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Curriculum – Science
Science Curriculum Aims
The Aims of Our Curriculum
The Science curriculum at Droylsden Academy provides an inclusive and ambitious education where all students are supported to learn, thrive and succeed, regardless of starting point. Teaching is adapted responsively so students keep up rather than catch up, and barriers to learning are actively removed.
Learning is coherently sequenced, spiralling through the Big Ideas in Science to deepen knowledge and understanding over time. Students develop strong scientific enquiry skills, practical competence and confidence in interpreting and applying scientific information.
We prioritise literacy and numeracy, explicitly teaching scientific vocabulary, modelling high-quality written explanations and integrating data handling, graphing and calculation to strengthen fluency and accuracy.
Students learn the purpose and relevance of science for themselves, society and the world of work. Lessons connect to everyday life, global challenges and ethical issues, while careers in STEM are highlighted to support informed, aspirational choices.
We promote curiosity, independence and critical thinking, encouraging students to ask questions, solve problems and reflect on their learning. High expectations and structured support help all learners build resilience and confidence.
A rich co-curricular programme provides opportunities to learn, serve and lead, strengthening scientific identity, personal development and engagement.
We are committed to delivering a curriculum that is inclusive, rigorous and knowledge-rich, empowering all students to achieve highly in Combined or Triple Science and to be well-prepared for future study and careers.
Sequence
Key Stage 3 Science Teaching Plan
Year 10 Combined Science Teaching Plan
| Week | Topic Covered | Spec. Points | Revision guide (H) | Revision guide (F) |
| Week 1 | P3: particle model and motion in gases | 6.3.1.1 | 191 | 193 |
| Week 2 | P3: density inc. RP, internal energy | 6.3.1.1, 6.3.3.1 | 192-193 | 194-195 |
| Week 3 | P3: changes of state, recap specific heat capacity, specific latent heat | 6.3.1.2, 6.3.2 | 193-194 | 195-196 |
| Week 4 | B4: photosynthesis, rate of photosynthesis, limiting factors inc. RP, uses of glucose | 4.4.4.1-4.4.4.3 | 45-49 | 44-46 |
| Week 5 | B4: aerobic and anaerobic respiration, metabolism and exercise | 4.4.2.1-4.4.2.3 | 50-52 | 47-49 |
| Week 6 | C3: conservation of mass, balancing equations, relative formula mass, percentage by mass calculations | 5.3.1 | 122, 124 | 121-123 |
| Week 7 | C3: concentration of solutions C3 H: moles, calculating masses, balancing equations using moles, limiting reactants | 5.3.2.5 H: 5.3.2.1-5.3.2.4 | 123, 124-127 | 124 |
| Week 8 | C3: consolidation | 5.3.1-5.3.2 | 122-127 | 121-124 |
| October Half Term | ||||
| Week 9 | T1 Assessment – Topics: P3 and B4 | |||
| Week 10 | P2: circuit symbols, charge, current, potential difference and resistance (V=IR) | 6.2.1.1-6.2.1.3 | 184-185 | 180-182 |
| Week 11 | P2: length of a wire RP, series / parallel inc. RP | 6.2.1.3, 6.2.2 | 185, 189-191 | 185-187 |
| Week 12 | C4: reactions of metals (O2, acid, H2O), reactivity series, displacement, oxidation, reduction H: REDOX in terms of electrons | 5.4.1.1-5.4.1.3 H: 5.4.1.4 | 132-134 | 128-129 |
| Week 13 | C4: reactions of acids and metals, neutralisation | 5.4.2.1 H: 5.4.2.3 | 129-131 | 126-127 |
| Week 14 | C4: pH scale and making salts, neutralisation H: strong and weak acids | F: 5.4.2.3-5.4.2.4 H: 5.4.2.2-5.4.2.5 | 129-131 | 126-127 |
| Week 15 | C4: electrolysis of molten ionic compounds, extracting metals using electrolysis, electrolysis of aqueous solutions RP, H: half equations | 5.4.3.1-5.4.3.3 H: 5.4.3.5 | 135-137 | 130-131 |
| Christmas Holiday | ||||
| Week 16 | B3: communicable diseases (bacteria, virus, fungi, protist) and human defence systems | 4.3.3.1-4.3.1.6 | 37-41 | 36-40 |
| Week 17 | B3: vaccination, antibiotics, painkillers, discovering and developing drugs | 4.3.1.7-4.3.1.9 | 42-44 | 41-43 |
| Week 18 | P2: I-V Characteristics RP (ohmic conductor, filament lamp, diode) | 6.2.1.4 | 186-187 | 183 |
| Week 19 | P2: circuit devices (thermistor, LDR) | 6.2.1.4 | 188 | 184 |
| Week 20 | P2: electricity in the home, power and the National Grid | 6.2.3-6.2.4 | 192-195 | 188-191 |
| Week 21 | B1: cells, microscopes, transporting substances B2: organ systems, enzymes, food tests, non-communicable diseases and plant systems | 4.1.1-4.1.3 4.2.1-4.2.3 | 4-15 17-35 | 4-15 17-34 |
| February Half Term | ||||
| Week 22 | C1: atoms, elements, compounds, mixtures, periodic table C2: ionic compounds, simple and covalent molecules, metallic bonding, states of matter | 5.1.1-5.1.2 5.2.1-5.2.3 | 94-109 111-120 | 92-108 110-119 |
| Week 23 | T2 Assessment – Biology Paper 1 | |||
| Week 24 | C5: endothermic and exothermic reactions, measuring energy changes (RP), reaction profiles | 5.5.1.1-5.5.1.2 | 139-140 | 132-134 |
| Week 25 | C5 H: bond energies, F: consolidation | F: 5.5.1 H: 5.5.1.3 | 141 | 132-134 |
| Week 26 | P4: atomic structure, isotopes, developing atomic model, radioactive decay, types of nuclear radiation | 6.4.1.1-6.4.1.3 6.4.2.1 | 201-203 | 197-198 101 |
| Easter Holiday | ||||
| Week 27 | P4: nuclear equations, half-life, irradiation and radioactive contamination | 6.4.2.2-6.4.2.4 | 204-206 | 199-201 |
| Week 28 | B5: homeostasis, the nervous system, synapses and reflexes, investigating reaction time RP | 4.5.1 – 4.5.2 | 54-57 | 51-54 |
| Week 29 | B5: endocrine system, controlling blood glucose, diabetes, hormones in reproduction | 4.5.3.1-4.5.3.3 | 58-60 | 55-57 |
| Week 30 | B5 F: contraception B5 H: treating infertility, negative feedback | F: 4.5.3.4 H: 4.5.3.4-4.5.3.6 | 61-63 | 58-59 |
| Week 31 | C6: collision theory, factors affecting rates of reaction, RP: the gas syringe, RP: the black cross | 5.6.1.2 5.6.1.3 | 143-146 | 136-139 |
| Week 32 | C6: catalysts, calculating rate using graphs, reversible reactions and equilibrium | 5.6.1.1, 5.6.1.4 5.6.2.1-5.6.2.3 | 147-149 | 140-142 |
| Week 33 | C6 F: consolidation C6 H: the effect of conditions on equilibrium | F: 5.6.1-5.6.2.3 H: 5.6.2.4-5.6.2.7 | 149 | 136-142 |
| May Half Term | ||||
| Week 34 | P1: energy stores and systems, energy transfers, energy resources | 6.1.1-6.1.3 | 172-182 | 166-178 |
| Week 35 | E1 Assessment – Chemistry Paper 1 and Physics Paper 1 | |||
| Week 36 | E1 Assessment – Chemistry Paper 1 and Physics Paper 1 | |||
| Week 37 | C7: crude oil, structure and properties of hydrocarbons, alkanes | 5.7.1.1-5.7.1.4 | 151 | 144-145 |
| Week 38 | C7: fractional distillation, cracking and alkenes | 5.7.1.1-5.7.1.4 | 152-153 | 146-147 |
| Week 39 | Review | |||
Year 11 Combined Science Teaching Plan
| Week | Topic Covered | Spec. Points | Revision guide (H) | Revision guide (F) |
| Week 1 | B6: DNA, genetic terms | 4.6.1.3-4.6.1.6 | 65-67 | 61, 64-65 |
| Week 2 | B6: Punnett squares, inheriting genetic disorders, determining sex | 4.6.1.3-4.6.1.6 | 68-71 | 64-67 |
| Week 3 | B6: variation, evolution, evidence for evolution, fossils, extinction, explaining resistant bacteria. | 4.6.2.1-4.6.2.2 4.6.3.1-4.6.3.4 | 73-74, 77-78 | 69-72, 75 |
| Week 4 | B6: genetic engineering, selective breeding and classification | 4.6.2.3-4.6.2.4 4.6.4 | 75-76, 79 | 73-74, 76-77 |
| Week 5 | B7: communities, competition, abiotic and biotic factors | 4.7.1.1-4.7.1.3 | 81-82 | 79-80 |
| Week 6 | B7: adaptations and levels of organisation, determining population size RP | 4.7.1.4, 4.7.2.1 | 83-86 | 81-84 |
| Week 7 | B7: carbon cycle, water cycle, biodiversity, waste management | 4.7.2.1-4.7.2.2 | 87-89 | 85-86 |
| Week 8 | B7: land use, deforestation, global warming, maintaining biodiversity | 4.7.3.1-4.7.3.6 | 90-92 | 87-90 |
| October Half Term | ||||
| Week 9 | C8: pure substances, formulations, chromatography RP, gas tests | 5.8.1.1-5.8.2.4 | 154-157 | 148-151 |
| Week 10 | PPE 1 Assessment – Biology Paper 2 and Chemistry Paper 1 | |||
| Week 11 | PPE 1 Assessment – Biology Paper 2 and Chemistry Paper 1 | |||
| Week 12 | C9: gases in the early atmosphere and today, explaining atmospheric changes, the greenhouse effect, human impact on the atmosphere, climate change, carbon footprint, atmospheric pollutants | 5.9.1.1-5.9.3.2 | 159-162 | 153-156 |
| Week 13 | C10: using Earth’s resources, reducing the use of resources and life cycle assessments | 5.10.1.1 5.10.1.4-5.10.2.2 | 164-167 | 158-161 |
| Week 14 | C10: potable water, desalination inc. RP and treating waste water | 5.10.1.2-5.10.1.3 | 168-170 | 162-164 |
| Week 15 | P5: scalar and vector quantities, contact and non-contact forces, gravity (W=mg) and resultant forces | 6.5.1.1-6.5.1.4 | 208-210 | 204-206 |
| Christmas Holiday | ||||
| Week 16 | P5: work done (W=Fs) and Hooke’s Law RP: investigating elastic forces | 6.5.2 6.5.3 | 210-213 | 206-208 |
| Week 17 | P5: forces and motion: distance, displacement, speed (s=vt), velocity, distance-time graphs | 6.5.4.1.1-6.5.4.1.4 | 215, 217 | 210, 212 |
| Week 18 | P5: acceleration, velocity-time graphs, terminal velocity, Newton’s First and Second Laws | 6.5.4.1.5, 6.5.4.2.1- 6.5.4.2.2 | 216-219 | 211, 213-214 |
| Week 19 | PPE 2 Revision – Chemistry Paper 2 and Biology Paper 1 | |||
| Week 20 | PPE 2 Assessment – Chemistry Paper 2 and Biology Paper 1(Physics Paper 1 – date tbc) | |||
| Week 21 | PPE 2 Assessment – Chemistry Paper 2 and Biology Paper 1(Physics Paper 1 – date tbc) | |||
| February Half Term | ||||
| Week 22 | P5: Newton’s third Law, investigating motion (2nd Law) RP, stopping distances, reaction times, H: momentum | 6.5.4.2.2- 6.5.4.3, H: 6.5.5 | 220-224 | 215-219 |
| Week 23 | P5 consolidation | 6.5 | 208-224 | 204-219 |
| Week 24 | P6: transverse and longitudinal waves, properties of waves, wave experiments and refraction RP: ripple tank and waves on a string | 6.6.1 6.6.2.2 | 226-229 | 221-223 |
| Week 25 | P6: uses and properties of EM waves RP: investigating infra-red radiation | 6.6.2 | 230-234 | 224-230 |
| Week 26 | P7: permanent and induced magnets and electromagnetism. | 6.7 | 236-237 | 231-232 |
| Easter Holiday | ||||
| Week 27 | P7 H: the motor effect | 6.7 | 238-239 | N/A |
| Week 28 | Final Revision | |||
| Week 29 | Final Revision | |||
| Week 30 | Final Revision | |||
| Week 31 | Final Revision | |||
| Week 32 | Final Revision | |||
| Week 33 | Final Revision | |||
| May Half Term | ||||
| Week 34 | Final Revision | |||
| Week 35 | Final Revision | |||
| Week 36 | Final Revision | |||
Year 10 Triple Science Teaching Plan
| Week | Topic | Required Practicals | Spec. Points |
| Week 1 | B3: communicable diseases | RP2: antiseptics/antibiotics on bacterial growth | 4.3.1 |
| Week 2 | B3: viral, bacterial, fungal, protists, human defence systems, vaccinations | 4.3.1 | |
| Week 3 | B3: antibiotics and painkillers, drug development, monoclonal antibodies, plant diseases | 4.3.2-4.3.3 | |
| Week 4 | C3: chemical measurements, conservation of mass | 4.3.1 | |
| Week 5 | C3: moles as amounts of substances | 4.3.2 | |
| Week 6 | C3: yield and atom economy, concentration of solutions | 4.3.3-4.3.5 | |
| Week 7 | P1: energy changes in a system, conservation and dissipation of energy inc. calculations | RP2: thermal insulators | 4.1 |
| Week 8 | P2: static electricity, current, potential difference, resistance | RP3: resistance in length of wire | 4.2.5, 4.2.1 |
| October Half Term | |||
| Week 9 | Year 10 T1 – Topics: B3, C3, P2 | ||
| Week 10 | P2: series and parallel circuits | RP3: resistance in series and parallel | 4.2.2 |
| Week 11 | P2: resistors in circuits | RP4: I-V characteristics | 4.2.2 |
| Week 12 | P2: domestic uses and safety | 4.2.3-4.2.4 | |
| Week 13 | C4: reactions of metals (O2, acid, H2O), reactivity series, displacement, oxidation, reduction | 4.4.1 | |
| Week 14 | C4: reactions of acids and metals, pH scale, strong and weak acids, neutralisation | RP1: making soluble salts RP2: determining volumes by titrations | 4.4.2 |
| Week 15 | C4: electrolysis of molten ionic compounds, extracting metals using electrolysis, electrolysis of aqueous solutions RP | RP3: electrolysis of aqueous solutions | 4.4.3 |
| Christmas Holiday | |||
| Week 16 | P3: particle model, density, pressure in gases | RP5: density | 4.3 |
| Week 17 | P3: changes of state and particle model, internal energy, energy transfers | RP1: specific heat capacity | 4.3 |
| Week 18 | B4: photosynthesis, rate of photosynthesis, limiting factors inc. RP, uses of glucose | RP6: photosynthesis | 4.4.1 |
| Week 19 | B4: aerobic and anaerobic respiration, metabolism and exercise | 4.4.2 | |
| Week 20 | C5: exothermic and endothermic reactions | RP4: temperature changes | 4.5.1 |
| Week 21 | C5: chemical cells and fuel cells | 4.5.2 | |
| February Half Term | |||
| Week 22 | P4: atoms and isotopes, nuclear radiation | 4.4.1-4.4.2 | |
| Week 23 | Year 10 T2 – Biology Paper 1 | ||
| Week 24 | P4: hazards and uses of radioactive emissions, background radiation, nuclear fission and fusion | 4.4.3-4.4.4 | |
| Week 25 | C6: rates of reaction | RP5: rates of reaction x2 | 4.6.1 |
| Week 26 | C6: reversible reactions and dynamic equilibrium | 4.6.2 | |
| Easter Holiday | |||
| Week 27 | B5: homeostasis, human nervous system | RP7: reaction time | 4.5.1-4.5.2 |
| Week 28 | B5: the brain, eye, body temperature | 4.5.2 | |
| Week 29 | B5: hormonal coordination in humans | 4.5.3 | |
| Week 30 | B5: plant hormones | RP8: light/gravity on seedling growth | 4.5.4 |
| Week 31 | C7: carbon compounds as fuels and feedstock | 4.7.1 | |
| Week 32 | C7: reactions of alkenes and alcohols, synthetic and naturally occurring polymers | 4.7.2-4.7.3 | |
| Week 33 | C8: purity, formulations, chromatography, identifying gas tests, identifying ions by chemical and spectroscopic means | RP 6: chromatography RP7: chemical tests to identify ions | 4.8 |
| May Half Term | |||
| Week 34 | E1 Revision | ||
| Week 35 | Year 10 PPE1 – Physics Paper 1 and Chemistry Paper 1 | ||
| Week 36 | Year 10 PPE1 – Physics Paper 1 and Chemistry Paper 1 | ||
| Week 37 | C9: composition and evolution of the Earth’s atmosphere, carbon dioxide and methane as greenhouse gases, common atmospheric pollutants | 4.9 | |
| Week 38 | Feedback, Reteach and Review | ||
| Week 39 | Feedback, Reteach and Review | ||
Year 11 Triple Science Teaching Plan
| Week | Topic | Required Practicals | Spec. Points |
| Week 1 | C10: using Earth’s resources | 4.10.1 | |
| Week 2 | C10: potable water, life cycle assessments | RP8: analysis and purification of water samples | 4.10.1-4.10.2 |
| Week 3 | C10: using materials, Haber process and NPK fertilisers | 4.10.3-4.10.4 | |
| Week 4 | B6: sexual and asexual reproduction, meiosis, DNA and the genome, genetic inheritance, inherited disorders, sex determination | 4.6.1 | |
| Week 5 | B6: variation, selective breeding, genetic engineering, cloning | 4.6.2 | |
| Week 6 | B6: theory of evolution, speciation, Mendel’s genetics, evidence for evolution, fossils, extinction, resistant bacteria, classification | 4.6.3-4.6.4 | |
| Week 7 | B7: communities, abiotic factors, biotic factors, adaptations | 4.7.1 | |
| Week 8 | B7: levels of organisation, materials cycling, decomposition, impact environmental change | RP9: sampling RP10: decay of fresh milk | 4.7.2 |
| October Half Term | |||
| Week 9 | PPE 1 Revision | ||
| Week 10 | PPE 1 Assessment – Chemistry Paper 2 and Biology Paper 1 | ||
| Week 11 | PPE 1 Assessment – Chemistry Paper 2 and Biology Paper 1 | ||
| Week 12 | B7: biodiversity, waste management, land use, deforestation, global warming, trophic levels, food production | 4.7.3-4.7.5 | |
| Week 13 | P5: forces and their interactions, work done, forces and elasticity | RP6: force and extension | 4.5.1-4.5.3 |
| Week 14 | P5: moments, levers and gears, pressure and differences in fluids | 4.5.4-4.5.5 | |
| Week 15 | P5: forces and motion, momentum | RP7: investigating Newton’s second law | 4.5.6-4.5.7 |
| Christmas Holiday | |||
| Week 16 | P6: waves in air, fluids and solids | RP8: waves in water and string RP9: reflection and refraction of light | 4.6.1 |
| Week 17 | P6: electromagnetic waves, black body radiation | RP10: infrared absorption and emission | 4.6.2-4.6.3 |
| Week 18 | P7: permanent and induced magnetism, magnetic forces and fields | 4.7.1 | |
| Week 19 | P7: the motor effect, induced potential, transformers and National Grid | 4.7.2-4.7.3 | |
| Week 20 | PPE 2 Assessment – Biology Paper 2 and Physics Paper 1 (Chemistry Paper 1 – date tbc) | ||
| Week 21 | PPE 2 Assessment – Biology Paper 2 and Physics Paper 1 (Chemistry Paper 1 – date tbc) | ||
| February Half Term | |||
| Week 22 | P8: solar system, orbital motion, satellites, red-shift | 4.8 | |
| Week 23 | Final Revision | ||
| Week 24 | Final Revision | ||
| Week 25 | Final Revision | ||
| Week 26 | Final Revision | ||
| Easter Holiday | |||
| Week 27 | Final Revision | ||
| Week 28 | Final Revision | ||
| Week 29 | Final Revision | ||
| Week 30 | Final Revision | ||
| Week 31 | Final Revision | ||
| Week 32 | Final Revision | ||
| Week 33 | Final Revision | ||
| May Half Term | |||
| Week 34 | Final Revision | ||
| Week 35 | Final Revision | ||
| Week 36 | Final Revision | ||
Knowledge and Skills
Year 7 Curriculum Guide
| Through the year, students will have learnt the following key scientific concepts and knowledge: | ||
| Biology | Chemistry | Physics |
| Cells and microscopy – Cell structure and function, preparing and observing specimens, and calculating magnification.Biological organisation – How cells form tissues, organs, organ systems and whole organisms.Specialised cells – How structure relates to function in key plant and animal cells.Human reproduction – Reproductive systems, puberty, menstrual cycle, fertilisation, pregnancy and foetal development.Plant reproduction – Flower structure, pollination, fertilisation, seed formation and dispersal.Ecosystems and adaptations – Biotic/abiotic factors, interdependence, stable communities and adaptations.Feeding relationships – Producers, consumers, predators, prey, trophic levels and energy flow.Population interactions – How invasive species, disease, parasites and human activity affect food webs.Bioaccumulation – How toxins build up through trophic levels and why apex predators are most affected.Sampling techniques – Using quadrats and random sampling to measure species distribution and biodiversity. | Particle model & states – How particle arrangement, movement and forces explain the properties and behaviour of solids, liquids and gases, including changes of state and diffusion.Atoms, elements & compounds – Atoms as building blocks, subatomic particles, atomic/mass number, electron shells, and how elements differ from compounds and mixtures.Chemical formulae & models – Interpreting formulae, counting atoms, naming compounds, and understanding how atomic models developed through scientific evidence.Mixtures & solutions – Solute, solvent, solution, dissolving, saturation, and how temperature affects solubility.Separation techniques – Filtration, evaporation, distillation and chromatography, and choosing methods based on particle behaviour.Acids, alkalis & pH – H⁺ and OH⁻ ions, concentrated vs dilute solutions, indicators, pH scale (1–14), and strong vs weak acids/alkalis.Neutralisation & salts – Acid + alkali → salt + water, gradual pH change, real‑life applications, and how salts are formed and purified using excess reactants, filtration and evaporation.Gas behaviour – Gas pressure caused by particle collisions, and how temperature and volume affect pressure. | Energy stores & transfers – Different energy stores, conservation of energy, and how energy is transferred by heating, radiation, mechanical work and electrical work.Power & efficiency – Power as energy transferred per second, appliance power ratings, useful vs dissipated energy and efficiency calculations.Heat transfer – Conduction, insulation and radiation, including particle explanations and the effects of colour and surface.Energy resources – Renewable and non‑renewable resources, environmental impacts and electricity generation.Forces & motion – Contact and non‑contact forces, force diagrams, balanced vs unbalanced forces and their effects on motion.Weight, gravity & resistance – W = m × g, mass vs weight, friction, air resistance, water resistance and streamlining.Stopping distances – Thinking, braking and stopping distance, and factors affecting each.Hooke’s Law – F = k × extension, elastic vs inelastic behaviour and the elastic limit.Density & pressure – Density (ρ = m ÷ V), floating/sinking, displacement method, and pressure in gases, liquids and surfaces (P = F ÷ A).Static electricity – Charging by friction, attraction/repulsion and charged particles.Circuits & electricity – Circuit symbols, conductors/insulators, current as flow of charge, behaviour in series and parallel circuits, potential difference and resistance (R = V ÷ I).Charge & current – Q = I × t, electrons and ions as charge carriers, and how current behaves in different circuit types. |
| Key skills the students will develop are: | ||
| Biology | Chemistry | Physics |
| Scientific drawing – Accurate biological diagrams with continuous lines, correct proportions and labels.Microscope handling – Safe carrying, focusing, slide preparation and observation recording.Diagram labelling – Reproductive systems, flowers, cells, food webs and sampling diagrams.Comparative explanation – Comparing plant vs animal cells, specialised cells, seed dispersal methods, adaptations.Extended scientific writing – Structured paragraphs explaining processes such as fertilisation, adaptations or ecosystem changes.Data interpretation – Reading graphs, analysing sampling data, interpreting food webs and ecological scenarios.Practical investigation – Planning variables, writing methods, evaluating reliability and suggesting improvements.Observation and dissection – Flower dissections, pond water observations, identifying structures. | Scientific modelling – Drawing particle diagrams, atomic models, electron shells, chromatograms.Diagram interpretation – Reading particle diagrams, formulae, chromatograms, distillation setups.Practical technique – Filtration, evaporation, distillation, chromatography, heating, dissolving, neutralisation.Chemical reasoning – Explaining properties using particle behaviour; linking macroscopic observations to microscopic models.Classification – Identifying elements, compounds, mixtures, acids, alkalis, solutions, solubility categories.Extended scientific writing – Explaining processes such as dissolving, distillation, neutralisation, atomic structure.Hazard interpretation – Understanding hazard symbols, risks, and safe handling of chemicals.Data interpretation – Using solubility results, pH data, chromatograms, boiling/melting point graphs. | Interpreting diagrams – Force diagrams, circuit diagrams, energy flow diagrams, Hooke’s Law graphs.Scientific modelling – Rope model for current, particle model for conduction, bus model for conduction, ramp model for voltage.Practical technique – Using Newton meters, balances, ammeters, voltmeters, thermometers, circuit components.Problem‑solving – Applying formulae, predicting outcomes, evaluating scenarios (e.g., stopping distances, efficiency).Classification – Contact vs non‑contact forces; series vs parallel circuits; good vs poor insulators.Extended scientific writing – Explaining energy transfers, evaluating appliances, describing force interactions.Data interpretation – Analysing graphs, identifying trends, interpreting current/voltage patterns, evaluating insulator results.Hazard awareness – Safe use of electrical equipment, hot water, springs, masses, and heating apparatus. |
| Maths and scientific skills the students will develop are: | |
| Maths skills | Working scientifically skills |
| Using equations – Substituting values, calculating unknowns, and rearranging formulae across biology, chemistry and physics.Graph skills – Plotting line and bar graphs, choosing appropriate scales, drawing best‑fit lines, and interpreting trends or gradients.Averages and data handling – Calculating means, identifying anomalies, and interpreting patterns in repeated measurements.Measurement and scale reading – Accurately using thermometers, measuring cylinders, rulers, pH probes, stopwatches and balances.Unit conversions – Converting between units such as J/kJ, W/kW, seconds/minutes, and mass/volume units.Proportional reasoning – Understanding direct and inverse proportionality (e.g., Hooke’s Law, pressure/area, population changes).Percentage and efficiency calculations – Using percentages to calculate efficiency and compare performance.Rounding and numerical accuracy – Rounding to whole numbers, decimal places and significant figures.Recording and organising data – Designing and completing tables for experiments, observations and investigations. | Identifying variables – Recognising independent, dependent and control variables across practical investigations.Planning methods – Writing clear, logical, step‑by‑step methods using imperative verbs for reliable practical work.Accurate measurement – Using scientific equipment correctly (e.g., thermometers, cylinders, pipettes, Newton meters, ammeters, voltmeters).Collecting and recording data – Gathering observations and measurements systematically using tables, tally charts and labelled diagrams.Interpreting evidence – Drawing conclusions from graphs, tables and practical results, linking evidence to scientific ideas.Evaluating methods – Considering reliability, accuracy, sources of error, contamination risks and improvements to procedures.Applying scientific vocabulary – Using precise terminology consistently across biology, chemistry and physics contexts.Graph analysis – Identifying trends, gradients, proportionality and anomalies in scientific graphs.Scientific communication – Explaining ideas clearly through discussion, paired talk, extended answers and class reasoning. |
Year 8 Curriculum Guide
| Through the year, students will have learnt the following key scientific concepts and knowledge: | ||
| Biology | Chemistry | Physics |
| Respiration – Aerobic and anaerobic respiration, reactants/products, mitochondria, energy release, lactic acid, oxygen debt, fermentation in yeast.Gas exchange – Structure of the breathing system, alveoli adaptations, diffusion of oxygen and carbon dioxide, haemoglobin transport, effects of smoking.Nutrition – Balanced diet, food groups, energy requirements, nutrient deficiencies (anaemia, scurvy, rickets, osteoporosis, kwashiorkor), obesity and malnutrition.Digestion – Organs and functions, peristalsis, enzymes (amylase, protease, lipase), villi adaptations for absorption.Photosynthesis – Word/symbol equation, chloroplasts, leaf structure, glucose uses (starch, cellulose, lipids, proteins), limiting factors, indicator‑based practicals.Genetics – DNA structure, genes, chromosomes, inherited vs environmental variation, mutations, natural selection, extinction, biodiversity, continuous/discontinuous variation. | Periodic table structure – Atomic number, groups, periods, metals vs non‑metals, organisation by patterns in atomic structure.Properties of elements – Physical vs chemical properties, conductivity, malleability, ductility, brittleness, lustre, melting/boiling points.Reactivity trends – Group 1 reactivity increases down the group; Group 7 reactivity decreases down the group; Group 0 inertness and boiling‑point trends.Oxides – Metals form basic oxides; non‑metals form acidic oxides; pH behaviour of oxides in water.Earth structure – Inner/outer core, mantle, crust, atmosphere composition and origin.Rock cycle – Formation of sedimentary, igneous and metamorphic rocks; classification using observable features.Carbon cycle – Photosynthesis, respiration, combustion, decay, excretion, fossil‑fuel formation.Global warming – Greenhouse gases, enhanced greenhouse effect, consequences of rising temperatures.Human impact – Deforestation, agriculture, waste production, pollution, finite resources, recycling.Chemical reactions – Reactants/products, evidence of reactions, conservation of atoms, word/symbol equations.Reaction types – Combustion, displacement, neutralisation, thermal decomposition, catalysts and enzymes.Reactivity series – Predicting displacement reactions, ranking metals by reactivity.Acids and alkalis | Wave types – Transverse vs longitudinal waves, oscillations, superposition, behaviour at boundaries (reflection, absorption, transmission, refraction).Sound – Sound production by vibrations, need for a medium, speed of sound in solids/liquids/gases, amplitude–volume link, frequency–pitch link, absorption, echoes, auditory ranges, structure of the ear.Light – Light as a transverse wave, travel in a vacuum, luminous vs non‑luminous objects, transparent/translucent/opaque materials, ray diagrams, reflection, refraction, image formation, structure of the eye.Magnetism – Magnetic materials, attraction/repulsion, non‑contact forces, magnetic fields, field lines, compass behaviour, Earth’s magnetic field.Electromagnets – Solenoids, iron cores, electromagnet strength, factors affecting magnetic field strength, applications of electromagnets.Speed – Speed as distance/time, units of speed, average vs instantaneous speed, speed cameras, interpreting speed data.Distance‑time graphs – Constant speed, stationary motion, gradients, calculating speed from graphs, displacement vs distance travelled.Solar System – Planets, moons, asteroids, comets, rocky vs gas planets, astronomical objects.Earth’s motion – Rotation (day/night), lunar month, orbit (year), leap year, axial tilt causing seasons.Gravity – Gravity as a force, mass vs weight, gravitational field strength, W = m × g, weight variation on different planets.Stars and galaxies – Light years, speed of light, stellar evolution (protostar → main sequence → red giant/supergiant → white dwarf/black dwarf/supernova/neutron star/black hole).Space exploration – Mars exploration, rovers, ISS conditions, astronaut challenges, meteorite impacts and crater formation. |
| Key skills the students will develop are: | ||
| Biology | Chemistry | Physics |
| Scientific modelling – Bell‑jar lungs, gas‑exchange roleplay, leaf structure diagrams, algal‑ball photosynthesis models.Diagram labelling – Breathing system, digestive organs, leaf tissues, DNA/chromosome structures.Extended scientific writing – Structured explanations of respiration, photosynthesis, digestion, variation, natural selection.Data interpretation – Reading scatter graphs, bar charts, indicator colour changes, practical results.Practical investigation – Planning variables, writing methods, collecting data, analysing results, evaluating reliability.Critical thinking – Addressing misconceptions, comparing processes, linking evidence to conclusions.Communication – Oracy tasks, presentations, paired discussion, scientific vocabulary use. | Classifying substances – Sorting metals/non‑metals, rock types, renewable vs non‑renewable resources.Scientific modelling – Earth‑layer models, carbon‑cycle roleplay, particle models, molymod reactions.Diagram labelling – Periodic table features, Earth structure, rock cycle, reaction setups.Extended scientific writing – Explanations of global warming, carbon cycle, displacement, neutralisation, decomposition.Data interpretation – Reading bar charts, CO₂ graphs, temperature trends, reaction‑rate observations.Practical investigation – Testing material properties, burning elements, displacement tests, decomposition, neutralisation.Critical evaluation – Identifying bias, comparing articles, assessing reliability, peer review.Communication – Structured discussion, paired reasoning, scientific vocabulary use. | Scientific modelling – Slinkies for waves, ray diagrams for light, field‑line diagrams for magnetism, Solar System scale models, star‑life‑cycle flow diagrams, crater‑formation models.Diagram labelling – Ear and eye diagrams, ray diagrams, magnetic field diagrams, distance‑time graphs, Solar System layouts.Extended scientific writing – Explanations of sound travel, reflection/refraction, electromagnets, speed comparisons, seasons, gravity, star life cycles.Data interpretation – Oscilloscope traces, auditory‑range tables, speed‑camera data, distance‑time graphs, crater‑size results.Practical investigation – Reflection/refraction practicals, electromagnet strength tests, speed measurements, crater investigations.Critical evaluation – Identifying anomalies, improving methods, assessing reliability, evaluating models (e.g., Sphero rover).Communication – Structured explanations, paired reasoning, scientific vocabulary use, presenting findings. |
| Maths and scientific skills the students will develop are: | |
| Maths skills | Working scientifically skills |
| Graph skills – Plotting and interpreting bar charts, scatter graphs and distance‑time graphs; reading gradients; identifying trends and stationery/constant motion.Averages – Calculating means from repeated measurements; recognising anomalies; using ranges and simple uncertainty.Proportional reasoning – Understanding relationships such as amplitude–volume, frequency–pitch, coil number–electromagnet strength, light intensity–photosynthesis rate, and gravitational field strength–weight.Measurement – Reading scales accurately (time, distance, temperature, pH, volume, angles); using stopwatches, rulers, thermometers, pH probes and protractors.Data handling – Designing tables, recording results clearly, spotting anomalies, comparing datasets and identifying patterns.Equation use – Applying and rearranging simple equations (speed = distance ÷ time, weight = mass × g); interpreting chemical formulas and counting atoms.Diagrammatic reasoning – Constructing and interpreting ray diagrams, wave diagrams, field‑line diagrams and scaled scientific drawings.Scaling and estimation – Estimating values, choosing appropriate scales, modelling large distances (e.g., light years, planetary spacing) and predicting changes (e.g., crater size).Unit conversions – Converting between scientific units (m/s, N/kg, °C, light years, metres) and using correct units consistently. | Identifying variables – Distinguishing clearly between independent, dependent and control variables across practical investigations.Method writing – Producing clear, numbered, replicable methods for practicals in biology, chemistry and physics.Accurate measurement – Using scientific equipment correctly (e.g., thermometers, pH probes, microscopes, protractors, balances, stopwatches).Observation – Making and recording detailed observations of biological structures, chemical changes and physical phenomena.Evidence‑ based conclusions -Linking data to hypotheses, explaining trends, identifying anomalies and drawing justified conclusions.Evaluation – Commenting on reliability, accuracy, limitations, contamination risks, bias and improvements to methods or models.Scientific vocabulary – Using precise terminology across all KS3 science domains (biology, chemistry, physics).Scientific communication – Communicating ideas clearly through extended writing, structured reasoning, labelled diagrams and presentation of findings. |
Year 9 Curriculum Guide
| Through the year, students will have learnt the following key scientific concepts and knowledge: | ||
| Biology | Chemistry | Physics |
| Cells and microscopy – Structure and function of plant, animal and bacterial cells; differences between eukaryotic and prokaryotic cells; specialised cells; preparing and observing specimens; magnification, resolution, standard form and biological scale.Biological organisation – How cells form tissues, organs and organ systems; hierarchy of organisation; structure–function relationships across systems.Respiration and gas exchange – Aerobic and anaerobic respiration, reactants/products, mitochondria, energy release, oxygen debt; structure of the breathing system; alveoli adaptations; diffusion of gases; effects of smoking.Digestion and enzymes – Organs and functions of the digestive system; peristalsis; enzymes (amylase, protease, lipase); lock‑and‑key model; factors affecting enzyme activity (temperature, pH); absorption in the small intestine; villi and microvilli adaptations; diffusion and active transport.Nutrition and health – Balanced diet, food groups, energy requirements, nutrient deficiencies (anaemia, scurvy, rickets, kwashiorkor), obesity and malnutrition; dietary deficiency diseases and symptoms.Circulation and heart health – Structure and function of the heart; double circulation; blood vessels (arteries, veins, capillaries); blood components; coronary heart disease; stents, statins, heart transplants; evaluating risks and benefits.Disease biology – Communicable vs non‑communicable diseases; pathogens (bacteria, viruses, fungi, protists); transmission routes; incidence, mortality and epidemiology; cancer (benign/malignant tumours, metastasis, carcinogens, risk factors).Cell division and stem cells – Mitosis, cell cycle, chromosomes, DNA, differentiation; embryonic and adult stem cells; therapeutic cloning; ethical considerations.Plant transport and systems – Structure of roots, stems and leaves; xylem and phloem; transpiration; osmosis and diffusion; environmental factors affecting water loss; meristems and cloning.Genetics and variation – DNA structure, genes, chromosomes, inherited vs environmental variation, mutations, natural selection, extinction, biodiversity. | Atomic structure and particles – Protons, neutrons, electrons, atomic number, mass number, isotopes, electron shells and electronic configuration.Elements, compounds and molecules – Chemical symbols, particle diagrams, diatomic molecules, simple covalent molecules, polymers and giant covalent structures.Periodic table organisation – Mendeleev’s early classification, modern periodic table arrangement, groups, periods, metals vs non‑metals, metalloids.Reactivity patterns – Trends in Group 1, Group 7 and Group 0; predictions based on atomic structure and electron arrangement.Ions and ionic bonding – Electron transfer, ion formation, charges linked to group number, dot‑and‑cross diagrams, ionic lattices and their properties.Covalent and metallic bonding – Sharing of electrons, intermolecular forces, delocalised electrons, metallic lattices, alloys and structure–property relationships.States of matter – Particle behaviour in solids, liquids and gases; melting, boiling, evaporation, condensation and heating curves. | Energy stores and transfers – How energy is stored (kinetic, gravitational, elastic, thermal), transferred (heating, electrical work, mechanical work), dissipated and conserved in real systems such as homes and theme‑park rides.Power and efficiency – Power as the rate of energy transfer; interpreting appliance power ratings; comparing systems using P = E ÷ t and P = W ÷ t; efficiency as useful ÷ total energy transferred; reducing unwanted energy transfers.Thermal energy and specific heat capacity – How materials heat and cool at different rates; specific heat capacity as energy needed to raise 1 kg by 1°C; practical investigation using joulemeters, thermometers and calorimeters; insulation and thermal conductivity in homes and ride components.Kinetic, gravitational and elastic potential energy – Quantitative relationships: KE = ½mv², GPE = mgh, Ee = ½ke²; analysing how roller coasters convert energy between stores; how braking systems dissipate energy.Energy resources and sustainability – Renewable vs non‑renewable resources; reliability, environmental impact, political and economic considerations; real‑world energy planning and decision‑making.Energy in engineering and design |
| Key skills the students will develop are: | ||
| Biology | Chemistry | Physics |
| Scientific modelling – Cell diagrams, digestive system flow models, enzyme lock‑and‑key diagrams, gas‑exchange models, heart structure diagrams, plant transport pathways, cancer progression sequences.Diagram labelling – Cells and organelles, digestive organs, breathing system, heart and blood vessels, leaf tissues, chromosomes, mitosis stages, plant transport tissues.Extended scientific writing – Structured explanations of digestion, respiration, gas exchange, enzyme action, disease progression, circulation, variation, natural selection and cancer.Data interpretation – Reading graphs, histograms, scatter graphs, tables, case‑study data, epidemiological statistics, enzyme‑rate graphs, heart‑health infographics.Practical investigation – Planning variables, writing methods, collecting data, analysing results, calculating rates, evaluating reliability and validity (e.g., enzyme activity, osmosis, diffusion, transpiration).Critical thinking – Addressing misconceptions, evaluating treatments (stents/statins/transplants), interpreting disease risk factors, comparing biological processes, linking evidence to conclusions.Scientific communication – Oracy tasks, presentations, paired reasoning, extended answers, structured argumentation, use of precise biological vocabulary. | Scientific modelling – Drawing particle diagrams, electron‑shell diagrams, dot‑and‑cross diagrams, bonding models and lattice structures.Diagram interpretation – Reading periodic tables, particle models, heating curves, structure diagrams and bonding representations.Classification and comparison – Identifying metals, non‑metals, metalloids, bonding types and material properties using evidence.Extended scientific writing – Explaining bonding, reactivity trends, structure–property relationships and changes of state.Practical investigation skills – Testing conductivity, melting point, solubility and appearance to identify bonding types; comparing unknown substances.Critical evaluation – Identifying misconceptions, assessing reliability, comparing models, evaluating practical evidence.Scientific communication – Using precise chemical vocabulary, structured reasoning and clear explanations of atomic and bonding concepts. | Scientific modelling – Representing energy stores and pathways; drawing energy‑transfer diagrams; modelling roller‑coaster motion and thermal processes.Diagram interpretation – Reading cooling curves, energy‑transfer diagrams, ride‑motion diagrams and temperature‑time graphs.Extended scientific writing – Explaining energy transfers, efficiency, dissipation, specific heat capacity, and energy changes in roller‑coaster systems using structured reasoning.Data interpretation – Analysing cooling curves, joulemeter readings, temperature changes, gradients, and energy‑calculation results; identifying trends and anomalies.Practical investigation – Planning and carrying out specific heat capacity experiments; collecting temperature/time data; evaluating reliability and sources of error; improving methods.Critical evaluation – Assessing insulation effectiveness, comparing energy resources, evaluating ride‑design decisions, and judging reliability of data.Communication – Presenting findings verbally and in writing; using scientific vocabulary confidently; discussing engineering decisions and sustainability issues. |
| Maths and scientific skills the students will develop are: | |
| Maths skills | Working scientifically skills |
| Using equations and numerical relationships – Applying and rearranging scientific equations (e.g., magnification, KE, GPE, elastic energy, power, specific heat capacity); calculating atomic structure; determining ion charges; using proportional reasoning to explain relationships in biology, chemistry and physics.Graphing and data interpretation – Plotting and interpreting line, bar, scatter and temperature–time graphs; reading gradients; identifying trends, anomalies, rates of change and optimum conditions; comparing datasets to classify patterns (e.g., bonding types, reaction rates, cooling curves).Averages, data handling and organisation – Calculating means; spotting anomalies; using ranges and simple uncertainty; designing tables; organising observations; interpreting numerical results from practicals (e.g., joulemeter readings, conductivity tests, osmosis data).Measurement, units and scale – Accurate use of scientific equipment (thermometers, balances, rulers, stopwatches, microscopes); reading scales; converting units (mm–µm–nm, seconds–minutes, grams–kilograms, joules–kilojoules); applying standard form to biological and atomic scale.Diagrammatic and logical reasoning – Interpreting and constructing scientific diagrams (cells, heart, leaf, dot‑and‑cross, particle models, lattices); using models to compare size, structure and processes; applying rules to predict trends, explain patterns and interpret practical results.Numerical accuracy and estimation – Rounding to decimal places and significant figures; checking calculation steps; estimating values using scale bars, particle models or gradients; comparing results from different calculation methods (e.g., equation vs graph). | Identifying variables – Selecting independent, dependent and control variables across biological, chemical and physical investigations (e.g., enzymes, osmosis, diffusion, bonding, heating/cooling, insulation).Planning methods – Writing clear, logical, numbered, replicable methods for practicals (microscopy, enzyme tests, gas exchange, plant transport, bonding tests, heating/cooling experiments).Accurate measurement – Using microscopes, thermometers, pH probes, balances, stopwatches, potometers, joulemeters and heating/conductivity apparatus safely and correctly; avoiding common measurement errors.Observation & data collection – Making detailed observations of cells, tissues, reactions, plant structures, physical changes and material properties; recording results systematically in tables or diagrams.Evidence‑based conclusions – Linking data to hypotheses; explaining trends; identifying anomalies; justifying conclusions using biological, chemical or physical evidence.Evaluation – Assessing reliability, accuracy, contamination risks, systematic/random errors and limitations of models; suggesting improvements to practical methods and experimental design.Scientific vocabulary – Using precise terminology across cell biology, digestion, respiration, circulation, disease, genetics, bonding, structure, energy and material properties.Scientific communication – Clear explanations, structured reasoning, labelled diagrams, extended writing, comparison tables, presentations and summaries linked to real‑world contexts.Graph analysis – Interpreting gradients, trends, proportionality and anomalies in cooling curves, energy‑change graphs and biological/chemical datasets. |
Year 10 Curriculum Guide
| Through the year, students will have learnt the following key scientific concepts and knowledge: | ||
| Biology | Chemistry | Physics |
| Cell biology -Eukaryotic vs prokaryotic cells; organelles and their functions; specialised cells; microscopy, magnification, resolution; chromosomes, genes and DNA; mitosis and the cell cycle; stem cells, differentiation and therapeutic cloning; diffusion, osmosis and active transportOrganisation -Hierarchy of biological organisation; digestive system structure and function; enzymes and enzyme action; food tests; circulatory system (heart, blood vessels, blood components); coronary heart disease and treatments; health, lifestyle factors and non‑communicable diseases; cancer causes and progression.Infection and response -Communicable diseases and transmission; pathogens (virus, bacteria, fungi, protists); human defence systems; vaccination and herd immunity; antibiotics and resistance; painkillers; drug discovery and clinical trials; Bioenergetics -Photosynthesis (word/symbol equations, limiting factors, glucose uses); respiration (aerobic and anaerobic, fermentation); response to exercise, lactic acid and oxygen debt; metabolism and biochemical pathways.Homeostasis and response -Homeostasis and control systems; nervous system structure and function; reflex arcs; endocrine system and hormones; blood glucose regulation (insulin); reproductive hormones and menstrual cycle; contraception. | Atomic structure -Sub‑atomic particles, atomic/mass number, isotopes, electron configuration, nuclear models, development of atomic theory, size/scale of atoms.Periodic table organisation -Groups, periods, metals vs non‑metals, trends in Groups 0, 1 and 7, reactivity patterns, Mendeleev’s development of the table.Bonding and structure -Ionic, covalent and metallic bonding; dot‑and‑cross diagrams; giant ionic lattices; simple molecules; polymers; giant covalent structures; metallic lattices; structure–property relationships.Chemical changes -Reactivity series, displacement, oxidation/reduction (oxygen), extraction of metals, neutralisation, salt formation.Quantitative chemistry -Conservation of mass, formulae and equations, relative formula mass, concentration (g/dm³ ).Energy changes -Exothermic/endothermic reactions, activation energy, reaction profiles, uses of exo/endothermic processes.Rates of reaction -Measuring rate, interpreting graphs, collision theory, effects of concentration, pressure, temperature, surface area and catalysts.Reversible reactions and equilibrium -Reversible reactions, energy changes, dynamic equilibriumOrganic chemistry -Crude oil, fractional distillation, alkanes/alkenes, cracking, combustion.Electrolysis -Electrolytes, ion movement, products at electrodes, molten vs aqueous electrolysis, extraction of aluminium. | Atomic structure – Structure of atoms, subatomic particles, isotopes, nuclear models, electron energy levels, radioactive decay, types of nuclear radiation, half‑life, contamination vs irradiation.Particle model of matter – Density of materials, particle arrangements in solids/liquids/gases, changes of state, internal energy, heating curves, specific heat capacity, specific latent heat, gas pressure.Electricity – Circuit symbols, current as flow of charge, potential difference, resistance, V = IR, charge Q = I × t, I–V characteristics, series vs parallel circuits, resistors in series/parallel, AC vs DC, mains electricity, wiring and safety, power equations, energy transfer, National Grid.Energy – Energy stores and transfers, work done, kinetic energy, gravitational potential energy, elastic potential energy, specific heat capacity, power, efficiency, dissipation, renewable vs non‑renewable energy resources, National Grid efficiency. |
| Combined Science Higher tier only As above, with additional: Bioenergetics – light intensity and distance inverse square lawHomeostasis and response – blood glucose regulation (glucagon); reproductive hormones and menstrual cycle; contraception; fertility treatments; negative feedback (adrenaline, thyroxine) | Combined Science Higher tier only As above, with additional: Chemical changes – displacement (inc. half equations), oxidation/reduction (electron transfer), pH scale, strong vs weak acids.Quantitative chemistry – moles, reacting masses, limiting reactants, concentration (g/dm³ and mol/dm³).Energy changes – bond energy calculations, energy transfer in chemical reactionsRates of reaction -interpreting graphs calculating tangents/gradients, temperature, surface area and catalysts.Reversible reactions and equilibrium – Le Chatelier’s principle, effects of concentration, temperature and pressure.Electrolysis – half‑equations. | Combined Science Higher tier only As above, with additional: Atomic structure – net decline of isotopesParticle model of matter – limitations of particle model |
| Triple Science Biology only As above, with additional: Cell Biology – culturing microorganisms and bacterial growth.Infection and Response – monoclonal antibodies; plant diseases, symptoms and mineral deficiencies; plant defence responses.Homeostasis and response – brain structure; eye structure and accommodation; thermoregulation; water and nitrogen balance; kidney function, dialysis and transplants; plant hormonal responses: auxin‑controlled responses to light and gravity; required practical on plant growth responses. | Triple Science Chemistry only As above, with additional: Periodic table – transition metal properties.Chemical changes – titration principles.Quantitative chemistry – gas volumes, percentage yield and atom economy.Energy changes – fuel cells and batteries, hydrogen-oxygen fuel cells Organic chemistry – addition reactions of alkenes, alcohols, carboxylic acids, esters, polymers (addition and condensation), DNA as a polymer.Electrolysis – reactivity considerations (linked with fuel cells). Chemical analysis -purity, formulations, chromatography, Rf values, gas tests, cation/anion identification, precipitate reactions, flame tests, instrumental analysis and flame‑emission spectroscopy.Atmosphere & climate -evolution of Earth’s atmosphere, greenhouse gases, climate change, carbon footprint, pollutants, combustion products and environmental impacts. | Triple Science Physics only As above, with additional: Atomic structure – background radiation, nuclear fission and chain reactions.Particle model of matter – pressure–temperature relationships, Boyle’s law, work done on gases.Electricity – static electricity and sparks.Energy – insulation inc. RP. |
| Key skills the students will develop are: | ||
| Biology | Chemistry | Physics |
| Scientific modelling -Creating and interpreting biological diagrams (cells, tissues, organs, leaf structure, transport systems, reflex arcs, endocrine pathways, photosynthesis/respiration models).Diagram labelling -Accurate labelling of cells, organelles, digestive system, circulatory system, breathing system, leaf tissues, plant organs, nervous system structures, eye anatomy and hormonal pathways.Extended scientific writing -Structured explanations of biological processes (digestion, respiration, photosynthesis, immunity, homeostasis, disease progression, plant transport, hormonal control).Data interpretation -Analysing graphs, tables, microscope observations, enzyme‑rate data, bacterial growth curves, photosynthesis rates, heart‑rate/breathing data, glucose tolerance tests, dialysis results and epidemiological data. Practical investigation -Planning variables, writing methods, controlling conditions, collecting measurements, analysing results, calculating rates, evaluating reliability and validity across all required practicals.Critical thinking -Evaluating treatments (stents, statins, transplants, antibiotics, fertility treatments), assessing ethical issues (stem cells, IVF, drug trials), interpreting risk factors and comparing biological models.Scientific communication -Clear verbal and written explanations, structured reasoning, scientific vocabulary, argumentation and presentation of findings. | Scientific modelling -Particle diagrams, atomic models, bonding diagrams, reaction profiles, polymer models, equilibrium models, rate‑of‑reaction graphs.Diagram interpretation -Reading formulae, chromatograms, distillation setups, electrolysis circuits, energy profiles, periodic‑table patterns, structural formulae.Chemical reasoning -Linking macroscopic observations to particle models; explaining trends using atomic structure; predicting reactions from periodic‑table position; interpreting bonding and structure.Practical technique -Filtration, evaporation, distillation, chromatography, titration, heating, measuring gas volumes, electrolysis, rate‑of‑reaction experiments, salt preparation.Extended scientific writing -Structured explanations of bonding, reactivity, energy changes, equilibrium, organic reactions, and quantitative processes. Critical evaluation -Assessing reliability, accuracy, sources of error, contamination, catalyst effects, equilibrium shifts, industrial processes.Communication -Using precise chemical vocabulary, structured reasoning, peer explanation, presentation of findings. | Scientific modelling – Using particle models, atomic models, circuit models, energy‑transfer diagrams, gas‑pressure models, chain‑reaction models, and representations of fission/fusion.Diagram interpretation – Reading circuit diagrams, I–V graphs, heating/cooling curves, force diagrams, nuclear equations, pressure–temperature graphs, energy‑flow diagrams.Extended scientific writing – Explaining atomic models, radioactive decay, energy transfers, gas behaviour, electrical processes, and efficiency using structured reasoning.Practical technique – Using ammeters, voltmeters, thermometers, joulemeters, density apparatus, pressure gauges, radioactive‑source handling equipment, and heating/cooling setups.Critical evaluation – Assessing reliability of data, evaluating models, analysing risks (radiation safety), judging insulation effectiveness, and evaluating energy‑resource choices. Communication – Clear scientific vocabulary, structured explanations, labelled diagrams, reasoned arguments, and presentation of findings. |
| Maths and scientific skills the students will develop are: | |
| Maths skills | Working scientifically skills |
| Equation use & rearrangement -Applying and manipulating scientific equations across biology, chemistry and physics (e.g., rate equations, magnification, energy equations, electrical equations, gas laws, Hooke’s Law, pV = constant).Graphing skills -Plotting and interpreting line graphs, bar charts, scatter graphs, I–V graphs, rate‑of‑reaction graphs, heating/cooling curves, pressure–temperature graphs and gradients/tangents.Averages & data handling -Calculating means, identifying anomalies, using ranges, organising data tables and interpreting repeated measurements.Measurement & units -Accurate use of scientific equipment; converting between units (length, time, mass, volume, concentration, energy); using standard form for very large/small values.Proportional reasoning -Understanding direct and inverse relationships (e.g., current–resistance, pressure–volume, rate–temperature, diffusion gradients, population growth, half‑life patterns).Numerical accuracy -Using significant figures, decimal places, standard form; checking calculation steps; estimating values using scale bars, gradients or proportionality. | Identifying variables -Selecting and clearly distinguishing independent, dependent and control variables across all KS4 practicals.Planning and method writing -Producing clear, logical, replicable, numbered methods with correct sequencing.Accurate measurement -Using scientific equipment safely and precisely (balances, thermometers, pH probes, microscopes, ammeters, voltmeters, gas syringes, timing devices).Observation and data collection -Recording detailed observations and measurements systematically in tables or diagrams.Evidence‑based conclusions -Linking data to scientific ideas, explaining trends, identifying anomalies and drawing justified conclusions.Evaluation skills -Commenting on reliability, accuracy, sources of error (systematic/random), contamination risks, limitations and improvements to methods.Scientific vocabulary -Using precise terminology consistently across biology, chemistry and physics contexts.Scientific communication -Clear extended writing, structured reasoning, labelled diagrams, oral explanations and presentation of findings. |
Year 11 Curriculum Guide
| Through the year, students will have learnt the following key scientific concepts and knowledge: | ||
| Biology | Chemistry | Physics |
| Classification systems -Linnaean hierarchy (Kingdom → Species), binomial naming, three‑domain system (Archaea, Bacteria, Eukaryota), and how modern microscopy/biochemical analysis has changed classification.Adaptations and interdependence -Structural, behavioural and functional adaptations; extremophiles; competition for resources; interdependence in stable communities.Biotic and abiotic factors -How living and non‑living factors affect distribution, survival and population changes in ecosystems.Sampling and distribution -Quadrat sampling, transects, abundance, distribution patterns, population estimation and required practical fieldwork.Inheritance, variation and evolution – sexual and asexual reproduction, meiosis, mitosis, DNA and the genome, genetic inheritance and inherited disorders, sex determination, variation, evolution (Darwin), fossils, antibiotic resistance, selective breeding, genetic engineering, speciation, extinctionFeeding relationships -Food chains, producers, consumers, decomposers, predator–prey cycles.Material cycles -Carbon cycle, water cycle, decay cycle, role of microorganisms, recycling of matter and links to photosynthesis, respiration and decomposition.Biodiversity -Importance of biodiversity for ecosystem stability; consequences of biodiversity loss.Human impacts -Waste management, pollution (air, water, land), acid rain, population growth, land use changes, peat destruction, deforestation and global warming. | Chemical analysis -purity, formulations, chromatography, Rf values, gas tests.Atmosphere & climate -evolution of Earth’s atmosphere, greenhouse gases, climate change, carbon footprint, pollutants, combustion products and environmental impacts.Using resources -potable water, desalination, sewage treatment, finite vs renewable resources, life‑cycle assessments, recycling, materials production. | Forces & Motion – Scalars/vectors, contact vs non‑contact forces, weight vs mass, gravitational fields, resultant forces, free‑body diagrams, work done, energy transfer, elastic/inelastic deformation, Hooke’s Law, elastic potential energy, distance vs displacement, speed, velocity, acceleration, Newton’s laws, stopping distances.Waves – Transverse vs longitudinal waves, wave properties (frequency, wavelength, amplitude, period), wave speed equation, reflection, refraction, absorption, transmission, electromagnetic spectrum, EM wave properties, ionising radiation hazards, uses of EM waves.Magnetism & Electromagnetism – Permanent vs induced magnets, magnetic fields, field strength and distance, Earth’s magnetic field, electromagnets and solenoids, magnetic field patterns. |
| Combined Science Higher tier only As above, with additional: Inheritance, variation and evolution – constructing Punnett squares and theory of probability | Combined Science Higher tier only As above, with additional: Using resources – phytomining, bioleaching, | Combined Science Higher tier only As above, with additional: Forces & Motion – resolving forces, momentum and conservation of momentum.Waves – generation of EM waves and uses of EM waves, properties of EM waves, wave fronts and refractionMagnetism & Electromagnetism – the motor effect, Fleming’s left‑hand rule, factors affecting force on a conductor, F = B I l. |
| Triple Science Biology only As above, with additional: Feeding relationships – trophic levels and pyramids of biomass; biomass transfer and efficiency calculations.Inheritance, variation and evolution – sexual and asexual reproduction (inc. advantages and disadvantages), DNA structure, protein synthesis, Mendel’s genetics, theory of evolution (Lamarck, Darwin, Wallace), cloning.Decay processes -Factors affecting decay (temperature, oxygen, moisture, pH), aerobic vs anaerobic decay, composting, biogas production and required practical on decay ratesFood security and biotechnology -Factors affecting food security, sustainable farming, biotechnology applications (GM crops, biogas, fermentation). | Triple Science Chemistry only As above, with additional: Using resources – Haber process and fertilisers, alloys, ceramics, polymers, composites, corrosion and sacrificial protection Chemical analysis and Atmosphere & climate – covered in Y10 Triple Science. | Triple Science Physics only As above, with additional: Forces & Motion – moments, levers/gears, pressure in fluids, upthrust, atmospheric pressureWaves – sound waves and human hearing, ultrasound and medical/industrial imaging, seismic waves and Earth structure, echo sounding, reflection, lenses, magnification, colour and light behaviour, black‑body radiation and thermal emission.Magnetism & Electromagnetism –generators and electromagnetic induction, alternators vs dynamos, microphones, transformers, transformer equation, National Grid and power transmission.Space physics – solar system, classification of astronomical objects, Milky Way and other galaxies, formation of stars from nebulae, nuclear fusion, main sequence stability, life cycles of stars (small and large), formation of elements in fusion (main sequence and supernovas), distribution of heavy elements, gravitational orbits, satellite motion, orbital speed and radius, circular motion and centripetal force, red-shift, expanding universe, Big Bang Theory , evidence from supernovae and cosmic observations. |
| Key skills the students will develop are: | ||
| Biology | Chemistry | Physics |
| Scientific modelling -Constructing food chains, trophic pyramids, carbon/water/decay cycle models, classification trees and ecosystem diagrams.Diagram labelling -Accurate labelling of food webs, trophic levels, sampling layouts, cycles, decomposers and classification hierarchies.Extended scientific writing -Explaining ecological processes, human impacts, decay mechanisms, biodiversity loss and classification systems.Data interpretation -Analysing quadrat/transect data, population curves, pollution graphs, decay‑rate data, biomass pyramids and climate trends.Practical investigation -Planning fieldwork, identifying variables, collecting ecological data, measuring decay rates, evaluating sampling reliability and interpreting environmental results.Critical thinking -Evaluating environmental issues (deforestation, pollution, peat use), assessing sustainability, interpreting ecological consequences and ethical considerations.Scientific communication -Presenting ecological findings, summarising data, producing posters/reports, debating environmental issues and using precise ecological vocabulary. | Scientific modelling -particle diagrams, bonding models, chromatograms, reaction profiles, atmospheric models, polymer structures, energy diagrams and equilibrium representations.Diagram interpretation -reading chromatograms, flame spectra, heating curves, distillation setups, electrolysis circuits, atmospheric graphs and life‑cycle diagrams.Practical technique -filtration, distillation, chromatography, titration, electrolysis, gas tests, precipitation reactions, calorimetry, rate‑of‑reaction experiments and water purification.Chemical reasoning -linking macroscopic observations to particle models, explaining trends, interpreting reaction behaviour, evaluating industrial processes and analysing environmental data.Classification & identification -identifying ions, gases, materials, polymers, pollutants, fuels, acids/bases, pure vs impure substances and types of chemical change.Extended scientific writing -structured explanations of reactions, processes, environmental issues, industrial methods, equilibrium, bonding and analytical techniques. Critical evaluation -assessing reliability, comparing models, evaluating evidence, identifying bias, analysing environmental claims and judging sustainability arguments.Communication -structured reasoning, scientific vocabulary, presenting findings, interpreting data and explaining practical outcomes clearly. | Scientific modelling – Free‑body diagrams, ray diagrams, wave diagrams, magnetic field diagrams, circuit‑based EM induction models, orbital motion models, star‑life‑cycle flow charts.Diagram interpretation – Force diagrams, lens ray diagrams, EM spectrum charts, seismic wave travel diagrams, ripple tank patterns, transformer diagrams, motor effect diagrams.Extended scientific writing – Structured explanations of forces, motion, energy transfers, wave behaviour, EM induction, star formation, red‑shift, Big Bang theory, and satellite motion.Data interpretation – Analysing force–extension graphs, cooling curves, oscilloscope traces, ripple tank measurements, ultrasound timing data, seismic wave arrival times, transformer input/output values, orbital speed data.Practical investigation skills – Planning variables, writing methods, collecting measurements, analysing results, evaluating reliability and validity (e.g., Hooke’s Law, wave speed, reflection/refraction, magnet strength, induction, pressure in fluids). Critical thinking – Evaluating models (particle model, wave model, EM induction, orbital motion), assessing evidence for cosmological theories, interpreting radiation risk data, comparing mechanical systems (levers/gears).Scientific communication – Clear use of physics vocabulary, structured reasoning, labelled diagrams, oral explanations, presentation of findings, argumentation using evidence. |
| Maths and scientific skills the students will develop are: | |
| Maths skills | Working scientifically skills |
| Equation use & rearrangement -Applying and rearranging scientific equations across biology, chemistry and physics (rates, moles, concentration, gas volume, energy equations, force equations, transformer ratios, wave equations, magnification).Graphing & data interpretation -Plotting and interpreting line graphs, bar charts, scatter graphs, rate curves, cooling/heating curves, population trends, decay curves, I–V graphs, force–extension graphs, proportionality graphs, gradients and tangents.Averages & data handling -Calculating means, identifying anomalies, using ranges, organising tables, comparing repeated measurements, estimating uncertainty and interpreting datasets.Measurement & units -Accurate use of scientific equipment (balances, rulers, thermometers, microscopes, sensors, Newton meters, oscilloscopes, ripple tanks); converting between units (mm–µm–nm, cm³–dm³, g–mol, J–kJ, N–Pa, °C–K); applying SI units and standard form.Proportional reasoning -Understanding direct and inverse relationships (rate vs temperature, concentration vs rate, pressure vs volume, pressure vs depth, Hooke’s Law, wave speed relationships, biomass transfer, population change vs environment).Diagrammatic reasoning -Constructing and interpreting scientific diagrams (ray diagrams, force diagrams, wavefront diagrams, lens diagrams, magnetic field diagrams, orbital motion diagrams).Numerical accuracy & estimation -Rounding to significant figures/decimal places, checking calculation steps, estimating values using scale bars or gradients, comparing results from graphs vs equations. | Identifying variables -Selecting and controlling independent, dependent and control variables across biological, chemical and physical investigations.Method writing -Producing clear, logical, replicable practical methods with correct sequencing.Accurate measurement -Using scientific equipment safely and precisely (balances, thermometers, pH probes, quadrats, burettes, ammeters, voltmeters, data loggers, microscopes, ripple tanks).Observation and data collection -Recording systematic observations and measurements: biological structures, chemical changes, wave behaviour, forces, pressure, induction, environmental data.Evidence‑based conclusions -Linking data to scientific ideas, explaining trends, identifying anomalies and drawing justified conclusions.Evaluation -Assessing reliability, accuracy, systematic and random errors, contamination risks, bias, limitations and improvements to methods or models.Scientific vocabulary -Using precise terminology consistently across biology, chemistry and physics contexts.Scientific communication -Communicating findings clearly through extended writing, structured reasoning, labelled diagrams, oral explanations and evidence‑based argumentation. |
Example Scheme of Work
RSE and Health Education within the Science Curriculum
Relationships, Sex and Health Education (RSHE) in Science
Science provides the biological knowledge that underpins the school’s wider RSHE programme. Pupils develop an understanding of reproduction, fertility, pregnancy, contraception, sexually transmitted infections and sexual health, ensuring that they are equipped with accurate scientific information to support informed choices and healthy relationships.
RSHE Content Across the Science Curriculum
In Year 7, the Reproduction Topic introduces puberty, menstruation and reproductive processes. Pupils also learn about pregnancy and the impact of lifestyle factors on reproductive health. In Year 10, the Homeostasis and Response Topic develops pupils’ understanding of sexual health, including sexually transmitted infections (STIs), methods of prevention and the importance of testing and treatment. Through these topics, pupils gain a factual and scientifically accurate understanding of relationships, sexual health and human development.
Health Education in Science
Science plays a significant role in supporting the Health Education curriculum by providing pupils with the scientific knowledge needed to understand physical health, healthy lifestyles, human development, reproduction, disease prevention and risk factors that affect wellbeing. Through a carefully sequenced curriculum, pupils develop an evidence-based understanding of how the body functions, how health can be maintained and how lifestyle choices can influence both short-term and long-term outcomes. Learning is revisited and developed from Key Stage 3 into Key Stage 4, enabling pupils to make informed decisions about their health and wellbeing.
Mental and Physical Wellbeing
In Year 9, pupils study the Diseases Topic, where they examine the links between lifestyle factors and health, including cardiovascular disease and the consequences of unhealthy living. Through the Bodies Topic, pupils learn about blood, organ and stem cell donation and their importance within modern healthcare. Physical health, healthy lifestyles and disease prevention are further developed through the science curriculum, providing a scientific foundation for understanding wellbeing.
Healthy Eating and Nutrition
Healthy eating is introduced in Year 8 through the Digestion Topic, where pupils learn how the digestive system functions and why a balanced diet is important. In Year 10, pupils revisit nutrition and energy balance in Homeostasis and Response, exploring the health risks associated with unhealthy weight gain, including links to obesity, type 2 diabetes, cardiovascular disease and some cancers. This progression allows pupils to understand the relationship between diet, energy use and long-term health.
Drugs, Alcohol, Tobacco and Vaping
Science contributes to pupils’ understanding of substance use by examining the biological effects of smoking, vaping, alcohol and other drugs. In Year 7, pupils explore the dangers of smoking. In Year 10, learning about health and disease further develops understanding of risk factors and health consequences associated with harmful substances. This scientific understanding complements wider health education regarding informed decision-making and risk reduction.
Health Protection and Prevention
In Year 10, pupils study microorganisms, in the Infection and Disease topic. They learn how bacteria and viruses spread, how infections can be prevented and treated, and the appropriate use of antibiotics. The curriculum also explores vaccination, immunisation and antimicrobial resistance, helping pupils understand the importance of public health measures and personal responsibility for health.
Developing Bodies and Reproduction
Human development forms an important part of the science curriculum. In Year 7, pupils study reproduction, where they learn about puberty, menstruation, fertility and the biological changes that take place during adolescence. This provides the scientific foundation for understanding physical development, reproductive health and healthy relationships. Pupils also develop an understanding of pregnancy, fertility and reproductive processes through later learning.
Curriculum Impact
By the end of Key Stage 4, pupils have developed a secure scientific understanding of human health, development, disease prevention and reproductive health. The science curriculum supports the school’s wider Health Education and RSHE provision by ensuring that all pupils can apply scientific knowledge to real-life situations, evaluate health information critically and make informed decisions that support their wellbeing and future health.