science skill experiences character criticality

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Science

Skill

Science is the systematic study of the structure and behaviour of the physical and natural world through observation and experiment. We foster curiosity in our students, and teach them to generate hypotheses and systematically gather evidence. Scientists can solve problems logically, apply reasoning, work both in a team and independently and can communicate their ideas clearly.

Experiences

Every student will have the opportunity to take part in a variety of science related activities with a particular emphasis on practical investigation and the conclusions that can be drawn from it. They will be encouraged to question how the world works and to use their scientific knowledge to find explanations.

Character

The study of science aims to develop systematic and logical thought to enable students to explain observations and solve problems. This will mean that students will need to develop resilience as they are exposed to increasingly more difficult and complicated concepts as they progress through their science career in school.

Criticality

Scientific thinking involves applying scepticism to ideas and forming testable hypotheses. This type of thinking can lead to experiments, and it can help people develop skills for determining whether something they hear or see is true. Scientists are trained to only trust what is supported by evidence, so scientific thought requires not believing something unless it is supported with proof. Science, however, also requires creativity, so scientific thinking includes determining means of testing specific ideas to prove them true or false. In many cases, people who think in a scientific manner are able to devise experiments to test

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Biology Biologists seek answers to the big questions that inspire them, to gain a better understanding of how the body and nature works, and that is our aspiration for our biologists of all key stages. Our biology students have excellent memory and observational skills and use nature as a laboratory to combine the principles of biology with other sciences to study the diversity and interactions of plants, animals and micro-organisms in their natural environment.

The Biology Story, Years 7-11 Biology is the story of life. Year 7 begins this story with a recap of human biology from key stage two, including the main organ systems. Students then ‘zoom in’ to look at animal cells, contrasting them with specialised cells and plant cells. They go onto look at reproduction: how more cells are produced. To develop their understanding of this at the cellular level, students learn about reproductive organs, the menstrual cycle, reproduction and birth. Following this, Students learn how reproduction, with mutation, leads to adaptations, enabling organisms to survive in complex, interrelated ecosystems. They learn about food chains within these ecosystems, including how photosynthesis is used to generate glucose.

Having learned about the building blocks of life and their creation, students move on to the sustenance of life. Learning about the digestive system gives them a chance to combine their understanding of cells, tissues, organ systems and their knowledge of how animals take in nutrition and obtain glucose. They go on to learn about aerobic and anaerobic respiration and how the respiration system combines with the digestive system to sustain life. Students examine how life defends itself against hostile microorganisms and apply their conceptual understanding of defines a living organism things to assess whether viruses can be thought of as alive.

Students are now ready to revisit cells, knitting together their prior learning on cells, digestion and respiration to examine how cells use water, nutrients and oxygen. With this more in-depth understanding of cell biology they revisit the digestive system, learning about the importance of enzymes in the breaking down of biological molecules in order to release these nutrients. They move onto look at the blood and the circulatory system, and its role in transporting the products of digestion to cells. This leads on to an examination of breathing and gas exchange, which in turn leads onto respiration, which is studied in greater detail.

Students now repeat the journey they have just completed for human biology, this time learning about plant biology. They begin with photosynthetic and root hair cells, which, like the digestive system in humans, are significant in acquiring nutrients. They move onto study the xylem and phylum, which, like the circulatory system, transport these nutrients around the plant, before adding to this an understanding of the movement of water around plants: transpiration.

Students now move onto diseases, beginning with non-communicable diseases, where they can see how lifestyle choices can disrupt the body systems they have learned about. Learning about communicable diseases allows students to revisit their learning on the components of blood and fungus, viruses and bacteria.

The next step in the story is to turn to homeostasis, learning how cells and individual systems communicate with each other through the nervous systems and hormones. Study of hormones naturally leads onto menstruation and fertility, which in turn leads on to reproduction and thence to reproduction, genetics and evolution, including contemporary ethical and scientific debate around these issues. This finally takes students to ecology, where they learn how both animals and plants have evolved to live together within environments and how competition leads to further evolution. They learn how these ecosystems can be threatened, or protected, through human action.

Tudor Grange Academy Redditch

Science Department - Biology KS3/4 Curriculum and Assessment Map

Term 1 Term 2 Term 3

THEME/FOCUS

Year 9 Baseline Testing Cells and Microscopes

HT3 – STEM Cells HT4 – Breathing and Gas Exchange

HT5 – Digestion and Enzymes HT6 – The heart and respiration

Fundamentals

HT1 – KS3 baseline test created by AQA exampro that tests on KS3 fundamentals. Intervention to follow to ensure all students are ready to begin preparing for GCSE. HT2 – animal and plant cell structure, function of organelles. Microscopes required practical – how to use and prepare a slide for viewing. Microscopy calculations.

HT3 – Cell division and STEM cell uses. HT4 – The difference between breathing and respiration. The adaptations of the alveoli.

HT5 – the structure of the digestive system. Food testing Required Practical. The function of enzymes in digestion. Enzymes Required Practical. HT6 – The structure of the heart. Aerobic and Anaerobic respiration.

In-class progress check (Low stakes

& formative)

Exit ticket learning checkpoint for the fundamental knowledge, followed by Intervention. Exam style questions for the microscope Required Practical followed by Intervention. Weekly homework checks followed by in class Intervention. Interleaving starters.

Exit ticket learning checkpoint for the fundamental knowledge, followed by Intervention. Weekly homework checks followed by in class Intervention. Interleaving starters.

Exit ticket learning checkpoint for the fundamental knowledge, followed by Intervention. Exam style questions for the food testing and enzymes Required Practical followed by Intervention. Weekly homework checks followed by in class Intervention. Interleaving starters

Summative CA1 – Cells, microscopes and KS3 interleaving.

CA2 – Diffusion, breathing and active transport (gas exchange) + interleaving

No end of year assessment (Trust).




THEME/FOCUS

Year 10 HT1 – Blood and the Heart, Respiration HT2 – Disease and Disease Prevention Plant Biology Materials Cycling

Fundamentals

HT1 - The structure of the heart. Aerobic and Anaerobic respiration. HT2 – Alcohol and other carcinogens, effects on the body. Antibiotics and painkillers. Human defence responses. White blood cells. Uses of monoclonal antibodies (H). Growing bacteria in the lab.

Osmosis and osmosis Required Practical. Factors affecting transpiration. Photosynthesis and photosynthesis Required Practical. Plant diseases.

Factors affecting the rates of decomposition. Decay Required Practical. The carbon cycle. Global warming. How to maintain biodiversity. Sustainable food production.

In-class progress check (Low

stakes & formative)

Exit ticket learning checkpoint for the fundamental knowledge, followed by Intervention. Weekly homework checks followed by in class Intervention. Interleaving starters. Exam question following growing bacteria practical.

Exit ticket learning checkpoint for the fundamental knowledge, followed by Intervention. Weekly homework checks followed by in class Intervention. Interleaving starters. Exam question following transpiration and photosynthesis Required Practical.

Exit ticket learning checkpoint for the fundamental knowledge, followed by Intervention. Weekly homework checks followed by in class Intervention. Interleaving starters. Exam question following decay Required Practical.

Summative CA1 – B1-B4. Human Biology. Interleaving into year 9. CA2 – Diseases, plant biology + interleaving. No end of year assessment (Trust).




THEME/FOCUS

Year 11 HT 1 - Principals of Homeostasis HT2 – DNA and Inheritance Classification, adaptations and evolution Revision and Intervention. Exams.

Fundamentals

Reflex actions. Reaction time RP. The role of negative feedback in diabetes. Hormones and the menstrual cycle. Meiosis. Screening for genetic disorders.

Quadrats Required Practical. Adaptations in plants and animals. Extinction theories and fossils. Selective breeding and genetic engineering.

Please see attached Biology learning routes for the full overview of the content of the course.

In-class progress check (Low stakes &

formative)

Exit ticket learning checkpoint for the fundamental knowledge, followed by Intervention. Weekly homework checks followed by in class Intervention. Interleaving starters. Exam question following reaction time Required Practical.

Exit ticket learning checkpoint for the fundamental knowledge, followed by Intervention. Weekly homework checks followed by in class Intervention. Interleaving starters. Exam question following quadrats Required Practical.


Summative September assessment (year 10 CA2 –

paper 1), followed by up to three weeks of incisive Intervention.

January mock exam. Paper 1. Followed by up to three weeks of incisive

Intervention. Terminal exams – June.


Science Department - Chemistry KS3/4 Curriculum and Assessment Map


THEME/FOCUS

Year 9 HT1 - Baseline Testing HT2 - History of our Atmosphere

States of Matter Bonding

Fundamentals

HT1 – KS3 baseline test created by AQA exampro that tests on KS3 fundamentals. Intervention to follow to ensure all students are ready to begin preparing for GCSE. HT2 – global climate change. Life cycle assessments. Purifying water RP.

Separating mixtures. Fractional distillation. Ions, atoms and isotopes. Electronic structure.

Ionic bonding. Allotropes of carbon.


formative)

Exit ticket learning checkpoint for the fundamental knowledge, followed by DIRT. Weekly homework checks followed by in class Intervention. Interleaving starters. Exam questions following purifying water Required Practical.


Exit ticket learning checkpoint for the fundamental knowledge, followed by Intervention. Weekly homework checks followed by in class Intervention. Interleaving starters

Summative CA1 – history of the atmosphere, water and life cycle assessment + interleaving

CA2 – C1 + interleaving No end of year assessment (Trust).




THEME/FOCUS

Year 10 History of our atmosphere. Revision for CA1.

Exothermic and Endothermic Reactions Chemical Calculations

The Reactivity Series Neutralisation Collision theory

Fundamentals

Global climate change. Life cycle assessments. Purifying water Required Practical.

Endothermic and exothermic Required Practical. Reaction profiles. Relative masses and moles. Using titrations to investigate reacting volumes Required Practical

Preparing a salt Required Practical Salts from metals. Neutralisation and the pH scale. Catalysts and their effects


formative)

Exit ticket learning checkpoint for the fundamental knowledge, followed by Intervention. Weekly homework checks followed by in class Intervention. Interleaving starters. Exam question following purifying water Required Practical.

Exit ticket learning checkpoint for the fundamental knowledge, followed by Intervention. Weekly homework checks followed by in class Intervention. Interleaving starters. Exam question following Endothermic and exothermic and Titrations Required Practical.

Exit ticket learning checkpoint for the fundamental knowledge, followed by Intervention. Weekly homework checks followed by in class Intervention. Interleaving starters. Exam question following preparing a salt Required Practical.

Summative CA1 – Year 9 Chemistry. Time allowed for incisive intervention.

CA2 – Endo/exothermic reactions, calculations, history of the atmosphere + interleaving

No end of year assessment (Trust).




THEME/FOCUS

Year 11 HT 1 - Hydrocarbons HT2 – Assessment DIRT History of the Atmosphere Revision and Intervention. Exams.

Fundamentals

Fractional distillation. Cracking hydrocarbons. Calculating Rf value Required Practical (analysing chromatograms) Using chemical tests to identify unknown compounds Required Practical

Global climate change. Life cycle assessments. Purifying water Required Practical.

Please see attached Chemistry learning routes for the full overview of the content of the course.


formative)

Exit ticket learning checkpoint for the fundamental knowledge, followed by Intervention. Weekly homework checks followed by in class Intervention. Interleaving starters. Exam questions following Required Practical, and associated Intervention.

Exit ticket learning checkpoint for the fundamental knowledge, followed by Intervention. Weekly homework checks followed by in class Intervention. Interleaving starters. Exam question following quadrats Required Practical.


Summative September assessment (year 10 CA2 – paper 1), followed by up to half a term of incisive Intervention.

January mock exam. Paper 1. Followed by up to three weeks of incisive Intervention.

Terminal exams – June.


Science Department - Physics KS3/4 Curriculum and Assessment Map


THEME/FOCUS

Year 9 HT1 - Baseline Testing HT2 – Practical Skills

Radioactivity States of Matter Energy Transfers

Fundamentals

HT1 – KS3 baseline test created by AQA exampro that tests on KS3 fundamentals. Intervention to follow to ensure all students are ready to begin preparing for GCSE. HT2 – variables. Re-arranging equations. Drawing bar charts and scatter graphs.

Uses and properties of alpha, beta and gamma radiation. Half life. Density Required Practical.. Changes of state.

Insulation Required Practical. Specific heat capacity Required Practical.. Renewable energy resources.


formative)


Exit ticket learning checkpoint for the fundamental knowledge, followed by Intervention. Weekly homework checks followed by in class Intervention. Interleaving starters. Density Required Practical. exam questions and Intervention.

Exit ticket learning checkpoint for the fundamental knowledge, followed by Intervention. Weekly homework checks followed by in class Intervention. Interleaving starters. Exam questions and Intervention following Required Practical.

Summative CA1 – KS3 skills test – AQA Exampro CA2 – radiation, changes of state + interleaving No end of year assessment (Trust).




THEME/FOCUS

Year 10 Energy Transfers Electricity in the home Conservation and dissipation of energy

Motion Waves

Fundamentals

Renewable energy resources. Series and parallel circuits Investigating resistance Required Practical. Investigating electrical components Required Practical.

Appliances and efficiency Gravitational and kinetic energy calculations Energy and power

Analysing motion graphs Properties of waves (reflection and refraction) Ripple tank Required Practical.


formative)

Exit ticket learning checkpoint for the fundamental knowledge, followed by Intervention. Weekly homework checks followed by in class Intervention. Interleaving starters. Exam questions and Intervention following RPs.


Exit ticket learning checkpoint for the fundamental knowledge, followed by Intervention. Weekly homework checks followed by in class Intervention. Interleaving starters. Exam question following ripple tank Required Practical..

Summative CA1 – energy, electricity + interleaving

CA2 – energy, electricity, calculations + interleaving No end of year assessment (Trust).

We will build upon the knowledge of

nuclear power to look at other alternative energy sources (wind,

Students will build on their knowledge of electricity from KS3 and Term 1 to look at how electricity is used in the home in

Students will have been able to label a wave and carry out a simple wave calculation at KS3. They will have



Recovery Content &

Interleaving

solar etc) and add more detail to the pro’s and con’s explored at KS3, with a deeper understanding of how each method works to produce electricity.

Students develop and refine their mathematical skills, using equations to model them in theoretical terms. They study electricity, building on

what they covered in KS3, now able to apply their understanding of atomic

theory to the latter.

cables and plugs. Students will revisit their maths skills to calculate the

efficiency of appliances in the home, and then apply these to a range of energy

calculation scenarios.

explored reflection, refraction and should be able to draw and label a ray

diagram. All of these skills will re revisited and built upon, introducing the

ripple tank of a way to accurately calculate wave length.




THEME/FOCUS

Year 11 Motion Waves

The electromagnetic spectrum Magnetic fields Revision and DIRT. Exams.

Fundamentals

Analysing motion graphs Properties of waves (reflection and refraction) Ripple tank Required Practical.

X-rays in medicine Investigating infrared radiation Required Practical.

Please see attached Physics learning routes for the full overview of the content of the course.


formative)

Exit ticket learning checkpoint for the fundamental knowledge, followed by Intervention. Weekly homework checks followed by in class Intervention. Interleaving starters. Exam question following ripple tank Required Practical..

Exit ticket learning checkpoint for the fundamental knowledge, followed by Intervention. Weekly homework checks followed by in class Intervention. Interleaving starters. Exam question following Required Practical..

Exit ticket learning checkpoint for the fundamental knowledge, followed by Intervention. Weekly homework checks followed by in class Intervention. Interleaving starters

Summative September internal assessment.

Intervention to follow for up to half a term.

January mock exam. Paper 1. Followed by up to three weeks of incisive

Intervention. Terminal exams – June 2020

Students will have been able to label a wave and carry out a simple wave

calculation at KS3. They will have

Students will have looked at waves through reflection and refraction in term 1. They will now look at a different form

Please see attached Physics learning routes for the full overview of the content of the course.



Recovery Content &

Interleaving

explored reflection, refraction and should be able to draw and label a ray

diagram. All of these skills will re revisited and built upon, introducing the ripple tank of a way to accurately

calculate wave length.

of wave – the electromagnetic spectrum, and the uses of each part. Students will

have looked at magnets, magnetism and magnetic fields at KS3 and will have plotted magnetism diagrams using a

compass and iron filings. Students will now revisit this and discover the

relationship between magnets and the generation of an electric current,

allowing recap of electricity and energy topics covered in year 10.

science skill experiences character criticality

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