“Somewhere, something incredible is waiting to be known.”
Carl Sagan
Science has a critical place in the education as it develops student’s abilities to be inquisitive, to challenge opinions and analyse the world around them. Science has the power to develop global citizens through the teaching of knowledge, transferable skills and an understanding of the world, developing adults that are able to make informed decisions for themselves and for the sustainable future of our planet. The Science department aim to inspire, enthuse and excite our students through our science curriculum and encouraging them to achieve their dreams.
Science aims to:
- Install a lifelong interest and fascination about Science.
- Prepare pupils for their Science education beyond middle school.
- Allow pupils to explore their natural curiosity about the world through the use of science inside and outside the classroom.
- Develop a knowledge of the world around them, allowing pupils to make informed decisions throughout their lives.
- Allow pupils to take responsibility for their own learning and progress in science inside and outside of the classroom.
- Build pupils resilience and give them the confidence to challenge their knowledge and understanding.
Curriculum Overview
The science curriculum is designed for each year to build upon each other, allowing for learning to be revisited and built upon to develop a depth of understanding.
Our science curriculum interleaves the knowledge needed in science and also to embed the working scientifically skills that are needed to make inquisitive and successful scientists.
Each unit of work is based around a big picture that can be explored through each lesson to develop an understanding of why the science we are learning is important.
Year 6
| Unit | Big Picture | |
|---|---|---|
| Term 1 | Working Scientifically | Science involves asking questions, investigating and observing the world around us. What does a scientist need to do to be safe and collect accurate results? |
| Organisms | All living things are made up of cells, the organisation of these cells leads to different organs, organ systems and organisms. How does our circulatory system work and how do we look after our body? | |
| Term 1/2 | Energy and Waves | Electricity and light are two fundamental physics ideas that we use in our everyday life. How do circuits and light allow us to live our lives effectively? |
| Term 2/3 | Ecosystems | There are millions of species of plants and animals on Earth, how do we know what they are and how to group them? |
| Genes | How do our physical and behavioural characteristics lead to our survival and the evolution of a species over time? | |
| Term 3 | Matter | Every material has a number of different properties, that are unique to that material. Why are materials used and how do they interact? |
Year 6 Progress Booklet & Knowledge Organiser
Year 7
| Unit | Big Picture | |
|---|---|---|
| Term 1 | Working Scientifically | Science involves asking questions, investigating and observing the world around us. How do scientists carry out investigations and present data? |
| Organisms |
Cells are the building blocks of life on Earth, they code for who we are. How do our cells and DNA make us who we are today? (This unit explores cell structure and reproduction) |
|
| Energy (Part 1) | Energy is a quantity described as being in stores that can be transferred between stores. What does the big bang have to do with energy stores and efficiency? | |
| Term 2 | Matter |
There are 118 known elements, what happens when these elements are combined together? (This unit looks at the periodic table, states of matter and separating mixtures.) |
| Forces | A force is a push or a pull that acts on an object due to the interaction with another object. What happens to objects when a force is applied? | |
| Term 3 | Energy (Part 2) | How can electricity be used in everyday life, within circuits and in magnetism? |
| Genes and Ecosystems | What happens when a species becomes extinct? Do organisms just rely on one food source. Why are organisms interdependent? | |
| Reactions | When chemicals are mixed together and make something new, a chemical reaction has happened. Where are acids and alkalis found in everyday life and why are their reactions important? | |
| Earth Science | Humans use the Earth for survival, however, we are one tiny part of much larger systems. What is our place within the universe and what is the Earth made of? |
Year 7 Progress Booklet & Knowledge Organiser
Year 8
| Unit | Big Picture | |
|---|---|---|
| Term 1 | Working Scientifically | Science involves asking questions, investigating and observing the world around us. How do scientists carry out investigations and come to conclusions? |
| Waves |
Waves can transfer information in many different ways, how do different types of wave transfer information? (This unit looks at light and sound.) |
|
| Matter | There are 118 known elements, their position on the periodic table depends on their chemical and physical properties. Where are elements found on the periodic table and why? | |
| Term 1/2 | Organisms | The human body is made up of organ systems, these systems allow us to carry out every day tasks and they are adapted to allow our body to work efficiently and effectively. How are the respiratory and digestive systems adapted for efficiency? |
| Term 2 | Forces |
A force is a push or a pull that acts on an object due to the interaction with another object. How can the size of force affect an object or it’s characteristics? (This unit looks at forces including terminal velocity and Hooke’s Law) |
| Term 3 | Reactions | A chemical reaction can be observed in many ways and the reactivity of the reactants will impact on the speed the reaction takes place and the products of the reaction. What different types of chemical reaction occur in everyday activities? |
| Organisms (Plants) | Plants are living things that reproduce and make their own food. How does this happen and what is photosynthesis? | |
| Earth Science | Humans are having a large and possibly catastrophic impact on Earth, how do we live sustainably and put actions into place to allow future generations and the Earth to flourish? |
Year 8 Progress Booklet & Knowledge Organiser
Careers in this subject
Science opens a lot of doors because we are great analysts, observers and problem solvers. However some specific careers include:
- Architect
- Astronaut
- Biomedical Engineer
- Clinical Drug Trial Scientists
- Chocolatier
- Climate Scientist
- Dietitian
- Doctor
- Ecologist
- Electrical Engineer
- Energy Analyst
- Environment Officer
- Forensic Scientist
- Marine Biologist
- Perfumer
- Physiotherapist
- Science Journalist
- Sport Scientist
Careers Snapshot - Science
How can I help support my child in Science?
This important question is often asked by parents and carers. There is a plethora of resources out there but is often difficult to where to start so hopeful this guide will help.
- Using vocabulary - Where ever you can please encourage your child to discuss the topics they are learning using science specific vocabulary. Ask them about the keywords they may have learned that week and describe what they mean and how to use them.
- Reading around the subject- Science is often in the news. Sharing articles about new discoveries or encouraging your child to read a science based book can work wonders. There are range of Horrible Science books which middle school age children can enjoy but Science underpins a lot of fiction or non-fiction based books too.
- Learning through watching - we are lucky that scientific programming is often on the TV and has content the whole family can enjoy. Any David Attenborough or Brian Cox programmes will enthuse pupils about areas of Science as will many others.
Useful websites:
- Seneca Learning (Homework)
- BBC Bitesize - Year 6
- BBC Bitesize - Year 7 & 8
- Oak National Academy - KS2
- Oak National Academy - KS3
- British Science Week
British Moral Values in Science
Click here to see how British Moral Values are taught in Science at Scissett Middle School.