At Key Stage 3, our science curriculum builds directly on the foundations laid at Key Stage 2, where pupils study broad systems such as forces, states of matter, plants, and the human body. Our KS3 curriculum allows students to begin exploring the smaller units that make up these larger systems - cells and tissues within living organisms, particles and compounds in chemistry, and the interactions and energy transfers that explain physical phenomena. This shift allows students to see how the big ideas of science are underpinned by deeper structures and processes, and how concepts across biology, chemistry, and physics connect and intertwine. Alongside this, students develop their disciplinary knowledge: working objectively with evidence, questioning assumptions, and refining explanations using models and abstract ideas. Practical investigation remains central, with students planning investigations, analysing data, and evaluating reliability, helping them not only to secure knowledge, but also to grow in curiosity, resilience, and critical thinking.

In Key stage 3 students will study the following units:

Year 7

Working scientifically Particles and their behaviour Elements, atoms and compounds Cells Structure and function of body stems Forces Space Reactions Acids and alkalis Reproduction Light and sound

Year 8

Working scientifically Energy Health and lifestyle Separation techniques Biological processes Periodic table Metals and other materials Motion and pressure Electricity and magnetism Inheritance Earth Ecosystems

Year 9

Working scientifically Cell structure and specialisations How cells exchange materials Atoms, elements,compounds and the periodic table Space science Energy transfers and metabolic processes Chemical bonding and the properties of materials  Particle model of matter and behaviour Variation and evolution

At Key Stage 4, our science curriculum builds on the secure foundations established at Key Stage 3, taking students further in their understanding of how the natural world works by applying knowledge to more complex systems and phenomena. They move from exploring the building blocks of science to making more sophisticated connections between concepts in biology, chemistry, and physics - such as how chemical reactions drive biological processes, or how forces and energy interact across systems.

Students refine their ability to use models and theories to explain diverse phenomena, recognise cause-and-effect relationships, and understand that change often results from interactions across time and distance. Quantitative analysis and mathematical reasoning are developed as central tools for scientific enquiry and explanation. Practical investigations remain integral, with students expected to plan, carry out, and evaluate methods with accuracy and precision, while reflecting on the reliability of their findings. Our KS4 curriculum provides the essential stepping-stone to advanced study and careers in science and technology, equipping students with the knowledge, skills, and critical awareness to navigate a world shaped by scientific ideas and innovation.

In Key Stage 4 students will study the following units:

Year 10

Biology

Organisation (digestive system) Organisation (circulatory system) Infection and response Homeostasis and response (nerves) Homeostasis and response (hormones) Chemistry Organic chemistry Quantitative chemistry Chemical changes Energy changes Chemistry of the atmosphere

Physics Atomic structure and radiation Forces Electricity Energy

Year 11

Biology Cell biology Inheritance Classification Ecology

Chemistry The rate of chemical change Chemical analysis Using resources

Physics Waves Forces and motion Magnetism and electromagnetism

At KS5, our science curriculum builds on the knowledge and skills students have gained through their experiences of KS2 through to KS4 study. Whether students have followed our own carefully designed curriculum or have joined us from other schools, we ensure that all learners are supported to consolidate and extend their understanding of core scientific principles. 

Our KS5 curriculum is deliberately knowledge-rich, ambitious for all learners, and structured to deepen both substantive knowledge (the powerful ideas and explanations of science) and disciplinary knowledge (the ways in which scientists think, question, test, and communicate).
We aim to nurture young people into scientists who not only achieve academic success but also understand the responsibilities that come with scientific knowledge. Our students are prepared to contribute meaningfully to their communities and to society, equipped with the curiosity, analytical skill, and ethical awareness needed to engage with pressing issues such as health, energy, sustainability, and technological innovation.

Through a carefully sequenced curriculum in each subject area, students move beyond learning about science to engaging in science: designing and conducting investigations, applying advanced mathematical and statistical reasoning, critically evaluating research, and recognising how knowledge develops through evidence and peer review. Every student, regardless of their background or previous learning journey, is supported to succeed, whether their ambition is progression to higher education, employment in STEM fields, or becoming scientifically literate citizens who can make informed decisions in a complex world.

Our key stage 5 suite of qualifications allow student to study the following units:

Year 12 Biology Biological molecules Cells Organisms exchange substances with their environment Genetic information, variation and relationships between organisms

Chemistry Physical Chemistry: Atomic structure, Redox, Bonding, Amounts of substance, Energetics, Chemical equilibria, Kinetics Inorganic Chemistry: Group 2, Group 7, Periodicity Organic Chemistry: Naming & Structural Isomerism, Alkanes, Alkenes, Haloalkanes, Alcohols, Organic analysis, Optical Isomerism, Aldehydes & Ketones

Physics Measurements and their errors Particles and radiation Waves Mechanics and materials Electricity

Year 13

Biology

• Energy transfers in and between organisms 
• Organisms respond to changes in their internal and external environments
• Genetics, populations, evolution and ecosystems
• The control of gene expression

Chemistry

• Physical Chemistry: Chemical equilibria, Thermodynamics, Electrode potentials, Rate equations, Acids and bases
• Inorganic Chemistry: Period 3, Transition metal chemistry, Reactions of ions in aqueous solution
• Organic Chemistry: Carboxylic acids and derivatives, Aromatics chemistry, Amines, Polymers, Amino acids, proteins and DNA, NMR, Chromatography, Organic synthesis

Physics Further mechanics and thermal physics  Fields and their consequences Nuclear physics  Optional unit:  9 Astrophysics

In the Applied Science Level 3 qualification students take a more vocational approach to the study of aspects of Biology, Chemistry and physics.This is done through a mixture of assignment and examination based units of study.

Unit 1 Principles and Applications of Biology includes learning about the structure and function of cells and tissues and biological molecules. You will also learn about cellular transport and enzyme activity.

Unit 2 Principles and Applications of Chemistry includes learning about electronic structure, bonding and structure and periodicity. You will also learn about physical and organic chemistry and the application in industrial processes.

Unit 3 Principles and Applications of Physics includes understanding waves and optical fibres and learning about forces in transportation and Newton's Laws of Motion. You will also study electrical circuits and the transfer of energy.

Unit 4 Practical Scientific Procedures and Techniques involves undertaking techniques to prepare solutions and determine concentrations and purity. You will use biological procedures to investigate concentration and distribution of biological components. Physical procedures will be undertaken to examine energy transfer. The unit concludes with a personal review of your personal development of scientific skills for laboratory work.

Unit 5 Contemporary Issues in Science allows you to investigate contemporary scientific issues that impact the global population and environment. You will examine the effect different organisations have on contemporary science and understand how to evaluate and report scientific information.

Teaching and Learning Approach

The teaching and learning approach within the Science department centres around the whole school intent of what makes excellent teaching and learning. While there is no prescribed teaching approach, the common values and principles to develop substantive and disciplinary knowledge our staff will demonstrate, reflect upon and strive to continually improve are:

High Quality Explanations

In science lessons teachers carefully plan concise explanations in order to introduce ideas and concepts sequentially, building upon and making explicit links to prior learning to layer and deepen understanding over time and within units. These explanations are discussed and shaped with colleagues through development time to ensure they are effective and all misconceptions have been anticipated and addressed. 

To help students with cognitive load, explanations are often presented in a series of smaller stages with frequent checking for understanding. Throughout explanations, teachers will emphasise and model correct scientific vocabulary, providing synonyms and alternative meanings of keywords to make these relevant for all learners. 

Science can be supported by stories and analogies to help make the abstract concepts and processes more concrete and relevant for students. A range of alternative explanations utilising physical models and diagrams will be used within science lessons to ensure all students can access the taught material and demonstrate their knowledge and understanding.

Questioning

Questions are the foundation of scientific curiosity and are fundamental to the acquisition of knowledge. Carefully planned questions guide students to think, speak, and justify answers like scientists, whilst also providing teachers with an opportunity to assess understanding and address misconceptions, moving learning forwards.
 
In science lessons, questioning is planned around core concepts and may be closed or open-ended questions. Questions are sequenced to help students organise and deepen their understanding they are designed to increase in demand, ensuring that all learners are challenged to think deeply and make meaningful connections in their learning.
 
Student responses to questions in science lessons take a variety of forms; verbal questioning can promote discussion between teacher and students or as collaborative discussions among peers. Written responses, whether on mini whiteboards or in exercise books, serve as valuable opportunities for students to consolidate knowledge and serve as tools for formative and summative assessment.
 
Questioning in science lessons shows how teachers model accurate scientific vocabulary and pronunciation. As a result, students are encouraged to provide high-quality verbal responses using appropriate terminology. Techniques such as providing wait time and asking students to repeat answers using scientific language not only strengthen scientific understanding but also enhance their oracy skills.

Modelling

Modelling in science can help students develop both cognitively and practically. 
Teachers will model the following:

• how to think like a scientist for example, how to analyse data, apply formulae and set out calculations and constructing explanations linking ideas together 
• how to write and speak scientifically for example, using the correct vocabulary in the correct context, how to use evidence to support a conclusion
• how to carry out practical work safely and systematically for example, how to set up and use apparatus safely, how to take accurate measurements and how to make adjustments to practical techniques where appropriate.

Within the science curriculum there are a great number of concepts that students cannot physically see or touch. Models and diagrams are essential to help students visualise and understand these processes. Within lessons students may be asked to annotate or interpret diagrams or to create their own diagram to represent processes. Teachers make use of interactive screens and visualisers to introduce students to concepts sequentially and in small steps. Visualisers are used to share high-quality scientific work and written responses, annotate exam-style questions, and demonstrate experimental procedures. 

Teachers will model the thinking process out loud to students to help them build a bank of strategies to use during exam practice. Teachers will also model subject specific language and how to structure descriptions or explanations both verbally and in written form. Through scaffolding of content and literacy, teachers set the standard to which students are held. Over time modelling and scaffolding can be reduced as students develop the ability to produce work without support
Marking and feedback

In Science, marking and feedback are purposeful and frequent in line with the whole school assessment policy. Marking and feedback provides students with regular opportunities to reflect on their learning, respond to feedback, and make measurable progress.
 
Teachers in science use marking to inform future planning and ensure that misconceptions are addressed promptly. This responsive approach enables teaching and learning in science to remain adaptive to students’ needs, supporting the improvement and deeper understanding of content.
 
A range of feedback strategies are used within Science to support and challenge learners effectively. These include verbal feedback, self- and peer-assessment, and written feedback in line with whole-school policy. Marking focuses on the accuracy of scientific content, clarity of explanation, and correct use of scientific vocabulary. Book marking and feedback also promote high standards of presentation and literacy, encouraging students to take pride in their work and communicate their understanding clearly.
 
Following key assessment points, teachers mark assessments promptly and provide timely focused feedback to students. This ensures that feedback has immediate impact, consolidating knowledge, addressing misconceptions, and strengthening long-term retention of scientific content.

Long Term Memory

The science curriculum has been developed to enable students to build and retain knowledge over time, encouraging them to make connections between key concepts and topics taught from KS3 up to KS5. Learning is sequenced so that fundamental ideas are introduced early and revisited throughout students’ science education, interleaved to demonstrate that concepts increase in detail and complexity as students transition through the key stages.
 
Retrieval practice is evident within science lessons, which start with the deliberate retrieval of key facts and concepts. Retrieval is spaced to ensure retention of information and topics are interleaved to help students retrieve knowledge frequently. Assessment for learning and questioning within science lessons are common practice and therefore students are frequently given the opportunity to recall key facts and concepts that they have learnt, this also enables teachers to identify gaps in memory and understanding that can be addressed promptly.
 
Assessments in science are designed to strengthen long term recall and retention of knowledge by including content from previous years. Students are given notice of assessments and provided with topic lists to ensure they are given the opportunities to consolidate their knowledge outside of lessons. Homework is set and designed to encourage students to take a proactive approach to memory and retention and includes tasks which gives students the chance to consolidate their understanding of topics and key disciplinary skills.

Homework

Homework in Science is set in accordance with the whole-school homework timetable. Tasks are bespoke to individual classes, with teachers designing homework that consolidates and strengthens learning covered in lessons.
 
A wide range of homework formats is used, including focused research tasks, retrieval quizzes, the production of revision resources to support formative assessment, the development of key skills such as data analysis and graph construction, and the application of knowledge through exam-style questions. Science homework is completed using a combination of online platforms and physical work, which is submitted in line with departmental expectations.

Assessment

In science, assessment is ongoing and purposeful. Teachers will use a variety of assessment techniques including, questioning, homework, and classwork alongside formal assessments to check understanding and track progress of all students. All of our knowledge checks and more formalised assessments are built around carefully identified core questions or “must know” knowledge that is outlined within our scheme of learning documentation. This ensures that every pupil is supported to achieve and make progress, with timely interventions where needed.

Our approach to summative assessment is designed to give pupils the chance to demonstrate both their knowledge and their ability to apply it. Assessments include a variety of question styles from factual knowledge checks and use of key vocabulary, to extended responses and exam-style questions involving data analysis and evaluation. Assessments are designed to cover content from the current year as well as prior learning to strengthen long-term recall and identify key gaps in knowledge. Our assessments cover not only the disciplinary knowledge but also help students develop mathematical and practical skills. In KS3 and KS4, pupils complete assessments that are challenging yet accessible to all learners, enabling every pupil to show what they know and make strong progress.

Through practical work teachers are continually assessing students competency to perform key tasks such as selecting appropriate apparatus, make and record precise measurements and observations, use subject specific terminology and vocabulary to summarise and explain findings or explain the impact of changing variables within practical contexts.  Over time, scaffolding is reduced to allow students to complete practical investigations without support.

Formative assessment strategies are integral to our lessons. Through use of targeted questioning, paired discussions and individual feedback using whiteboards, teachers can very quickly identify misconceptions, gaps in knowledge or vocabulary issues and alter the course of their lessons to adapt to this feedback.
Assessment also drives teaching and learning development within the department. Assessment decisions and the rationale behind assessment choices are shared and owned by all department staff. Results are carefully analysed to identify strengths and gaps in understanding, shaping future activities or lessons and to effectively target support to those who need it. Revision and retrieval practice are integral to this process, with structured programmes and consolidation homework in place to help pupils prepare effectively for within unit assessments and end-of-year exams.

Through this balance of formative and summative assessment, we ensure that pupils not only make measurable progress through the curriculum, but also develop the skills, confidence, and resilience needed to succeed in GCSE and A-level science.