valid  Explain that reports of scientific developments in the popular media are not subjected to peer review and may be oversimplified, inaccurate, or biased

• Go Further: Skills Builder

  GO FURTHER: Skills Builder

  We are also explicitly embedding transferable ‘Skills Builder’ skills such as problem solving, aiming high and teamwork to prepare our students for higher education and employability skills for the future. This year in History we will focus on TEAMWORK including group decision making and recognising the value of others. PROBLEM SOLVING by exploring complex problems by analysing cause and effect, and understanding through research. Furthermore, we want our students to AIM HIGH by setting goals, prioritising tasks and involving others.  

How does our curriculum cater for students with SEND?

Sandhill View is an inclusive academy where every child is valued and respected. We are committed to the inclusion, progress and independence of all our students, including those with SEN. We work to support our students to make progress in their learning, their emotional and social development and their independence. We actively work to support the learning and needs of all members of our community. 

A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made that is additional to or different from that made generally for other children or young people of the same age. (CoP 2015, p16)  

Teachers are responsible for the progress of ALL students in their class and high-quality teaching is carefully planned; this is the first step in supporting students who may have SEND. All students are challenged to do their very best and all students at the Academy are expected to make at least good progress. 

Specific approaches which are used within the curriculum areas include:

• Seating to allow inclusion
• Differentiation activities to stretch and support in all lessons
• Resources are accessible yet challenging
• Displays and visual learning tools are used where necessary
• Where appropriate support from additional adults is planned to scaffold students learning
• Group work and discussion
• Clear teacher/student communication
• Feedback that allows students to make progress, whether written or verbal.
• Independent study/homework.
• Intervention when required

How does our curriculum cater for disadvantaged students and those from minority groups?

As a school serving an area with high levels of deprivation, we work tirelessly to raise the attainment for all students and to close any gaps that exist due to social contexts. The deliberate allocation of funding and resources has ensured that attainment gaps are closing in our drive to ensure that all pupils are equally successful when they leave the Academy. More specifically within the teaching of Science, we; 

• Have Lead practitioners that work with certain groups strategically in order to improve outcomes for students.
• provide targeted support for under-performing pupils during lesson time, such as targeted questioning, live marking and seating, in addition to revision lessons and intervention outside school hours.
• use strategies best suited to addressing individual needs
• Ensure there are opportunities for students to make use of resources and gain homework support outside of lesson time through the use of Teams
• Provide students with revision materials to reduce financial burden on families  

How do we make sure that our curriculum is implemented effectively?

• The Science curriculum leader is responsible for the design and implementation of the curriculum including quality assurance of lesson resources, schemes of learning, and assessments, as well as the monitoring and evaluation of this implementation to measure the impact. 
• The subject leader’s monitoring is validated by senior leaders.  
• Staff have regular access to professional development/training to ensure that curriculum requirements are met and subject knowledge developed. 
• Effective assessment informs staff about areas in which interventions are required. These interventions are delivered during curriculum time to enhance pupils’ capacity to access the full curriculum. 
• Curriculum resources are selected carefully and reviewed regularly. 
• Assessments are designed thoughtfully to assess student progress, long term knowledge retrieval and also to shape future learning. 
• Assessments are checked for reliability within departments and across the Trust. 

There are several Science staff who mark for exam boards and provide vital CPD to the rest of the department to ensure reliability of data.  

Gap analysis spreadsheets are used to identify areas of development for students at KS4 to identify areas of weakness. Enhanced results analysis is also used to identify departmental priorities for development to ensure students are making the highest progress. 

How do we make sure our curriculum is having the desired impact?

• Examination results analysis and evaluation. 
• Half-termly assessments based upon substantive and disciplinary knowledge covered during this time. 
• Lesson observations. 
• Learning walks for KS3 and KS4 based upon departmental priorities. 
• Work sample for each year group. 
• Regular feedback from teaching staff during department meetings. 
• Regular feedback from Middle Leaders during curriculum meetings. 
• Pupil Surveys. 
• Parental feedback. 
• Staff feedback through staff voice surveys.