Science Curriculum Maps
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Science
Intent:
To develop learners who can:
• Promote the natural inquisitiveness, enthusiasm, passion and creative talents of students learning.
• Be reflective learners who are able to set their own learning goals and reflect on their own progress.
• Be curious and creative in lessons.
• Understand the contribution science makes to society.
• Have a passion to pursue STEM subjects and careers.
Implementation:
• A curriculum which implements inquiry skills which can be applied to investigations
• A curriculum that gives pupils a wide range of practical experiences.
• A practical based curriculum where students develop group work skills.
Careers in Science
Whether you are passionate about biology, chemistry or physics, there are a vast number of science careers that suit a range of different personalities and interests. Science careers are at the forefront of innovation and development and by choosing a career in science you can help to shape the future. With diverse and exciting career paths such as:
- Biotechnologist – working on cutting edge medical treatments and genetic research
- Chemical engineer – transforming raw materials into everyday products to solve global challenges
- Nuclear technician – monitoring, developing and using nuclear power
- Pharmacist – dispensing medication and giving expert medical advice to patients
Nearly all careers will use some element of science!
Here at St. Edmunds, opportunities to explore and discover careers in science are interleaved throughout the KS3 and KS4 curriculum. From lesson time dedicated to researching careers, to trips such as the ‘SULSTEMIC’ trip to HMS Sultan and ‘Life Lab’ trip to Southampton Hospital. We also provide the chance for students to meet external visitors from companies such as BAE systems with the ‘STEM roadshow’, as well as take part in the science departments STEM club, enabling them to plan, carry out, and analyse real scientific experiments.
Science news
STEM club
STEM Club have conducted research on Hydrogen-powered cars. This involved finding out about different sources of Hydrogen. We carried out experiments to produce Hydrogen to inflate balloons, and thought about how to harness it's power for future cars.
We have now embarked on our second project to investigate the growing conditions of different bean plants. Students are changing the levels of water and pH to find the effects of changing these variables. So far it has given us very interesting results!
Chicks hatch at Saint Edmund’s!
On Monday the 10th of June we welcomed 10 eggs to our science department. By Thursday morning all chicks had hatched resulting in 4 females and 6 males. Once they had dried off and warmed up, they were moved to the brooder box to begin exploring the world around them. Students and staff were encouraged to visit in their free time and chicks were taken into the science classrooms.
We focused on learning about:
- The life cycle
- Energy transfer (huddling to keep warm)
- Food chain (from farm to supermarket)
This time of year, can be very stressful with changing schedules and exams so the chicks were a well needed distraction and boost to the schools morale.
The Science Technicians do a lot of ‘background work’ throughout the school year and would like to say a big thank you for your participation resulting in a very successful science project. They have enjoyed getting to know the students and said how impressed they were with your behaviour and politeness.
Useful Links
Educake (https://my.educake.co.uk/student-login)
Focus E-Learning (Ask teacher for username and password) ( https://www.focuselearning.co.uk/ )
BBC Bitesize – GCSE Combined Science Pearson Edexcel (https://www.bbc.co.uk/bitesize/examspecs/zqkww6f)
BBC Bitesize – GCSE Biology Person Edexcel (https://www.bbc.co.uk/bitesize/examspecs/zcq2j6f )
BBC Bitesize – GCSE Chemistry Person Edexcel ( https://www.bbc.co.uk/bitesize/examspecs/zy984j6 )
BBC Bitesize – GCSE Physics Person Edexcel ( https://www.bbc.co.uk/bitesize/examspecs/zqpshv4 )
Key Stage 3 (Year 7-9)
Year 7 Science curriculum
Students will complete a short introductory unit introducing basic lab equipment and safety before completing the units outlined below.
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Biology |
Chemistry |
Physics |
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Cells, Tissues - Organs and Systems – In this unit we learn about all life from the smallest to the largest, and how this builds up into a human body |
Mixtures and Separation – In this unit we learn about the different types of mixtures, how to put them together and how we separate them again |
Energy – In this unit we learn about how energy flows around us in different forms and how humans transfer energy for our own use as fuels.
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Sexual Reproduction in Animals – In this unit we teach about how animal life begins and the different ways fertilisation can occur. |
Acids and Alkalis – In this unit we explore the roles of acidic and alkaline substances both in the natural world and in the household.
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Current Electricity – In this unit we begin talking about the basics of electricity, learning new keywords like current, potential difference and resistance.
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Muscles and Bones – In this unit we learn about how the body systems work in synergy with each other to make sure we are functioning correctly |
The Particle Model – In this unit we learn how particles make up all things and how their arrangement changes from solids to liquids to gases. |
Forces – In this unit we expand on KS2 teaching of forces including: types of forces, friction, pressure and how we can calculate forces.
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Ecosystems- In this unit we learn about the natural world and how we rely on it as much as it relies on us as well as what effects we have on it. |
Atoms, Elements and Compounds - In this unit we discover the basic building blocks of the universe and how they make the substances we use every day. |
Sound- In this unit we uncover how sound travels in air, solids and liquids as well as discovering how humans use sound to aid us in our work.
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Year 8 Science curriculum
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Biology |
Chemistry |
Physics |
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Food and Nutrition – In this unit we work closely with the PE department to expand on the food plate, reading food labels and testing for nutrients. |
Combustion – In this unit we expand on the uses of combustion in science in the context of the Earth, reactions and how combustion is affecting current events. |
Fluids – In this unit we learn about liquids and gases, atmospheric and deep-sea pressures as well as how we use floating and sinking to our advantage.
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Plants and Reproduction – In this unit we broaden previous work on plants to look at what these plant structures do and how they assist in seed dispersal and fertilisation. |
The Periodic Table – In this unit we discover the history of the atom and the Periodic table. We go on to learn how we read the periodic table and the trends of it.
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Light – In this unit we broaden ideas about how light travels and how we see the world around us with key focuses on the eye and how we see light |
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Breathing and Respiration – In this unit we focus on the key differences of respiration and breathing, the different types of respiration and how the lungs are adapted to their function.
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Metals and Their Uses – In this unit we develop ideas on the properties of metals vs non-metals, their uses and how metals have changed through time. |
Energy Transfers – In this unit we look at how we transfer heat to substances in different ways. We also look at how we insulate homes to lower energy bills. |
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Unicellular Organisms - In this unit we focus on the smallest organisms form Bacteria to Yeast, what they do and how they were discovered. |
Rocks- In this unit we work closely with the Geography department to widen our view on rocks and what they can tell us about the history of the Earth. |
Earth and Space - In this unit we see all aspects of space starting with simple navigation using stars and constellations to then finish with looking at satellites and an expanding universe.
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Year 9 Science curriculum
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Biology |
Chemistry |
Physics |
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Genetics and Evolution – In this unit we start to begin setting up for KS4 units while looking at the links between extinction, evolution and variation. |
Making Materials – In this unit we discuss the properties and uses of key materials in life including Ceramics, polymers and composites. |
Forces and Motion – In this unit we look at how forces shape motion and what laws control it, we begin to look at speed calculations and levers also.
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Plant Growth – In this unit we continue to build for KS4 by further deepening our learning on plant structures and photosynthesis. |
Reactivity – In this unit we broaden our look at chemical reactions and why some elements are more reactive than others, as well as looking at how these reactions are useful to us.
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Force Fields and Electromagnets – In this unit we discover the true force fields and the different types of them as well as beginning to look at magnets and their many uses.
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Biology Revision and Projects – In this unit we will discuss and design a biological project to complete in our lessons, finishing with concluding our findings. |
Chemistry Revision and Projects – In this unit we will discuss and design a chemistry project to complete in our lessons, finishing with concluding our findings.
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Physics Revision and Projects – In this unit we will discuss and design a Physics project to complete in our lessons, finishing with concluding our findings.
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Biology Transition to GCSE - In this unit we focus on key concepts travelling through all of KS4 including human transport systems and diseases |
Chemistry Transition to GCSE – In this unit we focus on the key concepts of Chemistry during GCSE including reactions, bonding and the use of modern materials.
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Physics Transition to GCSE - In this unit we focus on the key concepts of Physics during GCSE including the use of equations, magnetism and energy transfers.
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Key Stage 4 (Year 10-11)
Year 10 and 11 - GCSE curriculum
Exam board - Pearson
GCSE Combined Science (1SC0)
All examinations are completed at the end of Year 11 (6 exam papers - each worth 16.67%). A mixture of different question styles, including multiple-choice questions, short-answer questions, calculations and extended open-response questions. Calculators may be used in the examinations. All papers to be completed at either Foundation tier grades 1-1 to 5-5 or Higher tier grades 4-4 to 9-9.
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Biology |
Chemistry |
Physics |
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Paper 1: Key Concepts in Biology - Cells and Control - Genetics - Natural Selection and Genetic Modification - Health, Disease and the Development of Medicine (1SC0/1BF, 1SC0/1BH) |
Paper 2: Key Concepts in Chemistry - States of Matter and Mixtures - Chemical Changes - Extracting Metals and Equilibria (1SC0/1CF, 1SC0/1CH |
Paper 3: Key Concepts of Physics, Motion and Forces - Conservation of Energy - Waves - Light and the Electromagnetic Spectrum – Radioactivity (1SC0/1PF, 1SC0/1PH)
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Paper 4: Key Concepts in Biology - Plant Structures and Their Functions - Animal Coordination, Control and Homeostasis - Exchange and Transport in Animals - Ecosystems and Material Cycles (1SC0/2BF, 1SC0/2BH) |
Paper 5: Key Concepts in Chemistry - Groups in the Periodic Table - Rates of Reaction and Energy Changes - Fuels and Earth Science (1SC0/2CF, 1SC0/2CH) |
Paper 6: Key Concepts of Physics - Energy - Forces Doing Work - Forces and Their Effects - Electricity and Circuits - Magnetism and the Motor Effect - Electromagnetic Induction - Particle Model - Forces and Matter (1SC0/2PF, 1SC0/2PH)
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Triple Science – GCSE Biology, GCSE Chemistry and GCSE Physics
Exam board - Pearson
3 separate GCSE’s covering concepts in greater detail. 2 exams per GCSE worth 50% for each GCSE course. A mixture of different question styles, including multiple-choice questions, short-answer questions, calculations and extended open-response questions. Calculators may be used in the examinations. All papers to be completed at either Foundation tier grades 1-1 to 5-5 or Higher tier grades 4-4 to 9-9.
GCSE Biology papers are completed during May/June of year 10. GCSE Chemistry and Physics papers are completed at the end of Year 11.
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GCSE Biology (1BI0) |
GCSE Chemistry (1CH0) |
GCSE Physics (1PH0) |
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Paper 1: Key Concepts in Biology - Cells and Control - Genetics - Natural Selection and Genetic Modification - Health, Disease and the Development of Medicines (1BI0/1F, 1BI0/1H)
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Paper 1: Key Concepts in Chemistry - States of Matter and Mixtures - Chemical Changes - Extracting Metals and Equilibria - Separate Chemistry 1 (1CH0/1F, 1CH0/1H) |
Paper 1: Key Concepts of Physics - Motion and Forces - Conservation of Energy - Waves - Light and the Electromagnetic Spectrum - Radioactivity – Astronomy (1PH0/1F, 1PH0/1H)
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Paper 2: Key Concepts in Biology -Plant Structures and Their Functions - Animal Coordination, Control and Homeostasis - Exchange and Transport in Animals - Ecosystems and Material Cycles (1BI0/2F , 1BI0/2H) |
Paper 2: Key Concepts in Chemistry - Groups in the Periodic Table - Rates of Reaction and Energy Changes - Fuels and Earth Science - Separate Chemistry 2 (1CH0/2F, 1CH0/2H) |
Paper 2: Key Concepts of Physics - Energy - Forces Doing Work - Forces and Their Effects - Electricity and Circuits - Static Electricity - Magnetism and the Motor Effect - Electromagnetic Induction - Particle Model - Forces and Matter (1PH0/2F, 1PH0/2H)
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Outcomes
Outcomes - Science
GCSE Combined Science
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Year |
9-4% |
9-5% |
9-7% |
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2019 |
50.0 |
21.0 |
1.2 |
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2020(CAG) |
78.7 |
41.8 |
4.1 |
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2021(TAG) |
78.8 |
47.8 |
13.5 |
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2022 |
82.4 |
57.6 |
10.7 |
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2023 |
70.7 |
48.2 |
6.1 |
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2024 |
77.1 |
51.3 |
10.1 |
GCSE Biology
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Year |
9-4% |
9-5% |
9-7% |
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2019 |
98.7 |
76.9 |
29.5 |
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2020*(CAG) |
100 |
98.6 |
34.3 |
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2021*(CAG) |
100 |
100 |
0.9 |
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2022*TAG) |
100 |
100 |
73.3 |
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2023* |
100 |
98.2 |
66.1 |
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2024 |
100 |
93.3 |
38.7 |
GCSE Chemistry
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Year |
9-4% |
9-5% |
9-7% |
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2019 |
92.3 |
76.9 |
26.9 |
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2020(CAG) |
100 |
98.6 |
30.0 |
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2021(TAG) |
100 |
100 |
34.5 |
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2022 |
96.7 |
93.3 |
55.0 |
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2023 |
92.9 |
89.3 |
50.0 |
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2024 |
94.7 |
92.0 |
34.7 |
GCSE Physics
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Year |
9-4% |
9-5% |
9-7% |
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2019* |
94.9 |
74.4 |
17.9 |
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2020* |
98.6 |
80.0 |
15.7 |
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2021(TAG) |
100 |
96.4 |
52.7 |
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2022 |
98.3 |
93.3 |
65.0 |
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2023 |
96.4 |
87.5 |
51.8 |
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2024 |
94.7 |
92.0 |
42.7 |
CAG – Centre Assessed Grade
TAG – Teacher Assed Grade
*Qualification taken early during year 10
**2019 and 2020 GCSE Physics students entered during year 10. From 2021 onwards students are now entered for GCSE Biology in year 10.
