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Science

Science curriculum vision 

At Epsom and Ewell High School the Science curriculum aims to provide students with the industrial skills (researching, presenting and analysing data) needed to work not only in science but also in numerous other fields. By the time students leave EEHS they will be able to critically scrutinise information they encounter to enable them to make informed decisions throughout their lives. 

At the start of their scientific study at EEHS students become equipped with a foundational skill set in laboratory techniques and data handling to ensure that all students are on a level playing field when they join us, as many have never been in a science laboratory before secondary school.  

Schemes of work are designed to ignite students’ curiosity about the world around them with practical investigations, research projects and debates.  

How do we help our students to ROAR? 

Resilient: In the Science department we challenge students to analyse and evaluate scientific data to draw their own, informed conclusions. Students are challenged to see links between pieces of evidence and interpret trends for themselves.  

Open-Minded: Woven throughout the curriculum are opportunities to explore global science issues and students are encouraged to consider multiple points of view when forming their own opinions. Students also have the opportunity to debate some of these issues where they learn to actively listen and value the opinions of others. 

Aspirational: Through our curriculum, we aim to give our students the opportunity to explore the vast number of careers that qualifications in science can prepare them for. We offer the CREST certificate (Bronze and Silver) to those students who show a keen interest in scientific study.  

Reflective: Students are encouraged to reflect on their work and progress throughout the key stages. This may be achieved through evaluating their experiments or contemplating and improving on their current conception of how the world works.  

Year 7  

Intent: 

In Year 7, we equip students with the necessary skills to work safely and effectively in a laboratory and to analyse the data that they will collect in their investigations. We also reinforce the industry skills needed in science during their end of term projects.  

We select topics for Year 7 that link not only to their KS2 knowledge but are the basic building blocks for each of the science disciplines, biology, chemistry and physics. 

Implementation: 

 

Year 8 

Intent: 

In Year 8, students continue to hone their scientific skills of analysing and evaluating through new topics from each of the scientific disciplines. As in Year 7, practical work forms the core of students’ learning whilst at the same time we lay the foundational knowledge that will help them grasp more complex ideas at GCSE.  

Implementation: 

 

Year 9 

Intent: 

In Year 9, students are introduced to the building blocks from each science needed in both Combined and Triple Science GCSEs. In the Autumn term, students complete 4 topics that will prepare them to take the knowledge they will learn from the GCSE and apply it in different contexts, including during practical investigations or mathematical problems. 

Implementation: 

 

Year 10 

Intent: 

In year 10, students study all three of the sciences concurrently and will have a separate specialist science teacher for each of Biology, Chemistry and Physics. We will then split students into Combined or Triple Science and build on the knowledge and skills developed at Key Stage 3. Though scientific theory plays a bigger role at GCSE than at Key Stage 3, the practical element of each science still remains a key focus. Not only must students complete a range of required practicals which they could be examined on at the end of the course, we also include a range of other practical investigations throughout each of the three science curricula.   

Implementation: 

 

Year 11 

Intent: 

In Year 11, from the spring term we recap the course content with a strong focus on exam technique to prepare students for their GCSEs. Lessons focus on recall of key information and the key skills of applying information to new situations, describing and explaining trends in unfamiliar data, and evaluating evidence relating to content they have studied.  

Implementation: 

 

Biology 

Year 12 

Intent: 

At KS5 we study the AQA A-Level Biology specification. We start with the fundamentals of biology in biological molecules and cells as these form the foundation of other topics. Exchange of substances leads on from cells and genetic variation from biological molecules. Throughout the year there are multiple opportunities for practical work as all students must show their practical competency through at least six assessed practicals. Students are encouraged to read around the subject of biology outside of lessons to increase their knowledge and interest. 

Implementation:

 

Year 13 

Intent: 

In year 13 we continue with the AQA specification turning our attention to the A level topics specifically. Genetics, populations and evolution is a seamless continuation of the work covered in year 12 on genetics. Organisms’ responses to change is a fascinating look at the nervous system and homeostasis. Energy transfers draws together biochemistry in animals and plants whilst the control of gene expression involves the study of modern advances in the field of gene technology. In year 13 students will continue with their required practical work as well as honing their essay writing skills for paper 3. 

Implementation: 

 

Chemistry 

Year 12

Intent: 

There is a huge focus on practical and procedural skills in year 12 chemistry with laboratory work woven in whenever we can. We start with fundamentals in chemistry such as atomic structure and bonding both of which give the students a solid foundation for other topics such as group 2 and 7 elements, alkenes and alcohols. Mathematical work is also a key skill that we push at all opportunities as at least 20% of the marks available are for number work. The contexts in which we deliver these topics link to many chemistry-related careers such as medicine, pharmacy and chemical engineering. 

Implementation:

 

Year 13: 

Intent: 

The focus on practical skills continues in year 13 chemistry along with the students growing their mathematical abilities. There are links to A level biology with topics such as proteins and DNA and we really push our students with challenging units on electrochemistry and thermodynamics. 

Implementation: 

 

Physics 

Year 12 

Intent:

At KS5 we study the AQA A-Level Physics specification. We start with the fundamentals of physics in particles and radiation, electricity and waves as these form the foundation of other topics. Although further mechanics is an A-Level rather than AS-level topic it is taught in year 12 due to the strong links with mechanics and materials. Throughout the year there are multiple opportunities for practical work as all students must show their practical skills through at least six assessed practicals. Mathematical skills are interwoven through all topics as 40% of the final marks in A-Level Physics are from calculations and the use of equations. The optional module for this course is Astrophysics which is examined in Paper 3 in Year 13. 

 

Year 13 

Intent:

In year 13 we continue with the AQA specification turning our attention to the A level topics specifically.  Thermal Physics includes the properties of ideal gases and kinetic theory. Gravitational, electric and magnetic fields are combined in fields and their consequences to then be applied to planetary and satellite orbits and the charge and discharge of capacitors. Students are advised to read around the subject of physics outside of lessons to increase their understanding and knowledge of specific topics they want to study further. 

Implementation:

 

Applied Science BTEC 

Year 12 

Intent:

At KS5 we study the Pearson BTEC Level 3 National Extended Certificate in Applied Science, in UCAS points this is equivalent to an A-Level. We begin the year by ensuring students have a fundamental understanding of biology, chemistry and physics needed in the principles and applications of science, this is a mandatory unit where the exam is completed in January of year 12. The second topic completed in Year 12 is practical scientific procedures and techniques which is a compulsory module that is assessed through four pieces of coursework. The aim of this topic is to ensure that students have multiple practical skills that can be applied to different scientific industries. 

 

Year 13 

Intent:

During Year 13 we continue the Pearson BTEC Level 3 National Extended Certificate in Applied Science. We begin the year with the unit Science Investigation Skills, this unit is based completely around a practical that students will complete in advance and then be examined on in January. It includes skills such as data processing, data analysis and evaluation of practicals this ensures that students are well prepared for a science-based degree should they wish to pursue one. The unit of human regulation and reproduction is assessed using three pieces of coursework and is a deeper look at how the human body functions including hormones, reproduction and the circulatory and respiratory systems. 

Implementation:

 

Learning Journey

Biology Learning JourneyChemistry Learning Journey

Physics Learning Journey

Course Specifications

GCSE Combined Science Trilogy Specification

GCSE Biology Specification

GCSE Chemistry Specification

GCSE Physics Specification

A Level Biology Specification

A Level Chemistry Specification

A Level Physics Specification

Level 3 Applied Science Specification

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