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Science

Dr P Smith (Head of Team)psmith@conyers.org.ukDr R Hallamrhallam@conyers.org.uk
Mrs L McGuiness-Brownlmcguinness-brown@conyers.org.ukMr S Maddensmadden@conyers.org.uk
Mrs V Smallvsmall@conyers.org.ukMiss N Crosbyncrosby@conyers.org.uk
Miss E Lowtherelowther@conyers.org.ukMrs R Hillrhill@conyers.org.uk
Mrs H Harringtonhharrington@conyers.org.ukMr A Waltonawalton@conyers.org.uk
Miss R Armstrongrarmstrong@conyers.org.ukMiss E Malcolmemalcolm@conyers.org.uk

Key Stage 3 Curriculum Map

Curriculum Intent

Enthuse and engage each and every student with science and the scientific world.
Students appreciate how the theories and concepts they are studying relate to their everyday life and how science enriches wider society
To equip and develop, within students, a wide variety of transferable skills that meet their whole-life learning needs.

Key Knowledge and Skills

Year 7

Carry out experiments with repeat tests and use an appropriately wide range to check reliability (repeatability) listing suitable equipment
Write down a conclusion and back it up with the results. Point out where repeat results are not the same or where data is low quality. Draw a simple line graph without help. Record quantitative data (numbers) appropriately. Calculate average (mean) values.
Write about the rights and wrongs (ethics) of how new technology might be used. Give examples of how new science & technology change the way people do their jobs. Use scientific and mathematical language to explain how and why things happen in logically constructed paragraphs.
Find and use useful information via internet research (or textbook index), connecting it with what you already know

Year 8

Plan a method that will allow accurate & reliable results to be collected. Give an independent and dependent variable so that predictions can be tested. Support conclusions with an explanation of why it happened. Give reasons for why results or data may be of low quality. Add suitable lines of best fit on graphs. Present qualitative data in a clear and appropriate way. Describe how science and technology may be used by different societies because of their culture & economic situation. Describe how new scientific ideas are shared between scientists and why they are not always accepted. Link scientific ideas together in an extended piece of writing. Research and use a variety of sources of information, commenting on the trustworthiness (or possible bias) of written text.  

Year 9

Find out about the risks of an experiment (equipment and chemicals) and how to deal with them (a risk assessment). Plan and take steps to reduce the errors in an experiment. Suggest how to deal with variables that cannot be controlled and the effect they may have. Explain whether the results (evidence) are good enough to support the conclusion. Explain the possible importance of unexpected results to how the data is interpreted. Explain how changes of equipment or method would improve the results. Plot error bars on graphs.
Extrapolate data from graphs and explain the limitations of results found in this way.
Explain the role of creative thinking in the development of new theories and research areas for future development (including ideas based on incomplete information or speculation). Carry out and report suitably researched and referenced work that is well presented, in a logical order that relates to an overarching aim (objective).

Sequence Discussion

Year 7

Students start the year with the ‘Sparking the Gap’ unit, this introduces them to experimental work in science and gives them the skills to access the range of investigative work in the remaining units. Students move through physics, biology and chemistry units developing the knowledge and enhancing practical skills to move to the next level. The following content is covered: Forces, Matter, Organisms, Electromagnets, Reactions, Ecosystems, Energy, Earth and Genes.

Year 8

Students develop more complex investigative skills and use them as they deepen their understanding as they  move through physics, biology and chemistry units developing the knowledge and enhancing practical skills to move to the next level. The following content is covered Forces, Matter, Organisms, Electromagnets, Reactions, Ecosystems, Energy, Earth, Genes and Waves.

Year 9

Continue to develop their investigative skills in the context of the introductory GCSE topics
Topics with environmental links provide the opportunity for cross curricular links and cultural capital.

Year 7

Half Term 1

Sparking the gap
Forces

Half Term 2

Matter
Organisms

Half Term 3

Electromagnets
Reactions

Half Term 4

Ecosystems

Half Term 5

Energy
Earth

Half Term 6

Genes

Year 8

Half Term 1

Forces
Organisms

Half Term 2

Matter
Electromagnets

Half Term 3

Reactions
Ecosystems

Half Term 4

Energy
Earth

Half Term 5

Genes
Waves

Half Term 6

Enquiry processes project

Year 9

Half Term 1

Biology – Cells 1
Chemistry – atomic structure, periodic table 1
Physics-Energy 1

Half Term 2

Biology – Cells 2
Chemistry – atomic structure, periodic table 2
Physics-Energy 2

Half Term 3

Biology – Cells 3
Chemistry – The atmosphere
Physics-Energy 3

Half Term 4

Biology – Bioenergetics 1
Chemistry – Using resources 1
Physics-Energy 3

Half Term 5

Biology – Bioenergetics 2
Chemistry – Using resources 2
Physics-Energy 3

Half Term 6

Maths skills project