Our vision for Science at HEA
We aim to instil a lifelong appreciation and curiosity for our changing world and beyond. We do this by developing knowledge and comprehensive understanding of concepts, principles and skills.
Through the study of biology, chemistry, and physics, students develop the ability to apply their learning to real-world scenarios.
We promote scientific literacy and the ability to critically evaluate information and evidence, so students can make informed decisions.
Huish Science Department is committed to enabling students to contribute to society in meaningful ways, inspiring them to further study and to pursue careers in science.
Key Themes and Concepts
| Biology | Chemistry | Physics | Working Scientifically |
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Curriculum Overview
Year 7
| Year 7 | |
| Autumn |
Chemistry This unit begins with the particle model and the movement of particles in diffusion and changing state. Pure and impure substances are taught, along with methods to separate mixtures. Biology This unit begins with isolating animal and plant cells, before moving onto it using a microscope and estimating size. Organisation of multicellular organisms – the digestive and breathing systems for example – are explored, with the main focus being on the adaptations of these systems through diffusion. |
| Autumn 1 |
Particles, Substances and Mixtures This unit revisits content from Key Stage 2, including properties of states of matter and separating mixtures. It builds on this by introducing the particles model and explaining mixtures using this model. It also provides time for students to practice using scientific equipment like the Bunsen burner. |
| Autumn 2 |
Fundamentals in Physics This unit ensures that students understand the fundamentals of forces. It revisits KS2 contact and non-contact forces. This unit also introduces fundamental concepts of energy and energy transfers between stores, via pathways and the conservation of energy. Cells and Organisation This unit begins with looking at animal and plant cells and how to use a microscope. It then moves to organisation of multicellular organisms in terms of cells-tissues-organs-systems. Diffusion and transport are the connecting ideas. The digestive and breathing systems are used as examples, but the focus is on the adaptations of these systems in terms of diffusion. |
| Spring 1 |
Chemical Changes Students build on fundamentals of particles and are introduced to atoms, molecules, elements, then compounds. They learn how to represent these in diagrams, symbols and chemical formulae. Students are taught how the properties of compounds are different to the elements from which the compounds are made. Chemical changes are introduced and the idea of conservation of mass is developed. Students observe the evidence for chemical changes, focusing on oxidation, thermal decomposition, combustions, exothermic and endothermic reactions. |
| Spring 2 |
Organ Systems Leading on from the cells topic, this unit teaches students about gas exchange and builds knowledge of the digestive and circulatory systems in humans. Students are introduced to other organ systems, including the human skeleton and muscles. The idea of adaptation is taught in the context of unicellular organisms and specialised cells. |
| Summer 1 |
Sound and Light Students develop KS2 knowledge of sound to understand how it can be absorbed, reflected and scattered. Human hearing is studied. Students develop knowledge of light and evidence for light travelling in straight lines. They learn how humans see and what colour is. |
| Summer 2 |
Life Cycles Students are taught about the genetic information in terms of chromosomes, DNA, and genes and how these provide instructions that determine inherited traits. The lifecycle of humans is revisiting from KS2 and students learn about the male and female reproductive systems, the process of fertilization, gestation, growth and development from embryo and births as well as growth and development from birth to adolescence and senior. Materials Students build on their understanding of properties of materials and how these relate to their uses by considering the properties and use of composite materials. |
Year 8
| Year 8 | |
| Autumn 1 |
Chemical Changes Students build on fundamentals of particles and are introduced to atoms, molecules, elements, then compounds. They learn how to represent these in diagrams, symbols and chemical formulae. Students are taught how the properties of compounds are different to the elements from which the compounds are made. Chemical changes are introduced and the idea of conservation of mass is developed. Students observe the evidence for chemical changes, focusing on oxidation, thermal decomposition, combustions, exothermic and endothermic reactions. |
| Autumn 2 |
Nutrition and Digestions This unit builds on the work done in year 7 on organ systems and diffusion. It begins by establishing the components of food and the use of each within the body. Students will look at what is meant by a balanced diet and the consequences when nutritional and calorie intake is inadequate or excessive. Students will carry out practicals to test foods for the main components, and then move on to look at the organs of the digestive system and the role each plays in digestion. The role of enzymes is introduced as part of this, as well as the role of gut bacteria. Earth and Atmosphere The unit begins by looking at the structure of the Earth and some basic plate tectonics to highlight the changing nature of the surface and how this can lead to earthquakes and volcanoes. The formation of the three different types of rock and their physical properties is then covered, as well as fossil formation. The unit then moves on to the atmosphere, how it has changed over the Earth’s history and more recently, and the human impact on that. Finally, the unit covers the properties of some of the materials made from earth’s resources and recycling. |
| Spring 1 |
Organ Systems This builds on Year 7 content. Students are introduced to other organ systems, including the human skeleton and muscles. The idea of adaptation is taught in the context of unicellular organisms and specialised cells. |
| Spring 2 |
Interactions and Interdependence The unit begins by revising food chains, webs and bioaccumulation. Students will learn about classification of living organisms and then how they are adapted to survive in their environment, leading onto natural selection and extinction. Forces and Work Students build on their experience of pulleys, levers and gears, and simple forces. They learn about moments and balance; simple machines; work done and Hooke’s law. The equation that connects pressure, force and surface area is introduced and applied. |
| Summer 1 |
Space Students learn about a wide range of celestial bodies, their orbits and groupings. They revisit KS2 day and night and learn how day length varies with seasons. They are also taught how the Earth’s tilt causes seasons. Students explore the nature of stars and galaxies and the scale of the universe. |
| Summer 2 |
Materials Students build on their understanding of properties of materials and how these relate to their uses by considering the properties and use of composite materials. |
Year 9
| Year 9 | |
| Autumn 1 |
Electricity and Magnetism In this topic, students look at the concept of static electricity and the idea of charge. They investigate current and potential difference in a series and parallel circuit, and how these are involved in resistance. The last part of this topic will look at magnetic fields and then introduces electromagnets. Reactions In this topic, students look at the reactions of acids and the reactivity series of metals. This is further developed to apply their knowledge to displacement and extraction of metals, along with uses. |
| Autumn 2 |
Biological systems Students learn about the respiratory system and gas exchange in humans. They learn the difference and connection between respiration and breathing and apply this to exercise. The topic then progresses to look at the effects of smoking and alcohol, finishing with an introduction to DNA and inheritance. |
| Spring 1 |
Physics: Particle Model of Matter Students will use the particle model to learn about solids, liquids and gases. They will explore the concept of density and look at how this can be calculated for a regular and irregular shaped object. The idea of internal energy, latent heat and specific heat capacity are all explored. Chemistry: Atomic Structure and the Periodic Table The importance and historical development of the periodic table and models of atomic structure will be taught; including how it can be used to understand physical and chemical properties of chemical elements. Students will learn about groups 1, 7 and 0 and how the atomic structure links to the elements’ reactivity. |
| Spring 2 |
Biology: Cell Biology In this topic students explore how structural differences between types of cells enables them to perform specific functions within the organism. They will learn how microscopes can be used to view animal and plant cells. Students will study mitosis and stem cells, touching on stem cell technology. |
| Summer 1 |
Chemistry: Energy Changes Students study energy changes in reactions, identifying both exothermic and endothermic reactions. Students learn examples of each type of reaction and can explain in terms of energy released, taken in, bonds broken and bonds made. This knowledge is linked to heating and cooling with application to a range of everyday examples. |
| Summer 2 |
Biology: Organisation In this unit students learn about the human digestive system and the respiratory system, building on KS3 knowledge to explain how these systems are adapted for function. This includes investigation of enzymes and the optimum conditions for these biological catalysts to work. |
Year 10
| Year 10 | |||
| Biology | Chemistry | Physics | |
| Autumn 1 |
Organisation Students complete this topic started in Year 9. They will look at detailed structure and function of the heart and circulatory system, linking these to non-communicable diseases such as coronary heart disease, its causes and treatments. Finally, students look at the organisation of plant organs and tissues in the context of transpiration, photosynthesis and transpiration. |
Structures and Bonding Students will learn how atoms interact through the three types of bonding; ionic, covalent and metallic bonding. They will develop their understanding of these bonds to explain properties of materials such as their ability to conduct electricity, whether they are soft, or to predict their melting points. |
Atomic Structure This topic revisits the Chemistry element of atomic structure and the development of the model of the atom. It then links this to the study of nuclear physics and ionising radiation. Students learn about radioactive decay and nuclear radiation. |
| Autumn 2 |
Infection and Response Students will learn examples of each pathogen and how they cause us to feel ill. This section will explore how we can avoid diseases by reducing contact with them, as well as how the body uses barriers against pathogens. Students will study the function of white blood cells, and learn how vaccines have reduced the spread of disease. They will then learn how antibiotics and pain killers differ, and the stages new drugs must pass in order to be prescribed. |
Quantitative Chemistry This topic is studied as a unit at this point in the curriculum, but is relevant throughout the chemistry curriculum. It covers all the calculations that are needed for the chemistry course.
These lay the foundations of further study at A level. |
Energy In this topic, students explore the concept of energy transfers in terms of energy stores and systems. They practice using a number of equations including changes in kinetic, gravitational potential energy and elastic potential energy. They carry out an investigation to determine the specific heat capacity of materials by measuring the energy changes in systems. The topic then progresses to calculating power and efficiency, then linking this to real world applications such as national and global energy resources. |
| Spring 1 |
Bioenergetics In the bioenergetics topic we will explore how plants harness the Sun’s energy in photosynthesis in order to make food. We will look at how both animals and plants carry out aerobic respiration, which provides energy for organisms to function. Knowledge will be developed on anaerobic respiration, comparing the products in animals and plants. |
Chemical Changes This topic builds on the foundation knowledge from KS3 of chemical reactions. Students learn to predict the outcome of reactions involving acids. They are then able to write word and symbol equations for these reactions. The topic ends with an in-depth look at the extraction of metals using electrolysis. This enables students to explain the science behind the process and predict the products in different scenarios. |
Electricity Students will be able to understand the key concepts of charge, current, potential difference and resistance in different circuits. Students will be taught about mains electricity and how this is generated and provided to consumers safely. |
| Spring 2 | |||
| Summer 1 |
Ecology In this topic, students will learn how biotic and abiotic factors interact, explore food chains in more detail, and look at interdependence in an ecosystem. They will go on to investigate how populations can be estimated as well as how trends in factors can affect distribution of organisms, for example how light intensity affects plant growth. Adaptation of organisms will be studied, as well as ways to maintain biodiversity. Finally, we will revisit the carbon cycle from a biology perspective, and look at the impacts of deforestation and land use. |
Energy Changes Students build on KS3 knowledge of exothermic and endothermic reactions. They can predict the nature of a reaction and link this to energy level diagrams. They learn how to calculate values of energy to determine exo- or endothermic reactions. |
Forces Students will explore the different forces and how they interact, causing work to be done and energy to be transferred. The difference between speed and velocity is analysed in graphs and students will interpret these and use equations to do calculations. Students will learn how reaction time and other factors affect the overall stopping distance of a vehicle. |
| Summer 2 |
Chemistry of the Atmosphere Students will learn how the atmosphere has changed over time from when the Earth first formed to current day. They will look at the problems faced in our current society with pollutants, and the effects of greenhouse gases and global warming. |
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Year 11
| Year 11 | |||
| Biology | Chemistry | Physics | |
| Autumn 1 |
Ecology In this topic, students will learn how biotic and abiotic factors interact, explore food chains in more detail, and look at interdependence in an ecosystem. They will go on to investigate how populations can be estimated as well as how trends in factors can affect distribution of organisms, for example how light intensity affects plant growth. Adaptation of organisms will be studied, as well as ways to maintain biodiversity. Finally, we will revisit the carbon cycle from a biology perspective, and look at the impacts of deforestation and land use. |
Rates of reaction Students will explore the reactivity of chemicals and how the rate at which they react can be measured as well as manipulated. Reversible reactions will be studied, looking at how conditions can be altered to affect the yield in industry. |
Forces Students will explore the different forces and how they interact, causing work to be done and energy to be transferred. The difference between speed and velocity is analysed in graphs and students will interpret these and use equations to do calculations. Students will learn how reaction time and other factors affect the overall stopping distance of a vehicle. |
| Autumn 2 |
Inheritance, Variation and Evolution In this topic, we will discover how sex cells are produced through meiosis, and how these combine in fertilisation. Students will discover the basics of inheritance through the study of genes, focusing on those characteristics controlled by a single gene. They will study some examples of dominant and recessive inherited disorders, and learn how to predict the chance of offspring inheriting these conditions. The topic will go on to discuss evolution by natural selection, how humans have interfered in this process with selective breeding, and how technology has developed to allow us to carry out genetic engineering. It will finish looking at how classification groups organisms, and the changes that occurred to allow the three domains of life to be added to the existing Linnean classification system. |
Organic Chemistry Students will explore the chemistry of carbon compounds. This includes fossil fuels, particularly crude oil and how it is made more useful through separation and processing. |
Waves Students will learn how waves carry energy from one place to another and can also carry information, and explore the uses of these waves in the electromagnetic spectrum. Students will be able to explain how wave speed can be calculated using different methods. |
| Spring 1 |
Chemical Analysis Students will look at the process of chromatography to separate soluble substances in detail. They will also learn the tests needed to identify gases. |
Magnetism and Electromagnetism Students will learn about magnetic force and how an electromagnet is made. The uses of electromagnets is explored, and how the motor effect can be utilised to make electric motors. |
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| Spring 2 | Revision and final exams. | ||
| Summer 1 | |||
Year 12
Biology
| Year 12 | Biology | |
| Autumn 1 |
Foundations of Biology In this topic, we look at the structure and function of biological molecules to include water, carbohydrates, lipids, and proteins to underpin student understanding of the roles these molecules play in key processes in future topics, including enzyme-controlled reactions, homeostatic control and energy cycles. We also look at cell structure and biological membranes to provide context on how these molecules are synthesised, utilised and transported at a cellular level through processes such as diffusion, facilitated diffusion, osmosis and active transport, thus supporting students to apply this knowledge to processes at a whole organism level that we study in later topics. |
| Autumn 2 |
Foundations of Biology We continue to study the foundations in biology. We study a new biological molecule subtype, nucleic acids, to include DNA and the different types of RNA. We relate the structure of these molecules to their function in protein synthesis, semi-conservative replication and the use of the nucleotide ATP in releasing energy. This knowledge of nucleic acids is key in understanding later topics, including inheritance, natural selection and gene expression. Nucleic acids are taught in tandem with cell division, which applies this accrued knowledge in the context of mitosis, meiosis and binary fission as key processes in unicellular and multicellular reproduction, providing an essential knowledge base for future study on evolution, inheritance and gene technology. Finally, a unit on enzymes gives a specific and important application to the cellular and biomolecular knowledge obtained in Autumn 1 by explaining how the structure and function of enzymes allows for biochemical reactions to occur at a cellular level through the anabolism and catabolism of biomolecules providing important prerequisite knowledge for all future topics which refer to many biochemical reactions that are catalysed by enzyme reactions including but not limited to respiration, photosynthesis, gene technology and homeostatic control. |
| Spring 1 |
Exchange and Transport We look at how important biomolecules are exchanged within multicellular organisms with small surface area to volume ratios with examples of specialised exchange surfaces including fish gills, insect tracheal systems and the human respiratory system. We then look at how these exchanged molecules are then transported through large animals through mass transport systems, specifically the cardiovascular system. Particular attention is given to how structure relates to function within open and closed circulatory systems with a notable focus on the mammalian heart, blood vessels and the transport of oxygen and carbon dioxide transport via blood plasma and red blood cells. Biodiversity, Evolution and Disease During biodiversity and evolution, we build upon our GCSE knowledge as well as knowledge of genes and DNA. Students will understand the importance of biodiversity and how this leads to evolution or potentially extinction. |
| Spring 2 |
Exchange and Transport Building on prior accrued knowledge, we turn to plants and study the structure and function of plant organs and tissues to include leaves, xylem, phloem, and roots. This topic explores the passive process of transpiration and the active process of translocation, utilising prior understanding of cell structure and transport across membranes through osmosis, diffusion and active transport. |
| Summer 1 |
Biodiversity, Evolution and Disease Students will undertake the study of communicable diseases. We build upon our knowledge of cells and biological molecules when we start to study disease. This is where we understand how pathogens can cause disease and how we, as humans, and plants are able to defend themselves. We focus on how white blood cells will respond to a pathogen, protect us from harm, and how we build immunity. Communication, Homeostasis and Energy We will explore the principles of homeostasis and apply this to excretion, with a specific focus on the role of the liver and kidney in maintaining the balance of water, ions and waste substances. In addition, we will understand the ways in which plants also maintain homeostasis through their responses to changes in their own internal and external environments, including responses to drought, growth responses with changes in light exposure and chemical and structural adaptations to herbivory. |
| Summer 2 |
Communication, Homeostasis and Energy We continue our work on hormonal animal responses, communication and homeostasis, and excretion as an example of control. |
Chemistry
| Year 12 | Chemistry | |
| Autumn 1 |
Here, important basic chemical skills are developed: writing chemical formulae, constructing equations and calculating chemical quantities using the concept of amount of substance. We then introduce the concept of atomic orbitals and develop a deeper understanding of electron configurations linked to the periodic table. The central role of electrons in ionic and covalent bonding is then studied. Finally, we look at how bonding and structure contribute to properties of substances. |
| Autumn 2 |
We introduce organic chemistry. We build on the concepts taught at GCSE about alkanes and alkenes but explore their reactions and mechanisms in greater depth. Nomenclature is introduced and isomerism, showing how organic molecules are arranged in space. There is also the opportunity to develop important organic practical skills, including use of Quickfit apparatus for distillation, heating under reflux and purification of organic liquids. Ionisation energies are introduced which build on ideas about the structure of the atom. Redox reactions are explored, building on ideas from GCSE and how specifically group 2 reacts and exhibits redox reactions. We also continue to develop our understanding of the mole. |
| Spring 1 |
The content here builds from GCSE ideas around exothermic and endothermic reactions. We look quantitatively at energy changes in reactions and how different practical arrangements can be used to measure enthalpy changes. Group 7 is also studied in more detail, linking to the use of group 7 in industry, their properties and their reactions. Additionally, students develop their practical skills by carrying out qualitative tests for unknown substances. |
| Spring 2 |
We introduce the functional group haloalkanes, and consider the importance of polarity and bond enthalpy to organic reactions. Intermolecular forces are also further developed with the application of permanent dipoles. We develop further our understanding of energy changes, their uses and determination from experimental results including enthalpy cycles. We also look at acid reactions and continue mole calculations in the context of titrations. |
| Summer 1 |
Here, we investigate the ways in which a change in conditions can affect the rate of a chemical reaction (from GCSE) but now introduce the Boltzmann distribution and catalysis. Reversible reactions are then studied, including the dynamic nature of chemical equilibrium and the influence of conditions upon the position of equilibrium. Finally, the integrated roles of enthalpy changes, rates, catalysts and equilibria are considered as a way of increasing yield and reducing energy demand, improving the sustainability of industrial processes. We study another functional group, alcohols, and use hydrogen bonding to explain some of their properties. Finally, we look at polymers, their production and environmental concerns. |
| Summer 2 |
In the final term of Year 12, we consolidate a lot of the ideas learnt in organic chemistry by studying synthetic routes; ways of making organic compounds. We also look at how we analyse unknown substances using spectroscopy. |
Physics
| Year 12 | Physics | |
| Autumn 1 |
The foundations of Physics start with the key mathematical skills of trigonometry applied to the components of forces in two-dimensional space. Unit analysis and basic definitions of scalar and vector are applied to familiar concepts such as work, energy and power. Forces and motion are extended by the use of components and trigonometry in predicting projectile motion. Materials extend the practical skills with the introduction of vernier calipers and micrometers to measure short distances to a higher precision. |
| Autumn 2 |
Forces in Action recaps Newton’s laws of motion but defines them in more detail before applying them to more complex and demanding scenarios. Momentum is reintroduced and collisions are analysed to predict outcomes in a two-dimensional space. Electricity is recapped from GCSE and extended into using Kirchoff's laws to analyse series, parallel and mixed circuits. Waves provide a focus on practical work. Students will measure waves on an oscilloscope and use lasers to observe diffraction grating effects. |
| Spring 1 |
Electricity develops further with the introduction of complications such as internal resistance, semiconductors, and potential dividers. Energy, power and resistance are investigated for a number of components such as bulbs, diodes, LDRs, thermistors and filament lamps. Wave properties of standing waves are applied to string and wind instruments. |
| Spring 2 |
Electrical circuits are developed further in their use as sensing circuits with variable components changing the resistance ratio across the potential divider. Waves-particle duality is introduced in the Quantum Physics section to understand electron diffraction and the photoelectric effect. |
| Summer 1 |
Circular Motion looks at a number of contexts including orbits, motors and objects on a string. The complication of adding in gravitational force to circular motion in a vertical plane is studied and the effect on the tension in the system. Mathematical skills are extended with the use of radians for the unit of angles. Thermal Physics explores the macro properties of gases and the main gas laws from Boyle, Amonton, Charles and Avogadro. These macro properties are then derived from kinetic theory of the micro movements of particles and the ideal gas laws and assumptions. |
| Summer 2 |
Oscillations and ideal gases are continued. |
Year 13
Biology
| Year 13 | Biology | |
| Autumn 1 |
Communication, Homeostasis and Energy At the beginning of Year 13, we continue our work on responding to external and internal changes in environment as we look at the ways in which organisms delicately control the levels of substances in their bodies via hormones to maintain homeostasis. We apply the principles of homeostasis to the maintenance of blood glucose concentration and the control of the excretory system with a specific focus on the role of the liver and kidney on maintaining the balance of water, mineral ions, and waste substances such as urea in the blood of mammals. We will also start studying energy cycles, photosynthesis and respiration. Building on lots of prior knowledge of biomolecules and cells to look at the biochemical pathways involved in both photosynthesis and respiration. |
| Autumn 2 |
Genetics, Evolution and Ecosystems We move on to the study of patterns of inheritance. This is where students learn how genes are passed from parent to offspring. This builds both on their understanding of GCSE but also allows students to apply their knowledge of different areas of the course, including DNA, mutations and natural selection. Next, we study cellular control, building directly upon knowledge of inheritance. This gives students an understanding of how genes are switched on and off and may reverse during our lifetime, leading to certain types of disease, e.g. cancer. On the other side of the course, we zoom out from this cellular level as we look at ecosystems and population dynamics in our natural world. We begin with the study of the hugely important carbon and nitrogen cycles as ways in which organisms recycle resources to accumulate biomass and sustain life, before exploring how these living organisms interact with each other in complex, interdependent ecosystems rich in biodiversity. |
| Spring 1 |
Genetics, Evolution and Ecosystems We finish the course with the conclusion of module 6 as we study cloning, biotechnology and manipulating genomes. This is one of the newest and more complex parts of the biology course and helps students to understand how we can modify genes and use organisms and their products in industry to solve some challenging emerging problems we currently face in the world today, such as the increasing disease burden, food security and pollution. |
| Spring 2 |
Consolidation and Revision |
| Summer 1 | |
| Summer 2 | |
Chemistry
| Year 13 | Chemistry | |
| Autumn 1 |
The first part of this builds on organic chemistry that was studied in Year 12. Aromatic compounds are first introduced, including the central role of delocalisation within the chemistry of arenes and phenols. Directing groups are also introduced, including their importance to organic synthesis. The largely qualitative treatment of reaction rates covered in Year 11 and 12 is developed within a quantitative and graphical context. We develop practical quantitative techniques involved in the determination of reaction rates. |
| Autumn 2 |
We delve further into quantitative relationships of equilibria that were first introduced in Year 11 and further developed in Year 12. There are many opportunities for developing mathematical skills, including use of logarithms and exponents, when studying the content of this section and when carrying out quantitative practical work. The important carbonyl compounds, aldehydes and ketones, are then studied. Finally, carboxylic acids and their related functional groups, acyl chlorides and esters, are studied. The importance of acyl chlorides in organic synthesis is emphasised. |
| Spring 1 |
Born–Haber cycles are used as a theoretical model to illustrate the energy changes associated with ionic bonding. Entropy and free energy are then introduced as concepts used to predict quantitatively the feasibility of chemical change. We also focus on organic nitrogen compounds, including amines, amides and amino acids. Chirality and optical isomerism is also introduced. Condensation polymerisation is also introduced and compared with addition polymerisation. The importance of carbon–carbon bond formation in organic synthesis is stressed. |
| Spring 2 |
Redox chemistry permeates chemistry and the introductory work in Year 12 is developed further, including use of volumetric analysis for redox titrations and an introduction of electrochemistry in the context of electrode potentials. We also develop a deeper knowledge and understanding of the periodic table within the context of the transition elements. This includes the role of ligands in complex ions, stereochemistry, precipitation, ligand substitution and redox reactions. The colour changes and observations in these reactions increase the toolkit of qualitative inorganic tests for identifying unknown ionic compounds. This section demonstrates how analytical techniques introduced Year 12, (infrared spectroscopy, mass spectrometry and elemental analysis) may be used in combination with NMR spectroscopy to provide evidence of structural features in molecules. This section also looks at how unknown organic functional groups can be analysed and identified using simple test-tube tests. |
| Summer 1 |
Consolidation and Revision |
| Summer 2 | |
Physics
| Year 13 | Physics | |
| Autumn 1 |
Astronomy looks at the difficulty of measuring objects in space. Measuring distance needs a number of strategies, including parallax measurements and the use of supernova. Stellar evolution is revisited and the details of fusion and the conditions required lead to a deeper understanding of the variety of stars and their outcomes, such as neutron stars or black holes. Cosmology is studied to explain the Big Bang Theory and the more recent complications that dark matter and dark energy seek to explain. Fields are introduced looking at the mathematics of a gravitational field before developing similar ideas for electric fields. Capacitance looks at the application of electric fields to a circuit and revisits the electricity work studied in Year 12. |
| Autumn 2 |
Radioactivity is revisited from GCSE and developed further by introducing the fundamental particles in the standard model. Fascinating new particles such as mesons, bosons and leptons help explain radioactive decay and other particle interactions. Fields are further developed by studying magnetic fields and their interactions with electric fields, moving charged particles and inducing electromotive forces. |
| Spring 1 |
Nuclear physics seeks to explain fission and fusion and the energy released with Einsteins famous E=mc2 Medical imaging is an interesting look at how x-rays, gamma rays, MRI, PET and CATscans are used to probe the workings of the human body. |
| Spring 2 |
Practical skills are developed throughout the course and tested in the regular PAG assignments. The conclusion of this will lead to a pass on the practical endorsement section required by some university courses. Revision will be focused on the application of knowledge to exam questions. A better understanding of the trigger terms and phrases to prompt set approaches will be developed. The synoptic paper brings together all aspects of the course in a novel context and breaking it down into what you know takes some skill and practice. |
| Summer 1 |
Consolidation and Revision |
Assessment
| Autumn Term | Spring Term | Summer Term | |
| Year 7 |
Particles assessment Last week of Autumn 1 |
Mid-year exams Assessing all content studied |
End of year exams Assessing all content studied |
| Year 8 |
Content assessed from Year 7 and 8 Last week of Autumn 1 |
Mid-year exams Assessing all content studied from Year 7–8 |
End of year exams Assessing all content studied from Years 7–8 |
| Year 9 |
Content assessed from Year 7, 8 and 9 The last week of Autumn 1 |
Mid-year exams Assessing all content studied from Years 7–9 |
End of year exams Assessing all content studied from Years 7–9 |
| Year 10 |
Assessment of KS4 content Second week of Autumn 2 |
Mid-year exams Assessment of KS4 content |
End of year exams Paper 1 GCSE |
| Year 11 | Mock 1 Paper 1 | Mock 2 Paper 2 | GCSE Exams |
| Year 12 |
Transition assessment in Autumn 1 Assessment of all content studied so far in Autumn 2 |
Assessment of all content studied in both Spring half-terms |
Mock Paper Assessing all content studied |
| Year 13 | Mock 1 - 2 papers consisting of content covered | Mock 2 – 3 papers representing full final exam experience | A Level exams |
Exam Board Link(s)
KS4
Combined Science: https://www.aqa.org.uk/subjects/science/gcse/science-8464/specification
Biology: https://www.aqa.org.uk/subjects/biology/gcse/biology-8461/specification/specification-at-a-glance
Chemistry: https://www.aqa.org.uk/subjects/chemistry/gcse/chemistry-8462/specification
Physics: https://www.aqa.org.uk/subjects/physics/gcse/physics-8463/specification
KS5
Biology: https://www.ocr.org.uk/Images/687834-download-a-level-specification.pdf
Physics: https://www.ocr.org.uk/images/171726-specification-accredited-a-level-gce-physics-a-h556.pdf
Extracurricular Opportunities
- Mrs Brammeld and Miss Jameson run Science club every Thursday for all years. They are working towards their Bronze Crest awards.
- There are lots of opportunities to take part in Science competitions as part of the House Competitions.
- Assemblies and activities will run during Science week in March.
Careers
Where can Science qualifications take you?
- Doctor
- Vet
- Nurse/Midwife
- Engineer
- Forensic investigator
- Pharmacist
- Chemical engineer
- Astronomer
Learning Beyond the Curriculum
Wider Reading:
- Entangled Life by Merlin Sheldrake
- Storm in a Teacup. The Physics of Everyday Life by Helen Czerski
- The Body by Bill Bryson
- Science(ish) by Rick Edwards and Dr Michael Brooks
Online Resources:
