Curriculum Intent
The intent of the science department is to develop student’s understanding and love of science while supporting the whole school vision. The science department believes in the potential of every child and works to develop the mind-set and skills necessary to be a successful learner. In the science department, every child matters and we continue to strive to help students achieve their very best through excellent teaching and learning and a positive environment.
We inspire students to discover the wonder of Science through both practical and academic aspects, stimulate debate, develop a critical approach to scientific evidence and ignite student’s passion to learn in all three disciplines. We encourage students to work as part of a team during group work and practical tasks, this enhances the students’ ability to respond to others and their needs.
Within lesson students are encouraged to voice their opinions and express their views using evidence to back up their ideas; they are taught to listen respectfully to other and to try to see issues from multiple points of view. We focus on embedding literacy in Science, which will lead to a lifelong learning whereby pupils can utilise their scientific knowledge in the wider community.
Student Learning Journey
Students follow a bespoke programme aligned with the National Curriculum which enables them to develop investigative approaches to science and nurture a thirst for knowledge. Students complete a range of topics that draw from all three Sciences - Biology, Chemistry and Physics, which provide the foundations they need to make excellent progress at KS4 and consequently at KS5, either if they want to follow a vocational or academic pathway. The focus of every lesson will be one or more of the science skill sets highlighted on the Science Learning Ladder (knowledge, experimental, analysis, math, literacy).
Key Stage 3 in Science
At KS3, in line with the National Curriculum students will give students the opportunity to:
- Research, experiment, discuss and develop arguments
- Pursue an independent enquiry into an aspect of science of personal interest
- Use real-life examples as a basis for finding out about science
- Use creativity and innovation in science, and appreciate their importance in enterprise
- Recognise the importance of sustainability in scientific and technological developments
- Explore contemporary and historical scientific developments and how they have been communicated
- Prepare to specialise in a range of science subjects at key stage 4 and consider career opportunities both within science and in other areas that are provided by science qualifications
- Consider how knowledge and understanding of science informs personal and collective decisions, including those on substance abuse and sexual health
- Make links between science and other subjects and areas of the curriculum.
In years 7 & 8 pupils have 8 hours of lessons a fortnight. They follow a spiral curriculum which means the same topic titles are delivered in Year 8, but to a higher standard involving associated concepts.
In Year 9 pupils have 8 hours of lessons a fortnight; however, pupils now have three teachers for individual curriculum delivery. This allows students to begin to more deeply explore ideas within each of the three disciplines and have access to subject specialists in order to inspire and engage them
In Year 7 students will focus on:
In Year 7 the curriculum is matched to the National Curriculum, students will learn about: core scientific skills, energy, forces, matter, chemical reactions, genes, organisms, electricity, space and waves. Year 7 will be introduced to the key concepts of Biology, Chemistry and Physics.
Year 7 will be taught a range of scientific skills throughout the year focussing on method writing, graph skills, identifying experimental variables and the key skill practical terms.
In Year 8 students will build on:
In Year 8 the curriculum is matched to the National Curriculum, students to build upon their knowledge of the topics taught in year 7. Year 8 students will be studying forces 2, energy 2, matter 2, chemical reactions 2, genes 2, organisms 2, electricity 2 and ecosystems 2.
By the end of Year 8 we expect students to be able to develop their skills in planning an investigation and analysing data. Year 8 will continue to learn the key skill terminology.
In Year 9 students will build on:
In Year 9 the curriculum is matched to the National Curriculum, being integrated with Cell Biology, Organisation, Atomic Structure, Bonding, States of matter, Energy and Electricity. These are all topics which the pupils have been exposed to already but experiencing ideas to a much higher cognitive demand. It is a smooth follow on from previous ideas, facilitating the development of the young people in thinking and learning ideas at a higher level. The purpose of this is to motivate and further create a sense of interest, passion for learning and the ability to carry these ideas into the wider world so they can utilise the skills into their future lives.
Year 9 students will take be expected to show a higher level of skill when carrying out practical work associated with each key topic. By the end of Year 9 we expect students to be able to develop their skills in analysing data and evaluating data.
Skills taught will allow students to:
- Analyse, consisting of presenting data, analysing patterns, drawing conclusions and discussing limitations.
- Communicate, consisting of constructing explanations, communicating ideas, critiquing claims and justifying opinions.
- Enquire, consisting of devising questions, testing hypotheses, planning to control variables and collecting data.
- Solve, consisting of estimating risks, examining consequences, interrogating sources and understanding how scientific ideas change over time
Key Stage 4 in Science
At KS4, students will:
There are two pathways’ students can take when working towards GCSE science at Bishop Stopford’s, in Year 10-11.
Some students will work towards the AQA Combined Science course, worth 2 GCSEs. Some students will take the AQA separate sciences courses and achieve a separate GCSE in Biology, one in Chemistry and one in Physics (3 GCSEs in total).
From the start of the summer term, students in Year 9 will be guided towards one of these routes and will begin their transition towards the appropriate science GCSE course. Whichever course students follow, the National Curriculum is followed utilising the AQA exam board specification, which encourages the development of knowledge and understanding by providing opportunities for students to work scientifically.
Students build on their understanding of the following areas:
| Biology | Chemistry | Physics |
| For GCSE Biology students should understand the following biological principles:
The structure and functioning of cells and how they divide by mitosis and meiosis. That variation occurs when gametes fuse at fertilisation. The two essential reactions for life on Earth: photosynthesis and respiration. Metabolism is the sum of all the reactions happening in a cell or organism, in which molecules are made or broken down. All molecules are recycled between the living world and the environment to sustain life.
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For GCSE Chemistry students should understand the following chemical principles: Matter is composed of tiny particles called atoms and there are about 100 different naturally occurring types of atoms called elements.
Elements show periodic relationships in their chemical and physical properties and these periodic properties can be explained in terms of the atomic structure of the elements. Atoms bond by either transferring electrons from one atom to another or by sharing electrons. The shapes of molecules (groups of atoms bonded together) and the way giant structures are arranged is of great importance in terms of the way they behave. There are barriers to reaction, so reactions occur at different rates. Chemical reactions take place in only three different ways: proton transfer, electron transfer & electron sharing. Energy is conserved in chemical reactions so can therefore be neither created nor destroyed.
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For GCSE Physics students should understand the following physical principles:
The use of models, as in the particle model of matter or the wave models of light and of sound. The concept of cause and effect in explaining such links as those between force and acceleration, or between changes in atomic nuclei and radioactive emissions. The phenomena of ‘action at a distance’ and the related concept of the field as the key to analysing electrical, magnetic and gravitational effects. That differences, for example between pressures or temperatures or electrical potentials, are the drivers of change. That proportionality, for example between weight and mass of an object or between force and extension in a spring, is an important aspect of many models in science. That physical laws and models are expressed in mathematical form.
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AQA Assessment details: Route 1 – 3 Separate Sciences (Biology, Chemistry & Physics) students will sit two exam papers for each GCSE, each lasting 1 hour 45 minutes. Students will receive separate grades for each of biology, chemistry & physics, therefore achieving 3 GCSEs.
Route 2 - Combined Science GCSE over 6 terms students will be studying biology, chemistry & physics, giving time to develop skills & a deep understanding of key concepts in one topic at a time. Students will sit 6 exam papers in total (2 in each separate discipline), each lasting 1 hour 15 minutes. Students will receive a ‘double’ grade worth 2 GCSEs.
All students will:
- Develop scientific knowledge and conceptual understanding of Biology, Chemistry and Physics
- Develop and learn to apply observational, practical, modelling, enquiry and problem-solving skills in the laboratory, in the field and in other learning environments.
Key Stage 5 in Science
At KS5, students will:
Our aim is that all our Science learners at BSS are inspired to develop their understanding of the world around them through the subjects of Biology, Chemistry, Physics and L1/L3 BTEC Applied Science.
Science has changed our lives for the better. A good understanding of science is vital to the world’s future prosperity and to ensuring that our planet is able to support life for many generations to come.
Our vision, is that students develop a sense of excitement and curiosity about natural phenomena and understand how Science can be used to explain what is happening in the world around us and to predict how things will behave.
The department is committed to developing students’ practical, mathematical, analytical skills as well as their understanding of the uses and implications of science today and for the future.
Through the study of science, we want our students to become thoughtful and responsible citizens who are able to make informed decisions about how their choices impact on the world around them.
| Subject | Exam Board |
| Biology | AQA |
| Chemistry | AQA |
| Physics | AQA |
| L1 Applied Science | Edexcel |
| L3 Applied Science | Edexcel |
Skills students learnt:
- Time management
- Organisation
- Research
- Presenting ideas
- Reasoning
- Decision-making
- Overcoming obstacles
- Commitment
- Self-motivation
- Confidence
- Problem-solving
- Listening
How is Science taught?
We have a dynamic and relevant science curriculum developed by all departmental members which identifies opportunities for pupils to develop their self-reliance, confidence, enquiring and independent mind-sets. We have high standards which are evidenced within the curriculum and the department sets aspirational targets whilst ensuring that the needs of learners, including SEN & disadvantaged are supported (planned within and beyond the classroom).
There are eight key themes within the whole Teaching & Learning programme which we follow at KS3 science, and these diversify and develop further at GCSE and beyond. The themes are:
- Learning Objectives
- Starter
- Retrieval
- Questioning
- Independent work
- Present new material
- Scaffolding and challenge
- Modelling
AFL is an integral part of all lessons. All colleagues are encouraged to have AFL activities in their lessons. The application of concepts are modelled, and scaffolded if necessary. All colleagues are encouraged to give oral feedback in all lessons, coupled with written feedback every 4/5 lessons, with regards to homework. Feedback is used to plan future lessons and deal with misconceptions.
Lessons will be a mixture of teacher led, group work, independent work and practical work. All lessons start with a memory retrieval activity, which helps to set the scene for today’s learning. All learning is progressive in the department, where colleagues are enabling students to develop new knowledge and apply it.
The department is well resourced and there is a wide range of scientific equipment, print, digital and online resources that will be used.
Teachers within the department have worked collaboratively on a curriculum map which meets the KS3 and KS4 national curriculums. This has informed the design of the department’s schemes of work to ensure substantive and disciplinary knowledge are clearly taught and linked together to ensure a coherent flow for students through the science curriculum. The design also encourages the support of long-term detainment of these substantive and disciplinary knowledges, ensuring students are ready to apply them in their future lives and careers.
Students will also experience science beyond the classroom, experiencing enrichment activities such as trips and entering national science competitions. Social, moral, spiritual, and cultural content will also be emphasised within the curriculum and careers linked to both substantive and disciplinary knowledge will be discussed within lessons across all years.
Home learning:
Homework tasks allows the students to work independently and develop their skills in recalling and applying their knowledge, researching key scientific concepts and building their love for the subject, by engaging with current developments within the field.
Students’ at all key stages have online access to the Kerboodle platform which contains a copy of their core textbook and through which retrieval and application of knowledge tasks can be set. At KS4 students may also be set home learning tasks through GCSE Pod.
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