Science Curriculum Intent

Statement of Curriculum Intent Science – KS 1,2, 3and 4 At Shenstone Lodge School, it is our intention to recognize the importance of science in every aspect of daily life. The science curriculum is designed with the DfE National Curriculum guidance although significant consideration is given to the styles of learning and the emotional needs of the students. A range of teaching techniques are used to engage learners who often struggle with low self -esteem, anxiety and self-doubt; this allows for students to use science to express, test and build on their ideas safely without feeling dejected, ultimately leading to resilient pupils.

Science lessons over both sites aim to include:  developing scientific knowledge and conceptual understanding through the specific disciplines of Biology, Chemistry and Physics.  developing understanding of the nature, processes and methods of Science through different types of science enquiries that help them to answer scientific questions about the world around them.  being equipped with the scientific knowledge required to understand the uses and implications of Science, today and for the future.  developing a respect for the materials and equipment they handle with regard to their own, and other children’s safety.

 encouraging lateral thinking, kinesthetic application, teamwork and individual determination.  Encouraging children to ask questions and challenge concepts and theories before making judgements with supporting evidence.  using a range of methods to communicate their scientific information and present it in a systematic, scientific manner, including I.C.T., diagrams, graphs and charts.

The scientific area of learning is concerned with increasing pupils’ knowledge and understanding of our world, and with developing skills associated with science as a process of enquiry. We intend to build a science curriculum which develops learning and enables children to become enquiry-based learners. It will develop the natural curiosity of the child, their understanding of living organisms and the material world and provide opportunities for critical evaluation of evidence. Our overarching aim is to develop an enthusiasm and enjoyment of scientific learning and discovery for all children at Shenstone Lodge school.

Science Pathways at Shenstone Lodge School

Shenstone Lodge Site – EYFS

Academic support: TA support in lessons Knowledge of reading levels Practical sessions

Shenstone Lodge Site – Lower School

Shenstone Lodge Site – Upper School

Pastoral support: Mentoring Wellbeing team Support outside of classroom

The Brades Lodge Site – Key stage 3

The Brades Lodge Site – Key stage 4 Entry Level certificate

The Brades Lodge Site – Key stage 4 - BTEC principles of applied science Lvl 1

The Brades Lodge Site – Key stage 4 Entry Level certificate

The Brades Lodge Site – Key stage 4 - BTEC principles of applied science Lvl 2

The Brades Lodge Site – Key stage 4 – STEM Enterprise

PRIMARY SITE SCIENCE AT A GLANCE Year 2 and below

Year 3

AUTUMN 1 ANIMALS, INCLUDING HUMANS

AUTUMN 2 EVERYDAY MATERIALS

USE OF EVERYDAY MATERIALS

LIGHT

Year 4

ANIMALS, INCLUDING HUMANS

Year 5

Year 6

SPRING 1 LIVING THINGS & HABITATS

SPRING 2 PLANTS

SUMMER 1 STEM WEEK

STEM WEEK

SUMMER 2 Consolidate any learning from the year.

Fill any gaps in knowledge.

ROCKS

ANIMALS, INCLUDING HUMANS

PLANTS

LIVING THINGS & HABITATS

SOUND

ELECTRICITY

STEM WEEK

STATES OF MATTER

PROPERTIES & CHANGES OF MATERIALS

LIVING THINGS & HABITATS

EARTH & SPACE

FORCES

STEM WEEK

ANIMALS, INCLUDING HUMANS

LIGHT

LIVING THINGS & HABITATS

ELECTRICITY

ANIMALS, INCLUDING HUMANS

STEM WEEK

EVOLUTION & INHERITANCE

FORCES

*During STEM week children will have opportunities to raise their awareness, spark enthusiasm and increase their cultural capital within the sciences.

They will have the opportunity to visit the Science Museum and participate in a workshop related to one of their science topics. They will be able to watch, question and get involved with visitors coming into school.

It will also give children the chance to revisit any topics or investigations that they have really enjoyed already this year and take part in some alterative experiments to answer further questions they may have. As well, this week will serve to help to fill any gaps in their knowledge or understanding.

Year 2 and Below

AUTUMN 1

AUTUMN 2

SPRING 1

SPRING 2

SUMMER 1

SUMMER 2

ANIMALS, INCLUDING HUMANS  Identify, name, describe & compare variety of common animals including fish, amphibians, reptiles, birds & mammals.  Understand the terms carnivore, herbivore & omnivore.  Identify, name, draw & label basic human body parts & say which part of is associated with each sense.

EVERYDAY MATERIALS  Distinguish between an object & the material from which it is made.  Identify & name a variety of everyday materials, including wood, plastic, glass, metal, water, & rock.  Describe the simple physical properties of these materials & compare & group them on the basis of these properties.

PLANTS  Identify & name a variety of common wild & garden plants, including deciduous & evergreen trees.  Identify & describe the basic structure of a variety of common flowering plants, including trees.  Observe & describe how seeds & bulbs grow into mature plants  Describe how plants need water, light & a suitable temperature to grow & stay healthy.

STEM WEEK

Consolidate any learning from the year.

Working Scientifically Identifying & classifying  Grouping animals according to diet i.e. carnivores, herbivores, omnivores.

Working Scientifically Using observations & ideas to suggest answers to questions.  Naming & sorting materials based on physical properties.

LIVING THINGS & HABITATS  Compare differences between things that are living, dead, & things that have never been alive.  Identify different habitats & describe how each provides for the basic needs of different kinds of animals & plants.  Identify & name a variety of plants & animals in their habitats.  Describe how animals obtain their food, using the idea of a simple food chain, & identify & name different sources of food.

Working Scientifically Identifying & classifying  Looking at differences between things that are alive, dead or never lived.

Asking simple questions  Choose an animal & generate questions about it.

Performing simple tests.  Testing waterproof material e.g. an umbrella or raincoat.

Using observations & ideas to suggest answers to questions.  Design a habitat for an animal based on the animal’s needs.

Observing closely using simple equipment  Using a magnifying glass to look at a habitat i.e. the school field/wood.

Working Scientifically Observing closely using simple equipment  Identify trees by their leaves.  Use a magnifying glass to observe different leaf buds & how they change over time Performing simple tests.  Observe plants at different stages of growth.  Set up a comparative experiment to conclude the best conditions for plant growth.

Gathering & recording data to help in answering questions  Measure the height of a plant as it grows.

Fill any gaps in knowledge.

Seasonal Changes  Observe changes across the four seasons & describe weather associated with each season.  Observe how day length varies with each season.

Working Scientifically Observing closely, using simple equipment.  Observing plants across the seasons & recording changes.  Observing how dark it is outside, when they wake up each morning, & how that changes over the year.

Gathering & recording data to help in answering questions.  Make a table or chart (e.g. pictogram): number of daylight hours; amount of rainfall; temperature; time of sunrise / sunset.

Year 3

AUTUMN 1

AUTUMN 2

SPRING 1

SPRING 2

SUMMER 1

SUMMER 2

USE OF EVERYDAY MATERIALS  Identify & compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper & cardboard for particular uses.  Find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting & stretching.

LIGHT  Recognise that you need light in order to see things & that dark is the absence of light.  Notice that light is reflected from surfaces.  Recognise ways we protect our eyes from the sun.  Recognise that shadows are formed when the light, from a light source, is blocked by a solid object.

ANIMALS, INCLUDING HUMANS  Notice that animals have offspring which grow into adults.  Describe the basic needs for survival.  Identify & describe the importance of exercise, eating the right amounts of different types of food, & hygiene.  Identify that humans & some animals have skeletons & muscles for support, protection & movement.

PLANTS  Identify & describe the functions of different parts of flowering plants.  Explore the needs of plants for life & growth.  Investigate the way in which water is transported within plants.  Explore pollination, seed formation & seed dispersal.

STEM WEEK

ROCKS  Identify, classify, compare & group a variety of rocks based on their appearance & simple physical properties.  Describe, in simple terms, how fossils are formed.  Recognise that soils are made from rocks & organic matter.

FORCES  Notice that some forces need contact between two objects, but magnetic forces can act at a distance.  Observe how magnets attract or repel each other  Compare & group a variety of materials on the basis of whether they are attracted to a magnet.

Describe magnets as having two poles.

Working Scientifically Gathering, recording, classifying & presenting data in a variety of ways to help in answering questions  Complete a table looking at how materials can be changed (does it bend? squash? twist? stretch?)

Setting up simple practical enquiries, comparative & fair tests.  Investigate the suitability of materials based on multiple properties: bendy, waterproof & strong as a cover for a picnic basket.

Working Scientifically Making systematic & careful observations &, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers & data loggers.  Test amount of light in different places at different times of the day.

Record results on a bar chart.

Reporting on findings from enquiries, including oral & written explanations, displays or presentations of results & conclusions.  Investigate the size of a shadow compared to distance of light source. Draw diagrams to explain how light is reflected from different surfaces.

Working Scientifically Recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, & tables.  Conduct research around skeletons of different animals & present information with drawings & labelled diagrams.

Using straightforward scientific evidence to answer questions or to support their findings.  Research conducted into what food different animals eat to meet their nutritional needs.

Recorded as a table.

Working Scientifically Asking relevant questions & using different types of scientific enquiries to answer them.  Asking questions about prior knowledge about requirements of plants for life.  Complete fair test to investigate these requirements (light, water, temperature) Using results to draw simple conclusions, make predictions for new values, suggest improvements & raise further questions.  Grouping animals according to diet i.e. carnivores, herbivores, omnivores.

Working Scientifically Using straightforward scientific evidence to answer questions or to support their findings.  Use magnets to test a range of materials to test if they are magnetic or not & use this to make conclusions about what magnetic materials have in common. Look for patterns in the way magnets react to each other.

Using results to draw simple conclusions, make predictions for new values, suggest improvements & raise further questions.  Testing how i.e. car moves on different surfaces & using results to answer given questions, suggest improvements & raise further questions i.e. are all metals magnetic?

Working Scientifically Recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, & tables.  Observe a variety of rocks, using a microscope, & identify & test characteristics, record on a table.

Identifying differences, similarities or changes related to simple scientific ideas & processes.  Identify similarities & differences.  Research how fossils are made & make their own fossils. Label diagrams to record changes.

Gathering, recording, classifying & presenting data in a variety of ways to help in answering questions  Classify rocks based on their properties.  Label different parts of soil.  Storyboard the changes from rock to soil to sow scientific process.

Year 4

AUTUMN 1

AUTUMN 2

SPRING 1

SPRING 2

SUMMER 1

SUMMER 2

ANIMALS, INCLUDING HUMANS  Describe the simple functions of the basic parts of the digestive system in humans.  Identify the different types of teeth in humans & their simple functions.  Construct & interpret a variety of food chains, identifying producers, predators & prey.

LIVING THINGS & HABITATS  Recognise that living things can be grouped in a variety of ways.  Explore & use classification keys to help group, identify & name a variety of living things.  Recognise that environments can change & that this can pose dangers to living things.

SOUND  Identify how sounds are made, associating some of them with something vibrating.  Recognise that vibrations from sounds travel through a medium to the ear.  Find patterns between the pitch of a sound & features of the object that produced it.  Find patterns between the volume of a sound & the strength of the vibrations that produced it.  Recognise that sounds get fainter as the distance from the sound source increases.

ELECTRICITY  Identify common appliances that run on electricity.  Construct a simple series electrical circuit, identifying & naming its basic parts.  Identify if a lamp will light, in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery.  Recognise that a switch opens & closes a circuit & associate this with whether or not a lamp lights in a simple series circuit.  Recognise some common conductors & insulators, & associate metals with being good conductors.

STEM WEEK

STATES OF MATTER  Compare & group materials together, according to whether they are solids, liquids or gases.  Observe that some materials change state when they are heated or cooled, & measure the temperature at which this happens in degrees Celsius.  Identify the part played by evaporation & condensation in the water cycle & associate the rate of evaporation with temperature.

Working Scientifically Using straightforward scientific evidence to answer questions or to support their findings.  Research what food the different types of animals eat and linking this with the range of teeth each animal has.  Research what food the different types of animals eat and using this information to create their own food chains.

Asking relevant questions & using different types of scientific enquiries to answer them.  Ask questions about the effect of diet on teeth.  Use eggshell to investigate and answer these questions.

Identifying differences, similarities or changes related to simple scientific ideas & processes  Classify animals into producers, predators and prey according to their place in the food chain.

Working Scientifically Recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, & tables.  Gather information on the impact of environmental changes on living things.  Give children data (tables/graphs) and use to create explanations for the impact of environmental changes.

Working Scientifically Making systematic & careful observations &, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers & data loggers.  Observe high and low pitched instruments comparing the sounds made with the types of vibrations.

Show how volume effects the size of vibrations by observing (i.e. rice on a drum.  Use data loggers to take and record the measurements of the volume of sound using standard units.

Working Scientifically Recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, & tables.  Constructing a circuit and drawing a labelled diagram (with non-standard images) to record findings.

Working Scientifically Identifying differences, similarities or changes related to simple scientific ideas & processes  Observe different materials to discover whether is it a solid, liquid or gas and how they change state.

Reporting on findings from enquiries, including oral & written explanations, displays or presentations of results & conclusions.  Use a circuit to test if materials are conductors or insulators. Record information in tables and explain results.

Setting up simple practical enquiries, comparative & fair tests.  Investigate how distance effects the strength of sound.

Using results to draw simple conclusions, make predictions for new values, suggest improvements & raise further questions.  Use knowledge to make predictions about wat materials would be conductors or insulators. Use results to raise further questions.

Making systematic & careful observations &, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers & data loggers. enquiries to answer them.  Use observations to identify difference on the properties f solids, liquids and gases.  Investigate at which temperature material changes state. (ice cubes /chocolate /cheese)  Observe and record evaporation over time (puddle on the playground / washing line) and investigate the effect of temperature on drying or melting.

Recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, & tables.  Label diagrams to explain the part played by evaporation and condensation in the water cycle.

Year 5

AUTUMN 1

AUTUMN 2

PROPERTIES & CHANGES OF MATERIALS  Compare & group together everyday materials on the basis of their properties.  Know that some materials will dissolve in liquid to form a solution.  Investigate how mixtures might be separated through filtering, sieving & evaporating.  Give reasons for the uses of everyday materials, including metals, wood & plastic.  Demonstrate that dissolving, mixing & changes of state are reversible changes.  Explain that some changes are not usually reversible.

LIVING THINGS & HABITATS  Describe the differences in the life cycles of a mammal, amphibian, insect & bird.  Describe the life process of reproduction in some plants & animals.

SPRING 1 EARTH & SPACE  Describe the movement of the Earth, & other planets, relative to the Sun.  Describe the movement of the Moon relative to the Earth.  Describe the Sun, Earth & Moon as spherical.  Explain day & night.

SPRING 2

SUMMER 1

SUMMER 2

FORCES  Explain that gravity is the force acting between the Earth & a falling object  Identify the effects of air resistance, water resistance & friction.  Recognise that some mechanisms, including levers, pulleys & gears, allow a smaller force to have a greater effect.

STEM WEEK

ANIMALS, INCLUDING HUMANS Describe the changes as humans develop to old age.

Working Scientifically Planning different types of scientific enquiries to answer questions, including recognising & controlling variables where necessary.  Give children a range of problems to overcome (e.g. which material is best to keep ice cream cold?) and pupils independently create their own questions to facilitate the investigation. Are all questions raised testable?

Recording data & results of increasing complexity using scientific diagrams & labels, classification keys, tables, scatter graphs, bar & line graphs.  Line graphs to show relationship between time and temperature of insulators.  Bar charts to show hardness of materials.

Working Scientifically Reporting & presenting findings from enquiries, including conclusions, causal relationships & explanations of & degree of trust in results, in oral & written forms such as displays & other presentations.  Presentations, using research, into life cycles of animals in different kingdoms.  Look for patterns with the life cycle of animals in their habitats.

Recording data & results of increasing complexity using scientific diagrams & labels, classification keys, tables, scatter graphs, bar & line graphs.  Applying knowledge of lifecycles of animals from different kingdoms and using them to identify which Kingdom an animal would belong to using a classification key. (birds start as eggs; amphibians are born in water)

Working Scientifically Identifying scientific evidence that has been used to support or refute ideas or arguments.  Provide true and false facts or misconceptions about the movement of the earth, moon and planets and use children’s knowledge to argue why this is incorrect  Look at different theories past and present (flat Earthers).

Working Scientifically Taking measurements, using a range of scientific equipment, with increasing accuracy & precision, taking repeat readings when appropriate.  Timing how long it takes a parachute to drop from a given height.

Reporting & presenting findings from enquiries, including conclusions, causal relationships & explanations of & degree of trust in results, in oral & written forms such as displays & other presentations.  Measuring time/distance of paper aeroplane to investigate air resistance. Record velocity.  Reporting findings on the surface area of a spinner / parachute and the time taken to fall to the ground.

Working Scientifically Recording data & results of increasing complexity using scientific diagrams & labels, classification keys, tables, scatter graphs, bar & line graphs.  Finding patterns in the growth process linked to aging.  Labelled diagrams to shoe before and after puberty and other changes that occur during pregnancy.

Year 6

AUTUMN 1

AUTUMN 2

SPRING 1

SPRING 2

SUMMER 1

SUMMER 2

LIGHT  Recognise that light appears to travel in straight lines.  Use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye.  Explain that we see things because light travels from light sources to our eyes or from light sources to objects & then to our eyes.  Use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them.

LIVING THINGS & HABITATS  Describe how living things are classified into broad groups according to common observable characteristics & based on similarities & differences, including microorganisms, plants & animals.  Give reasons for classifying plants & animals based on specific characteristics.

ELECTRICITY  Associate the brightness of a lamp or the volume of a buzzer with the number & voltage of cells used in the circuit.  Compare & give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers & the on/off position of switches.  Use recognised symbols when representing a simple circuit in a diagram.

ANIMALS, INCLUDING HUMANS  Identify & name the main parts of the human circulatory system.  Describe the functions of the heart, blood vessels & blood.  Recognise the impact of diet, exercise, drugs & lifestyle on the way their bodies function.  Describe the ways in which nutrients & water are transported within animals, including humans.

STEM WEEK

EVOLUTION & INHERITANCE  Recognise that living things have changed over time & that fossils provide information about living things that inhabited the Earth millions of years ago.  Recognise that living things produce offspring of the same kind, but normally offspring vary & are not identical to their parents.  Identify how animals & plants are adapted to suit their environment in different ways & that adaptation may lead to evolution.

Working Scientifically Using test results to make predictions to set up further comparative & fair tests.  Using knowledge from experiments from reflection to determine the best position of mirrors to complete a light maze or periscope.

Working Scientifically Recording data & results of increasing complexity using scientific diagrams & labels, classification keys, tables, scatter graphs, bar & line graphs.  Classification keys to describe how things are classified and justify their category based on characteristics. Achieved by dissection of plants.  Use microscope to observe micro-organisms.

Working Scientifically Planning different types of scientific enquiries to answer questions, including recognising & controlling variables where necessary.  Using light/sound and number of batteries/cells in the circuit. Pupils create questions and challenge each other.

Using test results to make predictions to set up further comparative & fair tests.  Using light/sound and number of batteries/cells in the circuit.

Recording data & results of increasing complexity using scientific diagrams & labels, classification keys, tables, scatter graphs, bar & line graphs.  Draw circuit diagrams showing increased brightness of bulbs.  Create an alarm system to show increased loudness of buzzer.

Working Scientifically Recording data & results of increasing complexity using scientific diagrams & labels, classification keys, tables, scatter graphs, bar & line graphs.  Label diagrams to show parts of the circulatory system.  Label diagram of dissected heart.

Reporting & presenting findings from enquiries, including conclusions, causal relationships & explanations of & degree of trust in results, in oral & written forms such as displays & other presentations.  Research the impact of certain lifestyles and comment on which people are most likely to have health issues.

Taking measurements, using a range of scientific equipment, with increasing accuracy & precision, taking repeat readings when appropriate.  Use pulse metres and stop watches to record heart rate before, during and after exercise.

Working Scientifically Recording data & results of increasing complexity using scientific diagrams & labels, classification keys, tables, scatter graphs, bar & line graphs.  Children to label diagrams of animals and to show how they have changed over time.  Research and then present findings of Darwin / Anning/ Wallace.

Identifying scientific evidence that has been used to support or refute ideas or arguments.  Show children images of parent birds and have them identify possible offspring. Analyse advantages and disadvantages of specific adaptations e.g. being on 2 legs instead of 4; long or short beak; gills or lungs; brightly coloured and scented flowers.

Year 7

AUTUMN TERM 1

AUTUMN TERM 2

SPRING TERM 1

SPRING TERM 2

SUMMER TERM 1

SUMMER TERM 2

Cells and the Human body Intent: In this first Biology topic students will explore: What are cells made from?

States of matter

Energy

Acids and Alkalis

The solar system

Intent: In this first chemistry topic students will explore: How are particles arranged?

Intent: In this first physics topic students will explore: What are the different stress of energy.

Intent: In this chemistry topic students will explore: How we identify acids and alkalis and their uses

Intent: In this physics topic students will explore: How does the Earth’s position in Space affect us?

How can cells be specialised?

Description of solids, liquids and gases

Identify the 9 energy stores and systems

Using microscopes to study cells and diagrams

Properties of solids, liquids and gases

Describe energy transfers

Enable students to recognise Hazard symbols and risk assessments

Enable students to understand The Solar System and beyond.

Living things and their habitat Intent: In this Biology topic students will explore: Reproduction and the life cycles of plants, mammals, amphibians, insects and birds

Comparing animal and plant cells

Describe substances using the pH scale.

The cause of day and night and seasons.

Enable students to recognise the stages in the process of sexual reproduction.

Year 8

AUTUMN TERM 1

AUTUMN TERM 2

SPRING TERM 1

SPRING TERM 2

SUMMER TERM 1

SUMMER TERM 2

Pure and impure substances Intent: In this Chemistry topic students will explore: The nature of mixtures.

Electrical circuits

Human nutrition

Materials

Light

Ecology

Intent: In this Physics topic students will explore: Series and parallel circuits.

Intent: In this Biology topic students will explore: Where do plants get their energy from?

Enable students to identify the differences between series and parallel in terms of current and potential difference behaviour.

Intent: This topic gives students the opportunity to find out about the properties of familiar everyday materials

Intent: This topic gives children the opportunity to find out about the properties of waves and light waves

What are solutions and what is solubility?

Intent: In this Biology topic students will explore: The nutrients does the human body require.

Enable students to be able to identify What is a mixture?

What techniques are best for separating certain mixtures?

The structure and function of the digestive system

To describe how materials look

How lifestyle choices affect our body?

Choose words that describe how materials feel

Enable students to understand dietary needs including malnutrition.

Effects of drugs, smoking and exercise on the body

Describe the simple physical properties of a variety of everyday materials by looking at and touching different materials.

Use the terms transparent, translucent, and opaque correctly.

Describe the properties of different longitudinal and transverse waves.

How do leaves work?

Enable students to describe and explain photosynthesis.

Year 9

AUTUMN TERM 1

AUTUMN TERM 2

SPRING TERM 1

SPRING TERM 2

SUMMER TERM 1

SUMMER TERM 2

Health and disease

Forces and motion

Start of KS4

Intent: In this Physics topic students will explore:

Ideas related to health and a healthy lifestyle

Identify gravity, friction, air and water resistance

Adaptation and Variation Intent: In this biology topic students will explore: How organisms are adapted to their environments

Rates of reaction

Intent: In this biology topic students explore:

Intent: In this Chemistry topic students will explore: What are chemical reactions and how can they be useful?

Intent: Give students a head start on assignments to begin in KS4

Ways in which we can treat diseases and symptoms of diseases

Carry out engaging and inspiring investigations to explore how these forces work in the real world.

Atoms and the periodic table Intent: In this Chemistry topic students will explore: The structure of the periodic table and how are elements arranged and grouped.

To enable students to understand Different types of variation and why evolution occurs

Enable students to describe what is meant by a chemical reaction.

Enable students to link the causes of ill health to risk factors and lifestyle and know the difference between antibiotics and painkillers

To understand the forces around us and how they impact our everyday lives

Enable students to recognise The structure of the Periodic Table The key properties of the alkali metals, halogens, and noble gases.

How reaction rates affected by changing conditions

Enable students to feel prepared for BTEC and give them extra time to finish

Year 10 – Lower Pathway

AUTUMN TERM 1 Biology Intent: The Human Body: Know that cells are the basic building blocks of all living organisms.

Know the main components of cells

AUTUMN TERM 2 Chemistry Intent: Elements, Mixtures and Compounds Know that all substances are made of atoms and that an atom is the smallest part of an element that can exist.

Create a presentation and deliver to the class.

Describe simply how elements are arranged on the periodic table

Distinguish between energy resources that are renewable and energy resources that are nonrenewable.

Describe how cells may be specialised to carry out a particular function.

Create a presentation and deliver to the class.

Use knowledge and research to make predictions.

Identify the position of the major organs in the human body, eg brain, heart, lungs, liver and reproductive organs

SPRING TERM 1 and 2 Physics Intent: Energy, Forces, and the Structure of Matter. Know the changes involved in the way energy is stored when a system changes.

Use a variety of methods to display information. E.g. graphs, diagrams, charts.

Draw appropriate results tables allowing for and experiment to be repeated

SUMMER TERM 1 and 2 Can do tasks Intent: A practical hands-on approach of entry level science tasks.

Successful completion of simple can-do tasks is a positive experience for students, helping to build their confidence.

Frequent opportunities will arise during the course for students to attempt the can- do tasks.

Key Stage 4 Year 10: Upper Pathway: BTEC Applied Science Level 1 / 2

Year 10 – Upper Pathway

AUTUMN TERM 1

AUTUMN TERM 2

SPRING TERM 1

SPRING TERM 2

SUMMER TERM 1

SUMMER TERM 2

Intent: Investigate factors that contribute to healthy living

Intent: Investigate and understand enthalpy changes associated with chemical reactions

Intent: Investigate electricity.

Investigate forces

Intent: Know how preventative measures can be used to support healthy living

Intent: Investigate organic compounds used in society

Intent: Investigate motion

Health Applications of Life Science (30 credits) Assignment 1 A Healthy Lifestyle

Applications of Chemical Substances (30 credits) Assignment 1 Hot or Cold

Applications of Physical Science (30 credits) Assignment 3 Investigating Forces (P4, P5, P6, M3, M6, D4) Assignment 6 Series and Parallel Circuits (P9, M7, D6)

Health Applications of Life Science (30 credits) Assignment 2 Preventative Measures (P4, P5, P6, M3, M4, D4)

Applications of Chemical Substances (30 credits) Assignment 2 The Importance of the Fractions of Crude Oil (P2, M2, D2) Assignment 3 How Can We Identify Organic Chemicals?

(P3, P4, M3, M4, D3)

Applications of Physical Science (30 credits) Assignment 1 How Speed Cameras Can Be Used to Improve Road Safety (P1, P2, M1, D1) Assignment 2 Conservation of Energy (P3, M2, D2)