THE ECCLESBOURNE SCHOOL

Learning Together For The Future

Science - Key Stage 3

National Curriculum

The Ecclesbourne School follows the National Curriculum

Activate is our Key Stage 3 Science course which closely matches the 2014 curriculum reform. It is specifically designed to support every student on their journey through Key Stage 3 to Key Stage 4 success as it provides an ideal preparation for all GCSE routes, with comprehensive and flexible assessment and progression. The course sparks students' curiosity in science, whilst gradually building the maths, literacy and working scientifically skills vital for success in the new GCSEs. We have tailored the KS3 Activate course to provide accelerated progress for students and to implement key skills the students will build on throughout KS3 and KS4 years.

Aims: The national curriculum for Science aims to ensure that all pupils:

  • Foster an enthusiasm for Science and Scientific thinking
  • Develop an understanding of key Scientific concepts and build from first principles through to more challenging material
  • Encourage a safe working practice during practical activities
  • Develop a broad awareness of the role of Science in society
  • Develop Math and ICT skills when handling and analysing data collected from practical activities
  • Develop language skills when interpreting and reporting on data collected from practical activities, linking this to Scientific concepts

Curriculum Intent

Science is an important core subject. We want students to understand how important scientists and engineers really are, as they literally shape the world around us. In Key Stage 3 we introduce the core concepts which will be built upon throughout the three Key Stages.

Science is the curiosity and search for knowledge of how concepts work and why they work in this way, using observation and experimentation. Science works alongside many different subjects, such as English, Mathematics, Engineering and Technology to support the development and understanding of our world today. A high-quality education in Science gives pupils the foundation of core knowledge over a wide range of concepts in the three Science disciplines. The application of this base knowledge will allow pupils to develop their analytical skills and support them in linking their observations from practical activities to the concepts and fundamental laws that have been developed by great Scientists over the years. During their practical Science lessons pupils will develop skills in communication and working with others to test concepts for themselves, as well as developing Mathematical and ICT skills during the analysis of their results. In Science we offer a wide range of additional extracurricular activities provide students with opportunities further develop their interest in the key areas of the subject.

Curriculum Implementation

Filter:

  Term Content
Year 7 Autumn Term 1

Baseline assessment

Pupils will complete a baseline assessment in the first few weeks of year 7 to assess knowledge from KS2. They will also learn about the uses of some basic laboratory equipment and how to conduct experiments effectively to obtain valid results.

Block 1

· Biology – Cells
Pupils will discover what plants and animals are made of and the functions of different parts of the cell. They will look at tiny organisms that can only be viewed under a microscope and be taught how to correctly set up microscopes. They will also look at how cells can be specialised and why they are adapted for certain functions.

· Chemistry – Particle Model
Pupils will discover how particles are arranged in solids, liquids and gasses and how this arrangement causes the substances to have different properties. They will also look at how we can change between the three states of matter through heating or cooling the materials.

· Physics – Forces
Pupils will learn about the forces acting on objects to keep them from falling through the floor or floating off into space. They will also look at how weight can differ on other planets and how balanced and unbalanced forces can affect our speed and direction.

2

Finish Block 1 and Begin Block 2

· Biology – Body Systems
Pupils will look at the different systems in the body and how these will work together for organisms to function. They will also be looking at how different organs are adapted to work correctly.

· Chemistry – Elements
Pupils will learn about the elements on the periodic table and how these make up everything on the Earth and beyond. They will also study how these can combine to make compounds and how this combination can affect the properties of the separate elements.

· Physics – Sound
Pupils will discover how sound waves travel through different substances, as well as how different animals can hear different frequencies. They will also look at how the ear can be damaged through high amplitude sounds.

Spring Term 3

Finish Block 2

· Biology – Body Systems
Pupils will look at the different systems in the body and how these will work together for organisms to function. They will also be looking at how different organs are adapted to work correctly.

· Chemistry – Elements
Pupils will learn about the elements on the periodic table and how these make up everything on the Earth and beyond. They will also study how these can combine to make compounds and how this combination can affect the properties of the separate elements.

· Physics – Sound
Pupils will discover how sound waves travel through different substances, as well as how different animals can hear different frequencies. They will also look at how the ear can be damaged through high amplitude sounds.

4

Block 3

· Biology – Reproduction
Pupils will discover how new plants and animals are made through the process of reproduction. They will learn why all of the reproductive organs are important and how plants are successful in spreading their seeds.

· Chemistry – Reactions
Pupils will learn about some of the key chemical reactions that take place including combustion and decomposition. They will look at how hydrogen can be used as a fuel in cars in the future and how hand warmers and cold packs work.

· Physics – Light
Pupils will look at how light behaves when it meets mirrors, glass blocks and prisms. They will look at how the eye works and even create a simple camera using their knowledge of how we see objects.

Summer Term 5

Finish Block 3 and Begin Block 4

· Chemistry – Acids and Alkalis
Pupils will learn about some household substances and how they can test if these are acids or alkalis. They will also discover how to neutralise substances such as bee and wasp stings to form neutral substances and eliminate the pain.

· Physics – Space
Pupils will look at the different objects we can observe in the night sky and the differences between a planet, a dwarf planet, comets and meteors. They will also discover facts about the different planets in our solar system and how they have different year lengths, as well as covering why we have different seasons throughout a year.

6

Finish Block 4 and Revise for Summer Examination

  Term Content
Year 8 Autumn Term 1

Block 5

· Biology – Health
Pupils will discover the effects of a healthy and unhealthy lifestyle on their bodies. They will test certain foods for the presence of different nutrients, as well as looking at how these are broken down and absorbed into the body.

· Chemistry – Periodic Table
Pupils will learn about how the periodic table is arranged to group elements together that react in a similar way. They will also look at three specific groups on the periodic table, group 1, 7 and 0, their properties and reactions.

· Physics – Electricity and Magnetism
Pupils will look at how series and parallel circuits differ and how these can affect the current and potential difference within the circuit. They will also discover how electromagnets work and what can make these stronger for use in a scrapyard.

2

Finish Block 5 and Begin Block 6

· Biology – Ecosystems
Pupils will discover how life evolved on Earth by looking at organisms that did not need oxygen to survive. They will also look at how organisms are arranged in food chains and food webs and how energy is transferred through these.

· Chemistry – Separation Techniques
Pupils will learn about how different mixtures can be separated such as sand, salt and water on a desert island or the different liquids mixed in a bottle of cola. They will look at how forensics use chromatography when analysing pen inks left on notes at crime scenes.

· Physics – Energy
Pupils will look at how fuels and foods are a store of energy and how energy can be transferred through conduction, convection and radiation. They will also look at how insulating the house will save energy, therefore saving money on heating bills, as well as evaluating the uses of different energy sources such as solar and wind.

Spring Term 3

Finish Block 6

· Biology – Ecosystems
Pupils will discover how life evolved on Earth by looking at organisms that did not need oxygen to survive. They will also look at how organisms are arranged in food chains and food webs and how energy is transferred through these.

· Chemistry – Separation Techniques
Pupils will learn about how different mixtures can be separated such as sand, salt and water on a desert island or the different liquids mixed in a bottle of cola. They will look at how forensics use chromatography when analysing pen inks left on notes at crime scenes.

· Physics – Energy
Pupils will look at how fuels and foods are a store of energy and how energy can be transferred through conduction, convection and radiation. They will also look at how insulating the house will save energy, therefore saving money on heating bills, as well as evaluating the uses of different energy sources such as solar and wind.

4

Block 7

· Biology – Adaptations
Pupils will discover how animals compete with each other to ensure they have enough resources to survive. They will also look at how animals have adapted to change to ensure the survival of their species, as well as how certain characteristic of species have died out due to natural selection.

· Chemistry – Metals and Acids
Pupils will learn about how metals can form many different products that are useful to us. They will look at metals reacting with acid, oxygen and water and determine some uses of different metals from the results of their practical investigations. They will also look at other materials and their uses, linking to the properties.

· Chemistry – The Earth
. Pupils will learn about how different rocks are formed on the Earth and how these rocks can be changed from one form into another. They will also look at how the levels of carbon dioxide is constantly changing in the atmosphere and how we can reduce climate change.

· Physics – Motion and Pressure
Pupils will look at how speed can be calculated and shown on a distance time graph. They will also look at how marshmallows expand due to a drop in gas pressure and why dams are thicker at the bottom due to an increase in the pressure of water. They will also be able to explain what the centre of gravity is and how things balance.

Summer Term 5

Finish Block 7

· Biology – Adaptations
Pupils will discover how animals compete with each other to ensure they have enough resources to survive. They will also look at how animals have adapted to change to ensure the survival of their species, as well as how certain characteristic of species have died out due to natural selection.

· Chemistry – Metals and Acids
Pupils will learn about how metals can form many different products that are useful to us. They will look at metals reacting with acid, oxygen and water and determine some uses of different metals from the results of their practical investigations. They will also look at other materials and their uses, linking to the properties.

· Chemistry – The Earth
Pupils will learn about how different rocks are formed on the Earth and how these rocks can be changed from one form into another. They will also look at how the levels of carbon dioxide is constantly changing in the atmosphere and how we can reduce climate change.

· Physics – Motion and Pressure
Pupils will look at how speed can be calculated and shown on a distance time graph. They will also look at how marshmallows expand due to a drop in gas pressure and why dams are thicker at the bottom due to an increase in the pressure of water. They will also be able to explain what the centre of gravity is and how things balance

6

Revise for Summer Examination

Biology

  Term Content
Year 9 Autumn Term 1

Revision of Year 7 and 8 Topics

  • Cells
  • Body Systems
  • Reproduction
  • Health and Lifestyle
  • Ecosystem and Processes
  • Adaptations
2

Finish Revision of Year 7 and 8 Topics

  • Cells
  • Body Systems
  • Reproduction
  • Health and Lifestyle
  • Ecosystem and Processes
  • Adaptations

 

Cell Structure and Transport

  • The World of the Microscope
  • Animal and Plant Cells
  • Eukaryotic and Prokaryotic Cells
Spring Term 3

Cell Structure and Transport

  • Specialism in Animal Cells
  • Specialism in Plant Cells
  • Diffusion
  • Osmosis
  • Osmosis in Plants
  • Active Transport
4

Cell Structure and Transport

  • Exchanging Materials

Cell Division

  • Cell Division
  • Growth and Differentiation
  • Stem Cells
  • Stem Cell Dilemmas
Summer Term 5

Organisation and the Digestive System

  • Tissues and Organs
  • The Human Digestive System
  • The Chemistry of Food
  • Catalysts and Enzymes
6

Organisation and the Digestive System

  • Factors Affecting Enzyme Action
  • How the Digestive System Works
  • Making Digestion Efficient

Chemistry

  Term Content
Year 9 Autumn Term 1

Revision of Year 7 and 8 Topics

  • Atoms, Elements and Compounds
  • States of Matter
  • Separating Mixtures
  • Chemical Reactions
  • The Periodic Table
  • The Earth
2

Finish Revision of Year 7 and 8 Topics

  • Atoms, Elements and Compounds
  • States of Matter
  • Separating Mixtures
  • Chemical Reactions
  • The Periodic Table
  • The Earth

Atomic Structure

  • Atoms
  • Chemical Equations
  • Separating Mixtures
Spring Term 3

Atomic Structure

  • Fractional Distillation and Paper Chromatography
  • History of the Atom
  • Structure of the Atom
  • Ions, Atoms and Isotopes
  • Electronic Structure
4

The Periodic Table

  • Development of the Periodic Table
  • Electronic Structures and The Periodic Table
  • Group 1 – The Alkali Metals
  • Group 7 The Halogens
  • Explaining Trends
Summer Term 5

The Periodic Table

  • The Transition Metals

Structure and Bonding

  • States of Matter
  • Atoms into Ions
  • Ionic Bonding
  • Giant Ionic Structures
  • Covalent Bonding
  • Structure of Simple Molecules
6 <

Structure and Bonding

  • Giant Covalent Structures
  • Fullerenes and Graphene
  • Bonding in Metals
  • Giant Metallic Structures
  • Nanoparticles
  • Applications of Nanoparticles

Physics

  Term Content
Year 9 Autumn Term 1

Revision of Year 7 and 8 Topics

  • Forces
  • Sound and Light
  • Space
  • Electromagnetism
  • Energy
  • Motion and Pressure
2

Finish Revision of Year 7 and 8 Topics

  • Forces
  • Sound and Light
  • Space
  • Electromagnetism
  • Energy
  • Motion and Pressure

Conservation and Dissipation of Energy

  • Changes in Energy Stores
  • Conservation of Energy
Spring Term 3

Conservation and Dissipation of Energy

  • Energy and Work
  • Gravitational Potential Energy Stores
  • Kinetic Energy and Elastic Energy Stores
  • Energy Dissipation
  • Energy and Efficiency
4

Conservation and Dissipation of Energy

  • Electrical Appliances
  • Energy and Power

Energy Transfer by Heating

  • Energy Transfer by Conduction
  • Infrared Radiation
  • More About Infrared Radiation
Summer Term 5

Energy Transfer by Heating

  • Specific Heat Capacity
  • Heating and Insulating Buildings

Energy Resources

  • Energy Demands
  • Energy From Wind and Water
6

Energy Resources

  • Power from the Sun and the Earth
  • Energy and the Environment
  • Big Energy Issues

Extra-Curricular Opportunities

Science Club – Thursday Lunchtimes. Term 1: Students will look at the world of forensics, what techniques are used at crime scenes to place suspects at the scene of a crime. They will take part in blood testing (chromatography), finger print analysis (latent and dusting) and analysing blood spatters. Term 2: Pupils will look at different adaptations of animals. They will witness the documentary dissection of elephants, crocodiles, whales and giraffes, as well as researching adaptations themselves. Term 3: Students will look at our solar system and the differences in the planets within it. They will research how the solar system has changed and how it formed.

STEM Robotics. Pupils will use coding and Science to build a robot and take part in different challenges with other schools throughout the country.

Y7 Rocket car project – Race for the line. Students are tasked with designing a model rocket car which is then raced along a track using a CO2 propulsion motor. They will race between the whole year group and the winning team is then invited to the regionals. If they win this they will then compete against all schools in the country in the nationals.

British Science week. Pupils will take part in various activities and lessons based on the theme for the week. The 2020 theme is “Our Diverse Planet” which will celebrate the amazing diversity we have throughout the world. From biodiversity to cultural and social diversity, as well as the diversity of knowledge throughout STEM subjects and careers.

Year 7 STEM Day. Students will take part in a series of workshops with outside providers and learn about different careers in Science, Technology, Engineering and Mathematics. Previous providers have been Rolls Royce, discussing sustainable power, the Army showing different team working exercises and Zoolabs, showcasing different exotic animals.

Y8 Race Big Bang Science trip – NEC. The Fair gives young people the chance to hear from inspiring engineers and scientists from some of the UK’s biggest companies and find out about the opportunities available in science and engineering. Students will be encouraged to join a voyage of discovery of virtual reality, medicine, marine biology, film and TV, space exploration, explosive chemistry, crime-solving, robots, computer coding, microscopic bugs, giant trucks and more.

KS3 - Skype a Scientist event – Roslin Institute, I’m a Scientist – Get me out of here!! And I’m an Engineer – Get me out of here!! Pupils will get to speak with real Scientists where they will discuss their careers. Pupils will have an opportunity to interact with them and ask any questions they might have.

Resources

Links to Helpful Sites

Kerboodle online: https://www.kerboodle.com
Twig World: www.twig-world.com
BBC Bitesize: Biology - https://www.bbc.co.uk/bitesize/subjects/z4882hv
Chemistry - https://www.bbc.co.uk/bitesize/subjects/znxtyrd
Physics - https://www.bbc.co.uk/bitesize/subjects/zh2xsbk
British Science Week: https://www.britishscienceweek.org/
STEM: https://www.stem.org.uk/
STEM Robotics: http://stemrobotics.in/
Dendrite: https://www.dendrite.me/
Race To The Line: https://www.dendrite.me/competition/view/competitionid/5bed45a207d734cf19729f03

Assessment 

Biology ¦ Chemistry ¦ Physics

Grade Assessment Detail
9 Students can interpret population and food production statistics to evaluate food security; explain the process of genetic engineering including use of enzymes, plasmids and living vectors; evaluate the effect of mutations on proteins; evaluate the use of gibberellins and ethene on plant and fruit production; raise social and ethical concerns about the use of IVF; describe and explain the hormonal control of the menstrual cycle and evaluate the artificial use of hormones as a method of contraception; recall all required working scientifically formula and apply them at ease to given scenarios
8 Students can describe and explain how a change to the DNA sequence can cause a change to the protein produced by a gene; construct a genetic cross using a Punnett square and use it to predictions using the theory of probability; build a model of DNA to show that the bases A always pair with T and G always pair with C; interpret information about genetic engineering techniques and to make informed judgements about issues concerning cloning and genetic engineering, including GM crops; explain how waste, deforestation and global warming have an impact on biodiversity; interpret evolutionary trees and be able to describe the information they provide; confidently use maths skills to manipulate learned formulae.
7 Students can explain how the spread of diseases can be reduced or prevented; describe the ways in which the human body can attack pathogens; evaluate the advantages and disadvantages of using monoclonal antibodies; interpret graphs and data of limiting factors of photosynthesis; write out the balanced symbol equations for aerobic and anaerobic respiration; evaluate the benefits and risks of carrying out procedures on the brain and nervous system; recall all Working Scientifically equations and apply them to given examples, confidently rearranging formula where required to work out rates of reaction etc.
6 Students can understand the terms eukaryotic and prokaryotic and compare and contrast the similarities and differences between them; use the magnification equation to work out sizes of cells and cell structures; build models and use analogies to describe and explain mitosis and meiosis; compare the different ways in which substances can move into and out of cells, giving specific examples; describe how enzymes function and understand how they can become denatured; describe the journey of blood through the heart and be able to label the vessels of the heart; evaluate the advantages and disadvantages of different treatments for cardiovascular disease; recall most Biology and Working Scientifically equations and apply them to given examples, rearranging formula where required.
5 Students can identify and explain how the structure of organs and organ systems allows for their efficient function; recognise, predict and explain changes in biological systems eg the effect of increased carbon dioxide concentration on the growth of greenhouse crops, the consequences of smoking for organ systems; explain how characteristics can be inherited and apply this to selective breeding models, evaluating evidence from the offspring; predict short-term and long-term effects of environmental change onto ecosystems; give scientific reasons for predictions to justify them; recall most Biology formula and use the to solve single step problems.
4 Students can give a balanced symbol equation for photosynthesis and respiration; explain how cells are specialised to perform their function; investigate genetic and environmental variation between organisms of the same species; interpret food webs and pyramids of numbers to show feeding relationships; explain how feeding relationships can affect the population size of organisms; recall and use some Biology formula
3 Students can describe and explain the 7 life processes: describe and explain what respiration and photosynthesis are; distinguish between fertilisation and pollination; describe simple cell structure and identify differences between animal and plant cells; describe the causes of variation between living things in terms of genetics and the environment; explain how the abundance and distribution of organisms can be affected by specific environmental factors; use given Biology formula to solve problems.
2 Students can describe the main functions of organs in the human body (eg heart, lungs, liver, kidneys, skin, intestines stomach); describe the function of the different organs of a plant (roots, stem, leaves and flowers); explain the importance of these organs in keeping organism alive; describe the main stages in life cycle of humans and flowering plants, identifying similarities; explain the need for classification systems; describe the habitats of different organisms and explain how the environments are different in terms of availability of water, light, nutrients and food; fill numbers into formula statements to complete worked calculations.
1 Students can name and locate major organs in the body, identify the organs of plants; use a key to identify and group living organisms using observable features; describe feeding relationships using a food chain, identifying predators and prey; State the features of a living organism.
Grade Assessment Detail
9 Students can apply Nuclear Decay equations to radioactive decays; interpret radioactive half-life and its applications; consider our solar system the stability of its orbital motions and uses of satellites; describe the life cycle of a star; explore red shift and its applications; recall all physics equations related to solving problems and use them confidently with little guidance
8 Students develop an understanding of the particle model of matter; explore properties of materials and utilise equations to calculate material properties; investigate the structure of the atom and its discovery; analyse nuclear radiation, its implications and applications; make links between the nature of radioactivity and safety precautions; recall all physics equations related to problem solving and use them in multi-step scenarios.
7 Students develop an understanding of waves and how they behave in air, fluids and solids; explain and justify the importance of Electromagnetic waves and contrast their benefits and drawbacks; establish the fundamentals of electricity and relate to different circuit types and everyday uses; develop on the fundamentals of magnetism and electromagnetism including induced and permanent magnetism; consider applications of electricity including electric motors and loudspeakers; recall all physics equations and apply them to given examples, confidently rearranging formula where required.
6 Students show an extensive knowledge of forces and their interactions e.g. scalars and vectors, contact and non-contact forces; explain the concepts of work done and energy transfer and consider real life applications including momentum and stopping distances; relate Energy transfer to power and efficiency and be able to perform efficiency calculations; interpret Newton’s laws of motion and apply these to common examples and be able to represent graphically; consider national and global energy resources and the long term implications; recall most physics equations and apply them to given examples, rearranging formula where required.
5 Students show extensive knowledge and understanding related to energy, forces and space, e.g. the passage of sound waves through a medium; use and apply key terminology effectively in their descriptions and explanations, identifying links between topics; interpret, evaluate and synthesise data from a range of sources and in a range of contexts; understand the relationship between evidence and scientific ideas, and why scientific ideas may need to be changed e.g. the developing understanding of the structure of the solar system; explain the importance of a wide range of applications and implications of science, e.g. relating the dissipation of energy during energy transfer to the need to conserve limited energy resources; recall most physics formula and use the to solve single step problems.
4 Students can illustrate a wide range of processes and phenomena related to energy, forces and space, using abstract ideas and appropriate terminology and sequencing a number of points, e.g. how energy is transferred by radiation or by conduction; make links between different areas of science in their explanations, e.g. between electricity and magnetism; explain the appearance of objects in different colours of light; relate how evidence supports accepted scientific ideas e.g. the role of gravitational attraction in determining the motion of bodies in the solar system; explain, using abstract ideas where appropriate, the importance of some applications and implications of science, such as the uses of electromagnets; recall and use some physics formula.
3 Students can describe abstract processes using appropriate terminology e.g. the transfer of energy around and electric circuit; explain processes and phenomena taking into account a number of factors e.g. the relative brightness of stars and planets; use abstract ideas or models e.g. showing the refraction of light; describe evidence from experiments and state relationships observed e.g. reflection of light; explain the application of some key ideas, e.g. reflections in mirrors; use given physics formula to solve problems.
2 Students can describe many processes and phenomena related to energy, forces and space, using abstract ideas e.g. balanced forces; explain key physics concepts in more than one step or by using a model e.g. length of a day or a year; describe how we see objects, e.g. drawing the path of light from a source, to the object and then into the eye; describe applications and implications of science, e.g.the ways sound can be produced and controlled with musical instruments; fill numbers into formula statements to complete worked calculations.
1 Students can describe some processes and phenomena related to energy, forces and space, e.g. the observed position of the sun in the sky over the course of a day; recognise the importance of evidence in supporting or refuting scientific ideas, e.g. sounds being heard through a variety of materials; recognise some applications and implications of science, e.g. the use of electrical components to make electrical devices.

Contact: Mr M. Ford

If you have any questions or queries relating to the Science curriculum please email headofscience@ecclesbourne.derbyshire.sch.uk for more information.