The Science curriculum follows ten big ideas; Forces, Electromagnets, Waves, Energy, Matter, Reactions, Earth, Genes, Organisms and Ecosystems.
All topics we cover fit in to one (or two for some GSCE) of these big ideas, and knowledge is built up in these areas throughout the 5 year curriculum.
Year 7
Autumn Term 1
Project
‘Is Milton Keynes a Green Place to Live?’
Ethos links
Sustainability – links to local and global environment, uses of resources
STEM – recording data, measuring, data processing
Milton Keynes – local woodlands, local environment
Character – group work
Knowledge & Skills
- States of matter
- Classification
- Solubility
- Speed/distance/time calculations
Calculations, data handling, using keys, investigation, research, writing for a purpose, problem solving, teamwork, planning
Working scientifically: 1.3, 1.5, 2.3, 2.6, 3.1, 3.2, 3.5, 3.8, 4.1, 4.3, 4.4, 4.5, 4.6
Maths skills: 1a, 1b, 2a, 2b, 2c, 2f, 2g, 3b, 3c, 3d, 4a, 44c
Assessment
- Graph skills
- Extended writing task
Autumn Term 2
Matter – Particles; Forces – Contact Forces; Organisms – Movement
Ethos links
Matter – Particles
STEM – explanations using models
Forces – Contact Forces
STEM – explaining observable phenomena
Organisms – Movement
STEM – explaining how the body works
Knowledge & Skills
- Making links, applying knowledge, learning from mistakes, problem solving, planning and organisation collecting and using data
- Working Scientifically: 1.2, 1.3, 2.2, 2.3, 2.4, 2.6, 2.7, 3.1, 3.5, 3.6, 4.1
- Maths skills: 2f, 4c
Matter – Particles
Particle arrangement in solids, liquids and gases, changes of state, explaining properties using the particle model, diffusion, gas pressure
Forces – Contact Forces
Describing forces as contact and non-contact, balanced or unbalanced, drawing force diagrams, calculating resultant force, friction, air resistance, stretching and squashing
Organisms – Movement
Function of the skeleton, how bone marrow helps to protect against disease, joints, muscles, ligaments and tendons
Assessment
- Knowledge test (low stakes assessments throughout term)
Spring Term 1
Forces – Gravity and the Universe; Organisms – Cells; Ecosystems – Interdependence
Ethos links
Forces – Gravity and the Universe
STEM – explaining observable phenomena
Organisms – Cells
STEM – comparing organisms
Ecosystems – Interdependence
STEM – explaining relationships
Sustainability – effects of humans on the ecosystem, endangered and extinct species
Knowledge & Skills
- Making links and applying knowledge, innovating, analysis and evaluation, reasoning and making judgements
- Working scientifically: 1.1, 4.1
- Maths skills: 2h
Forces – Gravity and the Universe
Gravity as a force, the relationship between mass and weight, planets and orbits
Organisms – Cells
Unicellular and multicellular organisms, using a microscope, plant and animal cells, specialised cells
Ecosystems – Interdependence
Food chains and webs, predator prey relationships, bioaccumulation
Assessment
- Knowledge test (low stakes assessments throughout term)
Spring Term 2
Matter – Separating Mixtures; Earth – Rocks; Ecosystems – Plant Reproduction
Ethos links
Matter – Separating Mixtures
STEM – explaining using models, designing methods to purify water
Ecosystems – Plant Reproduction
STEM – planning for food
Sustainability – linking plant reproduction to endangered species and linking to plant security
Knowledge & Skills
- Planning and organisation, thinking, learning from mistakes, finding evidence, analysis and evaluation, making links and applying knowledge
- Working scientifically: 1.2, 1.3, 1.4, 2.1, 2.4, 2.7
Matter – Separating Mixtures
Pure substances and mixtures, solutions and solubility, filtration, evaporation, distillation, chromatography
Earth – Rocks
Weathering, erosion, sedimentary, igneous and metamorphic rocks and the rock cycle
Ecosystems – Plant Reproduction
Structure of a flower, pollination, fertilisation, seed dispersal
Assessment
- Knowledge test (low stakes assessments throughout term)
Summer Term 1
Electromagnets – Electricity and Charge; Reactions – Metals and Non-Metals
Ethos links
Electromagnets – Electricity and Charge
STEM – Designing useful circuits, explaining how circuits work
Reactions – Metals and Non-Metals
STEM – justifying uses of materials
Milton Keynes – choices of materials in a local context
Knowledge & Skills
- Perseverance, making links and applying knowledge, learning from mistakes, collecting and using data, noticing and finding evidence
- Working scientifically: 1.2, 2.2, 2.3, 2.4, 2.6, 3.1, 3.8, 4.1, 4.6
- Maths skills: 1a, 2a, 3b, 3c, 3d, 4c
Electromagnets – Electricity and Charge
Conductors and insulators, charge, circuits, potential difference, current, resistance
Reactions – Metals and Non-Metals
Properties of materials, word equations, metal reactions
Assessment
- Knowledge test (low stakes assessments throughout term)
Summer Term 1
Genes – Variation; Genes – Human Reproduction; Waves – Light
Ethos links
Genes – Variation
STEM – explaining how variation between species occurs
Sustainability – effects of over breeding a species
Genes – Human Reproduction
STEM, Character – when discussing sensitive issues
Waves – Light
STEM – explaining observable phenomena
Knowledge & Skills
- Self-regulation, listening, communication, reasoning and making judgements
- Working scientifically: 1.2, 1.3, 1.4, 2.3, 2.4, 8.1
- Maths skills: 1c, 2c, 2d, 2e, 2f, 2g, 5b
Genes – Variation
Environmental and genetic variation, continuous and discontinuous variation, species, adaptations
Genes – Human Reproduction
Male and female reproductive organisms, puberty and the menstrual cycle, fertilisation, pregnancy
Waves – Light
Light waves, reflection, refraction, dispersion, colour, the eye
Assessment
- Knowledge test (low stakes assessments throughout term)
Year 8
Autumn Term 1
Waves – Sound; Reactions – Acids and Alkalis; Energy – Energy
Ethos links
Waves – Sound
STEM – soundproofing, considering implications when planning fire work displays
Character – Use of alarms to reduce antisocial behaviour
Reactions – Acids and Alkalis
STEM – understanding how substances behave
Energy – Energy
STEM – energy stores and transfers
Sustainability – generating electricity, renewable and non-renewable resources
Knowledge & Skills
- Creating, innovating, problem solving, making links and applying knowledge, questioning, reasoning, communicating, listening
- Working scientifically: 1.2, 1.3, 1.4, 1.5, 2.2, 2.3, 2.4, 2.6, 4.1, 4.4
- Maths skills: 2h
Waves – Sound
How sound travels, how waves can be viewed and what changes their form, and how the ear works
Reactions – Acids and Alkalis
What acids and alkalis are, how they are classified on the pH scale, neutralisation and evaluating indicators
Energy – Energy
Energy stores and transfers, conservation of energy, measuring energy in food, generating electricity from renewable and non-renewable resources, calculating power and the cost of energy
Assessment
- Knowledge test (low stakes assessments throughout term)
Autumn Term 2
Organisms – Breathing; Organisms – Digestion; Matter – Elements and Compounds
Ethos links
Organisms – Breathing
STEM – explaining how the body works, evaluating models
Organisms – Digestion
STEM – explaining how the body works, designing a menu
Sustainability – making food choices
Matter – Elements and Compounds
STEM – Representing elements and compounds
Knowledge & Skills
- Thinking, questioning, comparing, communicating, making links and applying knowledge, reasoning and making judgements, noticing patterns, problem solving
- Working scientifically: 3.1, 4.1
- Maths skills: 2c
Organisms – Breathing
What breathing is and how it is different to respiration, the respiratory system and how it is adapted for function, gas exchange and lung volume
Organisms – Digestion
The digestive system, how it is adapted for function, a balanced diet, nutrient groups, deficiency diseases
Matter – Elements and Compounds
What elements, atoms, compounds, molecules and mixture are, writing chemical formulae and naming compounds
Assessment
- Knowledge test (low stakes assessments throughout term)
Spring Term 1
Forces – Pressure; Genes – Evolution and Inheritance
Ethos links
Forces – Pressure
STEM – designing shoes for different situations
Genes – Evolution and Inheritance
STEM – explaining changes in population, genetic engineering
Sustainability – responsible breeding, endangered and extinct animals
Knowledge & Skills
- Calculating, collecting and using data, research, making links and applying knowledge, listening, communicating, reasoning, observing patterns
- Working scientifically: 1.1, 1.3, 1.4, 4.3, 4.5, 4.6
- Maths skills: 1a, 2a, 3b, 3c, 3d
Forces – Pressure
Calculating pressure, pressure in fluids, atmospheric pressure
Genes – Evolution and Inheritance
Why biodiversity is important, how biodiversity can be maintained, natural selection and evolution, extinction and reintroduction of a species, selective breeding, genetic modification
Assessment
- Knowledge test (low stakes assessments throughout term)
Spring Term 2
Energy – Work, Heating and Cooling; Reactions – Chemical Energy and Types of Reaction
Ethos links
Energy – Work, Heating and Cooling
STEM, Sustainability – Designing houses to reduce energy loss, using levers in machines and to lift heavy loads
Reactions – Chemical Energy and Types of Reaction
STEM – Explaining chemical reactions, uses of exothermic and endothermic reactions in different products
Sustainability – efficiency in combustion reactions
Knowledge & Skills
- Calculating, comparing, innovating, making links and applying knowledge, collecting and using data, problem solving, questioning
- Working scientifically: 1.4, 2.2, 2.3, 2.4, 3.1, 3.7, 4.1
- Maths skills: 4c
Energy – Work, Heating and Cooling
Calculating work done, how levers work, calculating moments, difference between temperature and heat, conduction, convection and radiation
Reactions – Chemical Energy and Types of Reaction
Difference between chemical reactions and physical changes, exothermic and endothermic reactions, complete and incomplete combustion, thermal decomposition
Assessment
- Knowledge test (low stakes assessments throughout term)
Summer Term 1
Earth – Climate and the Earth’s Resources; Electromagnets – Magnets and Electromagnetism
Ethos links
Earth – Climate and the Earth’s Resources
STEM – Effects of climate change
Sustainability – Causes/effects/solutions of climate change
Electromagnets – Magnets and Electromagnetism
STEM – designing an electromagnet for a purpose
Knowledge & Skills
- Questioning, thinking, noticing and finding evidence, listening and communicating, collecting and using data, making links and applying knowledge, planning, evaluation
- Working scientifically: 1.1, 1.3, 1.4, 1.6, 2.2, 2.3, 2.4, 2.7, 3.1, 3.5, 3.6, 3.7, 4.1, 4.3, 4.6
- Maths skills: 1a, 1c, 1d, 2a, 2c, 2g, 2h
Earth – Climate and the Earth’s Resources
The composition of the earths atmosphere, the carbon cycle, causes and effects of the greenhouse effect and global warming, finite and renewable resources, extracting metals through reduction and electrolysis
Electromagnets – Magnets and Electromagnetism
Magnetic force, magnetic fields, what electromagnets are and how to build them, uses of electromagnets
Assessment
- Knowledge test (low stakes assessments throughout term)
Summer Term 2
Ecosystems – Respiration; Ecosystems – Photosynthesis; Waves – Wave Effects and Properties
Ethos links
Ecosystems – Respiration
STEM – Explaining how the body works, use of respiration in food production
Ecosystems – Photosynthesis
STEM – designing a greenhouse to maximise food growth
Waves – Wave Effects and Properties
STEM – Explaining observable phenomena, how loudspeakers and microphones work
Knowledge & Skills
- Making links and applying knowledge, innovating, communicating, problem solving, evaluating, comparing
- Working scientifically: 1.2, 1.4, 2.1, 2.4, 3.5, 3.6, 4.1, 4.3, 4.4, 4.6
Ecosystems – Respiration
Aerobic respiration, anaerobic respiration, fermentation, uses of fermentation
Ecosystems – Photosynthesis
Photosynthesis, adaptations of a leaf, maximising photosynthesis for plant growth
Waves – Wave Effects and Properties
What a wave is, transverse and longitudinal waves and examples of each, ultraviolet and ultrasound and uses of them, microphones and ultrasound
Assessment
- Knowledge test (low stakes assessments throughout term)
Year 9
Autumn Term 1 & 2
Working Scientifically Project – Energy (P)
Ethos links
STEM – generating electricity
Sustainability – renewable and non-renewable energy
Knowledge & Skills
- Energy stores and systems, changes in energy, calculating kinetic energy, calculating elastic potential energy, calculating gravitational potential energy, specific heat capacity, power, energy transfers, efficiency, national and global energy resources
- Questioning, thinking, listening, communicating, noticing and finding evidence
- Working scientifically: 1.2, 1.3, 1.4, 1.5, 2.2, 2.3, 2.4, 2.6, 2.7, 3.1, 3.4, 3.5, 3.6, 3.7, 3.8, 4.1, 4.2, 4.4, 4.5, 4.6
- Maths skills: 1a, 1b, 1c, 1d, 2a, 2b, 2c, 2f, 2g, 3b, 3c, 3d, 4a, 4c
Assessment
- Knowledge test (low stakes assessments throughout term)
Spring Term 1
Organisms – Cell Biology (B)
Ethos links
STEM – explaining how organisms work, cell replication. Looking at the design of the microscope and how this was developed
Knowledge & Skills
- Eukaryotes and prokaryotes, animal and plant cells, cell specialisation and differentiation, microscopy, culturing microorganisms (triple only), chromosomes, mitosis and the cell cycle, stem cells, diffusion, osmosis, active transport.
- Noticing and finding evidence, analysis and evaluation, self regulation
- Working scientifically: 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 2.5, 2.7, 3.2, 3.3, 3.5, 3.6, 3.7, 3.8, 4.1, 4.3, 4.4, 4.6
- Maths skills: 1a, 1c, 1d, 2d, 2f, 2h, 3b, 3c, 4a, 5b, 5c
Assessment
- Knowledge test (low stakes assessments throughout term)
Spring Term 2
Matter – Atomic Structure and the Periodic Table (C)
Ethos links
STEM – using models to explain observations. How theories change over time and using experimental evidence to develop theories
Knowledge & Skills
- Atoms, elements and compounds, mixtures, development of the model of the atom, subatomic particles, relative atomic mass, electronic structure, the periodic table, development of the periodic table, metals and non-metals, group 0, group 1, group 7, transition metals (triple only)
- Concentrating, problem solving, analysis and evaluation, reasoning and making judgements
- Working scientifically: 1.1, 1.2, 1.3, 4.1, 4.4, 4.6
- Maths skills: 1a, 2a, 2b, 2h
Assessment
- Knowledge test (low stakes assessments throughout term)
Summer Term 1
Electromagnets – Electricity (P)
Ethos links
STEM – calculations, using electricity and building circuits. Using thermistors and LDRs in alarms and designing circuits to make use of these
Sustainability – Making systems more efficient
Knowledge & Skills
- Circuit diagram symbols, electrical charge and current, current, resistance and potential difference, resistors, series and parallel circuits, AC and DC, mains electricity, power, energy transferred in appliances, the national grid, static charge (triple only), electric fields (triple only)
- Collecting and using data, resilience, problem solving, creating, imagining and innovating
- Working scientifically: 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 2.4, 2.6, 2.7, 3.1, 3.5, 3.7, 3.8, 4.1, 4.2, 4.3, 4.4, 4.5, 4.6
- Maths skills: 1a, 1b, 2a, 2g, 3b, 3c, 3d, 4a, 4c
Assessment
- Knowledge test (low stakes assessments throughout term)
Summer Term 2
Matter – Bonding, Structure and the Properties of Matter (C)
Ethos links
STEM – how materials behave, uses of polymers, what causes the properties of a substance (melting point, conductivity etc)
Knowledge & Skills
- Chemical bonds, ionic bonding, ionic compounds, covalent bonding, metallic bonding, metallic bonding, states of matter, properties of ionic compounds, properties of small molecules, polymers, giant covalent structures, properties of metals and alloys, diamond and graphite, graphene and fullerenes, nanotechnology (triple only)
- Concentrating, making links and applying knowledge, learning from mistakes
- Working scientifically: 1.1, 1.2, 2.1, 4.1
Assessment
- Knowledge test (low stakes assessments throughout term)
Science specific skills (Working Scientifically)
| 1.1 | Understand how scientific methods and theories develop over time |
| 1.2 | Use a variety of models such as representational, spatial, descriptive, computational and mathematical to solve problems, make predictions and to develop scientific explanations and understanding of familiar and unfamiliar facts |
| 1.3 | Appreciate the power and limitations of science and consider any ethical issues which may arise |
| 1.4 | Explain everyday and technological applications of science; evaluate associated personal, social, economic and environmental implications; and make decisions based on the evaluation of evidence and arguments |
| 1.5 | Evaluate risks both in practical science and the wider societal context, including perception of risk in relation to data and consequences |
| 1.6 | Recognise the importance of peer review of results and of communicating results to a range of audiences |
| 2.1 | Use scientific theories and explanations to develop hypotheses |
| 2.2 | Plan experiments or devise procedures to make observations, produce or characterise a substance, test hypotheses, check data or explore phenomena |
| 2.3 | Apply a knowledge of a range of techniques, instruments, apparatus, and materials to select those appropriate to the experiment |
| 2.4 | Carry out experiments appropriately having due regard for the correct manipulation of apparatus, the accuracy of measurements and health and safety considerations |
| 2.5 | Recognise when to apply a knowledge of sampling techniques to ensure any samples collected are representative |
| 2.6 | Make and record observations and measurements using a range of apparatus and methods |
| 2.7 | Evaluate methods and suggest possible improvements and further investigations |
| 3.1 | Present observations and other data using appropriate methods |
| 3.2 | Translating data from one form to another |
| 3.3 | Carrying out and represent mathematical and statistical analysis |
| 3.4 | Representing distributions of results and make estimations of uncertainty |
| 3.5 | Interpreting observations and other data (presented in verbal, diagrammatic, graphical, symbolic or numerical form), including identifying patterns and trends, making inferences and drawing conclusions |
| 3.6 | Presenting reasoned explanations including relating data to hypotheses |
| 3.7 | Being objective, evaluating data in terms of accuracy, precision, repeatability and reproducibility and identifying potential sources of random and systematic error |
| 3.8 | Communicating the scientific rationale for investigations, methods used, findings and reasoned conclusions through paper based and electronic reports and presentations using verbal, diagrammatic, graphical, numerical and symbolic forms |
| 4.1 | Use scientific vocabulary, terminology and definitions |
| 4.2 | Recognise the importance of scientific quantities and understand how they are determines |
| 4.3 | Use SI units (kg, g, mg, km, m, mm, kJ, J) and IUPAC chemical nomenclature unless inappropriate |
| 4.4 | Use prefixes and powers of ten for orders of magnitude (eg tera, giga, mega, kilo, centi, milli, micro, nano) |
| 4.5 | Interconvert units |
| 4.6 | Use an appropriate number of significant figures in calculation |
Science specific skills (Maths Skills)
| 1a | Recognise and use expressions in decimal form |
| 1b | Recognise and use expressions in standard form |
| 1c | Use ratios, fractions and percentages |
| 1d | Make estimates of the results of simple calculations |
| 2a | Use an appropriate number of significant figures |
| 2b | Find arithmetic means |
| 2c | Construct and interpret frequency tables and diagrams, bar charts and histograms |
| 2d | Understand the principles of sampling as applied to scientific data |
| 2e | Understand simple probability |
| 2f | Understand the terms mean, mode and median |
| 2g | Use a scatter diagram to identify a correlation between two variables |
| 2h | Make order of magnitude calculations |
| 3a | Understand and use the symbols: =, <, <<, >>, >, ~, ∝ |
| 3b | Change the subject of an equation |
| 3c | Substitute numerical values into algebraic equations using appropriate units for physical quantities |
| 3d | Solve simple algebraic equations |
| 4a | Translate information between graphical and numerical form |
| 4b | Understand that y = mx + c represents a linear relationship |
| 4c | Plot two variables from experimental data |
| 4d | Determine the slope and intercept of a linear graph |
| 4e | Draw and use the slope of a tangent to a curve as a measure of rate of change |
| 4f | Understand the physical significance of area between a curve and the x-axis and measure it by counting squares as appropriate |
| 5a | Use angular measures in degrees |
| 5b | Visualise and represent 2D and 3D forms including two dimensional representations of 3D objects |
| 5c | Calculate areas of triangles and rectangles, surface area and volumes of cubes |
