Science

Powerful Knowledge

Knowledge is taught via sequenced units built on KS4. There is a focus on the 4 strands of our science curriculum - Knowledge, Scientific Literacy, Scientific Numeracy and Practical skills.

Knowledge at KS5 follows the AQA specification and particular emphasis is placed on mastering the following concepts.

• Biochemistry: The structure and properties of Biological molecules within cells across the three domains.
• Cells: Structure & function of cell types; general and specialised eukaryotic cells as well as prokaryotic cells. Cellular processes that utilise both intracellular organelles and coordination of different cell types.
• Exchanging & responding to the environment: Exchange in single celled organisms, insects, fish and humans. Mass transport in both plants and animals. Nervous coordination and homeostatic mechanisms in animals.
• Genetics & Diversity: Mechanisms of genetic inheritance and its control, gene technology as well as the impact of genetics and variations within populations on diversity. 
• Energy transfers: Energy transfers within cells (respiration and photosynthesis) as well as energy transfers within ecosystems.
• Skills: Numeracy in the form of statistical data handling, calculating averages, percentages and percentage differences, standard deviations and error. Practical skills to support and consolidate scientific concepts (knowledge and understanding), to develop investigative skills and to build and master practical skills.

Literacy

New vocabulary is taught through the use of:

• Knowledge Organisers
• Key Words at the beginning of majority of lessons
• Use of key terminology throughout the lesson
• Assessment of key terminology using tasks throughout lessons including PPQ, questioning, extended responses and justifications.

Sequencing clear explanations using retained knowledge and applying understanding from established models to new and novel contexts.

Modelling the planning, structuring and writing of extended response answers including essays.

School Context

While Stowupland High school is classified by postcode as an urban school we have a strong rural element. Students need horizons widening and explicit links made with a multicultural Britain whilst linking learning to surrounding industry that uses Biology. In teaching

• WSH: reference to medical careers and medical issues.
• Colchester Zoo: both outreach and preserving biodiversity.
• Environment Agency: reference to biodiversity and energy transfer
• UCS/UEA/Anglia Ruskin

Assessment

Students are assessed by:

•  A series of low stakes tests designed to embed factual understanding and recall previously learnt knowledge.
• Regular opportunities to practice essay writing techniques in relation to current topics of study. 
• Assessment of students work completed on a oneto-one basis with students (completed on pink sheets or using folder review)
• Summative end of unit tests designed to showcase how learning from the unit is tested in terminal exams and to provide clear next steps in learning by diagnosing gaps using exam board mark schemes.
• Monitoring of practical skills using the CPAC framework against a set of required practical tasks.

Careers

• WSH
• Colchester Zoo (lectures)
• Environment Agency
• UCS/UEA/Anglia Ruskin

Powerful Knowledge

Knowledge is taught via sequenced units built on KS3. There is a focus on the 4 strands of our science curriculum - Knowledge, Scientific Literacy, Scientific Numeracy and Practical Knowledge and skills.

Knowledge at KS4 follows the Edexcel specification and particular emphasis is placed on mastering the following concepts:

Atomic Structure

The Periodic Table

Understanding Ions and bonding

Separating Mixtures

Acids and Alkalis

Rates of chemical reaction

Chemical calculations including balancing equations

Energy changes in reactions

Hydrocarbons as fuels

Combustion

Changes to the earth's atmosphere

Extracting metals and electrolysis

Practical Knowledge

Making salts

Neutralisation

Titration

Chromatography

Electrolysis

Investigating rates of reaction

Students start learning GCSE topics from January of year 9 and complete the learning for combined science in November of year 11. After mock examinations students are split onto either separate sciences or a supported combined science curriculum based on spaced learning of key concepts to ensure mastery.

Literacy

We teach new vocabulary using knowledge organisers and low stakes testing of these. Within lessons keywords are regularly provided and use of these directed in longer explanations. Within lessons where appropriate we read as a class to model new vocabulary and require students to write at length to develop the use of new scientific words and

Sequencing clear explanations using retained knowledge and applying understanding from established models to new and novel reactions.

Our teaching focuses on the explicit and accurate use of vocabulary so that meaning is unambiguous.

School Context

While Stowupland High school is classified by postcode as an urban school we have a strong rural element. Students need horizons widening and explicit links made with a multicultural Britain whilst linking learning to surrounding industry that uses Chemistry. In teaching certain units links are made to our locality...

West Suffolk Hospital- Modern Spectroscopic techniques

Newmarket Studs - Separating mixtures (Chromatography)

ICI - Organic synthesis and polymersMuntons- Organic reactions of alcohol including enzymes

Analytical techniques (including titration)

Treatt UK- Organic reactions

Surechem - Titration and ion tests

Gt. Blakenham incinerator - Catalytic chemistry

Greene King- Organic reactions of alcohol including enzymes

Outreach opportunities

Big Bang

Medical careers conference

Our local context and links to industry also feature our knowledge organisers and lesson planning.

Assessment

Each unit is assessed in 4 ways.

• Low stakes testing based on knowledge organisers ( this is recorded and tracked over time).
• Outcomes on seneca science. Homework is tracked on seneca science and % correct responses tracked over time.
• Teachers’ judgement and student self assessment within lessons based on work completed in exercise books.
• End of unit tests. These are made using exam board example questions. They are tiered Higher and Foundation, using the published exam board percentages grade boundaries. The composition of the papers is as follows (33% previous learning on previous topics, 33% medium demand level 2 questions, 33% either level 1 low demand or level 3 high demand).

Practical skills are developed through both required practicals (which are recorded on Go4schools) and experiments.

Careers

National

Academic researcher

Analytical chemist

Biotechnologist

Chemical engineer

Clinical scientist, biochemistry

Forensic scientist

Nanotechnologist

Pharmacologist

Research scientist (physical sciences)

Scientific laboratory technician

Toxicologist

Local

West Suffolk Hospital

ICI

Muntons

Treatt UK

Powerful Knowledge

Knowledge is taught via sequenced units built on KS3. There is a focus on the 4 strands of our science curriculum - Knowledge, Scientific Literacy, Scientific Numeracy and Practical skills.

Knowledge at KS5 follows the Edexcel specification and particular emphasis is placed on mastering the following concepts:

Forces and Motion

Conservation of Energy

Waves

Light and the EMS

Radioactivity

Astronomy

Forces and their effects

Electricity and Circuits

Static electricity

Magnetism and the motor effect

Electromagnetic Induction

Particle Model

Forces and Matter

Practical Knowledge

Building and analysing electric circuits.

Investigating motion

Investigating Waves

Investigating Radiation

Investigating Resistance

Investigating Densities

Specific Heat Capacity

Hooke’s Law

Students start learning GCSE topics from January of year 9 and complete the learning for combined science in November of year 11. After mock examinations students are split onto either separate sciences or a supported combined science curriculum based on spaced learning of key concepts to ensure mastery.

Literacy

We teach using low stake questioning new language and key definitions. We focus on encouraging students to use precise language in explanations by using past paper exam questions.

Exam questions on experimental work involve being able to explain succinctly: methods used, measurements taken and analysis of data. This is taught through practical work, feedback given, modelling of explanations and the use of exam style questions.

School Context

While Stowupland High school is classified by postcode as an urban school we have a strong rural element. Students need horizons widening and explicit links made with a multicultural Britain whilst linking learning to surrounding industry that uses Physics. In teaching

Bosch

BT - Martlesham

Great Blakenham power station

Sizewell nuclear power station.

Muntons

Breheny

PPG

West suffolk NHS trust (Radiography / medical imaging)

Assessment

Quick quizzes at the start of lessons - based on key recall of knowledge organisers.

End of unit tests using past exam material, designed to closely mimic final exams.

Senecalearning - weekly homework set and its use monitored.

Careers

Electrician

Sound Engineer

Mechanical Engineer

Manufacturing Engineer

Civil Engineer

Physicist

Electrical Engineer

Electronic Engineer

Rocket Scientist!

Tunnel Engineer.

Mechanic

Stock Market Trader

CGI

Radiographer

See above for specifically local careers.