Download Key Stage 3 Science - Priestley Smith School

Science Curriculum 2014
Rationale
a) In science VI students must be taught basic practical skills alongside the curriculum,
these skills may take longer to master for a student with VI than for their sighted
peers.
These skills include:
lighting a Bunsen burner,
pouring and measuring liquids,
measuring length and mass,
measuring time
heating liquids and solids,
using a microscope.
Some of these skills will be taught independent of topics at the start of year 7 but
will be revisited throughout their science education.
b) For pupils with additional needs the curriculum will need to track back to key stage 2
and possibly key stage 1. For example within Atoms/Elements/Compounds the pupils
will be checked for their knowledge of separating mixtures from key stage 2 before
moving forwards. Also before teaching any work on chemical reactions pupils will be
assessed as to their understanding of the difference between chemical and physical
changes.
The curriculum will be mapped so that some topics will be revisited throughout key
stage 3 to ensure concepts are understood as far as possible
Some areas of the curriculum will be moved into key stage 4 for those learners who
are unable to meet the demands of the full key stage 3 curriculum. These areas will
be dependent on individual pupils on a year on year basis.
c) To ensure that all the needs of our learners are met we have made the following
changes to the 2014 curriculum.
Biology
 Genetics and evolution – this is a topic area that requires a very high level of
ability and understanding. If the pupils are unable to meet the areas required
they will cover the evolution and inheritance sections from the yr6 curriculum
and the key stage 3 curriculum aspects will be then covered in year 10 or 11.
 Although the level of ability and understanding for reproduction is similarly high,
it is a safe guarding issue that this area should be taught before year 9; however
links can be made to the year5 curriculum to support those learners who require
it.
Chemistry



Conservation of mass may need to be moved into key stage 4 - particularly for
those students who also have low mathematics levels.
The rock cycle is taught within geography and to ensure that there is enough
time to cover all areas of the curriculum this will be taught solely in the
geography lessons.
States of matter from year 4 will need to be fully understood before moving onto
changing state in key stage3.
Physics


Energy – there is currently no types of energy in the curriculum. For of our pupils
it is important that they understand the types of energy and examples of these
before they can understand energy changes, transfers and calculations.
Therefore this topic will be included in year 7 and 9.
Space physics – a space topic will be delivered in year 7 which will cover the Key
Stage 2 statutory requirements and allow the students to be concrete in
understanding our place in the universe. The calculations aspect of this section of
the curriculum will be delivered in line with the pupils skills in mathematics.
Many aspects of the physics curriculum will be linked back to the Key stage 2 statutory
requirements as the needs of individual pupils require. For example students will be
assessed in their understanding of the year 4 and 6 curriculum areas on components and
circuits before moving onto current electricity. It may be necessary to cover electricity and
magnetism twice throughout key stage 3 to ensure that sufficient learning and progress has
taken place.
Please also note that there are 2 parallel curriculum overviews for year 9: 9a and 9b to
reflect the different ability levels of these 2 groups.
Curriculum Overview: Years 7, 8 and 9
Year
7
Autumn 1
Base line
assessment
Autumn 2
Chemical and
Physical changes
Spring 1
Energy – simple
changes and types
of
Spring 2
Interactions and
Interdependencies
Living things
Habitats and food chains
etc
Summer 1
Acids & Alkalis
Summer 2
Space
Cells & Organisms
Ensuring that plants
and animals from
KS1&2 is concrete
Materials and their
properties
(solubility and
conductivity etc.)
Forces
 Push and Pull
 Balanced/non
balanced
 Types of forces
 Floating and Sinking
Circuits
Changing State
Digestion and
Nutrition
Structure of the
Earth
Static Electricity
Respiration
Space Physics
Carbon cycle
(environmental
Chemistry)
Skeletal and
Muscular System
(if appropriate)
Conservation of mass (if
appropriate)
Energy Calculations
Key Skills from
working
scientifically
8
Reproduction
Light
Sound
9
Atoms
Elements
Compounds
Types of Chemical
Reactions
Current Electricity &
Magnetism (2)
Health
Separating
Mixtures
Magnetism (1)
Cells and
organisation
Acid and Alkalis
(2)
Photosynthesis
The Periodic
Table
Pressure and
Moments
Genetics and
Evolution
Year 7 Curriculum Overview 2014/2015
Autumn 1 Base line assessment
Key Skills from working
scientifically
On entry into year 7, pupils will be assessed on their scientific knowledge and understanding
to ensure that the statutory requirements from key stage2 have been met. This will take
place during the first science lessons and will help to focus the curriculum to their needs.
VI students must be taught basic practical skills alongside the curriculum, these may take
longer to master for a student with VI than for their sighted peers.
These will be the focus of the learning until October half term. They will be delivered in mini
investigative topics at this time but will also be revisited throughout the curriculum
The skills to be covered are:
 Lighting a Bunsen burner safely – how to be safe in the science Lab and then used to
be able to heat liquids and solids
 Pouring and measuring liquids – what would you use to measure different volumes
 Measuring time
 Measuring length and mass – concluding in ‘Which carrier bags are the best’
investigation
 What is a fair test?
At the end of this topic the children will plan and carry out the investigation of ‘Which crisps
burn the fastest?’ This will allow them to implement the majority of the skills covered here.
Autumn 2 Chemical and Physical
changes
Cells & Organisms
Ensuring that plants
and animals from
KS1&2 is concrete
Students will spend time ensuring that they have concrete knowledge of the difference
between a chemical reaction and a physical change. They will be able to name and identify a
selection of both and will carry out practical examples.
Statutory requirements from plant and animal lifecycles from key stages 1&2 will be concrete
before new knowledge will be developed.
Students will develop skills on how to use a microscope.
They will be able to label plant and animal cells.
They will link structure and function to cells, tissues and organs
Spring 1
Spring 2
Energy
We will cover types of energy and simple energy changes
Types of energy
light, sound, thermal (heat), kinetic (movement), electrical, nuclear,
chemical, gravitational potential, strain
The energy changes will be for known everyday energy uses. For example: using a hairdryer
Materials and their
properties
(Solubility and
conductivity etc.)
Interactions and
Interdependencies
Ranges of materials, what are their properties, what are their uses and how are these linked.
Investigation activity – what would you use for a specific job and why?
Forces
Summer
1
Acids & Alkalis
Circuits
This topic will focus on Living things; we will look at their habitats and food chains. We will
look at the local environment and two extreme environments. Desert and Arctic
We will look at the difference in a habitat over both 24hrs and through the seasons.
What is a force, what do they do
 Types of forces
 Push and Pull
 Balanced/non balanced
 Floating and Sinking
examples of each
properties of each
How to test for an acid/alkali
pH scale,
What is neutral? How to neutralise an acid/alkali
How to be safe with acids and alkalis
Components names and symbols
How to make a series circuit, how do they work – bulb brightness/buzzer loudness to number
of cells and number of components? What happens when the circuit is broken?
How to make a parallel circuit, how they differ from series circuits
Summer
2
Space
(taken from the 2014 Key Stage2 Year 5 Programme of study)
 The movement of the Earth, and other planets, relative to the Sun in the solar system
 The movement of the Moon relative to the Earth
 The Sun is a star at the centre of our solar system and that it has eight planets:
Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus and Neptune.
 What is a moon (Earth has one moon; Jupiter has four large moons and numerous
smaller ones).
 describe the Sun, Earth and Moon as approximately spherical bodies
 Use the idea of the Earth’s rotation to explain day and night and the apparent
movement of the sun across the sky.
 Pupils will use models of the Sun and Earth to explain day and night.
Changing State
States of matter (SOLID LIQUID and GAS) from year4.
 compare and group materials together, according to whether they are solids, liquids or
gases
 how some materials change state when they are heated or cooled, and measure or
research the temperature at which this happens in (°C)
 how are particles arranged in S/L/G
 how do the particles changes as a material changes state
Year 8 Curriculum Overview 2014/2015
Autumn 1
Autumn 2
Base line
assessment
Due to the new curriculum being introduced to the whole of Key Stage 3 for 2014 all students will
be assessed on their scientific knowledge and understanding to ensure that the statutory
requirements from key stage2 have been met. This will take place during the first science
lessons and will help to focus the curriculum to their needs.
Reproduction
 Structure and function of male and female reproductive systems,
 How fertilisation in humans occurs (how a baby is made),
 Pregnancy and a healthy lifestyle of the mother,
 Menstrual cycle
 Reproduction in Plants – including flower structure, pollination and seed dispersal.
(Links to be made to the Key stage 2 year5 statutory requirements as necessary for the
individual children)
Atoms
Elements
Compounds




Difference between atoms/elements and compounds and mixtures
Names, symbols and formulae of elements and compounds
Identifying atoms and compounds
Practical examples of making compounds – copper sulphate, magnesium oxide, copper
oxide
Light





Sources of light (ensure concrete)
Properties of Light & How we see things (taken from year6 programmes of study) and
expanded as required per group
Speed of Light
Law of reflection and refraction
Colours of light




How sound is made, how we hear, what is pitch and what is volume (key stage 2 year4)
The speed of sound in different mediums (Air/Water/Solids)
Frequencies od sound (Hz)
Auditory ranges – humans and animals
Sound
Spring 1
Digestion and
Nutrition




Spring 2
Structure of the
Earth
What is the Earth Made Up Of?
The structure of the Earth – diagrams and models
The composition of the Earth
Static Electricity
What is static electricity, how does it form, positive and negative charges
Practical activities, models and diagrams
 The names of some recreational drugs
 The effects of recreational drugs on behaviour, health and life processes
Health
Summer
1
Summer
2
What is a healthy diet – Carbohydrates/Fats/Proteins/vitamins and minerals/fibre and
water, what foods contain these and why they are needed
Energy requirements
Consequences of an imbalanced diet (obesity/starvation etc.)
How the digestive system
Separating Mixtures Recapping the differences between elements, compounds and mixtures
Identify mixtures from a range of materials
Separating mixtures – filtering, evaporation, distillation (demo) and chromatography.
Magnetism (1)




Cells and
organisation


How magnets attract and repel each other
What materials are magnetic
North and south poles of magnets
plotting the magnetic field
recap 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
 diffusion
 the structural adaptations of some microbes
**** (Note: this is the 2nd visit to this topic area in Key stage 3, students will need to be assessed
on their concrete knowledge from year 7 before moving onto this topic) ****
Acid and Alkalis (2)
Revisiting Acids and Alkalis covered from Yr7 to ensure that knowledge and understanding is
concrete - examples and properties of each
How to test for an acid/alkali (including the pH scale)
How to neutralise an acid/alkali
Reacting metals with acids to make a salt plus hydrogen (how to test for hydrogen)
Reacting metal oxides with acids to make a salt plus water
Year 9 curriculum overview 2014/2015
(9a)
Autumn 1
Base line
assessment
Types of chemical
reactions
Current Electricity
and Magnetism
Due to the new curriculum being introduced to the whole of Key Stage 3 for 2014 all students will
be assessed on their scientific knowledge and understanding to ensure that the statutory
requirements from key stage2 have been met. This will take place during the first science
lessons and will help to focus the curriculum to their needs.
Before beginning this topic it is essential that students have concrete knowledge of the difference
between a chemical reaction and a physical change. They should be able to name and identify a
selection of both and will carry out practical examples.
Once this is concrete the students will carry out simple combustion, decomposition, oxidation
and displacement reactions and be able to identify which is which. They will be able to represent
the reactions in terms of atoms and compounds used and be able to write the equations and
formulae for these reactions.
Is the following concrete?
 Components names and symbols
 How to make a series circuit, how do they work – bulb brightness/buzzer loudness to
number of cells and number of components? What happens when the circuit is broken?
 How to make a parallel circuit, how they differ from series circuits
Move onto
 Measuring current and voltage and how they differ between series and parallel circuits
 Measuring resistance – how do components vary in their resistance and how does p.d.
(volts) relate to resistance (Higher ability students only)
Revisit and secure from year 8
 How magnets attract and repel each other
 What materials are magnetic
 North and south poles of magnets
 plotting the magnetic field
Moving onto if appropriate
 using a compass
 electromagnets
Autumn 2
Spring 1
Spring 2
Respiration



structure and function of the lungs
impact of exercise, asthma and smoking on a person’s breathing
what is aerobic and anaerobic respiration
- word equation for aerobic respiration
- practical respiration experiments
- differences between aerobic and anaerobic respiration
Carbon Cycle
(Environmental
chemistry)


The composition of the atmosphere
what is the carbon cycle
- build, draw and label carbon cycles
- link to impact on climate and production of CO2 by humans
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)
 that our Sun is a star, look at other stars in our galaxy, and other galaxies
 the seasons and the Earth’s tilt, day length at different times of year, in different
hemispheres
 knowing light year as a unit of astronomical distance.
Skeletal and
Why do we need skeletons and muscles – support/protection/movement
Muscular system
Discuss basic bones and what they do – eg. Skull/ribs/tibia/fibia
Discuss simple muscles and their jobs.
Using skeleton/own bodies and labelled diagrams
Conservation of
Looking at a range of chemical reaction (repetition ensuring that different types of chemical
Mass
reactions is concrete) and looking at the arrangement of atoms and showing that the mass of
reactants is = to the mass of the products
Energy Calculations Types of fuels
Comparing energy values of different foods (kJ) how can you tell which food has the most energy
 Burning foods experiment
Comparing power ratings of appliances (W,kW) – which appliances use the most energy
Comparing amounts of energy transferred (J, kJ, kW hour)
Looking at and calculating domestic fuel bills, uses and costs
Summer
1
Photosynthesis
Genetics and
Evolution
 What is photosynthesis
 What carries out photosynthesis
 Photosynthesis practical (testing a leaf for starch)
 Photosynthesis word equation
 Structure and function of a leaf
 Relationship between plants and the atmosphere (link back to carbon cycle)
Depending on the needs of the pupils they will either cover:
 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,
 natural selection and completion within a species
 extinction
 the importance of maintaining biodiversity and the use of gene banks to preserve
hereditary material.
OR for less able pupils
Taken from the KS2 statutory requirements for year 6 2014
 Recognise that living things have changed over time and that fossils provide information
about living things that inhabited the Earth millions of years ago
 Recognise that living things produce offspring of the same kind but normally off spring
vary and are not identical to their parents
 Identify how animals and plants are adapted to suit their environment in different ways
and that adaptation may lead to evolution.
Summer
2
The Periodic Table
Pressure and
Moments




Identify metals and non-metals in the periodic table
Identify the 8 groups
Label groups and periods
Identify the structure of an element and what information can the periodic table give us
about an element
 Draw the 1st 20 elements
 Group 1 and Group 7 elements
Pupils will be taught that
 atmospheric pressure, decreases with increase of height as weight of air above decreases
with height
 pressure in liquids, increasing with depth; upthrust effects,
 pressure measured by ratio of force over area – acting normal to any surface.
 How to carry out pressure calculations
 Moment as the turning effect of a force.
Year 9 Curriculum Overview 2014/2015
(9b)
Due to the additional learning needs of the students in this class additional time has been given to some topics and some topics have been adapted or
removed as the ability to understand these areas requires a higher level of learning than the group’s current capabilities. If the topics above have been
delivered successfully before the end of the academic year then the students will begin to focus on the programmes of study for Entry Level Science.
Autumn 1
Base line
assessment
Types of chemical
reactions
Current Electricity
and Magnetism
Due to the new curriculum being introduced to the whole of Key Stage 3 for 2014 all students will
be assessed on their scientific knowledge and understanding to ensure that the statutory
requirements from key stage2 have been met. This will take place during the first science
lessons and will help to focus the curriculum to their needs.
Before beginning this topic it is essential that students have concrete knowledge of the difference
between a chemical reaction and a physical change. They should be able to name and identify a
selection of both and will carry out practical examples.
Once this is concrete the students will carry out simple combustion and displacement reactions
and be able to identify which is which. They will be able to represent the reactions in terms of
atoms and compounds used and are able to write the equations and formulae for these
reactions.
Is the following concrete?
 Components names and symbols
 How to make a series circuit, how do they work – bulb brightness/buzzer loudness to
number of cells and number of components? What happens when the circuit is broken?
 How to make a parallel circuit, how they differ from series circuits
Move onto
 Measuring current and voltage and how they differ between series and parallel circuits
Revisit and secure from year 8
 How magnets attract and repel each other
 What materials are magnetic
 North and south poles of magnets
 plotting the magnetic field
Moving onto if appropriate

Autumn 2
Respiration
Space Physics
Spring 1
using a compass
 structure and function of the lungs
 how we breathe (why we need to breathe)
 impact of exercise, asthma and smoking on a person’s breathing
When concrete move onto
 what is aerobic and anaerobic respiration
- word equation for aerobic respiration
- practical respiration experiments
- differences between aerobic and anaerobic respiration
Revisit Space topic from year 7.
(taken from the 2014 Key Stage2 Year 5 Programme of study)
 The movement of the Earth, and other planets, relative to the Sun in the solar system
 The movement of the Moon relative to the Earth
 The Sun is a star at the centre of our solar system and that it has eight planets: Mercury,
Venus, Earth, Mars, Jupiter, Saturn, Uranus and Neptune.
 What is a moon (Earth has one moon; Jupiter has four large moons and numerous
smaller ones).
 describe the Sun, Earth and Moon as approximately spherical bodies
 Use the idea of the Earth’s rotation to explain day and night and the apparent movement
of the sun across the sky.
 Pupils will use models of the Sun and Earth to explain day and night.
Once happy this is concrete look at
 The Sun is a star
 What is a galaxy
 How seasons occur
 Day length and the Earths tilt
This topic will take longer to be delivered than most so should also be delivered at the beginning
of Spring 1.
Why do we need skeletons and muscles – support/protection/movement
Discuss basic bones and what they do – eg. Skull/ribs
Discuss simple muscles and their jobs.
Using skeleton/own bodies and labelled diagrams
Energy Calculations Types of fuels
Comparing energy values of different foods (kJ) how can you tell which food has the most energy
- Burning foods experiment
Comparing power ratings of appliances (W,kW) – which appliances use the most energy
Photosynthesis
 What is photosynthesis
 What carries out photosynthesis
 Photosynthesis practical (testing a leaf for starch)
 Photosynthesis word equation
 Structure and function of a leaf
Genetics and
Taken from the KS2 statutory requirements for year 6 2014
Evolution
 Recognise that living things have changed over time and that fossils provide information
(Evolution and
about living things that inhabited the Earth millions of years ago
Inheritance)
 Recognise that living things produce offspring of the same kind but normally off spring
vary and are not identical to their parents
 Identify how animals and plants are adapted to suit their environment in different ways
and that adaptation may lead to evolution.
Skeletal and
Muscular system
Spring 2
Summer
1
Summer
2
The Periodic Table






Identify metals and non-metals in the periodic table
Identify the 8 groups
Label groups and periods
Identify the structure of an element and what information can the periodic table give us
about an element
Draw the 1st 20 elements
Group 1 and Group 7 elements