Curriculum Plan – Biology‘Igniting curiosity and respect for the Natural World’ |
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Key Stage 3 | Content | Skills | Curriculum Intent |
Year 7 |
Working Scientifically Cell Biology Reproduction Bioenergetics - Photosynthesis |
Developing Scientific Thinking Experimental Skills and Strategies Analysis and Evaluation Scientific vocabulary, quantities, units, symbols and nomenclature. |
Students cover the fundamental aspects of living things. They discover that all living things are made of the same universal building blocks, how life is propagated and how all the energy in living things comes from the Sun and is dependent on plants. We start to explore how all living things are dependent on each other and the impact that human activity potentially has on this. |
Year 8 |
Organisation Bioenergetics Ecology |
Developing Scientific Thinking Experimental Skills and Strategies Analysis and Evaluation Scientific vocabulary, quantities, units, symbols and nomenclature. |
Building on the work in year 7 students explore how cells and tissues are organised in living things and how glucose is used as an energy source. Towards the end of year 8 students consider the wider interactions between organisms at a global scale and revisit the impact that human activity is having on our environment. |
Year 9 |
Cell Biology - Cell structure (including prokaryotes), cell division and cell cycle, stem cells and differentiation, substance exchange, culturing bacteria, aseptic techniques. Organisation - Tissues, organs and organ systems (including plants), digestive system, enzymes, food tests, heart, blood, circulation, lungs, gas exchange. Non-communicable diseases (cardiovascular disease, health, cancer).
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Developing Scientific Thinking Experimental Skills and Strategies Analysis and Evaluation Scientific vocabulary, quantities, units, symbols and nomenclature. |
Students build on the fundamental topics of cell biology and bioenergetics that were covered in years 7 and 8. In particular, they explore the universal aspects of life shared between all living things. Students also consider the impact of lifestyle on non-communicable disease and the impact that this has on individuals and Society. |
Key Stage 4 – GCSE Exam Board AQA | |||
Year 10 |
Bioenergetics Infection and Response Homeostasis and Response |
Developing Scientific Thinking Experimental Skills and Strategies Analysis and Evaluation Scientific vocabulary, quantities, units, symbols and nomenclature. |
Students in year 10 explore the key aspects of defence against disease and communication and control within organisms. While we focus predominantly on human biology the principals also relate to many other animals. We focus on the use of animals in medical and scientific research and the responsibility that Scientists have to the animals that they use and Society as a whole. |
Year 11 |
Inheritance, Variation and Evolution Ecology |
Developing Scientific Thinking Experimental Skills and Strategies Analysis and Evaluation Scientific vocabulary, quantities, units, symbols and nomenclature. |
Year 11 students explore inheritance and evolution to understand how characteristics are inherited. When considering evolution students consider how humans are part of a much larger evolutionary context. Humans can manipulate genetic inheritance but this can have a wider impact on other organism and the environment. In studying classification and ecology students start to understand links between organisms. Interdependence demonstrates the importance of sustainability and the wider impacts of human activity on the environment. |
Curriculum Plan – Chemistry‘Igniting curiosity and respect for the Natural World’ |
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Key Stage 3 | Content | Skills | Curriculum Intent |
Year 7 |
Atomic Structure and Periodic Table Chemical Changes – Chemical Reactions Chemical Changes – Acids and Alkalis |
Developing Scientific Thinking Experimental Skills and Strategies
Scientific vocabulary, quantities, units, symbols and nomenclature. |
Students spend year 7 looking at patterns in Chemistry and how these link through all aspects of our world. Students explore the layout of the Periodic Table and why groups of elements have the properties that they do. They then apply the universality of these chemical theories to chemical reactions and acids and alkalis. |
Year 8 |
Atomic Structure and Periodic Table - Particles Atomic Structure and Periodic Table – Mixture and Separation Techniques Earth Science |
Developing Scientific Thinking Experimental Skills and Strategies
Scientific vocabulary, quantities, units, symbols and nomenclature. |
Students study particle theory and apply this to the concepts looked at in year 7. Students have the opportunity to develop practical skills by looking at separation techniques. Earth Science allows students to draw many of these concepts together and to look at the impact of human activity on the environment. |
Year 9 |
Using Resources Organic Chemistry Chemical Analysis Chemistry of the Atmosphere |
Developing Scientific Thinking Experimental Skills and Strategies
Scientific vocabulary, quantities, units, symbols and nomenclature. |
During year 9 students explore the natural resources that human’s extract from the Earth, the impact this has and how sustainable strategies are being developed to minimise and reverse damage that has been inflicted on the environment. |
Key Stage 4 – GCSE Exam Board AQA | |||
Year 10 |
Organic Chemistry (triple only) Using Resource (triple only) Chemical Analysis (triple only) Rate and Extent of Chemical Change
Bonding, Structure and Properties of Matter (combined science) |
Developing Scientific Thinking Experimental Skills and Strategies
Scientific vocabulary, quantities, units, symbols and nomenclature. |
Older students in year 10 develop deeper understanding on more abstract ideas in Chemistry of collision theory, reaction energetics, atomic structure and chemical bonding. Opportunities to link this to earlier year 9 content are capitalised on. |
Year 11 |
Bonding, Structure and Properties of Matter (triple) Quantitative Chemistry Chemical Changes Energy Changes |
Developing Scientific Thinking Experimental Skills and Strategies
Scientific vocabulary, quantities, units, symbols and nomenclature. |
Finally students study quantitative chemistry and chemical reactions (including the energy changes that occur). These units are excellent opportunities to draw in and apply content covered in previous years. This is the year that everything falls into place for most students and they see how all the fundamental concepts interlink. |
Curriculum Plan – Physics‘Igniting curiosity and respect for the Natural World’ |
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Key Stage 3 | Content | Skills | Curriculum Intent |
Year 7 |
Forces Space Waves (Light and Sound) |
Developing Scientific Thinking Experimental Skills and Strategies Analysis and Evaluation Scientific vocabulary, quantities, units, symbols and nomenclature. |
Students explore Forces and develop the idea that all motion is governed and can be predicted using three fundamental laws. They will gain a sense of perspective when studying space and the Solar System and then will start investigate energy by looking at Light and Sound. |
Year 8 |
Electricity and magnetism Energy
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Developing Scientific Thinking Experimental Skills and Strategies Analysis and Evaluation Scientific vocabulary, quantities, units, symbols and nomenclature. |
Students study the key idea of energy and how it is transferred. We explore how the use of energy resources and how useful energy is transferred. We look at the impact of the use of different energy resources on the environment and how this is being minimised. Earlier concepts of forces and particles are applied to motion and pressure. |
Year 9 | Energy Energy stores and systems, energy transfer by heating, specific heat capacity, infra-red radiation, conservation & dissipation of energy, efficiency, energy resources, renewable and non-renewable energy resources. |
Developing Scientific Thinking Experimental Skills and Strategies Analysis and Evaluation Scientific vocabulary, quantities, units, symbols and nomenclature. |
Students build on the concepts of energy from year 8 and go into greater depth on energy transfer. Students also study the use of different energy resources and their potential environmental and economic impact. |
Key Stage 4 – GCSE Exam Board AQA | |||
Year 10 |
Atomic Structure Particle Model of Matter Electricity Forces |
Developing Scientific Thinking Experimental Skills and Strategies Analysis and Evaluation Scientific vocabulary, quantities, units, symbols and nomenclature. |
Older students in year 10 develop deeper understanding on more abstract ideas of atomic structure and particles. This relates to the content covered during year 10 in Chemistry. Electricity and circuits is revisited and issues of supply and demand are examined. |
Year 11 |
Forces Pressure Waves Light Magnetism and Electromagnetism Space |
Developing Scientific Thinking Experimental Skills and Strategies Analysis and Evaluation Scientific vocabulary, quantities, units, symbols and nomenclature. |
The concepts of forces first covered in year 7 are built on and extended to cover real life applications such as stopping distances and reaction times. Students explore waves and magnets and electromagnetism and their applications. Triple Science students also explore Space and the Universe. |
Curriculum Plan – Year 7 (KS3 Science) |
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Working scientifically intent Students cover the fundamental aspects of living things. They discover that all living things are made of the same universal building blocks, how life is propagated and how all the energy in living things comes from the Sun and is dependent on plants. We start to explore how all living things are dependent on each other and the impact that human activity potentially has on this. |
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Biology intent: Students cover the fundamental aspects of living things. They discover that all living things are made of the same universal building blocks, how life is propagated and how all the energy in living things comes from the Sun and is dependent on plants. We start to explore how all living things are dependent on each other and the impact that human activity potentially has on this. |
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Chemistry intent: Students spend year 7 looking at patterns in Chemistry and how these link through all aspects of our world. Students explore the layout of the Periodic Table and why groups of elements have the properties that they do. They then apply the universality of these chemical theories to chemical reactions and acids and alkalis. |
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Physics intent: Students explore Forces and develop the idea that all motion is governed and can be predicted using three fundamental laws. They will gain a sense of perspective when studying space and the Solar System and then will start investigating energy by looking at Light and Sound. |
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Year 7 |
Subject Content |
Homework and Assessments |
Subject Skills and 21st Century Soft Skills |
Rotation 1 |
Working scientifically |
Students are set 2 hours of Educake retrieval questions per fortnight. We are trialling flip-learning homework with some groups. |
Developing Scientific Thinking Theory development, use of models, limitations and ethics in Science, applications of Science, risks to society, peer review. Experimental Skills and Strategies Theories and hypotheses, planning experimental methods, using apparatus, taking measurements, risk assessments, recording observations, evaluating methodology. Analysis and Evaluation Presenting data, statistical manipulation, interpret data, explain data and relate to hypotheses, evaluate data quality. Scientific vocabulary, quantities, units, symbols and nomenclature. |
Lesson 1* |
Working safely in the lab |
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Lesson 2 |
Using Bunsen burners |
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Lesson 3 |
Asking scientific questions |
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Lesson 4 |
Planning investigations |
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Lesson 5 |
Recording and collecting data |
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Lesson 6 |
Representing data |
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Lesson 7 |
Analysing data |
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Rotation 1 |
Biology – Cell biology |
Students are set 2 hours of Educake retrieval questions per fortnight. We are trialling flip-learning homework with some groups. |
Developing Scientific Thinking Theory development, use of models, limitations and ethics in Science, applications of Science, risks to society, peer review. Experimental Skills and Strategies Theories and hypotheses, planning experimental methods, using apparatus, taking measurements, risk assessments, recording observations, evaluating methodology. Analysis and Evaluation Presenting data, statistical manipulation, interpret data, explain data and relate to hypotheses, evaluate data quality. Scientific vocabulary, quantities, units, symbols and nomenclature.
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Lesson 1 |
Animal cells |
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Lesson 2 |
Introduction to microscopes |
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Lesson 3 |
Observing cells |
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Lesson 4 |
Specialised cells |
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Lesson 5 |
Unicellular organisms |
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Lesson 6 |
Cell transport – diffusion |
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Lesson 7 |
Consolidation lesson – cell biology |
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Rotation 1 |
Chemistry – The periodic table |
Students are set 2 hours of Educake retrieval questions per fortnight. We are trialling flip-learning homework with some groups. |
Developing Scientific Thinking Theory development, use of models, limitations and ethics in Science, applications of Science, risks to society, peer review. Experimental Skills and Strategies Theories and hypotheses, planning experimental methods, using apparatus, taking measurements, risk assessments, recording observations, evaluating methodology. Analysis and Evaluation Presenting data, statistical manipulation, interpret data, explain data and relate to hypotheses, evaluate data quality. Scientific vocabulary, quantities, units, symbols and nomenclature.
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Lesson 1 |
Periodic table |
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Lesson 2 |
Atoms and elements |
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Lesson 3 |
Compounds |
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Lesson 4 |
Understanding chemical formulae |
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Lesson 5 |
Properties of metals and non-metals |
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Lesson 6 |
Features of group 1 elements |
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Lesson 7 |
Features of group 7 elements |
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Lesson 8 |
Features of group 0 elements |
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Lesson 9 |
Consolidation lesson – the periodic table |
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Rotation 1 |
Physics – The forces |
Students are set 2 hours of Educake retrieval questions per fortnight. We are trialling flip-learning homework with some groups. |
Developing Scientific Thinking Theory development, use of models, limitations and ethics in Science, applications of Science, risks to society, peer review. Experimental Skills and Strategies Theories and hypotheses, planning experimental methods, using apparatus, taking measurements, risk assessments, recording observations, evaluating methodology. Analysis and Evaluation Presenting data, statistical manipulation, interpret data, explain data and relate to hypotheses, evaluate data quality. Scientific vocabulary, quantities, units, symbols and nomenclature.
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Lesson 1 |
Forces |
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Lesson 2 |
Force diagrams |
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Lesson 3 |
Squashing and stretching |
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Lesson 4 |
Balanced and unbalanced forces |
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Lesson 5 |
Resultant forces |
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Lesson 6 |
Weight and mass |
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Lesson 7 |
Consolidation lesson - forces |
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Assessment window 1 |
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35-minute assessment per science. Section A – retrieval questions on year 5 and 6 content. Section B – structured and extended response questions on all biology, chemistry or physics content taught to this point in the students learning journey.
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Rotation 2 |
Biology – Reproduction |
Students are set 2 hours of Educake retrieval questions per fortnight. We are trialling flip-learning homework with some groups. |
Developing Scientific Thinking Theory development, use of models, limitations and ethics in Science, applications of Science, risks to society, peer review. Experimental Skills and Strategies Theories and hypotheses, planning experimental methods, using apparatus, taking measurements, risk assessments, recording observations, evaluating methodology. Analysis and Evaluation Presenting data, statistical manipulation, interpret data, explain data and relate to hypotheses, evaluate data quality. Scientific vocabulary, quantities, units, symbols and nomenclature.
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Lesson 1 |
Internal and external fertilisation |
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Lesson 2 |
Male anatomy |
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Lesson 3 |
Female anatomy |
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Lesson 4 |
Journey of the sperm |
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Lesson 5 |
Fetal development |
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Lesson 6 |
Birth |
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Lesson 7 |
Adolescence and puberty |
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Lesson 8 |
Plant reproduction – pollination |
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Lesson 9 |
Plant reproduction – fertilisation and germination |
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Lesson 10 |
Plant reproduction - Seed dispersal |
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Lesson 11 |
Consolidation lesson - reproduction |
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Rotation 2 |
Chemistry- Reactions |
Students are set 2 hours of Educake retrieval questions per fortnight. We are trialling flip-learning homework with some groups. |
Developing Scientific Thinking Theory development, use of models, limitations and ethics in Science, applications of Science, risks to society, peer review. Experimental Skills and Strategies Theories and hypotheses, planning experimental methods, using apparatus, taking measurements, risk assessments, recording observations, evaluating methodology. Analysis and Evaluation Presenting data, statistical manipulation, interpret data, explain data and relate to hypotheses, evaluate data quality. Scientific vocabulary, quantities, units, symbols and nomenclature.
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Lesson 1 |
Types of reaction |
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Lesson 2 |
Word equations |
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Lesson 3 |
Burning fuels 1 |
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Lesson 4 |
Burning fuels 2 |
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Lesson 5 |
Reactivity of metals |
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Lesson 6 |
Displacement reactions 1 |
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Lesson 7 |
Displacements reactions 2 |
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Lesson 8 |
Consolidation lesson - reactions |
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Rotation 2 |
Physics – Space |
Students are set 2 hours of Educake retrieval questions per fortnight. We are trialling flip-learning homework with some groups. |
Developing Scientific Thinking Theory development, use of models, limitations and ethics in Science, applications of Science, risks to society, peer review. Experimental Skills and Strategies Theories and hypotheses, planning experimental methods, using apparatus, taking measurements, risk assessments, recording observations, evaluating methodology. Analysis and Evaluation Presenting data, statistical manipulation, interpret data, explain data and relate to hypotheses, evaluate data quality. Scientific vocabulary, quantities, units, symbols and nomenclature.
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Lesson 1 |
Days and years |
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Lesson 2 |
Shadows |
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Lesson 3 |
Seasons |
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Lesson 4 |
The Moon |
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Lesson 5 |
Eclipses |
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Lesson 6 |
The solar system |
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Lesson 7 |
Constellations |
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Lesson 8 |
Satellites and space exploration |
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Lesson 9 |
Consolidation lesson – space |
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Rotation 3 |
Biology – plants and photosynthesis |
Students are set 2 hours of Educake retrieval questions per fortnight. We are trialling flip-learning homework with some groups. |
Developing Scientific Thinking Theory development, use of models, limitations and ethics in Science, applications of Science, risks to society, peer review. Experimental Skills and Strategies Theories and hypotheses, planning experimental methods, using apparatus, taking measurements, risk assessments, recording observations, evaluating methodology. Analysis and Evaluation Presenting data, statistical manipulation, interpret data, explain data and relate to hypotheses, evaluate data quality. Scientific vocabulary, quantities, units, symbols and nomenclature.
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Lesson 1 |
Levels of organisation |
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Lesson 2 |
Plant organs |
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Lesson 3 |
Leaf structure |
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Lesson 4 |
Photosynthesis |
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Lesson 5 |
Plant minerals |
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Lesson 6 |
Plants as producers |
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Lesson 7 |
Food chains |
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Lesson 8 |
Interdependence |
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Lesson 9 |
Ecosystems |
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Rotation 3 |
Chemistry – acids and alkalis |
Students are set 2 hours of Educake retrieval questions per fortnight. We are trialling flip-learning homework with some groups. |
Developing Scientific Thinking Theory development, use of models, limitations and ethics in Science, applications of Science, risks to society, peer review. Experimental Skills and Strategies Theories and hypotheses, planning experimental methods, using apparatus, taking measurements, risk assessments, recording observations, evaluating methodology. Analysis and Evaluation Presenting data, statistical manipulation, interpret data, explain data and relate to hypotheses, evaluate data quality. Scientific vocabulary, quantities, units, symbols and nomenclature.
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Lesson 1 |
The pH scale |
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Lesson 2 |
Neutralisation 1 |
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Lesson 3 |
Neutralisation 2 |
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Lesson 4 |
Acids and alkalis around us |
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Lesson 5 |
Making copper sulphate 1 |
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Lesson 6 |
Making copper sulphate 2 |
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Lesson 7 |
Thermal decomposition |
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Lesson 8 |
Consolidation of acids and alkalis |
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Assessment window 2 |
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35-minute assessment per science. Section A – retrieval questions on assessment window 1 content. Section B – structured and extended response questions on all biology, chemistry or physics content taught to this point in the students learning journey.
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Rotation 3 |
Physics – Light and sound |
Students are set 2 hours of Educake retrieval questions per fortnight. We are trialling flip-learning homework with some groups. |
Developing Scientific Thinking Theory development, use of models, limitations and ethics in Science, applications of Science, risks to society, peer review. Experimental Skills and Strategies Theories and hypotheses, planning experimental methods, using apparatus, taking measurements, risk assessments, recording observations, evaluating methodology. Analysis and Evaluation Presenting data, statistical manipulation, interpret data, explain data and relate to hypotheses, evaluate data quality. Scientific vocabulary, quantities, units, symbols and nomenclature.
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Lesson 1 |
Light interactions |
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Lesson 2 |
Reflection |
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Lesson 3 |
Refraction |
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Lesson 4 |
Prisms and lenses |
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Lesson 5 |
Pinhole camera and the eye |
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Lesson 6 |
Colour |
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Lesson 7 |
Consolidation of light lessons |
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Lesson 8 |
Features of waves |
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Lesson 9 |
Wave types |
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Lesson 10 |
Superpose – loudness and pitch |
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Lesson 11 |
Detecting sound |
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Lesson 12 |
Sound and energy transfer |
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Lesson 13 |
Microphones and speakers |
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Lesson 14 |
Echoes and other uses of sound |
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Lesson 15 |
Consolidation of sound lessons |
Curriculum Plan – Year 8 (KS3 Science) |
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Working scientifically intent: This unit has a dual focus. 1. to ensure pupils have the necessary skills to safely conduct practical investigations, 2. To evaluate and develop pupils existing working scientific skills to support pupils in engaging with practical investigations with a scientific mind-set. |
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Biology intent: Students cover the fundamental aspects of living things. They discover that all living things are made of the same universal building blocks, how life is propagated and how all the energy in living things comes from the Sun and is dependent on plants. We start to explore how all living things are dependent on each other and the impact that human activity potentially has on this. |
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Chemistry intent: Students study particle theory and apply this to the concepts looked at in year 7. Students can develop practical skills by looking at separation techniques. Earth Science allows students to draw many of these concepts together and to look at the impact of human activity on the environment |
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Physics intent: Students study the key idea of energy and how it is transferred. We explore how the use of energy resources and how useful energy is transferred. We look at the impact of the use of different energy resources on the environment and how this is being minimised. Earlier concepts of forces and particles are applied to motion and pressure. |
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Year 8 |
Subject Content |
Homework and Assessments |
Subject Skills and 21st Century Soft Skills |
Rotation 1 |
Working scientifically |
Students are set 2 hours of Educake retrieval questions per fortnight. We are trialling flip-learning homework with some groups. |
Developing Scientific Thinking Theory development, use of models, limitations and ethics in Science, applications of Science, risks to society, peer review. Experimental Skills and Strategies Theories and hypotheses, planning experimental methods, using apparatus, taking measurements, risk assessments, recording observations, evaluating methodology. Analysis and Evaluation Presenting data, statistical manipulation, interpret data, explain data and relate to hypotheses, evaluate data quality. Scientific vocabulary, quantities, units, symbols and nomenclature.
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Lesson 1 |
Working safely in the lab |
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Lesson 2 |
Using Bunsen burners |
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Lesson 3 |
Asking scientific questions |
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Lesson 4 |
Planning investigations |
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Lesson 5 |
Recording and collecting data |
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Lesson 6 |
Representing data |
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Lesson 7 |
Analysing data |
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Lesson 8 |
Scientific poster lesson 1 |
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Lesson 9 |
Scientific poster lesson 2 |
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Rotation 1 |
Health and Lifestyle |
Students are set 2 hours of Educake retrieval questions per fortnight. We are trialling flip-learning homework with some groups. |
Developing Scientific Thinking Theory development, use of models, limitations and ethics in Science, applications of Science, risks to society, peer review. Experimental Skills and Strategies Theories and hypotheses, planning experimental methods, using apparatus, taking measurements, risk assessments, recording observations, evaluating methodology. Analysis and Evaluation Presenting data, statistical manipulation, interpret data, explain data and relate to hypotheses, evaluate data quality. Scientific vocabulary, quantities, units, symbols and nomenclature.
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Lesson 1 |
A healthy lifestyle |
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Lesson 2 |
Anatomy of the digestive system |
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Lesson 3 |
Food tests practical |
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Lesson 4 |
Food test theory |
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Lesson 5 |
Enzymes |
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Lesson 6 |
Unhealthy diets |
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Lesson 7 |
Drugs, alcohol and smoking 1 |
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Lesson 8 |
Drugs, alcohol and smoking 2 |
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Lesson 9 |
Consolidation lesson – health and lifestyle |
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Rotation 1 |
Chemistry – Particles |
Students are set 2 hours of Educake retrieval questions per fortnight. We are trialling flip-learning homework with some groups. |
Developing Scientific Thinking Theory development, use of models, limitations and ethics in Science, applications of Science, risks to society, peer review. Experimental Skills and Strategies Theories and hypotheses, planning experimental methods, using apparatus, taking measurements, risk assessments, recording observations, evaluating methodology. Analysis and Evaluation Presenting data, statistical manipulation, interpret data, explain data and relate to hypotheses, evaluate data quality. Scientific vocabulary, quantities, units, symbols and nomenclature.
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Lesson 1 |
Introduction to particles |
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Lesson 2 |
Particle model |
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Lesson 3 |
States of matter |
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Lesson 4 |
Melting and freezing |
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Lesson 5 |
Boiling, evaporation and condensing |
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Lesson 6 |
Diffusion |
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Lesson 7 |
Gas pressure |
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Lesson 8 |
Consolidation lesson - particles |
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Rotation 1 |
Physics – Electricity and magnetism |
Students are set 2 hours of Educake retrieval questions per fortnight. We are trialling flip-learning homework with some groups. |
Developing Scientific Thinking Theory development, use of models, limitations and ethics in Science, applications of Science, risks to society, peer review. Experimental Skills and Strategies Theories and hypotheses, planning experimental methods, using apparatus, taking measurements, risk assessments, recording observations, evaluating methodology. Analysis and Evaluation Presenting data, statistical manipulation, interpret data, explain data and relate to hypotheses, evaluate data quality. Scientific vocabulary, quantities, units, symbols and nomenclature.
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Lesson 1 |
Charging up |
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Lesson 2 |
Modelling electricity |
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Lesson 3 |
Current in a series circuit |
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Lesson 4 |
Current in a parallel circuit |
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Lesson 5 |
Potential difference -series and parallel |
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Lesson 6 |
Resistance |
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Lesson 7 |
Magnets and magnetic fields |
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Lesson 8 |
Electromagnets |
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Lesson 9 |
Consolidation lesson – electricity and magnetism |
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Assessment window 1 |
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35-minute assessment per science. Section A – retrieval questions on year 7 content. Section B – structured and extended response questions on all biology, chemistry or physics content taught to this point in the students learning journey.
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Rotation 2 |
Biology – Respiration and movement |
Students are set 2 hours of Educake retrieval questions per fortnight. We are trialling flip-learning homework with some groups. |
Developing Scientific Thinking Theory development, use of models, limitations and ethics in Science, applications of Science, risks to society, peer review. Experimental Skills and Strategies Theories and hypotheses, planning experimental methods, using apparatus, taking measurements, risk assessments, recording observations, evaluating methodology. Analysis and Evaluation Presenting data, statistical manipulation, interpret data, explain data and relate to hypotheses, evaluate data quality. Scientific vocabulary, quantities, units, symbols and nomenclature.
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Lesson 1 |
Respiration systems |
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Lesson 2 |
Breathing |
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Lesson 3 |
Gas exchange |
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Lesson 4 |
Aerobic respiration |
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Lesson 5 |
Anaerobic respiration |
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Lesson 6 |
The effect of exercise 1 |
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Lesson 7 |
The effect of exercise 2 |
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Lesson 8 |
The skeleton |
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Lesson 9 |
Joints and movement |
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Lesson 10 |
Muscles and movement |
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Lesson 11 |
Consolidation lesson – respiration and movement |
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Rotation 2 |
Chemistry- Separating techniques |
Students are set 2 hours of Educake retrieval questions per fortnight. We are trialling flip-learning homework with some groups. |
Developing Scientific Thinking Theory development, use of models, limitations and ethics in Science, applications of Science, risks to society, peer review. Experimental Skills and Strategies Theories and hypotheses, planning experimental methods, using apparatus, taking measurements, risk assessments, recording observations, evaluating methodology. Analysis and Evaluation Presenting data, statistical manipulation, interpret data, explain data and relate to hypotheses, evaluate data quality. Scientific vocabulary, quantities, units, symbols and nomenclature.
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Lesson 1 |
Mixtures |
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Lesson 2 |
Solutions |
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Lesson 3 |
Solubility |
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Lesson 4 |
Filtration |
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Lesson 5 |
Evaporation and distillation 1 |
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Lesson 6 |
Evaporation and distillation 2 |
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Lesson 7 |
Chromatography |
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Lesson 8 |
Consolidation – separating mixtures |
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Rotation 2 |
Physics – Energy |
Students are set 2 hours of Educake retrieval questions per fortnight. We are trialling flip-learning homework with some groups. |
Developing Scientific Thinking Theory development, use of models, limitations and ethics in Science, applications of Science, risks to society, peer review. Experimental Skills and Strategies Theories and hypotheses, planning experimental methods, using apparatus, taking measurements, risk assessments, recording observations, evaluating methodology. Analysis and Evaluation Presenting data, statistical manipulation, interpret data, explain data and relate to hypotheses, evaluate data quality. Scientific vocabulary, quantities, units, symbols and nomenclature.
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Lesson 1 |
Energy changes |
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Lesson 2 |
Energy stores and transfers |
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Lesson 3 |
Conservation of energy |
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Lesson 4 |
Energy efficiencies |
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Lesson 5 |
Energy and temperature |
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Lesson 6 |
Energy transfers |
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Lesson 7 |
Power stations 1 |
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Lesson 8 |
Power stations 2 |
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Lesson 9 |
Energy and power |
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Lesson 10 |
Consolidation – energy |
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Rotation 3 |
Biology – Ecology and adaptation |
Students are set 2 hours of Educake retrieval questions per fortnight. We are trialling flip-learning homework with some groups. |
Developing Scientific Thinking Theory development, use of models, limitations and ethics in Science, applications of Science, risks to society, peer review. Experimental Skills and Strategies Theories and hypotheses, planning experimental methods, using apparatus, taking measurements, risk assessments, recording observations, evaluating methodology. Analysis and Evaluation Presenting data, statistical manipulation, interpret data, explain data and relate to hypotheses, evaluate data quality. Scientific vocabulary, quantities, units, symbols and nomenclature.
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Lesson 1 |
Classification |
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Lesson 2 |
Adaptation |
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Lesson 3 |
Variation |
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Lesson 4 |
Inheritance |
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Lesson 5 |
Evolution |
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Lesson 6 |
Extinction |
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Lesson 7 |
Fossils |
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Lesson 8 |
Consolidation lesson – ecology |
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Rotation 3 |
Chemistry – The earth |
Students are set 2 hours of Educake retrieval questions per fortnight. We are trialling flip-learning homework with some groups. |
Developing Scientific Thinking Theory development, use of models, limitations and ethics in Science, applications of Science, risks to society, peer review. Experimental Skills and Strategies Theories and hypotheses, planning experimental methods, using apparatus, taking measurements, risk assessments, recording observations, evaluating methodology. Analysis and Evaluation Presenting data, statistical manipulation, interpret data, explain data and relate to hypotheses, evaluate data quality. Scientific vocabulary, quantities, units, symbols and nomenclature.
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Lesson 1 |
The atmosphere |
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Lesson 2 |
Sedimentary rocks |
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Lesson 3 |
Weathering |
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Lesson 4 |
Igneous and metamorphic rocks |
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Lesson 5 |
The rock cycle |
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Lesson 6 |
The carbon cycle |
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Lesson 7 |
Climate change |
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Lesson 8 |
Recycling |
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Lesson 9 |
Consolidation – the earth |
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Assessment window 2 |
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35-minute assessment per science. Section A – retrieval questions on Y7 and assessment window 1 content. Section B – structured and extended response questions on all biology, chemistry or physics content taught to this point in the students learning journey.
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Rotation 3 |
Physics – Motion and pressure |
Students are set 2 hours of Educake retrieval questions per fortnight. We are trialling flip-learning homework with some groups. |
Developing Scientific Thinking Theory development, use of models, limitations and ethics in Science, applications of Science, risks to society, peer review. Experimental Skills and Strategies Theories and hypotheses, planning experimental methods, using apparatus, taking measurements, risk assessments, recording observations, evaluating methodology. Analysis and Evaluation Presenting data, statistical manipulation, interpret data, explain data and relate to hypotheses, evaluate data quality. Scientific vocabulary, quantities, units, symbols and nomenclature.
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Lesson 1 |
Speed |
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Lesson 2 |
Motion graphs |
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Lesson 3 |
Pressure in gasses |
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Lesson 4 |
Pressure in liquids |
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Lesson 5 |
Pressure in solids |
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Lesson 6 |
Turning forces |
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Lesson 7 |
Consolidation – motion and pressure |
Curriculum Plan – Biology (AQA) |
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Intent Students build on the fundamental topics of cell biology and bioenergetics that were covered in years 7 and 8. In particular, they explore the universal aspects of life shared between all living things. Students also consider the impact of lifestyle on non-communicable disease and the impact that this has on individuals and Society. |
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Year 9 |
Subject Content |
Homework and Assessments |
Subject Skills and 21st Century Soft Skills |
Term 1 |
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Topic |
Cell Biology |
Students are set 40 minutes of Educake retrieval questions per fortnight. We are trialling flip-learning homework with some groups. |
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Lesson 1* |
Cell Structure |
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Developing Scientific Thinking Theory development, use of models, limitations and ethics in Science, applications of Science, risks to society, peer review. Experimental Skills and Strategies Theories and hypotheses, planning experimental methods, using apparatus, taking measurements, risk assessments, recording observations, evaluating methodology. Analysis and Evaluation Presenting data, statistical manipulation, interpret data, explain data and relate to hypotheses, evaluate data quality. Scientific vocabulary, quantities, units, symbols and nomenclature.
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Lesson 2 |
Prokaryotic and Eukaryotic Cells |
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Lesson 3 |
Biological Measurements |
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Lesson 4 |
Using a Microscope |
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Lesson 5 |
Required Practical – Microscopy |
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Lesson 6 |
Specialised Cells |
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Assessment Window 1 (weeks 6 and 7)
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35 minute assessment. Section A – retrieval questions on year 7 and 8 content. Section B – structured and extended response questions on Cell Structure, Microscopy and Specialised Cells. |
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Lesson 7 |
Diffusion |
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Lesson 8 |
Osmosis |
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Lesson 9 |
Required Practical - Osmosis |
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Lesson 10 |
Active Transport |
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Lesson 11 |
Exchange Surfaces |
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Lesson 12 |
Genetics Overview |
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Lesson 13 |
Cell Cycle |
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Lesson 14 |
Mitosis |
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Lesson 15 |
Stem Cells in Animals |
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Lesson 16 |
Stem Cells in Plants |
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Term 2 |
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Topic |
Organisation |
Students are set 40 minutes of Educake retrieval questions per fortnight. We are trialling flip-learning homework with some groups. |
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Lesson 1 |
Cell Organisation |
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Developing Scientific Thinking Theory development, use of models, limitations and ethics in Science, applications of Science, risks to society, peer review. Experimental Skills and Strategies Theories and hypotheses, planning experimental methods, using apparatus, taking measurements, risk assessments, recording observations, evaluating methodology. Analysis and Evaluation Presenting data, statistical manipulation, interpret data, explain data and relate to hypotheses, evaluate data quality. Scientific vocabulary, quantities, units, symbols and nomenclature.
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Lesson 2 |
Digestive System |
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Lesson 3 |
Chemistry of Foo |
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Lesson 4 |
Required Practical – Food Tests |
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Lesson 5 |
Structure of Enzymes |
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Lesson 6 |
Factors Affecting Enzymes |
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Lesson 7 |
Digestive Juices |
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Lesson 8 |
Required Practical - Enzymes |
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Assessment Window 2 (weeks 23 and 24)
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35 minute assessment. Section A – retrieval questions on year 7 and 8 content. Section B – structured and extended response questions on Cell Biology and Organisation (the Digestive System) |
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Term 3 |
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Lesson 9 |
Blood |
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Developing Scientific Thinking Theory development, use of models, limitations and ethics in Science, applications of Science, risks to society, peer review. Experimental Skills and Strategies Theories and hypotheses, planning experimental methods, using apparatus, taking measurements, risk assessments, recording observations, evaluating methodology. Analysis and Evaluation Presenting data, statistical manipulation, interpret data, explain data and relate to hypotheses, evaluate data quality. Scientific vocabulary, quantities, units, symbols and nomenclature.
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Lesson 10 |
Blood Vessels |
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Lesson 11 |
Heart |
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Lesson 12 |
Heart Disease |
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Lesson 13 |
Breathing and Gas Exchange |
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Lesson 14 |
Plant Organs |
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Lesson 15 |
Transport in Plants |
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Lesson 16 |
Transpiration |
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Lesson 17 |
Health and Non-Communicable Disease |
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Lesson 18 |
Cancer |
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Topic |
Bioenergetics |
Students are set 40 minutes of Educake retrieval questions per fortnight. We are trialling flip-learning homework with some groups. |
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Lesson 1 |
Photosynthesis |
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Developing Scientific Thinking Theory development, use of models, limitations and ethics in Science, applications of Science, risks to society, peer review. Experimental Skills and Strategies Theories and hypotheses, planning experimental methods, using apparatus, taking measurements, risk assessments, recording observations, evaluating methodology. Analysis and Evaluation Presenting data, statistical manipulation, interpret data, explain data and relate to hypotheses, evaluate data quality. Scientific vocabulary, quantities, units, symbols and nomenclature.
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Lesson 2 |
Testing for Starch |
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Lesson 3 |
Limiting Factors |
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Lesson 4 |
Required Practical – Photosynthesis |
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Lesson 5 |
Uses of Glucose |
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Lesson 6 |
Using Photosynthesis (HT) |
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* Please note that a lesson may cover more than one period. This is often dependent on the group as some groups may cover content quicker than others. It is also common for practical work. This is factored into the curriculum time allocated for the year.
Curriculum Plan – Chemistry (AQA) |
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Intent During year 9 students explore the natural resources that human’s extract from the Earth, the impact this has and how sustainable strategies are being developed to minimise and reverse damage that has been inflicted on the environment. |
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Year 9 |
Subject Content |
Homework and Assessments |
Subject Skills and 21st Century Soft Skills |
Term 1 |
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Topic |
Chemistry of the Atmosphere |
Students are set 40 minutes of Educake retrieval questions per fortnight. We are trialling flip-learning homework with some groups. |
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Lesson 1* |
History of the Atmosphere |
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Developing Scientific Thinking Theory development, use of models, limitations and ethics in Science, applications of Science, risks to society, peer review. Experimental Skills and Strategies Theories and hypotheses, planning experimental methods, using apparatus, taking measurements, risk assessments, recording observations, evaluating methodology. Analysis and Evaluation Presenting data, statistical manipulation, interpret data, explain data and relate to hypotheses, evaluate data quality. Scientific vocabulary, quantities, units, symbols and nomenclature.
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Lesson 2 |
Evolution of the Atmosphere |
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Lesson 3 |
Greenhouse Gases |
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Lesson 4 |
Climate Change |
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Lesson 5 |
Carbon Footprint |
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Lesson 6 |
Atmospheric Pollutants |
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Assessment Window 1 (weeks 6 and 7)
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35 minute assessment. Section A – retrieval questions on year 7 and 8 content. Section B – structured and extended response questions on Chemistry of the Atmosphere topic. |
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Topic |
Using Resources |
Students are set 40 minutes of Educake retrieval questions per fortnight. We are trialling flip-learning homework with some groups. |
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Lesson 1 |
Finite and Renewable Resources |
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Developing Scientific Thinking Theory development, use of models, limitations and ethics in Science, applications of Science, risks to society, peer review. Experimental Skills and Strategies Theories and hypotheses, planning experimental methods, using apparatus, taking measurements, risk assessments, recording observations, evaluating methodology. Analysis and Evaluation Presenting data, statistical manipulation, interpret data, explain data and relate to hypotheses, evaluate data quality. Scientific vocabulary, quantities, units, symbols and nomenclature.
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Lesson 2 |
Water Treatment |
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Lesson 3 |
Required Practical – Water Purification |
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Lesson 4 |
Waste Water Treatment |
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Lesson 5 |
Extracting metals from low grade ores (HT) |
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Lesson 6 |
Life Cycle Assessments |
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Lesson 7 |
Reduce, Reuse, Recycle |
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Term 2 |
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Topic |
Chemical Analysis |
Students are set 40 minutes of Educake retrieval questions per fortnight. We are trialling flip-learning homework with some groups. |
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Lesson 1 |
Pure Substances and Mixtures |
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Developing Scientific Thinking Theory development, use of models, limitations and ethics in Science, applications of Science, risks to society, peer review. Experimental Skills and Strategies Theories and hypotheses, planning experimental methods, using apparatus, taking measurements, risk assessments, recording observations, evaluating methodology. Analysis and Evaluation Presenting data, statistical manipulation, interpret data, explain data and relate to hypotheses, evaluate data quality. Scientific vocabulary, quantities, units, symbols and nomenclature.
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Lesson 2 |
Analysing Chromatograms |
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Lesson 3 |
Required Practical - Chromatography |
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Lesson 4 |
Testing for Gases |
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Assessment Window 2 (weeks 23 and 24)
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35 minute assessment. Section A – retrieval questions on year 7 and 8 content and Chemistry of the Atmosphere. Section B – structured and extended response questions on Using Resources and Chemical Analysis. |
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Term 3 |
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Topic |
Organic Chemistry |
Students are set 40 minutes of Educake retrieval questions per fortnight. We are trialling flip-learning homework with some groups. |
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Lesson 1 |
Crude Oil and Fuels |
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Developing Scientific Thinking Theory development, use of models, limitations and ethics in Science, applications of Science, risks to society, peer review. Experimental Skills and Strategies Theories and hypotheses, planning experimental methods, using apparatus, taking measurements, risk assessments, recording observations, evaluating methodology. Analysis and Evaluation Presenting data, statistical manipulation, interpret data, explain data and relate to hypotheses, evaluate data quality. Scientific vocabulary, quantities, units, symbols and nomenclature.
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Lesson 2 |
Fractional Distillation |
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Lesson 3 |
Burning Hydrocarbons |
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Lesson 4 |
Cracking Hydrocarbons |
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* Please note that a lesson may cover more than one period. This is often dependent on the group as some groups may cover content quicker than others. It is also common for practical work. This is factored into the curriculum time allocated for the year.
Curriculum Plan – Physics (AQA) |
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Intent Students build on the concepts of energy from year 8 and go into greater depth on energy transfer. Students also study the use of different energy resources and their potential environmental and economic impact. |
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Term 1 |
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Year 9 |
Subject Content |
Homework and Assessments |
Subject Skills and 21st Century Soft Skills |
Topic |
Energy A |
Students are set 40 minutes of Educake retrieval questions per fortnight. We are trialling flip-learning homework with some groups. |
Developing Scientific Thinking Theory development, use of models, limitations and ethics in Science, applications of Science, risks to society, peer review. Experimental Skills and Strategies Theories and hypotheses, planning experimental methods, using apparatus, taking measurements, risk assessments, recording observations, evaluating methodology. Analysis and Evaluation Presenting data, statistical manipulation, interpret data, explain data and relate to hypotheses, evaluate data quality. Scientific vocabulary, quantities, units, symbols and nomenclature.
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Lesson 1* |
Energy changes |
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Lesson 2 |
Energy demands |
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Lesson 3 |
Specific heat capacity |
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Lesson 4 |
Energy from Sun & Earth |
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Lesson 5 |
Energy from wind & water |
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Lesson 6 |
Big energy issues |
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Lesson 7 |
Conduction |
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Lesson 8 |
Work done & energy |
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Lesson 9 |
Energy & power |
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Lesson 10 |
Conservation of energy |
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Assessment Window 1 (weeks 6 and 7)
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35-minute assessment Section A – retrieval questions on year 7& 8 science content. Section B – structured and extended response questions on the Energy A topic. |
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Topic |
Particle model of matter |
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Lesson 1* |
Density |
Students are set 40 minutes of Educake retrieval questions per fortnight. We are trialling flip-learning homework with some groups. |
Developing Scientific Thinking Theory development, use of models, limitations and ethics in Science, applications of Science, risks to society, peer review. Experimental Skills and Strategies Theories and hypotheses, planning experimental methods, using apparatus, taking measurements, risk assessments, recording observations, evaluating methodology. Analysis and Evaluation Presenting data, statistical manipulation, interpret data, explain data and relate to hypotheses, evaluate data quality. Scientific vocabulary, quantities, units, symbols and nomenclature.
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Lesson 2 |
States of matter |
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Lesson 3 |
Change of state |
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Lesson 4 |
Specific latent heat |
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Lesson 5 |
Gas pressure & temperature |
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Lesson 6 |
Gas pressure & volume |
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Assessment Window 2 (weeks 23 and 24)
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35-minute assessment. Section A – retrieval questions on year 8 content & year 9 content (Energy A). Section B – structured and extended response questions on Particle model of matter. |
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Topic |
Atomic structure (Radioactivity) |
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Lesson 1* |
Atoms & radiation |
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Lesson 2 |
Discovery of the nucleus |
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Lesson 3 |
Changes in the nucleus |
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Lesson 4 |
Mare about alpha, beta & gamma |
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Lesson 5 |
Activity & half life |
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Lesson 6 |
Nuclear radiation in medicine |
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Lesson 7 |
Nuclear fission |
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Lesson 8 |
Nuclear fusion |
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Lesson 9 |
Nuclear issues |
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* Please note that a lesson may cover more than one period. This is often dependent on the group as some groups may cover content quicker than others. It is also common for practical work. This is factored into the curriculum time allocated for the year.
Curriculum Plan – Biology (AQA Combined Science Trilogy) |
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Intent Students in year 10 explore the key aspects of defence against disease and communication and control within organisms. While we focus predominantly on human biology the principals also relate to many other animals. We focus on the use of animals in medical and scientific research and the responsibility that Scientists have to the animals that they use and Society as a whole. |
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Year 10 |
Subject Content |
Homework and Assessments |
Subject Skills and 21st Century Soft Skills |
Term 1 |
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Topic |
Bioenergetics (Respiration) |
Students are set 40 minutes of Educake retrieval questions per fortnight. We are trialling flip-learning homework with some groups. |
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Lesson 1* |
Aerobic Respiration |
Developing Scientific Thinking Theory development, use of models, limitations and ethics in Science, applications of Science, risks to society, peer review. Experimental Skills and Strategies Theories and hypotheses, planning experimental methods, using apparatus, taking measurements, risk assessments, recording observations, evaluating methodology. Analysis and Evaluation Presenting data, statistical manipulation, interpret data, explain data and relate to hypotheses, evaluate data quality. Scientific vocabulary, quantities, units, symbols and nomenclature.
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Lesson 2 |
Anaerobic Respiration |
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Lesson 3 |
Effect of Exercise |
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Lesson 4 |
Metabolism |
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Topic |
Infection and Response |
Students are set 40 minutes of Educake retrieval questions per fortnight. We are trialling flip-learning homework with some groups. |
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Lesson 1 |
Communicable Diseases |
Developing Scientific Thinking Theory development, use of models, limitations and ethics in Science, applications of Science, risks to society, peer review. Experimental Skills and Strategies Theories and hypotheses, planning experimental methods, using apparatus, taking measurements, risk assessments, recording observations, evaluating methodology. Analysis and Evaluation Presenting data, statistical manipulation, interpret data, explain data and relate to hypotheses, evaluate data quality. Scientific vocabulary, quantities, units, symbols and nomenclature.
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Lesson 2 |
Viral, Bacterial and Fungal Diseases |
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Lesson 3 |
Protist Diseases |
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Lesson 4 |
Human Defence Systems – Barrier |
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Lesson 5 |
Human Defence Systems – Immune Response |
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Lesson 6 |
Vaccination |
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Lesson 7 |
Antibiotics |
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Lesson 8 |
Painkillers |
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Lesson 9 |
Drug Discovery and Development |
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Assessment Window 1 |
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35 minute assessment. Section A – retrieval questions on year 9 content. Section B – structured and extended response questions on Bioenergetics (Respiration) and Infection and Response |
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Term 2 |
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Topic |
Homeostasis and Response |
Students are set 40 minutes of Educake retrieval questions per fortnight. We are trialling flip-learning homework with some groups. |
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Lesson 1 |
Control System |
Developing Scientific Thinking Theory development, use of models, limitations and ethics in Science, applications of Science, risks to society, peer review. Experimental Skills and Strategies Theories and hypotheses, planning experimental methods, using apparatus, taking measurements, risk assessments, recording observations, evaluating methodology. Analysis and Evaluation Presenting data, statistical manipulation, interpret data, explain data and relate to hypotheses, evaluate data quality. Scientific vocabulary, quantities, units, symbols and nomenclature.
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Lesson 2 |
Human Nervous System |
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Lesson 3 |
Required Practical – Reaction Time |
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Lesson 4 |
Principles of Hormonal Control |
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Lesson 5 |
Control of Blood Glucose |
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Lesson 6 |
Treating Diabetes |
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Lesson 7 |
Negative Feedback |
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Lesson 8 |
Hormones and Puberty |
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Lesson 9 |
Control of the Menstrual Cycle |
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Lesson 10 |
Artificial Control of Fertility |
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Lesson 11 |
Infertility Treatments (HT) |
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Term 3 |
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Assessment Window 2 |
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Students sit full paper mock exams. Biology Paper 1 – 75 minutes. |
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For the remainder of the term students conduct an exam review to close the gaps in their subject knowledge and understanding. We take the opportunity to develop Working Scientifically skills by revisiting the Required Practicals. |
Students are set 40 minutes of Educake retrieval questions per fortnight. We are trialling flip-learning homework with some groups. |
Developing Scientific Thinking Theory development, use of models, limitations and ethics in Science, applications of Science, risks to society, peer review. Experimental Skills and Strategies Theories and hypotheses, planning experimental methods, using apparatus, taking measurements, risk assessments, recording observations, evaluating methodology. Analysis and Evaluation Presenting data, statistical manipulation, interpret data, explain data and relate to hypotheses, evaluate data quality. Scientific vocabulary, quantities, units, symbols and nomenclature.
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* Please note that a lesson may cover more than one period. This is often dependent on the group as some groups may cover content quicker than others. It is also common for practical work. This is factored into the curriculum time allocated for the year.
Curriculum Plan – Chemistry (AQA Combined Science Trilogy) |
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Intent Older students in year 10 develop deeper understanding on more abstract ideas in Chemistry of collision theory, reaction energetics, atomic structure and chemical bonding. Opportunities to link this to earlier year 9 content are capitalised on. |
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Year 10 |
Subject Content |
Homework and Assessments |
Subject Skills and 21st Century Soft Skills |
Term 1 |
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Topic |
Rate and Extent of Chemical Change |
Students are set 40 minutes of Educake retrieval questions per fortnight. We are trialling flip-learning homework with some groups. |
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Lesson 1* |
Introduction to Rates |
Developing Scientific Thinking Theory development, use of models, limitations and ethics in Science, applications of Science, risks to society, peer review. Experimental Skills and Strategies Theories and hypotheses, planning experimental methods, using apparatus, taking measurements, risk assessments, recording observations, evaluating methodology. Analysis and Evaluation Presenting data, statistical manipulation, interpret data, explain data and relate to hypotheses, evaluate data quality. Scientific vocabulary, quantities, units, symbols and nomenclature.
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Lesson 2 |
Effect of Concentration on Rate of Reaction |
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Lesson 3 |
Required Practical – Rates of Reaction |
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Lesson 4 |
Effect of Temperature on Rate of Reaction |
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Lesson 5 |
Effect of Surface Area on Rate of Reaction |
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Lesson 6 |
Effect of Catalysts on Rate of Reaction |
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Lesson 7 |
Reversible Reactions |
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Lesson 8 |
Dynamic Equilibrium (HT) |
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Topic |
Atomic Structure and Periodic Table |
Students are set 40 minutes of Educake retrieval questions per fortnight. We are trialling flip-learning homework with some groups. |
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Lesson 1 |
Atoms |
Developing Scientific Thinking Theory development, use of models, limitations and ethics in Science, applications of Science, risks to society, peer review. Experimental Skills and Strategies Theories and hypotheses, planning experimental methods, using apparatus, taking measurements, risk assessments, recording observations, evaluating methodology. Analysis and Evaluation Presenting data, statistical manipulation, interpret data, explain data and relate to hypotheses, evaluate data quality. Scientific vocabulary, quantities, units, symbols and nomenclature.
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Lesson 2 |
Structure of the Atom |
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Lesson 3 |
Electronic Structures |
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Lesson 4 |
Ions, Atoms and Isotopes |
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Lesson 5 |
History of the Atom |
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Lesson 6 |
Chemical Equations |
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Lesson 7 |
Separating Mixtures |
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Lesson 8 |
The Periodic Table |
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Assessment Window 1 |
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35 minute assessment. Section A – retrieval questions on year 9 content. Section B – structured and extended response questions on Rates of Reaction and Atomic Structure and Periodic Table |
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Term 2 |
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Lesson 9 |
Electronic Structures and the Periodic Table |
Students are set 40 minutes of Educake retrieval questions per fortnight. We are trialling flip-learning homework with some groups. |
Developing Scientific Thinking Theory development, use of models, limitations and ethics in Science, applications of Science, risks to society, peer review. Experimental Skills and Strategies Theories and hypotheses, planning experimental methods, using apparatus, taking measurements, risk assessments, recording observations, evaluating methodology. Analysis and Evaluation Presenting data, statistical manipulation, interpret data, explain data and relate to hypotheses, evaluate data quality. Scientific vocabulary, quantities, units, symbols and nomenclature.
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Lesson 10 |
Group 1 – Alkali Metals |
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Lesson 11 |
Group 7 – Halogens |
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Lesson 12 |
Group 0 – Noble Gases |
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Lesson 13 |
Explaining Trends in Groups |
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Topic |
Bonding, Structure and Properties of Matter |
Students are set 40 minutes of Educake retrieval questions per fortnight. We are trialling flip-learning homework with some groups. |
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Lesson 1 |
States of Matter |
Developing Scientific Thinking Theory development, use of models, limitations and ethics in Science, applications of Science, risks to society, peer review. Experimental Skills and Strategies Theories and hypotheses, planning experimental methods, using apparatus, taking measurements, risk assessments, recording observations, evaluating methodology. Analysis and Evaluation Presenting data, statistical manipulation, interpret data, explain data and relate to hypotheses, evaluate data quality. Scientific vocabulary, quantities, units, symbols and nomenclature.
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Lesson 2 |
Chemical Bonds |
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Lesson 3 |
Covalent Bonding |
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Lesson 4 |
Simple Covalent Molecules |
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Lesson 5 |
Giant Covalent Structures |
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Lesson 6 |
Fullerenes and Graphene |
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Lesson 7 |
Atoms and Ions |
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Lesson 8 |
Ionic Bonds |
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Lesson 9 |
Giant Ionic Structures |
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Lesson 10 |
Bonding in Metals |
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Lesson 11 |
Giant Metallic Structures |
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Term 3 |
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Assessment Window 2 |
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Students sit full paper mock exams. Chemistry Paper 2 – 75 minutes. |
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Students are set 40 minutes of Educake retrieval questions per fortnight. We are trialling flip-learning homework with some groups. |
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For the remainder of the term students conduct an exam review to close the gaps in their subject knowledge and understanding. We take the opportunity to develop Working Scientifically skills by revisiting the Required Practicals. |
Students are set 40 minutes of Educake retrieval questions per fortnight. We are trialling flip-learning homework with some groups. |
Developing Scientific Thinking Theory development, use of models, limitations and ethics in Science, applications of Science, risks to society, peer review. Experimental Skills and Strategies Theories and hypotheses, planning experimental methods, using apparatus, taking measurements, risk assessments, recording observations, evaluating methodology. Analysis and Evaluation Presenting data, statistical manipulation, interpret data, explain data and relate to hypotheses, evaluate data quality. Scientific vocabulary, quantities, units, symbols and nomenclature.
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* Please note that a lesson may cover more than one period. This is often dependent on the group as some groups may cover content quicker than others. It is also common for practical work. This is factored into the curriculum time allocated for the year.
Curriculum Plan – Physics (AQA Combined Science Trilogy) |
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Intent Older students in year 10 develop deeper understanding on more abstract ideas of atomic structure and particles. This relates to the content covered during year 10 in Chemistry. Electricity and circuits is revisited and issues of supply and demand are examined. |
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Year 10 |
Subject Content |
Homework and Assessments |
Subject Skills and 21st Century Soft Skills |
Term 1 |
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Topic |
Atomic structure (Radioactivity) |
Students are set 60 minutes of Educake retrieval questions per fortnight. We are trialling flip-learning homework with some groups. |
Developing Scientific Thinking Theory development, use of models, limitations and ethics in Science, applications of Science, risks to society, peer review.
Experimental Skills and Strategies Theories and hypotheses, planning experimental methods, using apparatus, taking measurements, risk assessments, recording observations, evaluating methodology.
Analysis and Evaluation Presenting data, statistical manipulation, interpret data, explain data and relate to hypotheses, evaluate data quality.
Scientific vocabulary, quantities, units, symbols and nomenclature. |
Lesson 1 |
Atoms & radiation |
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Lesson 2 |
Discovery of the nucleus |
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Lesson 3 |
Changes in the nucleus |
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Lesson 4 |
Mare about alpha, beta & gamma |
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Lesson 5 |
Activity & half life |
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Lesson 6 |
Nuclear issues |
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Topic |
Particle model of matter |
Students are set 60 minutes of Educake retrieval questions per fortnight. We are trialling flip-learning homework with some groups. |
Developing Scientific Thinking Theory development, use of models, limitations and ethics in Science, applications of Science, risks to society, peer review.
Experimental Skills and Strategies Theories and hypotheses, planning experimental methods, using apparatus, taking measurements, risk assessments, recording observations, evaluating methodology.
Analysis and Evaluation Presenting data, statistical manipulation, interpret data, explain data and relate to hypotheses, evaluate data quality.
Scientific vocabulary, quantities, units, symbols and nomenclature. |
Lesson 1 |
Density |
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Lesson 2 |
States of matter |
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Lesson 3 |
Change of state |
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Lesson 4 |
Internal energy |
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Lesson 5 |
Specific latent heat |
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Lesson 6 |
Gas pressure & temperature |
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Assessment Window 1 |
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Section A – retrieval questions on year 9 content (Energy). Section B – structured and extended response questions on Atomic structure (Radioactivity) and Density. |
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Term 2 |
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Topic |
Electric circuits |
Students are set 60 minutes of Educake retrieval questions per fortnight. We are trialling flip-learning homework with some groups. |
Developing Scientific Thinking Theory development, use of models, limitations and ethics in Science, applications of Science, risks to society, peer review.
Experimental Skills and Strategies Theories and hypotheses, planning experimental methods, using apparatus, taking measurements, risk assessments, recording observations, evaluating methodology.
Analysis and Evaluation Presenting data, statistical manipulation, interpret data, explain data and relate to hypotheses, evaluate data quality.
Scientific vocabulary, quantities, units, symbols and nomenclature. |
Lesson 1 |
Current & charge |
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Lesson 2 |
Potential difference & resistance |
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Lesson 3 |
Component characteristics |
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Lesson 4 |
Series circuits |
||
Lesson 5 |
Parallel circuits |
||
Lesson 6 |
Calculation practice |
||
Topic |
Electricity in the home |
Students are set 60 minutes of Educake retrieval questions per fortnight. We are trialling flip-learning homework with some groups. |
Developing Scientific Thinking Theory development, use of models, limitations and ethics in Science, applications of Science, risks to society, peer review.
Experimental Skills and Strategies Theories and hypotheses, planning experimental methods, using apparatus, taking measurements, risk assessments, recording observations, evaluating methodology.
Analysis and Evaluation Presenting data, statistical manipulation, interpret data, explain data and relate to hypotheses, evaluate data quality.
Scientific vocabulary, quantities, units, symbols and nomenclature. |
Lesson 1 |
Alternating current |
||
Lesson 2 |
The national grid |
||
Lesson 3 |
Cables & plugs |
||
Lesson 4 |
Electrical power & potential difference |
||
Lesson 5 |
Electrical currents & energy transfer |
||
Lesson 6 |
Appliances & efficiency |
||
Term 3 |
|||
Assessment Window 2 |
|
Students sit full paper mock exam. Physics Paper 1 – 105 minutes. |
|
Topic |
Forces in balance |
Students are set 60 minutes of Educake retrieval questions per fortnight. We are trialling flip-learning homework with some groups. |
Developing Scientific Thinking Theory development, use of models, limitations and ethics in Science, applications of Science, risks to society, peer review.
Experimental Skills and Strategies Theories and hypotheses, planning experimental methods, using apparatus, taking measurements, risk assessments, recording observations, evaluating methodology.
Analysis and Evaluation Presenting data, statistical manipulation, interpret data, explain data and relate to hypotheses, evaluate data quality.
Scientific vocabulary, quantities, units, symbols and nomenclature. |
Lesson 1 |
Vectors &scalars |
||
Lesson 2 |
Resultant forces |
||
Lesson 3 |
Centre of mass |
||
Lesson 4 |
Parallelogram of forces (HT only) |
||
Lesson 5 |
Resolution of forces (HT only) |
Curriculum Plan – Biology (AQA Triple Science) |
|||
Intent Students in year 10 explore the key aspects of defence against disease and communication and control within organisms. While we focus predominantly on human biology the principals also relate to many other animals. We focus on the use of animals in medical and scientific research and the responsibility that Scientists have to the animals that they use and Society as a whole. |
|||
Year 10 |
Subject Content |
Homework and Assessments |
Subject Skills and 21st Century Soft Skills |
Term 1 |
|||
Topic |
Bioenergetics (Respiration) |
Students are set 60 minutes of Educake retrieval questions per fortnight. We are trialling flip-learning homework with some groups. |
Developing Scientific Thinking Theory development, use of models, limitations and ethics in Science, applications of Science, risks to society, peer review. Experimental Skills and Strategies Theories and hypotheses, planning experimental methods, using apparatus, taking measurements, risk assessments, recording observations, evaluating methodology. Analysis and Evaluation Presenting data, statistical manipulation, interpret data, explain data and relate to hypotheses, evaluate data quality. Scientific vocabulary, quantities, units, symbols and nomenclature.
|
Lesson 1* |
Aerobic Respiration |
||
Lesson 2 |
Anaerobic Respiration |
||
Lesson 3 |
Effect of Exercise |
||
Lesson 4 |
Metabolism |
||
Topic |
Infection and Response |
Students are set 60 minutes of Educake retrieval questions per fortnight. We are trialling flip-learning homework with some groups. |
Developing Scientific Thinking Theory development, use of models, limitations and ethics in Science, applications of Science, risks to society, peer review. Experimental Skills and Strategies Theories and hypotheses, planning experimental methods, using apparatus, taking measurements, risk assessments, recording observations, evaluating methodology. Analysis and Evaluation Presenting data, statistical manipulation, interpret data, explain data and relate to hypotheses, evaluate data quality. Scientific vocabulary, quantities, units, symbols and nomenclature.
|
Lesson 1 |
Communicable Diseases |
||
Lesson 2 |
Viral, Bacterial and Fungal Diseases |
||
Lesson 3 |
Protist Diseases |
||
Lesson 4 |
Culturing Microorganisms |
||
Lesson 5 |
Required Practical - Microbiology |
||
Lesson 6 |
Human Defence Systems – Barrier |
||
Lesson 7 |
Human Defence Systems – Immune Response |
||
Lesson 8 |
Vaccination |
||
Lesson 9 |
Antibiotics |
||
Lesson 10 |
Painkillers |
||
Lesson 11 |
Drug Discovery and Development |
||
Lesson 12 |
Monoclonal Antibodies (HT) |
||
Lesson 13 |
Uses of Monoclonal Antibodies (HT) |
||
Lesson 14 |
Detection and Identification of Plant Diseases |
||
Lesson 15 |
Plant Defence Responses |
||
Assessment Window 1 |
|
35 minute assessment. Section A – retrieval questions on year 9 content. Section B – structured and extended response questions on Bioenergetics (Respiration) and Infection and Response |
|
Term 2 |
|||
Topic |
Homeostasis and Response |
Students are set 60 minutes of Educake retrieval questions per fortnight. We are trialling flip-learning homework with some groups. |
Developing Scientific Thinking Theory development, use of models, limitations and ethics in Science, applications of Science, risks to society, peer review. Experimental Skills and Strategies Theories and hypotheses, planning experimental methods, using apparatus, taking measurements, risk assessments, recording observations, evaluating methodology. Analysis and Evaluation Presenting data, statistical manipulation, interpret data, explain data and relate to hypotheses, evaluate data quality. Scientific vocabulary, quantities, units, symbols and nomenclature.
|
Lesson 1 |
Control Systems |
||
Lesson 2 |
Human Nervous System |
||
Lesson 3 |
Required Practical – Reaction Time |
||
Lesson 4 |
The Brain |
||
Lesson 5 |
The Eye |
||
Lesson 6 |
Defects of the Eye |
||
Lesson 7 |
Control of Body Temperature |
||
Lesson 8 |
Principles of Hormonal Control |
||
Lesson 9 |
Control of Blood Glucose |
||
Lesson 10 |
Treating Diabetes |
||
Lesson 11 |
Negative Feedback (HT) |
||
Lesson 12 |
The Kidney |
||
Lesson 13 |
Kidney Disease |
||
Lesson 14 |
Hormones and Puberty |
||
Lesson 15 |
Control of the Menstrual Cycle |
||
Lesson 16 |
Artificial Control of Fertility |
||
Lesson 17 |
Infertility Treatments (HT) |
||
Lesson 18 |
Plant Hormones |
||
Lesson 19 |
Use of Plant Hormones (HT) |
||
Lesson 20 |
Required Practical – Plant Responses |
||
Term 3 |
|||
Assessment Window 2 |
|
Students sit full paper mock exams. Biology Paper 1 – 105 minutes. |
|
|
For the remainder of the term students conduct an exam review to close the gaps in their subject knowledge and understanding. We take the opportunity to develop Working Scientifically skills by revisiting the Required Practicals. |
Students are set 60 minutes of Educake retrieval questions per fortnight. We are trialling flip-learning homework with some groups. |
Developing Scientific Thinking Theory development, use of models, limitations and ethics in Science, applications of Science, risks to society, peer review. Experimental Skills and Strategies Theories and hypotheses, planning experimental methods, using apparatus, taking measurements, risk assessments, recording observations, evaluating methodology. Analysis and Evaluation Presenting data, statistical manipulation, interpret data, explain data and relate to hypotheses, evaluate data quality. Scientific vocabulary, quantities, units, symbols and nomenclature.
|
* Please note that a lesson may cover more than one period. This is often dependent on the group as some groups may cover content quicker than others. It is also common for practical work. This is factored into the curriculum time allocated for the year.
Curriculum Plan – Chemistry (AQA Separate Science) |
|||
Intent Older students in year 10 develop deeper understanding on more abstract ideas in Chemistry of collision theory, reaction energetics, atomic structure and chemical bonding. Opportunities to link this to earlier year 9 content are capitalised on. | |||
Year 10 |
Subject Content |
Homework and Assessments |
Subject Skills and 21st Century Soft Skills |
Term 1 |
|||
Topic |
Organic Chemistry |
Students are set 60 minutes of Educake retrieval questions per fortnight. We are trialling flip-learning homework with some groups. |
Developing Scientific Thinking Theory development, use of models, limitations and ethics in Science, applications of Science, risks to society, peer review. Experimental Skills and Strategies Theories and hypotheses, planning experimental methods, using apparatus, taking measurements, risk assessments, recording observations, evaluating methodology. Analysis and Evaluation Presenting data, statistical manipulation, interpret data, explain data and relate to hypotheses, evaluate data quality. Scientific vocabulary, quantities, units, symbols and nomenclature.
|
Lesson 1* |
Structure and Formulae of Alkenes |
||
Lesson 2 |
Reactions of Alkenes |
||
Lesson 3 |
Alcohols |
||
Lesson 4 |
Carboxylic Acids |
||
Lesson 5 |
Addition Polymerisation |
||
Lesson 6 |
Condensation Polymerisation (HT) |
||
Lesson 7 |
Amino Acids (HT) |
||
Lesson 8 |
DNA |
||
Topic |
Using Resources |
Students are set 60 minutes of Educake retrieval questions per fortnight. We are trialling flip-learning homework with some groups. |
Developing Scientific Thinking Theory development, use of models, limitations and ethics in Science, applications of Science, risks to society, peer review. Experimental Skills and Strategies Theories and hypotheses, planning experimental methods, using apparatus, taking measurements, risk assessments, recording observations, evaluating methodology. Analysis and Evaluation Presenting data, statistical manipulation, interpret data, explain data and relate to hypotheses, evaluate data quality. Scientific vocabulary, quantities, units, symbols and nomenclature.
|
Lesson 9 |
Corrosion |
||
Lesson 10 |
Preventing Corrosion |
||
Lesson 11 |
Alloys |
||
Lesson 12 |
Ceramic, Polymers and Composites |
||
Topic |
Chemical Analysis |
Students are set 60 minutes of Educake retrieval questions per fortnight. We are trialling flip-learning homework with some groups. |
Developing Scientific Thinking Theory development, use of models, limitations and ethics in Science, applications of Science, risks to society, peer review. Experimental Skills and Strategies Theories and hypotheses, planning experimental methods, using apparatus, taking measurements, risk assessments, recording observations, evaluating methodology. Analysis and Evaluation Presenting data, statistical manipulation, interpret data, explain data and relate to hypotheses, evaluate data quality. Scientific vocabulary, quantities, units, symbols and nomenclature.
|
Lesson 1 |
Flame Tests |
||
Lesson 2 |
Identifying Metal Ions |
||
Lesson 3 |
Identifying Negative Ions |
||
Lesson 4 |
Instrumental Methods |
||
Lesson 5 |
Flame Emission Spectroscopy |
||
Topic |
Rate and Extent of Chemical Change |
Students are set 60 minutes of Educake retrieval questions per fortnight. We are trialling flip-learning homework with some groups. |
Developing Scientific Thinking Theory development, use of models, limitations and ethics in Science, applications of Science, risks to society, peer review. Experimental Skills and Strategies Theories and hypotheses, planning experimental methods, using apparatus, taking measurements, risk assessments, recording observations, evaluating methodology. Analysis and Evaluation Presenting data, statistical manipulation, interpret data, explain data and relate to hypotheses, evaluate data quality. Scientific vocabulary, quantities, units, symbols and nomenclature.
|
Lesson 1 |
Introduction to Rates |
||
Lesson 2 |
Effect of Concentration on Rate of Reaction |
||
Lesson 3 |
Required Practical – Rates of Reaction |
||
Lesson 4 |
Effect of Temperature on Rate of Reaction |
||
Lesson 5 |
Effect of Surface Area on Rate of Reaction |
||
Lesson 6 |
Effect of Catalysts on Rate of Reaction |
||
Assessment Window 1 |
|
35 minute assessment. Section A – retrieval questions on year 9 content. Section B – structured and extended response questions on Organic Chemistry, Using Resources, Chemical Analysis and Rate and Extent of Chemical Change |
|
Term 2 |
|||
Lesson 7 |
Reversible Reactions |
Students are set 60 minutes of Educake retrieval questions per fortnight. We are trialling flip-learning homework with some groups. |
Developing Scientific Thinking Theory development, use of models, limitations and ethics in Science, applications of Science, risks to society, peer review. Experimental Skills and Strategies Theories and hypotheses, planning experimental methods, using apparatus, taking measurements, risk assessments, recording observations, evaluating methodology. Analysis and Evaluation Presenting data, statistical manipulation, interpret data, explain data and relate to hypotheses, evaluate data quality. Scientific vocabulary, quantities, units, symbols and nomenclature.
|
Lesson 8 |
Dynamic Equilibrium (HT) |
||
Lesson 9 |
Haber Process |
||
Lesson 10 |
Production and Use of NPK Fertilisers |
||
Topic |
Atomic Structure and Periodic Table |
Students are set 60 minutes of Educake retrieval questions per fortnight. We are trialling flip-learning homework with some groups. |
Developing Scientific Thinking Theory development, use of models, limitations and ethics in Science, applications of Science, risks to society, peer review. Experimental Skills and Strategies Theories and hypotheses, planning experimental methods, using apparatus, taking measurements, risk assessments, recording observations, evaluating methodology. Analysis and Evaluation Presenting data, statistical manipulation, interpret data, explain data and relate to hypotheses, evaluate data quality. Scientific vocabulary, quantities, units, symbols and nomenclature.
|
Lesson 1 |
Atoms |
||
Lesson 2 |
Structure of the Atom |
||
Lesson 3 |
Electronic Structures |
||
Lesson 4 |
Ions, Atoms and Isotopes |
||
Lesson 5 |
History of the Atom |
||
Lesson 6 |
Chemical Equations |
||
Lesson 7 |
Separating Mixtures |
||
Lesson 8 |
The Periodic Table |
||
Lesson 9 |
Electronic Structures and the Periodic Table |
||
Lesson 10 |
Group 1 – Alkali Metals |
||
Lesson 11 |
Group 7 – Halogens |
||
Lesson 12 |
Group 0 – Noble Gases |
||
Lesson 13 |
Explaining Trends in Groups |
||
Lesson 14 |
Properties of Transition Metals |
||
Term 3 |
|||
Assessment Window 2 |
|
Students sit full paper mock exam. Chemistry Paper 2 – 105 minutes. |
|
|
For the remainder of the term students conduct an exam review to close the gaps in their subject knowledge and understanding. We take the opportunity to develop Working Scientifically skills by revisiting the Required Practicals. |
Students are set 60 minutes of Educake retrieval questions per fortnight. We are trialling flip-learning homework with some groups. |
Developing Scientific Thinking Theory development, use of models, limitations and ethics in Science, applications of Science, risks to society, peer review. Experimental Skills and Strategies Theories and hypotheses, planning experimental methods, using apparatus, taking measurements, risk assessments, recording observations, evaluating methodology. Analysis and Evaluation Presenting data, statistical manipulation, interpret data, explain data and relate to hypotheses, evaluate data quality. Scientific vocabulary, quantities, units, symbols and nomenclature.
|
* Please note that a lesson may cover more than one period. This is often dependent on the group as some groups may cover content quicker than others. It is also common for practical work. This is factored into the curriculum time allocated for the year.
Curriculum Plan – Physics (AQA Triple Science) |
|||
Intent Older students in year 10 develop deeper understanding on more abstract ideas of atomic structure and particles. This relates to the content covered during year 10 in Chemistry. Electricity and circuits is revisited and issues of supply and demand are examined. |
|||
Year 10 |
Subject Content |
Homework and Assessments |
Subject Skills and 21st Century Soft Skills |
Term 1 |
|||
Topic |
Atomic structure (Radioactivity) |
Students are set 60 minutes of Educake retrieval questions per fortnight. We are trialling flip-learning homework with some groups. |
Developing Scientific Thinking Theory development, use of models, limitations and ethics in Science, applications of Science, risks to society, peer review.
Experimental Skills and Strategies Theories and hypotheses, planning experimental methods, using apparatus, taking measurements, risk assessments, recording observations, evaluating methodology.
Analysis and Evaluation Presenting data, statistical manipulation, interpret data, explain data and relate to hypotheses, evaluate data quality.
Scientific vocabulary, quantities, units, symbols and nomenclature. |
Lesson 1 |
Atoms & radiation |
||
Lesson 2 |
Discovery of the nucleus |
||
Lesson 3 |
Changes in the nucleus |
||
Lesson 4 |
Mare about alpha, beta & gamma |
||
Lesson 5 |
Activity & half life |
||
Lesson 6 |
Nuclear radiation in medicine |
||
Lesson 7 |
Nuclear fission |
||
Lesson 8 |
Nuclear fusion |
||
Lesson 9 |
Nuclear issues |
||
Topic |
Particle model of matter |
Students are set 60 minutes of Educake retrieval questions per fortnight. We are trialling flip-learning homework with some groups. |
Developing Scientific Thinking Theory development, use of models, limitations and ethics in Science, applications of Science, risks to society, peer review.
Experimental Skills and Strategies Theories and hypotheses, planning experimental methods, using apparatus, taking measurements, risk assessments, recording observations, evaluating methodology.
Analysis and Evaluation Presenting data, statistical manipulation, interpret data, explain data and relate to hypotheses, evaluate data quality.
Scientific vocabulary, quantities, units, symbols and nomenclature. |
Lesson 1 |
Density |
||
Lesson 2 |
States of matter |
||
Lesson 3 |
Change of state |
||
Lesson 4 |
Internal energy |
||
Lesson 5 |
Specific latent heat |
||
Lesson 6 |
Gas pressure & temperature |
||
Lesson 7 |
Gas pressure & volume (Phys only) |
||
Assessment Window 1
|
|
Section A – retrieval questions on year 9 content (Energy). Section B – structured and extended response questions on Atomic structure (Radioactivity) and Density. |
|
Term 2 |
|||
Topic |
Electric circuits |
Students are set 60 minutes of Educake retrieval questions per fortnight. We are trialling flip-learning homework with some groups. |
Developing Scientific Thinking Theory development, use of models, limitations and ethics in Science, applications of Science, risks to society, peer review.
Experimental Skills and Strategies Theories and hypotheses, planning experimental methods, using apparatus, taking measurements, risk assessments, recording observations, evaluating methodology.
Analysis and Evaluation Presenting data, statistical manipulation, interpret data, explain data and relate to hypotheses, evaluate data quality.
Scientific vocabulary, quantities, units, symbols and nomenclature. |
Lesson 1 |
Electric charges |
||
Lesson 2 |
Current & charge |
||
Lesson 3 |
Potential difference & resistance |
||
Lesson 4 |
Component characteristics |
||
Lesson 5 |
Series circuits |
||
Lesson 6 |
Parallel circuits |
||
Lesson 7 |
Calculation practice |
||
Topic |
Electricity in the home |
Students are set 60 minutes of Educake retrieval questions per fortnight. We are trialling flip-learning homework with some groups. |
Developing Scientific Thinking Theory development, use of models, limitations and ethics in Science, applications of Science, risks to society, peer review.
Experimental Skills and Strategies Theories and hypotheses, planning experimental methods, using apparatus, taking measurements, risk assessments, recording observations, evaluating methodology.
Analysis and Evaluation Presenting data, statistical manipulation, interpret data, explain data and relate to hypotheses, evaluate data quality.
Scientific vocabulary, quantities, units, symbols and nomenclature. |
Lesson 1 |
Alternating current |
||
Lesson 2 |
The national grid |
||
Lesson 3 |
Cables & plugs |
||
Lesson 4 |
Electrical power & potential difference |
||
Lesson 5 |
Electrical currents & energy transfer |
||
Lesson 6 |
Appliances & efficiency |
||
Term 3 |
|||
Assessment Window 2 |
|
Students sit full paper mock exam. Physics Paper 1 – 105 minutes. |
|
Topic |
Forces in balance |
Students are set 60 minutes of Educake retrieval questions per fortnight. We are trialling flip-learning homework with some groups. |
Developing Scientific Thinking Theory development, use of models, limitations and ethics in Science, applications of Science, risks to society, peer review.
Experimental Skills and Strategies Theories and hypotheses, planning experimental methods, using apparatus, taking measurements, risk assessments, recording observations, evaluating methodology.
Analysis and Evaluation Presenting data, statistical manipulation, interpret data, explain data and relate to hypotheses, evaluate data quality.
Scientific vocabulary, quantities, units, symbols and nomenclature. |
Lesson 1 |
Vectors &scalars |
||
Lesson 2 |
Resultant forces |
||
Lesson 3 |
Moments at work (Phys only) |
||
Lesson 4 |
More about levers & gears (Phys only) |
||
Lesson 5 |
Centre of mass |
||
Lesson 6 |
Moments & equilibrium (Phys only) |
||
Lesson 7 |
Parallelogram of forces (HT only) |
||
Lesson 8 |
Resolution of forces (HT only) |
||
Topic |
Motion (Triple only in year 10) |
Students are set 60 minutes of Educake retrieval questions per fortnight. We are trialling flip-learning homework with some groups. |
Developing Scientific Thinking Theory development, use of models, limitations and ethics in Science, applications of Science, risks to society, peer review.
Experimental Skills and Strategies Theories and hypotheses, planning experimental methods, using apparatus, taking measurements, risk assessments, recording observations, evaluating methodology.
Analysis and Evaluation Presenting data, statistical manipulation, interpret data, explain data and relate to hypotheses, evaluate data quality.
Scientific vocabulary, quantities, units, symbols and nomenclature. |
Lesson 1 |
Speed & distance-time graphs |
||
Lesson 2 |
Velocity & acceleration |
||
Lesson 3 |
More about velocity-time graphs |
||
Lesson 4 |
Analysing motion graphs |
Curriculum Plan – Biology (AQA Combined Science Trilogy) |
|||
Intent Year 11 students explore inheritance and evolution to understand how characteristics are inherited. When considering evolution students consider how humans are part of a much larger evolutionary context. Humans can manipulate genetic inheritance but this can have a wider impact on other organism and the environment. In studying classification and ecology students start to understand links between organisms. Interdependence demonstrates the importance of sustainability and the wider impacts of human activity on the environment. |
|||
Year 11 |
Subject Content |
Homework and Assessments |
Subject Skills and 21st Century Soft Skills |
Term 1 |
|||
Topic |
Inheritance, Variation and Evolution |
Students are set 40 minutes of Educake retrieval questions per fortnight. We are trialling flip-learning homework with some groups. |
Developing Scientific Thinking Theory development, use of models, limitations and ethics in Science, applications of Science, risks to society, peer review. Experimental Skills and Strategies Theories and hypotheses, planning experimental methods, using apparatus, taking measurements, risk assessments, recording observations, evaluating methodology. Analysis and Evaluation Presenting data, statistical manipulation, interpret data, explain data and relate to hypotheses, evaluate data quality. Scientific vocabulary, quantities, units, symbols and nomenclature.
|
Lesson 1* |
Sexual and Asexual Reproduction |
||
Lesson 2 |
Meiosis |
||
Lesson 3 |
Sex Determination |
||
Lesson 4 |
DNA |
||
Lesson 5 |
Genetic Inheritance |
||
Lesson 6 |
Recessive Genetic Diseases |
||
Lesson 7 |
Dominant Genetic Diseases |
||
Lesson 8 |
Genetic Engineering |
||
Lesson 9 |
Advantages and Disadvantages of Genetic Engineering |
||
Lesson 10 |
Variation |
||
Lesson 11 |
Selective Breeding |
||
Lesson 12 |
Evolution and the Theory of Natural Selection |
||
Lesson 13 |
Evolutionary Trees |
||
Lesson 14 |
Evidence for Evolution – Fossils |
||
Lesson 15 |
Evidence for Evolution – Drug Resistant Bacteria |
||
Lesson 16 |
Extinction |
||
Term 2 |
|||
Topic |
Ecology |
Students are set 40 minutes of Educake retrieval questions per fortnight. We are trialling flip-learning homework with some groups. |
Developing Scientific Thinking Theory development, use of models, limitations and ethics in Science, applications of Science, risks to society, peer review. Experimental Skills and Strategies Theories and hypotheses, planning experimental methods, using apparatus, taking measurements, risk assessments, recording observations, evaluating methodology. Analysis and Evaluation Presenting data, statistical manipulation, interpret data, explain data and relate to hypotheses, evaluate data quality. Scientific vocabulary, quantities, units, symbols and nomenclature.
|
Lesson 1 |
Classification – Linnean System |
||
Lesson 2 |
Classification – Three Domain System |
||
Lesson 3 |
Interdependence |
||
Lesson 4 |
Biotic and Abiotic Factors |
||
Lesson 5 |
Distribution of Organisms |
||
Lesson 6 |
Required Practical – Field Investigations |
||
Lesson 7 |
Adaptations |
||
Lesson 8 |
Levels of Organisation |
||
Lesson 9 |
Carbon Cycle |
||
Lesson 10 |
Water Cycle |
||
Lesson 11 |
Biodiversity |
||
Lesson 12 |
Increasing Population |
||
Lesson 13 |
Water Pollution |
||
Lesson 14 |
Air Pollution |
||
Lesson 15 |
Land Pollution |
||
Lesson 16 |
Land Use |
||
Lesson 17 |
Deforestation |
||
Lesson 18 |
Global Warming |
||
Lesson 19 |
Maintaining Biodiversity |
* Please note that a lesson may cover more than one period. This is often dependent on the group as some groups may cover content quicker than others. It is also common for practical work. This is factored into the curriculum time allocated for the year.
Curriculum Plan – Chemistry (AQA Combined Science Trilogy) |
|||
Intent Finally students study quantitative chemistry and chemical reactions (including the energy changes that occur). These units are excellent opportunities to draw in and apply content covered in previous years. This is the year that everything falls into place for most students and they see how all the fundamental concepts interlink. |
|||
Year 11 |
Subject Content |
Homework and Assessments |
Subject Skills and 21st Century Soft Skills |
Term 1 |
|||
Topic |
Quantitative Chemistry |
Students are set 40 minutes of Educake retrieval questions per fortnight. We are trialling flip-learning homework with some groups. |
Developing Scientific Thinking Theory development, use of models, limitations and ethics in Science, applications of Science, risks to society, peer review. Experimental Skills and Strategies Theories and hypotheses, planning experimental methods, using apparatus, taking measurements, risk assessments, recording observations, evaluating methodology. Analysis and Evaluation Presenting data, statistical manipulation, interpret data, explain data and relate to hypotheses, evaluate data quality. Scientific vocabulary, quantities, units, symbols and nomenclature.
|
Lesson 1* |
Law of Conservation of Mass |
||
Lesson 2 |
Relative Formula Masses |
||
Lesson 3 |
Observed Changes of Mass |
||
Lesson 4 |
Moles (HT) |
||
Lesson 5 |
Reacting Masses (HT) |
||
Lesson 6 |
Balancing Equations from Experimental Masses (HT) |
||
Lesson 7 |
Limiting Reactants (HT) |
||
Lesson 8 |
Concentration of Solutions |
||
Topic |
Chemical Changes |
Students are set 40 minutes of Educake retrieval questions per fortnight. We are trialling flip-learning homework with some groups. |
Developing Scientific Thinking Theory development, use of models, limitations and ethics in Science, applications of Science, risks to society, peer review. Experimental Skills and Strategies Theories and hypotheses, planning experimental methods, using apparatus, taking measurements, risk assessments, recording observations, evaluating methodology. Analysis and Evaluation Presenting data, statistical manipulation, interpret data, explain data and relate to hypotheses, evaluate data quality. Scientific vocabulary, quantities, units, symbols and nomenclature.
|
Lesson 1 |
Metal Oxides |
||
Lesson 2 |
Reactivity Series |
||
Lesson 3 |
Displacement Reactions |
||
Lesson 4 |
Extracting Metals from Ores |
||
Lesson 5 |
Oxidation and Reduction (HT) |
||
Lesson 6 |
Making Salts |
||
Lesson 7 |
Required Practical – Making Salts |
||
Lesson 8 |
Neutralisation and the pH Scale |
||
Lesson 9 |
Strong and Weak Acids |
||
Lesson 10 |
Electrolysis |
||
Lesson 11 |
Electrolysis of Molten Compounds |
||
Lesson 12 |
Extraction of Aluminium |
||
Term 2 |
|||
Lesson 13 |
Electrolysis of Aqueous Compounds |
|
|
Lesson 14 |
Required Practical - Electrolysis |
||
|