The principal focus of the KS3 study of secondary science at Lea Manor High School is to develop a deeper understanding of a range of scientific ideas in the subject disciplines of biology, chemistry and physics. Pupils begin to see the connections between these subject areas and become aware of some of the big ideas underpinning scientific knowledge and understanding (10 big ideas).

Pupils will be encouraged to relate scientific explanations to phenomena in the world around them and start to use modelling and abstract ideas to develop and evaluate explanations.

Pupils will start to understand that science is about working objectively, modifying explanations to take account of new evidence and ideas and subjecting results to peer review. Pupils will 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 processing data. They will evaluate their results and identify further questions arising from them.

Working scientifically (disciplinary knowledge) is the sum of all the activities that scientists do. This has been woven throughout our KS3 curriculum.

Pupils will be taught how scientific ideas have developed historically to reflecting modern developments in science.

Pupils will develop their use of scientific vocabulary, including the use of scientific nomenclature and units and mathematical representations.

Teaching at Key Stage 4 continues with the process of building upon and deepening scientific knowledge and the understanding of ideas developed at KS3.

For some pupils, studying the sciences in Key Stage 4 will provide the platform for more advanced studies, establishing the basis for a wide range of careers. For others, it will be their last formal study of subjects that provide the foundations for understanding the natural world and will enhance their lives in an increasingly technological society.

The curriculum is comprehensive and balanced. 

The science curriculum is highly positive and provides a memorable experience for all pupils. All pupils study at least 2 science GCSEs. The courses on offer are GCSE combined science, GCSE biology, GCSE chemistry and GCSE physics. During the years of examination (Year 10 and 11) pupils will be taught the AQA GCSE Science (9-1) specification. There are two potential pathways that pupils can follow. In pathway 1 pupils will study individual sciences, resulting in 3 GCSEs. In pathway 2 pupils will be taught a combined science course, with the outcome being 2 GCSEs in Science. In following both pathway pupils can achieve grades 1 – 9 and both pathways provide a platform for students to study sciences to Advanced Level. 

Assessment at the examination stage takes place through a variety of tasks. There is always an exam styled assessment at the end of the topic, giving pupils an opportunity to reflect on their progress and receive support on how to improve. There will be an emphasis on developing scientific literacy to support pupils in acquiring the skills needed for the extended writing questions. GCSE exams will be taken at the end of Year 11. Written examinations account for 100% of each GCSE. Practical skills are developed through a series of 'required practicals', which all pupils must complete over the duration of the course, and which are tested along with theoretical science content in the six exams.

Year 7, 8 and 9 follow KS3 AQA Activate curriculum. This course allows pupils to make links between knowledge, skills and concepts. The working scientifically element allows pupils to actively seek solutions, designing investigations, and asking new questions. Pupils are now learning to think and problem solve. They learn that there is no one place or one resource for answers, but that many tools are useful for exploring problems. Pupils are encouraged to become actively involved in making observations, collecting and analysing information, synthesising information, and drawing conclusions. These skills can be applied to future situations that pupils will encounter both at school and at work. The KS3 curriculum has been designed to provide structure and clarity to the national curriculum and helps pupils gain knowledge of key scientific concepts and progress to KS4 and prepares students for the step up to KS4. Each science topic now comes with a lesson plan, required practicals, SMSC opportunities, end of topic tests, literacy tasks, and working scientifically tasks.

We subscribe to online Kerboodle which supports teachers and pupils. Pupils have access to the online student text books. To support learning at home Kay Science has been purchased for all year groups to raise attainment in science.

Teachers are skilled and confident in the subjects they teach. Teachers have excellent knowledge of their subject and examination requirements and are enthusiastic about the teaching of science. 

Teachers will chunk lessons, differentiate tasks, use visual tools, embed reading, writing and communication skills, and embedding skills from other staff through CPD sessions, to promote engagement in lessons. Questioning is used skilfully to check understanding, deepen learning and encourage higher order thinking. 

Classroom routines are well established. Pupils will work both individually or in groups and carry out practical tasks sensibly and safely. 

Scaffolding activities will be used to help weaker pupils to interrogate text and draw conclusions, balancing this with the challenge to write independently, therefore removing support when it is no longer needed. 

Teachers will model the learning in many ways. They will use ‘I Do, We Do, You Do’ as a mantra for scaffolding instructions and demonstrations.

Extended writing skills are developed across all year groups.

Teachers rarely accept simple responses but push pupils to explain their answers. 

Teachers’ knowledge of their subject, and of pupils, means that they provide work that is demanding for the majority of pupils, particularly, SEND and EAL learners.

As a minimum pupils’ learning is assessed in the following way in lessons: 

• Mini white boards
• Think pair share
• No-opt out
• Cold calling
• Teacher questioning to assess understanding
• Exam questions 
• Low stakes testing
• Retrieval practice in do now tasks and exam questions
• Weekly extended writing tasks which are self/peer marked
• Teacher marking of extended writing pieces; this happens every two weeks.
• Formal end of topic test completed regularly; these are teacher marked.
• Pupils are trained in how to respond to teacher marking and the end of topic test feedback and this is routinised.

Self-marking and peer-marking is embedded into lessons. 

Pupils complete a test feedback sheet where they analyse each question and RAG their responses; pupils then become aware of their strengths and weaknesses. Next steps are made clear to the pupils.

Assessments will take place across the academic year. Year 10s will sit PPEs at the end of Year 10 and Year 11s will sit PPEs in November and March.

Assessment is systematic, thorough marking is frequent, and constructive comments guide pupils to consider strengths and areas for improvement. Assessment, both formative and summative, is robust and is validated by a very effective moderation process.

Pupils at Lea Manor High School will have the opportunity to enrich their experience of science through many STEM related extra-curricular activities. Over the course of their science education, pupils will have access to multiple clubs.

Pupils will also be able to work towards achievements such as the CREST award, science ambassador training and subject Olympiads. 

Pupils will be encouraged to develop a love of science and study their subject further whether at university level or though vocational training. 

The science education provided will equip pupils to study university subjects such as Biology, Chemistry, Physics, Engineering, Natural Science, Biochemistry and Materials Science. 

During their years at Lea Manor High School, pupils will be exposed to the range of career opportunities from research scientists to geologists, climate activists, food or drug developers, physiotherapists, doctors, nurses, architects, engineers, computer scientists, ecologists, geneticists, neuro-scientists, electricians, laboratory technicians or science communicators. It is hoped that for all pupils an appreciation of science will allow them to engage with questions of science, whatever their future holds.

Introduction to science

Forces: Speed

Forces: Gravity

Forces: Contact Forces

Forces: Contact Forces

Matter: Particle Model

Energy: Energy Costs and Energy Transfer

Matter: Elements

Reactions: Acids and Alkalis

Organisms: Cells

Organisms: Movement

Waves: Sound

Reactions: Types of Reactions

Genes: Human Reproduction

Ecosystems: Plant Reproduction

Earth: Universe

Matter: Separating Mixtures

Organisms: Digestion

Forces: Speed

Forces: Gravity

Matter: Periodic Table

Reactions: Metals and Non-metals

Organisms: Breathing

Ecosystems:  Respiration

Electromagnets: Potential Difference and Resistance

Electromagnets: Current

Earth: Earth Structure

Waves: Light

Ecosystems: Photosynthesis

Earth: Climate

Earth: Earth Resources

Energy: Work

Energy: Heating and Cooling

Working Scientifically

Organisms: Movement

Electromagnets: Potential Difference and Resistance

Electromagnets: Current

Electromagnets: Magnetism

Electromagnets: Electromagnets

Reactions: Types of Reactions

Reactions: Chemical Energy

Waves: Light

Genes: Human Reproduction

Forces: Speed

Forces:

Gravity

Genes: Evolution

Genes: Evolution

Earth: Earth Structure

Earth: Climate

Earth: Earth Resources

Waves: Wave Effects

Waves: Wave Properties

Forces: Pressure

Ecosystems: Plant Reproduction

Working Scientifically

B1 Cell Biology

C1 Atomic Structure and The Periodic Table

C1 Atomic Structure and The Periodic Table

P1 Energy

B2 Organisation

C2 Bonding, Structure, and the Properties of Matter

P2 Electricity

P2 Electricity

B3 Infection and Response

C3 Quantitative Chemistry

P3 Particle Model of Matter

B4 Bioenergetics

C4 Chemical Changes

C5 Energy Changes

P4 Atomic Structure

B5 Homeostasis and Response

C6 The Rate and Extent of Chemical Change

P5 Forces

P5 Forces

B6 Inheritance, Variation and Evolution

C7 Organic Chemistry

C8 Chemical Analysis

P6 Waves

B7 Ecology

C9 Chemistry of the Atmosphere

C9 Chemistry of the Atmosphere

C10 Using Resources

P7 Magnetism and Electromagnetism