Science

Curriculum Intent

The science curriculum at Corpus Christi is designed to develop inquisitive minds and encourage pupils to ask ‘why?’, and then support in learning about and understanding the world around them. It provides pupils knowledge about biology including the basic structure of the body from cells up to the workings of the whole organism, chemistry which focuses on a macroscopic level study of particles and physics where students will learn how the world works and the mathematical side of science. The curriculum will build on pupils’ key scientific knowledge and create an enquiring mind giving the confidence to ask searching questions about life, our planet and beyond. Pupils should understand that science is about working objectively, modifying explanations to take account of new evidence and ideas and subjecting results to peer review. Pupils should decide on the appropriate type of scientific enquiry to undertake to answer their own questions and develop a deeper understanding of factors to be considered when collecting, recording and using data. They are taught to evaluate their results and identify further questions arising from them.

Learning facts is important in science to allow students to progress, but understanding why something happens is even more vital. Discussion between pupils is fundamental to our teaching. It allows pupil’s to verbally develop answers, with a critical friend, that are structured to answer important scientific concepts, in an eloquent way using the correct scientific terminology. This is followed by skilled questioning by the teacher to clarify to the class the detail of knowledge required to answer a question. This builds confidence and develops scientific vocabulary that can then be used appropriately.

“The science curriculum is ambitious for all pupils and covers the entire National Curriculum in science.”
Science Subject Review March 2023

Aims

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

Scientific attitudes

pay attention to objectivity and concern for accuracy, precision, repeatability and reproducibility
understand that scientific methods and theories develop as earlier explanations are modified to take account of new evidence and ideas, together with the importance of publishing results and peer review
evaluate risks

Experimental skills and investigations

ask questions and develop a line of enquiry based on observations of the real world, alongside prior knowledge and experience
make predictions using scientific knowledge and understanding
select, plan and carry out the most appropriate types of scientific enquiries to test predictions, including identifying independent, dependent and control variables
use appropriate techniques, apparatus, and materials during fieldwork and laboratory work, paying attention to health and safety
make and record observations and measurements using a range of methods for different investigations; and evaluate the reliability of methods and suggest possible improvements
apply sampling techniques

Analysis and evaluation

apply mathematical concepts and calculate results
present observations and data using appropriate methods, including tables and graphs
interpret observations and data, including identifying patterns and using observations, measurements and data to draw conclusions
present reasoned explanations, including explaining data in relation to predictions and hypotheses
evaluate data, showing awareness of potential sources of random and systematic error
identify further questions arising from their results

Measurement

understand and use SI units and IUPAC (International Union of Pure and Applied Chemistry) chemical nomenclature
use and derive simple equations and carry out appropriate calculations
undertake basic data analysis including simple statistical techniques

KS3 Overview

The science curriculum in key stage 3 is designed to build a pupil’s knowledge from the fundamentals of each discipline up to more complex concepts, by following and exceeding the national curriculum. For example, in biology pupils begin studying with the essential units of life, which are cells. Then progress to the organisation of whole organisms which then seamlessly leads to detailed study of individual parts of the organism. This process is replicated in chemistry by studying the periodic table first and in physics, initially studying particles. Throughout the whole of key stage 3, pupils’ skills in ‘working scientifically’ are skilfully integrated with their subject content to allow pupils to interpret and analyse key information.

Year 7

The particulate nature of matter

the properties of the different states of matter (solid, liquid and gas) in terms of the particle model, including gas pressure
changes of state in terms of the particle model

Particle model

the differences in arrangements, in motion and in closeness of particles explaining changes of state, shape and density; the anomaly of ice-water transition
atoms and molecules as particles

Energy in matter

changes with temperature in motion and spacing of particles
internal energy stored in materials

Physical changes

conservation of material and of mass, and reversibility, in melting, freezing, evaporation, sublimation, condensation, dissolving
similarities and differences, including density differences, between solids, liquids and gases
Brownian motion in gases
diffusion in liquids and gases driven by differences in concentration
the difference between chemical and physical changes

Cells and organisation

cells as the fundamental unit of living organisms, including how to observe, interpret and record cell structure using a light microscope
the functions of the cell wall, cell membrane, cytoplasm, nucleus, vacuole, mitochondria and chloroplasts
the similarities and differences between plant and animal cells
the role of diffusion in the movement of materials in and between cells
the structural adaptations of some unicellular organisms
the hierarchical organisation of multicellular organisms: from cells to tissues to organs to systems to organisms

Photosynthesis

the reactants in, and products of, photosynthesis, and a word summary for photosynthesis
the dependence of almost all life on Earth on the ability of photosynthetic organisms, such as plants and algae, to use sunlight in photosynthesis to build organic molecules that are an essential energy store and to maintain levels of oxygen and carbon dioxide in the atmosphere
the adaptations of leaves for photosynthesis

Cellular respiration

aerobic and anaerobic respiration in living organisms, including the breakdown of organic molecules to enable all the other chemical processes necessary for life
a word summary for aerobic respiration
the process of anaerobic respiration in humans and micro-organisms, including fermentation, and a word summary for anaerobic respiration
the differences between aerobic and anaerobic respiration in terms of the reactants, the products formed and the implications for the organism

Forces

forces as pushes or pulls, arising from the interaction between 2 objects
using force arrows in diagrams, adding forces in 1 dimension, balanced and unbalanced forces
moment as the turning effect of a force
forces: associated with deforming objects; stretching and squashing – springs; with rubbing and friction between surfaces, with pushing things out of the way; resistance to motion of air and water
forces measured in newtons, measurements of stretch or compression as force is changed
force-extension linear relation; Hooke’s Law as a special case
work done and energy changes on deformation
non-contact forces: gravity forces acting at a distance on Earth and in space, forces between magnets, and forces due to static electricity

Atoms, elements and compounds

a simple (Dalton) atomic model
differences between atoms, elements and compounds
chemical symbols and formulae for elements and compounds
conservation of mass changes of state and chemical reactions

The skeletal and muscular systems

the structure and functions of the human skeleton, to include support, protection, movement and making blood cells
biomechanics – the interaction between skeleton and muscles, including the measurement of force exerted by different muscles
the function of muscles and examples of antagonistic muscles

Gas exchange systems

the structure and functions of the gas exchange system in humans, including adaptations to function
the mechanism of breathing to move air in and out of the lungs, using a pressure model to explain the movement of gases, including simple measurements of lung volume
the impact of exercise, asthma and smoking on the human gas exchange system
the role of leaf stomata in gas exchange in plants

Chemical reactions

chemical reactions as the rearrangement of atoms
representing chemical reactions using formulae and using equations
combustion, thermal decomposition, oxidation and displacement reactions
defining acids and alkalis in terms of neutralisation reactions
the pH scale for measuring acidity/alkalinity; and indicators
reactions of acids with metals to produce a salt plus hydrogen
reactions of acids with alkalis to produce a salt plus water
what catalysts do

Energetics

energy changes on changes of state (qualitative)
exothermic and endothermic chemical reactions (qualitative)

Light waves

the similarities and differences between light waves and waves in matter
light waves travelling through a vacuum; speed of light
the transmission of light through materials: absorption, diffuse scattering and specular reflection at a surface
use of ray model to explain imaging in mirrors, the pinhole camera, the refraction of light and action of convex lens in focusing (qualitative); the human eye
light transferring energy from source to absorber, leading to chemical and electrical effects; photosensitive material in the retina and in cameras
colours and the different frequencies of light, white light and prisms (qualitative only); differential colour effects in absorption and diffuse reflection

Observed waves

waves on water as undulations which travel through water with transverse motion; these waves can be reflected, and add or cancel – superposition

Sound waves

frequencies of sound waves, measured in hertz (Hz); echoes, reflection and absorption of sound
sound needs a medium to travel, the speed of sound in air, in water, in solids
sound produced by vibrations of objects, in loudspeakers, detected by their effects on microphone diaphragm and the ear drum; sound waves are longitudinal
the auditory range of humans and animals

Reproduction

reproduction in humans (as an example of a mammal), including the structure and function of the male and female reproductive systems, menstrual cycle (without details of hormones), gametes, fertilisation, gestation and birth, to include the effect of maternal lifestyle on the foetus through the placenta
reproduction in plants, including flower structure, wind and insect pollination, fertilisation, seed and fruit formation and dispersal, including quantitative investigation of some dispersal mechanisms

Year 8

Health

the effects of recreational drugs (including substance misuse) on behaviour, health and life processes

Nutrition and digestion

the content of a healthy human diet: carbohydrates, lipids (fats and oils), proteins, vitamins, minerals, dietary fibre and water, and why each is needed
calculations of energy requirements in a healthy daily diet
the consequences of imbalances in the diet, including obesity, starvation and deficiency diseases
the tissues and organs of the human digestive system, including adaptations to function and how the digestive system digests food (enzymes simply as biological catalysts)
the importance of bacteria in the human digestive system
plants making carbohydrates in their leaves by photosynthesis and gaining mineral nutrients and water from the soil via their roots

The periodic table

the varying physical and chemical properties of different elements
the principles underpinning the Mendeleev periodic table
the periodic table: periods and groups; metals and non-metals
how patterns in reactions can be predicted with reference to the periodic table
the properties of metals and non-metals
the chemical properties of metal and non-metal oxides with respect to acidity

Current electricity

electric current, measured in amperes, in circuits, series and parallel circuits, currents add where branches meet and current as flow of charge
potential difference, measured in volts, battery and bulb ratings; resistance, measured in ohms, as the ratio of potential difference (p.d.) to current
differences in resistance between conducting and insulating components (quantitative)

Static electricity

separation of positive or negative charges when objects are rubbed together: transfer of electrons, forces between charged objects
the idea of electric field, forces acting across the space between objects not in contact

Magnetism

magnetic poles, attraction and repulsion
magnetic fields by plotting with compass, representation by field lines
Earth’s magnetism, compass and navigation
the magnetic effect of a current, electromagnets, DC motors (principles only)

Materials / Metals and Acids

the order of metals and carbon in the reactivity series
the use of carbon in obtaining metals from metal oxides
properties of ceramics, polymers and composites (qualitative)

Genetics and evolution

heredity as the process by which genetic information is transmitted from one generation to the next
a simple model of chromosomes, genes and DNA in heredity, including the part played by Watson, Crick, Wilkins and Franklin in the development of the DNA model
differences between species
the variation between individuals within a species being continuous or discontinuous, to include measurement and graphical representation of variation
the variation between species and between individuals of the same species meaning some organisms compete more successfully, which can drive natural selection
changes in the environment which may leave individuals within a species, and some entire species, less well adapted to compete successfully and reproduce, which in turn may lead to extinction
the importance of maintaining biodiversity and the use of gene banks to preserve hereditary material

Energy

comparing energy values of different foods (from labels) (kJ)
comparing power ratings of appliances in watts (W, kW)
comparing amounts of energy transferred (J, kJ, kW hour)
domestic fuel bills, fuel use and costs
fuels and energy resources

Energy changes and transfers

simple machines give bigger force but at the expense of smaller movement (and vice versa): product of force and displacement unchanged
heating and thermal equilibrium: temperature difference between 2 objects leading to energy transfer from the hotter to the cooler one, through contact (conduction) or radiation; such transfers tending to reduce the temperature difference; use of insulators
other processes that involve energy transfer: changing motion, dropping an object, completing an electrical circuit, stretching a spring, metabolism of food, burning fuels

Changes in systems

energy as a quantity that can be quantified and calculated; the total energy has the same value before and after a change
comparing the starting with the final conditions of a system and describing increases and decreases in the amounts of energy associated with movements, temperatures, changes in positions in a field, in elastic distortions and in chemical compositions
using physical processes and mechanisms, rather than energy, to explain the intermediate steps that bring about such changes

Interactions and interdependencies / Ecosystems

the interdependence of organisms in an ecosystem, including food webs and insect pollinated crops
the importance of plant reproduction through insect pollination in human food security
how organisms affect, and are affected by, their environment, including the accumulation of toxic materials

Motion and forces

speed and the quantitative relationship between average speed, distance and time (speed = distance ÷ time)
the representation of a journey on a distance-time graph
relative motion: trains and cars passing one another

Pressure in fluids

atmospheric pressure, decreases with increase of height as weight of air above decreases with height
pressure in liquids, increasing with depth; upthrust effects, floating and sinking
pressure measured by ratio of force over area – acting normal to any surface

Balanced forces

opposing forces and equilibrium: weight held by stretched spring or supported on a compressed surface

Forces and motion

forces being needed to cause objects to stop or start moving, or to change their speed or direction of motion (qualitative only)
change depending on direction of force and its size

Energy and waves

pressure waves transferring energy; use for cleaning and physiotherapy by ultrasound; waves transferring information for conversion to electrical signals by microphone

Pure and impure substances

the concept of a pure substance
mixtures, including dissolving
diffusion in terms of the particle model
simple techniques for separating mixtures: filtration, evaporation, distillation and chromatography
the identification of pure substances

Earth and atmosphere

the composition of the Earth
the structure of the Earth
the rock cycle and the formation of igneous, sedimentary and metamorphic rocks
Earth as a source of limited resources and the efficacy of recycling
the composition of the atmosphere
the production of carbon dioxide by human activity and the impact on climate

Space physics

gravity force, weight = mass x gravitational field strength (g), on Earth g=10 N/kg, different on other planets and stars; gravity forces between Earth and Moon, and between Earth and sun (qualitative only)
our sun as a star, other stars in our galaxy, other galaxies
the seasons and the Earth’s tilt, day length at different times of year, in different hemispheres
the light year as a unit of astronomical distance

Year 9

Cell biology

cells as the basic structural unit of all organisms; adaptations of cells related to their functions; the main sub-cellular structures of eukaryotic and prokaryotic cells
stem cells in animals and meristems in plants
enzymes
factors affecting the rate of enzymatic reactions

Atomic structure and the Periodic Table

a simple model of the atom consisting of the nucleus and electrons, relative atomic mass, electronic charge and isotopes
the number of particles in a given mass of a substance
the modern Periodic Table, showing elements arranged in order of atomic number
position of elements in the Periodic Table in relation to their atomic structure and arrangement of outer electrons
properties and trends in properties of elements in the same group
characteristic properties of metals and non-metals
chemical reactivity of elements in relation to their position in the Periodic Table

Particle Model

relating models of arrangements and motions of the molecules in solid, liquid and gas phases to their densities
melting, evaporation, and sublimation as reversible changes
calculating energy changes involved on heating, using specific heat capacity; and those involved in changes of state, using specific latent heat
links between pressure and temperature of a gas at constant volume, related to the motion of its particles (qualitative)

Rate and extent of chemical change

factors that influence the rate of reaction: varying temperature or concentration, changing the surface area of a solid reactant or by adding a catalyst
factors affecting reversible reactions
Atomic structure
the nuclear model and its development in the light of changing evidence
masses and sizes of nuclei, atoms and small molecules
differences in numbers of protons, and neutrons related to masses and identities of nuclei, isotope characteristics and equations to represent changes
ionisation; absorption or emission of radiation related to changes in electron orbits
radioactive nuclei: emission of alpha or beta particles, neutrons, or gamma-rays, related to changes in the nuclear mass and/or charge
radioactive materials, half-life, irradiation, contamination and their associated hazardous effects, waste disposal
nuclear fission, nuclear fusion and our sun’s energy

Organisation

the need for transport systems in multicellular organisms, including plants
the relationship between the structure and functions of the human circulatory system

KS4 Overview

The key stage 4 topics have been structured, to mirror the KS3 topics. Again, starting at a microscopic level and build up the complexity, but continuously referring to past knowledge and creating the links to enable a deeper understanding.

Year 10

Bonding and Structure

changes of state of matter in terms of particle kinetics, energy transfers and the relative strength of chemical bonds and intermolecular forces
types of chemical bonding: ionic, covalent, and metallic
bulk properties of materials related to bonding and intermolecular forces
bonding of carbon leading to the vast array of natural and synthetic organic compounds that occur due to the ability of carbon to form families of similar compounds, chains and rings
structures, bonding and properties of diamond, graphite, fullerenes and graphene
Infection and Response
the relationship between health and disease
communicable diseases including sexually transmitted infections in humans (including HIV/AIDs)
non-communicable diseases
bacteria, viruses and fungi as pathogens in animals and plants
body defences against pathogens and the role of the immune system against disease
reducing and preventing the spread of infectious diseases in animals and plants
the process of discovery and development of new medicines
the impact of lifestyle factors on the incidence of non-communicable diseases

Electricity

measuring resistance using p.d. and current measurements
exploring current, resistance and voltage relationships for different circuit elements; including their graphical representations
quantity of charge flowing as the product of current and time
drawing circuit diagrams; exploring equivalent resistance for resistors in series
the domestic a.c. supply; live, neutral and earth mains wires, safety measures
power transfer related to p.d. and current, or current and resistance

Bioenergetics

photosynthesis as the key process for food production and therefore biomass for life
the process of photosynthesis
factors affecting the rate of photosynthesis
the importance of cellular respiration; the processes of aerobic and anaerobic respiration
carbohydrates, proteins, nucleic acids and lipids as key biological molecules

Chemical changes

determination of empirical formulae from the ratio of atoms of different kinds
balanced chemical equations, ionic equations and state symbols
identification of common gases
the chemistry of acids; reactions with some metals and carbonates
pH as a measure of hydrogen ion concentration and its numerical scale
electrolysis of molten ionic liquids and aqueous ionic solutions
reduction and oxidation in terms of loss or gain of oxygen.

Energy

energy changes in a system involving heating, doing work using forces, or doing work using an electric current: calculating the stored energies and energy changes involved
power as the rate of transfer of energy
conservation of energy in a closed system, dissipation
calculating energy efficiency for any energy transfers
renewable and non-renewable energy sources used on Earth, changes in how these are used
Energy changes in chemistry
Measurement of energy changes in chemical reactions (qualitative)
Bond breaking, bond making, activation energy and reaction profiles (qualitative)

Coordination and control

principles of nervous coordination and control in humans
the relationship between the structure and function of the human nervous system
the relationship between structure and function in a reflex arc
principles of hormonal coordination and control in humans
hormones in human reproduction, hormonal and non-hormonal methods of contraception
homeostasis

Chemical analysis

distinguishing between pure and impure substances
separation techniques for mixtures of substances: filtration, crystallisation, chromatography, simple and fractional distillation
quantitative interpretation of balanced equations
concentrations of solutions in relation to mass of solute and volume of solvent

Year 11

Forces

forces and fields: electrostatic, magnetic, gravity
forces as vectors
calculating work done as force x distance; elastic and inelastic stretching
pressure in fluids acts in all directions: variation in Earth’s atmosphere with height, with depth for liquids, up-thrust force (qualitative)
speed of sound, estimating speeds and accelerations in everyday contexts
interpreting quantitatively graphs of distance, time, and speed
acceleration caused by forces; Newton’s First Law
weight and gravitational field strength
decelerations and braking distances involved on roads, safety

Evolution, inheritance and variation

the genome as the entire genetic material of an organism
how the genome, and its interaction with the environment, influence the development of the phenotype of an organism
the potential impact of genomics on medicine
most phenotypic features being the result of multiple, rather than single, genes
single gene inheritance and single gene crosses with dominant and recessive phenotypes
sex determination in humans
genetic variation in populations of a species
the process of natural selection leading to evolution
the evidence for evolution
developments in biology affecting classification
the importance of selective breeding of plants and animals in agriculture
the uses of modern biotechnology including gene technology; some of the practical and ethical considerations of modern biotechnology

Wave motion

amplitude, wavelength, frequency, relating velocity to frequency and wavelength
transverse and longitudinal waves
electromagnetic waves, velocity in vacuum; waves transferring energy; wavelengths and frequencies from radio to gamma-rays
velocities differing between media: absorption, reflection, refraction effects
production and detection, by electrical circuits, or by changes in atoms and nuclei
uses in the radio, microwave, infra-red, visible, ultra-violet, X-ray and gamma-ray regions, hazardous effects on bodily tissues

Magnetism and electromagnetism

exploring the magnetic fields of permanent and induced magnets, and the Earth’s magnetic field, using a compass
magnetic effects of currents, how solenoids enhance the effect
how transformers are used in the national grid and the reasons for their use

Ecosystems

levels of organisation within an ecosystem
some abiotic and biotic factors which affect communities; the importance of interactions between organisms in a community
how materials cycle through abiotic and biotic components of ecosystems
the role of microorganisms (decomposers) in the cycling of materials through an ecosystem
organisms are interdependent and are adapted to their environment
the importance of biodiversity
methods of identifying species and measuring distribution, frequency and abundance of species within a habitat
positive and negative human interactions with ecosystems

Using Resources

life cycle assessment and recycling to assess environmental impacts associated with all the stages of a product’s life
the viability of recycling of certain materials
carbon compounds, both as fuels and feedstock, and the competing demands for limited resources
fractional distillation of crude oil and cracking to make more useful materials
extraction and purification of metals related to the position of carbon in a reactivity series

Earth and atmospheric science

evidence for composition and evolution of the Earth’s atmosphere since its formation
evidence, and uncertainties in evidence, for additional anthropogenic causes of climate change
potential effects of, and mitigation of, increased levels of carbon dioxide and methane on the Earth’s climate
common atmospheric pollutants: sulphur dioxide, oxides of nitrogen, particulates and their sources
the Earth’s water resources and obtaining potable water

Reading

Reading and literacy skills are a vital component in science. Numerical skills are needed but a pupil’s ability to read and interpret information has a huge impact on progress. In science, pupils regularly read complex information, about key concepts. For example – the human genome project. Once a month pupils read a scientific article about a science topic, from current affairs. There also needs to be a deep understanding of command words to allow pupils to progress and for them to be able to define key scientific terminology. To build on this there is a reading challenge in year 7 based on the Horrible Science books.

Assessment

“The pedagogical approaches being adopted, particularly around effective questioning are very effective and should be commended.”
Science Subject Review March 2023

In science, all pupils are being continuously assessed, whether it is informal teacher led questioning, revision or homework tasks or formal assessments. This is to track the progress of every pupil and intervene when it is required. We believe in science, that high quality summative assessment must primarily enable pupils to demonstrate their knowledge and understanding acquired throughout the implementation of the scheme of work. Assessments have been created that enable pupils to show their level of knowledge and understanding of topics they have been learned in the current academic year and from previous academic years. The assessments cover a broad range of styles of question, including initial diagnostic testing to check for understanding prior to an assessment. The formal part includes knowledge tests, extended questions, key words and practice GCSE questions in Years 10 and 11. The results of these assessments allow teachers to measure the progress of all pupils, which can then be used to identify gaps in learning and inform of future teaching and planned interventions.

In science all assessments are challenging whilst meeting the needs of all pupils. In key stage 3 and 4 pupils will complete formative assessments at the end of each unit to check their knowledge and understanding. Assessments are differentiated to ensure all academic groups can demonstrate their understanding and have the opportunity to make outstanding progress through the curriculum. All teachers of science will ensure their classes are suitably ready for assessments and all content has been covered thoroughly, considering the needs of all pupils.

An additional key aspect to assessment and progress is the revision and recap of learning. This is completed prior to assessments and in particular the final end of year exams. In science we have set up a detailed program of revision, designed to structure and direct students to the best way of learning allowing long term progress. This can be seen by following the link below.

Curriculum Impact

The impact of our curriculum is clearly demonstrated by our exceptional results and progress scores.

“Across the department staff have very high expectations of learning, often posing challenging composite questions, relying on a collection of component knowledge.”
Science Subject Review March 2023

Double Award Science

	9-4	Progress Score
2018/ 19	36%	-0.9
2021/ 22	53.5%	-0.1

Pupils who achieved a grade 9-4 in science increased by 17.5% from 2019.

43.4% of all pupils in science performed better than the national expectation of them.

Triple Award

Biology	9-8	Progress Score
2018/ 19	11.5%	-0.53
2021/ 22	20%	-0.45

Chemistry	9-8	Progress Score
2018/ 19	11.5%	-0.58
2021/ 22	20%	-0.18

Physics	9-8	Progress Score
2018/ 19	7.7%	-0.42
2021/ 22	20%	-0.05

40% of pupils in each discipline attained higher grades than the national expectation. 20% of pupils achieved an 8 or 9.

The impact is also evident through our extra-curricular provision. We run the STAN Science Academy for year 7 and 8 where up to 60 pupils experience additional science to build on their knowledge and skills. MEDVET for year 9 and 10 is attended by up to 30 students where they learn about possible future careers in the medical field and what their next steps could be. Numbers are always high in the year 9 options process as pupils realise the importance of science in their careers of the future. Trips to the Young Scientist Centre at UCLAN are also regularly run for all year groups.

“Pupils are very positive about their experiences in science.”
Science Subject Review March 2023

For further information regarding the Science curriculum please contact:

Mr Leek, email: alee@ccc.lancs.sch.uk or telephone school reception: (01772) 716912.