Science Subject Intent: 

Our intent is comprised of the following 3 sections: 

1. Our vision for the subject/faculty and the purpose it serves for our pupils. 

2. Defining what the key concepts and core domains of knowledge are, that pupils will learn about 

3. The end points our curriculum is working towards. 

 

• To develop an aspirational, knowledge-based science curriculum, sequenced to enable learners to acquire and demonstrate deep scientific understanding through interconnected webs of ideas and concepts of the natural world, and beyond. 

 

• Our vision linked to the Kingswood Intent: 

• Aspiration –to expose students to potential science-related career opportunities, embedded in the lessons taught. To show how individual scientists have had the aspiration to contribute to the development of science in the UK and the world. We provide opportunities for students to develop and articulate their opinions via managed debates. Listening and considering other people’s view of the future of science is achieved through the construction of balanced arguments so that they can gain confidence to stress their ideas appropriately.  

• Core knowledge – students are taught about science through a spiralling curriculum based on ten big ideas. At KS4 students follow AQA and learn about science through participation in biology, chemistry and physics lessons. At KS5 students follow OCR and are prepared to think deeply about the subject content, to enable them to have the foundations for a successful tertiary education in science and career beyond.  

• Skills –Science has inspired people through millennia. The pursuit of knowledge has driven humans to achieve and understand.  Students learn about the beauty of science and to harness their creativity to investigate new ideas and, thus, help deliver a better world around us. Pupils will learn about logic and why it is important.  

• Developing cultural capital –Science learning is experiential. It is enhanced by the chance to try things out personally.  To give students a totally new perspectives beyond the classroom, students spend time outdoors, using the expansive recreational space within the school grounds to explore the habitats it provides for organisms.  Students have many opportunity to participate in science- related trips to, for example observatories and museums.    

• Developing character – enabling our students to RISE. In particular developing our Core Values of 

• Respect.  Science has advances most quickly when a collegiate approach is adopted.  Recognising the contributions of other people, maximises synergy. Accepting that others may have a better solution to a problem or make a new breakthrough, enables scientists to learn and develop ideas even further.    

• Independence. Appreciating the importance of individual endeavour is fundamental to science students learning.  Having the initiative to do better, is embedded in a competitive science classroom, where students are challenged to try to excel. 

• Service. Often, in the past, the desire to help has brought about life-changing improvements.  Students are helped to appreciate the contributions charities make in the science world, as they invest in research.  Similarly, the chance to benefit others is evidenced by the heroic work of doctors and nurses through challenging times. 

• Empathy points. Students are encouraged to make positive contributions to discissions on challenging science subjects. Appreciating that other people may be facing difficulties, for example medically, helps students develop an awareness of science issues and the reasons for the subject being central to human life. 

• Identifying and addressing context specific need – Our pupils are all unique and valued members of our community. The science curriculum is differentiated to allow each student to thrive and achieve. Students with specific needs are supported through a variety of methods from support in lessons to financial help for trips.   

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• Learning is sequential – The science curriculum is sequenced to allow student’s knowledge and understanding to grow and build on prior knowledge. Students are taught using DNA’s to recall knowledge. Students are taught with retrieval tasks to ensure that their knowledge builds and avoids cognitive overload.   

 

Our key concepts and core domains of knowledge in science 

 

Domains of Knowledge in Biology: 

• Cells, tissues, organs and systems 

• Exchange and transport 

• Coordination and control (nervous and hormonal)  

• Growth and development 

• Reproduction  

• Inheritance  

• Genome (Cloning and Genetic engineering) 

• Interdependence  

• Environmental interactions and processes  

• Biodiversity  

• Human impact   

• Healthy lifestyles  

• Communicable disease and non-communicable disease  

• Treating disease (development of drugs and medicines)  

• Defences against disease  

• Classification  

• Variation 

• Adaptation 

• Evolution   

• Biochemistry 

• Respiration and Photosynthesis  

 Domains of Knowledge in Chemistry:  

• Fundamental particles  

• Heating and phase changes   

• Atoms, elements and compounds   

• Pure and impure substances   

• Chemical changes    

• Acids and bases   

• Rate   

• Equilibrium   

• Molarity   

• Reactivity   

• Periodic table   

• Sustainability and resources  

• Earth and Atmosphere   

• Energetics    

• Structure and bonding   

• Chemical analysis   

• Working scientifically  

 

Domains of Knowledge in Physics:  

• The particle model of matter  

• Energy  

• Forces  

• Waves  

• Atomic and nuclear physics  

• Electricity and magnetism  

• Space  

• The scientific method  

The end points of our curriculum 

 

Biology/Chemistry/Physics  

 

By the end of each year our learners will be able to: 

Year 7	Year 8	Year 9	Year 10	Year 11
Able to use generalisations as patterns that link concepts together.  State principles as relationships between concepts, such as cause and effect.  Use basic models and systems as groups of concepts connected together in a way that simply describes phenomena.	Develop the use of generalisations as patterns that link concepts together.  State more principles as relationships between concepts, such as cause and effect.  Use further models and systems as groups of concepts connected together in a way that simply describes phenomena.	Begin to demonstrate relevant knowledge and understanding and apply these to both familiar and unfamiliar contexts using scientific terminology.  Start to develop accurate and logical descriptions, explanations and arguments.  Use a limited range of mathematical skills.  Analyse qualitative and quantitative data and draw logical conclusions.  Learn to evaluate and refine methodologies, and judge the validity of scientific conclusions.	Demonstrate relevant knowledge and understanding and apply these to both familiar and unfamiliar contexts using accurate scientific  terminology.  Develop accurate and logical descriptions, explanations and arguments.  Use a range of mathematical skills to perform complex, multi-step scientific calculations.  Critically analyse qualitative and quantitative data and draw logical conclusions.  Evaluate and refine methodologies, and judge the validity of scientific conclusions.	Demonstrate relevant and comprehensive knowledge and understanding and apply these correctly to both familiar and unfamiliar contexts using accurate scientific  terminology.  Develop accurate, logical and detailed descriptions, explanations and arguments.  Use a range of mathematical skills to perform complex, multi-step scientific calculations.  Critically analyse qualitative and quantitative data and draw logical, well-evidenced conclusions.  Critically evaluate and refine methodologies, and judge the validity of scientific conclusions.

 

 

 

 

Year 12 Biology/Chemistry/Physics

Year 13 Biology/Chemistry/Physics

- Organise and concisely communicate information, using appropriate scientific terminology.  - Carry out simple calculations with no guidance.  - Apply scientific knowledge, principles and concepts in familiar and new contexts involving a few steps in the argument when handling qualitative data.  - Give explanations that are lucid and well-structured.  - Carry out most structured calculations involving several steps, yielding results that are usually error free and expressed to an appropriate precision.  - Use appropriate technical language and scientific terms in unfamiliar contexts.  - Demonstrate a firm grasp of the scientific reasons for using a range of practical procedures mentioned in the specification.    - Analyse a broad variety of information and evidence, accurately selecting an appropriate range of techniques drawn from theoretical and practical areas of the specification.  - Interpret and evaluate ideas, information and evidence using accurate explanations of complex phenomena within the scope of the specification.  - Use knowledge and understanding to discuss the behaviour of a system when its parameters change.  - Develop and refine practical designs and procedures.  - Suggest and make observations and measurements with appropriate precision and record these appropriately.  - Discuss a range of issues fluently with knowledge and understanding.

In addition to the content requirements in the end points for Year 12 AS:  - Show knowledge of a range of practical experiences.  - Develop and practice a wide range of  practical skills throughout the course as preparation for the Practical Endorsement, as well as for the written  examinations.    - Evaluate associated ethical considerations and develop a balanced  understanding of such issues.  - Organise and concisely communicate information using appropriate scientific terminology.  - Apply scientific knowledge, principles and concepts in familiar and new contexts that may involve multiple steps in the argument when handling qualitative data.  - Give explanations that are lucid and well-structured.  - Use appropriate technical language and scientific terms in unfamiliar contexts.  Select and link information and ideas from different parts of the specification in order to give explanations that are usually complete and accurate.  - Demonstrate a firm grasp of the scientific reasons for using a range of practical procedures mentioned in the specification.    - Select appropriate information and evidence from a range of data (both quantitative and qualitative) to form a judgement or to reach a conclusion.  - Fully justify a judgement or conclusion using any given statistical information.  - Analyse, with fluency and accuracy, information and evidence that is provided in a wide variety of unfamiliar contexts selecting a full range of appropriate techniques involving theoretical and practical areas of the specification.  - Interpret and evaluate ideas, information and evidence using accurate and detailed explanations of complex phenomena.  - Use knowledge and understanding to discuss the behaviour of a system when its parameters change.  - Use knowledge and understanding to demonstrate insight into the development and refinement of practical designs and procedures; such insights will be wide-ranging and will cover most areas of the design or procedure.