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Science Curriculum Overview Autumn Term Spring Term Summer Term Rationale King Harold Academy Science Curriculum Overview Autumn Term Spring Term Summer Term Rationale Composites C: Mixtures, P: Energy resources, B: Cells, C: P: Electrical circuits, B: Sexual reproduction, C: P: Forces and their effects, C: Acids and alka- At the start of year 7 all students complete a baseline assessment. Autumn Term Spring Term Summer Term This helps to identifyRationale gaps from KS2 and build on current knowledge. The Particle model Atoms elements and molecules lis, B: Ecosystems, P: Sound and hearing Composites The autumn term focuses on covering the key concepts across biolo- gy, chemistry and physics that underpin all other topics of study Solubility, energy transfers, efficiency, cells, organs, Current, series and parallel circuits, reproductive or- Mass, newtons, friction, transverse waves, speed of Key Components through out their science journey. This will provide the building Key Components solids liquid and gases, diffusion gans, asexual reproduction, atoms, compounds sound, hazards, indicators, variation, species, adapta- blocks to other topics and they will have to recall upon this tions, food chains knowledge through out spiral curriculum. Students are supported through the understanding of tier 3 language by forming links to root Solution, evaporation, renewable, nucleus, condensa- Electrons, conductors, malleable, carbon dioxide, asexu- Resistance, surface area, vibration, frequency, acidic, words. Tier 3 language tion, solid, liquid, gas, state al, offspring, variation alkaline, pH, neutralisation Each topic incorporates skills based lessons which challenge our stu- dents to think scientifically, manipulate data and think creatively. Assessment Baseline assessment, Cumulative termly test Cumulative termly test Cumulative termly test The inclusion of practical-heavy topics are spread throughout the Assessment three terms. This will inspire students to begin their journey of mas- Low stakes testing (end of each topic) Low stakes testing (end of each topic) Low stakes testing (end of each topic) tery of safe and effective practical skills utilised within science. The best that has been Robert Brown Andre-Marie Ampere, Heinrich Hertz Robert Hooke, Sir Isaac Newton, YEAR 7 7 YEAR YEAR thought and said Charles Darwin Composites P: Fluids, B: Food and nutrition, C: The Period- B: Breathing and respiration, C: Combustion, C: Metals and reactivity, B: Unicellular organ- The year 8 curriculum builds upon the key concepts met in year 7 Composites within our spiral curriculum in order to deepen understanding and ic table, P: Light P: Energy, isms, P: Earth and space provide spaced practice. For example, in the autumn term by using knowledge based on the particle model students will be able to de- Key Components scribe the more challenging concept of pressure in the fluids topic. Particle model, density, pressure, nutrients, diges- Respiration, diffusion, hydrocarbons, conservation Diffusion, bacteria, fungi, decomposers, corrosion, Key Components This use of previous knowledge is continued in the spring term where tion, diffusion, elements chemical reactions, re- of mass, power, efficiency, energy transfers reactivity series, alloys, solar system, seasons, or- students will need to rely on their knowledge of cells to explain the Tier 3 language flection, colour bits process of respiration and unicellular organisms. Tier 3 language Anomaly, respiration, malnutrition, hypothesis, up Aerobic, anaerobic, oxidation, exothermic, radia- Unicellular, conductor, catalyst, effervescent, Throughout each topic there are opportunities for practical work and skills based lessons that support our students in to working scientifi- Assessment -thrust, convection, insulate tion, friction, lubricate gravitational field, magnetism, constellations cally with precision and confidence. The Earth and space topic is left until last in year 8 as our students The bestAssessment that has been Cumulative termly test Cumulative termly test Cumulative termly test always enjoy this topic and we want to inspire them into carrying out YEAR 8 YEAR YEAR 8 YEAR some more independent research in the form of a summer project. thought and said Low stakes testing (end of each topic) Low stakes testing (end of each topic) Low stakes testing (end of each topic) The bestComposites that has been Dmitri Mendeleev, James Joule, John Dalton, John Galen of Pergamon, Robert Boyle, John Mayow, Florence Nightingale, Copernicus, Galileo, thought and said Newlands Matthew Sankey KeyComposites Components B: Cells and organs, B: Microscopes, B: Enzymes, C: Rates of reaction, C: States of matter, C: Atoms, P: Forces and motion, B: Plants, C: Making The year 9 curriculum has be designed in such a way as B: Mitosis, C: Separating Mixtures, C: Using the P: Forces and movement, P: Electromagnets materials, P: Waves to allow pupils to further develop their understanding Tier 3 language periodic table of concepts studied in year 7 and 8. Our spiral curricu- lum means that with each topic, pupils are deepening Key Components Organelles, magnification, the particle model, catalysts, Endothermic and exothermic, surface area, conserva- Photosynthesis, respiration, selective breeding, poly- their understanding of more challenging concepts. To Assessment balancing equations tion of energy, speed, electricity mers, composites, types of waves do this more challenging terminology is utilised as well Tier 3 language Nuclei, mitochondria , gametes, resolution, chromatog- Displacement, evaporation, friction, resistance, equilib- Xylem, phloem, epidermis, ceramics, transverse, longi- as making explicit links between topics. raphy, distillation, neutralisation rium tudinal The best that has been Year 9 serves as a transition year to ensure that all pu- Assessment Cumulative termly test Cumulative termly test Cumulative termly test pils are confident in their understanding of the key con- YEAR 9 YEAR YEAR 9 YEAR thought and said Low stakes testing (end of each topic) Low stakes testing (end of each topic) Low stakes testing (end of each topic) cepts required for further study.. In order to achieve this the scheme of work has been arranged so that each Robert Hooke, Robert Brown, Dmitri Mendeleev Sir Isaac Newton, Georg Ohm, John Dalton, Ernest Ruth- Sir Isaac Newton, Heinrich Hertz The best that has been topic explores content that will support students with erford thought and said bridging the gap between Key stage 3 and 4. .
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