Science
‘Genius is 1% talent and 99% hard work’ – Albert Einstein
Powerful Knowledge in Science
Our vision in Science is to create an ambitious and challenging curriculum that provides all students with the knowledge, skills and cultural capital they need to succeed in life and a depth of understanding that will enable them to pursue science beyond Key Stage 4.
We offer a broad and deep curriculum that focuses on powerful knowledge and threshold concepts. We believe that mastery of threshold concepts is integral to students accessing powerful knowledge and gaining a deep understanding and appreciation of Science.
We aim for each student to develop a natural curiosity and passion for Science through scientific enquiry and a wide range of enrichment activities.
We have identified the powerful knowledge that we believe to be the key threshold concepts for our subjects of Physics, Chemistry and Biology. Click on each toggle to learn more.
Biology
Cells
The differences between animal, plant and bacterial cells. Structure and function of specialised cells.
Cell Transport
The movement of particles across a membrane via diffusion, osmosis and active transport.
Biochemical Principles
The monomers and polymers of biological molecules. To include enzymes in digestion and defence.
Respiration
All organisms need to respire to release energy from glucose. To remember the word equation, reactants and products.
DNA
The structure of DNA and inheritance.
Photosynthesis
Plants and algae need to photosynthesise to make glucose. To remember the word equation, reactants and products.
Homeostasis
To include the definition and examples of how organisms maintain constant internal conditions.
Ecology
Interactions and interdependence between organisms.
Chemistry
Atomic Structure
To include electron configuration as well as location, charge and mass of subatomic particles.
Particle Model
To include the difference between atoms / compounds / molecules and how particles behave in solids, liquids and gases.
Periodic Table
To include knowledge of the trends and patterns as well as recognising symbols. Link electron configuration to the table.
Equations
To include word and symbol equations for a variety of reactions, conservation of mass in reactions and the main types of reactions (neutralisation, combustion, oxidation, displacement).
Energy in reactions
To include the idea of endo and exothermic reaction, and that reactions need energy to work.
Practical Knowledge
To include how to measure, select and use scientific equipment and how to draw and interpret scientific diagrams as well as the hazard symbols and lab safety.
Maths Knowledge
To include ratio, calculating percentages, drawing and interpreting graphs and basic arithmetic.
Physics
Mathematical Skills
Manipulation of equations and SI units for physical quantities.
Energy
Conservation of energy law – energy cannot be created or destroyed, it is transferred between stores.
Motion
Speed is the rate of change of distance. Acceleration is the rate of change of speed/velocity.
Forces
Forces can be represented by arrows showing both size and direction, and can be used to determine resultant force.
Waves
Waves transfer energy through oscillations that are either transverse or longitudinal.
Electromagnetic Spectrum
The electromagnetic spectrum is split into bands based on frequency/wavelength.
Radioactivity
Model of the atom – nucleus containing protons and neutrons with electrons orbiting in energy levels.
Astronomy
Planets, asteroids and comets orbit stars and moons orbit planets.
Electricity
Potential Difference is the amount of energy per unit of charge. Current as the rate of flow of charge.
Magnetism
A magnet is surrounded by a magnetic field.
Electromagnetic Induction
The relative motion of a wire/coil and a magnet induces a potential difference due to a changing magnetic field.
Particle model
The arrangement of particles in solids, liquids and gases.
Curriculum Features
The curriculum is taught in specialisms: Biology, Chemistry and Physics. It covers the national curriculum and more, but focuses on identified threshold concepts (see above).
More time is devoted to these concepts and a mastery learning philosophy is promoted. There is a large focus on understanding concepts through:
- Testing prior knowledge
- Explanation
- Practice
- Feedback
Formative assessment / questioning:
- Interleaving and self-testing are a feature of the curriculum and independent study.
Practical Work
There is always at least one of the following foci to practical work:
- Improve knowledge
- Practice procedures and techniques
- Learn about scientific enquiry
Co-curriculum Enrichment
We provide enrichment for a number of reasons:
- To promote a love of the subject
- To increase student’s cultural capital
- To teach powerful knowledge specific to Science
- To increase at uptake at KS4 and beyond
- To narrow attainment gaps
- To promote STEM Careers
- Stretch / Challenge / Aspirations
- To promote oracy