Science
A high-quality science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. Science has changed our lives and is vital to the world’s future, and all students should be taught essential aspects of the knowledge, methods, processes and uses of science. Through building up a body of key foundational knowledge and concepts, students should be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about phenomena. They should be encouraged to understand how science can be used to explain what is occurring, predict how things will behave, question the world around us and analyse causes.
Building on what they have observed and described of the world at KS2, the curriculum is designed to allow them to explain how and why this is happening. We introduce the fundamental ideas to provide the foundation for the development of breadth and depth within the curriculum. The curriculum is designed to build upon prior learning and apply this to more challenging concepts as well as making links between topics. It will prepare students for GCSE by developing fluency in the fundamental concepts in preparation for the challenges of GCSE, A-Level and beyond.
Resilience and tolerance are built through scientific enquiry and debate; encouraging students to question their initial ideas.
The investigations are designed to be taught in a similar way to the new GCSE core practicals and will be examined in the assessments.
Working scientifically skills are taught explicitly in lessons alongside the content.
Science – Key Stage 3
| | 1 | 2 | 3 | 4 |
| Year 7 | Particle model What are the building blocks of matter? Separation techniques How do scientists carry out investigations? Cells and organisation What are the building blocks of all life? | Atoms, elements and the periodic table What are the building blocks of the universe? Forces What forces act in the universe? Nutrition and digestion How does our body use food? | Energy Stores and transfers How do energy changes occur? Microbes and disease What causes diseases? Reproduction How do humans reproduce? | Acids and alkalis How do reactions and acids and alkalis affect us? Physical and chemical changes What happens during chemical reactions? Magnetism How do magnets and magnetic fields interact? Electrical circuits How do electrical devices work? Space What is our place in the universe? |
| Year 8 | Types of chemical reaction How are compounds formed? How are reactions useful? Forces and motion How do forces act to produce movement? | Cellular respiration and gas exchange How do organisms get energy? Waves How do we use waves for communication? | Evolution How do organisms evolve? Metals and reactivity How are metals extracted and how are they useful? | Photosynthesis Why are plants so important for life on earth? Relationships in ecosystems How do organisms depend on each other? Earth and atmosphere How can we conserve resources in the earth and atmosphere? |
| Year 9 | ||||||
| Biology | Key concepts biology | Cells and control Cells, responding to change | Genetics | Natural selection | ||
| Chemistry | States of Matter and Mixtures | Key concepts chemistry: Atomic structure and periodic table | Key concepts chemistry: Bonding | |||
| Physics | Forces and motion | Energy and power | Waves and communication | |||
Science –GCSE Edexcel
| Year 10 Combined | |||||||||||
| Biology | Health and disease Cells, responding to change | Key Concepts Biology | Plant Structures light intensity & photosynthesis Evaluating Cells, particles | Ecosystems and Material Cycles Quadrats and belt transects Cells, responding to change | |||||||
| Chemistry | Chemical Change Neutralisation Particles, bonding | Calculations Involving Masses Particles | Metal Extraction & Equilibria Bonding | Key concepts Chemistry | Groups in the Periodic Table Particles, bonding | ||||||
| Physics | Light and the Electromagnetic Spectrum Applications of EM waves Energy | Radioactivity Particles, energy | Forces and energy | Forces doing work | Forces and Effect | Particle model | |||||
| Triple Science | |||||||||||
| Bio logy | Health and disease Cells, responding to change | Key Concepts Biology Reteach Triple content from Biology topics 1-4 | Plant Structures light intensity & photosynthesis Cells, particles | Ecosystems and Material Cycles Cells, responding to change | |||||||
| Chemistry | Chemical Change Particles, bonding | Calculations Involving Masses Particles | Metal Extraction & Equilibria Bonding | Transition metals Bonding Evaluating Quantitative analysis | Key concepts Chemistry | Equilibria Chemical cells and fuel cells Evaluating | Groups in the Periodic Table Particles, bonding | ||||
| Physics | Waves recap and additional triple content | Light and the Electromagnetic Spectrum | Radioactivity | Astronomy | Forces Recap Braking distance | Forces doing work Calculating e.g. Calculating energy | Forces and Effect | Particle model Density Specific heat capacity | |||
Chemistry A Level – AQA
| 2 Year Plan – A Level Chemistry – Winterstoke Hundred Academy | |
| Becoming a Chemist | |
| Year 12 | |
| We are learning…fundamentals of Chemistry e.g. Atomic structure and bonding, quantitative Chemistry, Kinetics, and the introduction to organic chemistry So we can…begin to understand the rules and principles that govern chemistry As a Chemistry student…this allows me to build a strong foundation to grow new knowledge on, apply my knowledge to new situations and use maths to quantify reaction rates. | Term 1 and 2 |
| We are learning…organic reaction mechanisms, the chemistry of alkanes; halogenoalkanes; and alkenes, equilibria, and redox. So we can…predict and explain how and why reactions take place. As a Chemistry student…this allows me to understand how reactions take place, apply my knowledge to new situations and use maths to describe energy changes and quantities of substances in different types of reactions. | Term 3 and 4 |
| We are learning… Further organic chemistry, chemistry of alcohols, analysis of organic compounds, and the periodic table. So we can…understand the use of reaction conditions in industry and recognise a wider range of organic molecules, and use knowledge of the periodic table to make predictions about reactions involving halogens and alkaline earth metals. As a Chemistry student…this allows me to build my knowledge bank of organic reactions and how many reactions work ready for applying these in Year 13. | Term 5 and 6 |
| 2 Year Plan – A Level Chemistry – Winterstoke Hundred Academy | |
| Becoming a Chemist | |
| Year 13 | |
| We are learning… Thermodynamics, Acids and Bases, Optical isomerism, Aldehydes and Ketones, Carboxylic acids and derivatives So we can…build on our understanding of the driving forces behind reactions, predict reactions on a wide range of organic molecules. Understand the principles of neutralisation and the mathematics that governs it. As a Chemistry student…this allows me to explain why some reactions take place when others do not. | Term 1 and 2 |
| We are learning…advanced Organic Chemistry and Electrode Potentials So we can…predict reactions on a wide range of organic molecules. Understand the principles of neutralisation and the mathematics that governs it. Understand how electricity is generated in batteries. As a Chemistry student…this allows me to apply my knowledge of organic reactions to a wide range of molecules. Predict which metals would be the most effective for creating a battery and be able to quantify this. | Term 3 and 4 |
| We are learning…Organic Synthesis and Analysis, Transition metal Chemistry and Periodicity So we can…apply all of our organic knowledge to design and analyse synthetic routes and determine the structure of organic molecules. As a Chemistry student…this allows me to suggest potential sequences of reactions that could be used to make commercially important molecules. To determine, by using information from chemical tests and spectroscopy techniques, what the structure of a molecule is. | Term 5 and 6 |
Physics A Level – AQA
A level physics includes studies ideal for setting students up to study physics or engineering at Higher Education whilst still being relevant to the real world. The inclusion of regular practical work both encourages engagement and helps to teach wider employability skills including using a wide range of practical equipment safely, working in small groups and presenting scientific findings in an appropriate manner.
Studying physics enables you to look at hidden laws that explain why all matter and energy in the known universe exists, where it comes from and how it behaves the way it does.
Physics will help you to build up your problem solving, research, and analytical skills. With these skills you’ll be able to test out new ideas plus question and investigate other people’s theories, which is useful for any kind of job that involves research or debate.
Physics will support your study of other science and tech subjects, including chemistry, biology, engineering, geography and computer science.
Physics is especially closely linked to maths, so studying the two together can improve your skills in both. It is also regarded as a ‘facilitating subject’.
With physics you can go into many careers including lots of non-physics careers such as management or finance. However, relevant careers include anything to do with building or developing new technology including architecture, engineering, astronomy, space exploration, games development and modelling the climate.
| Physics | ||||||
| Term 1 | Term 2 | Term 3 | Term 4 | Term 5 | Term 6 | |
| Year 12 | An introduction to physics and practical work is taught first to give a solid base for further study. The first topic of particles and quantum physics links prior KS4 knowledge of sub-atomic particles and waves. Then the waves topic builds well from this first topic and again builds these links. The topic includes refraction and diffraction and how waves are used for communication. | Mechanics and current electricity are taught this term. The mechanics topic coincides very well with that studied in maths A level. The current electricity topic relies heavily on knowledge from KS4 so time is included here if learners need a reminder or have not studied separate sciences at KS4. | There is time for some revision but also moving into the thermal physics topic allows for more time in year 2 for revision. | |||
| Year 13 | The year starts with a revision of thermal physics to ensure it has been thoroughly understood, then the main topics for the term are circular motion and simple harmonic motion which rely on the year 1 mechanics topic so there is some time for revision here. Then the topic of Fields : gravitational, electric and magnetic are linked and taught together to reinforce learning. | Nuclear physics and radioactivity link well together and are taught as one topic followed by the option; astrophysics and cosmology. | Focus on revision and exam preparation | |||
Biology A Level – AQA
| | Biology | |||||
| | Term 1 | Term 2 | Term 3 | Term 4 | Term 5 | Term 6 |
| Year 12 | A brief introduction to Biology at A-Level, covering some fundamental GCSE skills to ensure that all students are at the same level. This will include maths skills and a baseline test based on GCSE questions. We will begin with learning more about cell structure and function, expanding on GCSE knowledge. This topic includes covering cell processes like mitosis in detail and learning about the bodies immune system, from infection to recovery. Students will cover some essential bio-chemistry, covering the structure of different molecules including the building blocks of life – proteins, carbohydrates and lipids. All topics in term 1+2 build directly on what students have learnt from GCSE, allowing them to access the new course and fi it into their schema. Staff will ensure to assess GCSE knowledge before adding A-Level content so that they can understand the needs and knowledge of the class. | tudents then go on to begin to explore genetics, learning how DNA codes for and is transformed into a protein. Meiosis is then covered, leading on to looking at the importance of variation and diversity in natural selection. Students will learn about gas exchange in different organisms and how essential molecules are transported around both plants and animals. Mocks in February allow students to see how they are progressing with the course. In term 4 the students may attend a field course, this will be in their first or second year of study – covering some of the required practicals and allowing students to test out some of their skills in the field. Term 3 relies on some basic concepts of science that have been covered from KS3 right through to GCSE, including diffusion and cell replication. | Students use their biochemistry knowledge learnt last term to have a deeper understanding of what happens during digestion and absorption of nutrients for humans. Students explore some ideas of ecology, looking at biodiversity and conservation of wildlife. There is also time here to review ideas learnt this year and ensure a good foundation of knowledge to progress into Year 13. End of year assessments take place. | |||
| Year 13 | Students study the biochemistry of the essential life processes – respiration and photosynthesis, learning the details of the reactions that take place that support all life on earth. Students move on to recap the genetics studied last year and then look into inheritance and how characteristics are passed between generations. Much of the content in this term will be new to the students but will rely on the basic knowledge of the chemical reactions form GCSE and the knowledge learnt last year, understanding basic biochemistry and genetics. | A topic on stimuli and response teaches students about the functions of nerves and how our bodies are controlled. This covers the structures of muscles. Genetics topic then looks at the effects of inheritance on a wider scale, considering population genetics and its effect on ecosystems. Students need their knowledge of cells and transport across membranes from last year to access this topic as well as their understanding of genetics and inheritance from both GCSE and Year 12. | Homeostasis is the study of the bodies internal environment and how it is all kept in balance – covers hormones, kidney function, blood pressure. Students finish genetics by looking at the expression of genes and how these can be manipulated, including genetic manipulation and the medical results and ethics surrounding that research. Time to revise and recap before summer exams. This topic relies on the knowledge covered so far in genetics, including transcription and translation, it can only be studies at this point in the course. | |||
Practical work
Practical work is dispersed throughout the course. As part of the course students must complete, and are assessed on, 12 required practicals.
Assessment
Throughout the course staff will use end of topic tests made up of exam questions to check student understanding in a summative way before moving on to a new topic. Many forms of formative assessment are used in the classroom including checking for GCSE prior knowledge.
Environmental Science – A Level – AQA
Throughout this course students will tackle some of the biggest issues we have in this world today. From climate change, ecological crisis, large scale pollution events, to the world being exploited unsustainably. Students will grow their interest and enthusiasm for the environment and lay the foundations for future study and the workplace. Environmental Science is a highly relevant interdisciplinary fourth science option at Winterstoke Hundred Academy. It is ideal for anyone interested in contemporary environmental issues, systems thinking and sustainability. The course is delivered through classroom teaching, laboratory experiments and fieldwork.
Environmental Science A-Level AQA
We currently teach Environmental science with year 12 and year 13 together for some lessons. This means we can maximize learning time and increase class size for discussions.
| Term 1 | Term 2 | Term 3 | Term 4 | Term 5 | Term 6 | |
| Year 12 | Physical environment topic covers the properties of earth that support life. This includes the atmosphere and how it affects the light and radiation that reaches earth. This topic touches on global climate change and how it has impacted greenhouse gases in the atmosphere, ocean currents, global snow and ice cover and wind patterns. Students explore how scientists have studied and monitored long term climate change ad the difficulties in predicting future change. Students explore the concepts of ‘feedback mechanisms’ and ‘tipping points’ in climate change and explore how carbon footprints are measured and used to make individuals, corporations and countries more sustainable. Studying the hydrosphere – all the water on the planet, understanding the natural water cycle and how human use of water has affected it. Students go into detail about the mineral resources on the planet – learning about how minerals are extracted and how this can be kept sustainable. A topic on soils covers what makes healthy, fertile soil and how humans can maintain fertile soils using farming practises. | The importance of energy supply for society and the sustainability of current energy resources. This topic also looks at how we could make energy supplies more sustainable in the future, including new energy conservation techniques and new sources of energy. | What makes certain materials toxic and how do those materials behave in the environment. This topic covers strategies to control pollutants, including how pollutant levels are monitored. Students learn properties of some common pollutants including, plastics, oils, heavy metals, ferttilisers, sound and thermal pollution. There is also time at the end of the year to review content. Mocks, mock revision and mock review will also take place. | |||
| Year 13 | The living environment topic emphasises the interactions between living organisms and their environment. Understanding these relationships can help us inform decision that can make human behaviour more sustainable. Students will study how the origin of the earth led to the conditions that supported early life. Students then move on to cover the key ideas of conservation including the importance of conserving resources and habitats. Students explore the varying effects humans have had on ecosystems and what we can prioritise to ensure the recovery of these ecosystems. Students cover the political aspects of conservation, at home and abroad. | The living environment topic emphasises the interactions between living organisms and their environment. Understanding these relationships can help us inform decision that can make human behaviour more sustainable. Students will study how the origin of the earth led to the conditions that supported early life. Students then move on to cover the key ideas of conservation including the importance of conserving resources and habitats. Students explore the varying effects humans have had on ecosystems and what we can prioritise to ensure the recovery of these ecosystems. Students cover the political aspects of conservation, at home and abroad. | There is plenty of time here for students to recap the course, focus on exam questions and skills and prepare for the essay questions on the paper. Practicals and research methods The skills needed to carry out and record practical’s will be covered throughout the course using lab and field work. Throughout the two years students will focus on academic papers and studies and understand which research methods have been used. This knowledge will be tested in exams in every topic. During the course student will accompany the Biology A-Level students on a field course within the UK to put some of the practical skills to practice. | |||
