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.

KS3 Learning Journey
(Click to enlarge)

 

Course Assessment

Biology
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.
Chemistry
Grade Assessment Detail
9 Students can complete understanding of moles and reacting masses, as well as being able to explain the effect of the limiting quality of a reactant; calculate the concentration of solution from an average titre; explain redox processes from half equations; describe acidity in terms of hydrogen ion concentration and the effect on pH; calculate an enthalpy change, given bond energy values; explain how equilibrium position is affected by all condition changes; an outstanding comprehension of structure and bonding; recall all required working scientifically formula and apply them at ease to given scenarios using learned ion charges and reactivity series where necessary
8 Students can calculate the masses in a balanced symbol equation and hence calculate the masses of reactants/products from given masses of reactants and products. In a reaction, it is common to use an excess of one reactant to ensure the complete reaction of another reactant, known as a limiting reactant; describe how a carry out a titration to find the concentration of a solution; describe solution concentration in mol/L and g/L; volumes of gases can be calculated from balanced equations; identify and construct reduction and oxidation processes from half equations; the differences between weak and strong acids in terms of extent of ionisation; calculate the gradient of a tangent on a curve on a rates of reaction graph; explain how equilibrium position is affected by some condition changes; confidently use maths skills to manipulate learned formulae using learned ion charges and reactivity series where necessary
7 Students can use relative formula mass to calculate the number of moles of a substance; write ionic and half equations for a variety of processes; calculate the concentration of a solution from a mass and a volume; One mole of any gas occupies a volume of 24L and volumes of gases can be calculated from RFM values; recognise and explain endo and exothermic reactions in terms of bond energies; recognise and explain units of reaction rate; identify how conditions can effect equilibrium position; a good comprehension of structure and bonding; recall all Working Scientifically equations and datasheet knowledge, apply to given examples, confidently rearranging formula where required.
6 Students can balance equations, given masses of reactants and products; explain how mass of solute and volume of solvent is related to solution concentration; equal moles of gases occupy the same volume; a sound comprehension of structure and bonding; describe what an equilibrium is and explain that the conditions used on the Haber process are a compromise between yield and rate; describe how products are formed during electrolysis; recognise condensation polymers and explain how they are formed; explain alternative methods used to extract metals; recall most Chemistry formula and specific datasheet knowledge, and apply to given examples, rearranging formula where required.
5 Students can compare the texture of rock minerals and predict conditions required for their formation; assemble balanced symbol equations to represent chemical reactions; evaluate and synthesis data from a range of sources and in a range of contexts; classify chemical reactions and suggest names of substances created; describe and explain the importance of a wide range of applications and implications of science; recall most Chemistry specific formula and data to solve single step problems.
4 Students can sequence abstract ideas using key terminology such as the rock cycle; explain the properties of a material based on the particle arrangement; use symbols and formulae for elements and compounds; makes observations about reactivity series and make predictions of outcomes; analyse the availability of resources and their environmental impacts in the production of energy and materials.
3 Students can demonstrate an understanding of particle model for solids, liquids and gases; use word equations to explain chemical reactions; relate changes of state to energy transfers; apply changes of state to abstract contexts e.g. formation of igneous; describe patterns in experimental evidence such as reactions of acids with metals and a variety of substances with oxygen; explain the importance of new materials with specific desirable properties.
2 Students can describe abstract processes relating to materials, properties of the Earth; describe and explain the process of weathering rocks; use models to help describe deposition of sediments and formation of rocks; identify and explain the process of changing state; explain why equipment and techniques are used based on chemical and physical properties of mixtures; distinguish the use of metals based on their specific physical properties; indicate benefits and drawbacks of the use of fossil fuels.
1 Students can use key terminology to describe key techniques such as filtering; classify reactions as reversible and irreversible; describe how to work safely in science; identify a range of hazard symbols and state their importance; describe processes relating to materials, properties of the Earth.
Physics
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.