KS3 Science Curriculum

Our KS3 course follows the Exploring Science scheme of work. It is clearly divided into biology, chemistry and physics units and covers both Substantive and Disciplinary knowledge in line with the National Curriculum. KS3 classes are usually split between two different teachers.

Substantive knowledge: This is the established knowledge produced by  science, such as concepts, laws, theories and models. This is referred to as scientific knowledge and conceptual understanding in the national curriculum and covers the entire body of knowledge that humanity has discovered about the universe around them.

 

Substantive knowledge is taught in a hierarchical structure – not by interest or application (as most of the science of their everyday lives is very complex) – but by fundamentals, what is needed to explain to other concepts.

 

The main structure of the KS3 and KS4 courses follows the gradual progression, development, and application of the key fundamental ideas. In year 7 students start by learning the fundamental concepts, such as forces, energy, cells and the particle model of matter. Over the course, students regularly come back to these ideas each year, building on the complexity of the models and applying them to ever more complex concepts. This constant repetition of concepts allows students to solidify their understanding of the fundamental knowledge of Science, while the progression of complexity allows these ideas to be applied to more and more of their everyday lives and future destinations.

 

The Science curriculum has been designed to show that clear progression all the way from year 7 to 11, to make sure there is that clear and gradual increase in complexity, challenge and application.

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Disciplinary knowledge: This is the understanding of how scientific knowledge has been generated and refined over time. This is specified in the ‘working scientifically’ sections of the national curriculum and it includes knowing how to carry out practical procedures, how scientific knowledge develops, and the scientific method.

 

While only a minority students will ‘do’ scientific research in their future destinations, teaching disciplinary knowledge is a fundamental part of improving all students’ scientific literacy, increasing their trust in scientific consensus (such climate change or vaccination programs), and developing students’ ability to make informed life decisions based on the best available evidence.

 

In accordance with the educational research, the curriculum at The Bicester School teaches disciplinary knowledge alongside the relevant sections of the substantive knowledge. We look at the history of science and how certain ideas, such as evolution or the models of the solar system, change and become more refined as new evidence is discovered. There is general progression of practical skills and concepts throughout the KS3 curriculum, ready for when students start looking at the required practical work at GCSE, when all of these are ideas are fully applied and practiced.

 

 

Year 7 – Approximate Year Plan

  Single Teacher (6 lessons) Split 1* (3 lessons) Split 2* (3 lessons)
Term 1 Health and Safety Health and Safety Health and Safety
Cells, Tissues,

Organs 7A

Test

 Cells, Tissues,

Organs 7A

 

 

Test

 Energy 7I

 

 

Test
Energy 7I

Test
Term 2 The Particle Model 7G

Test

 Sexual Reproduction 7B

 

 

Test

 The Particle Model 7G

 

 

Test
Sexual Reproduction 7B

Test
Term 3 Mixtures and

Separation 7E

Test

 Mixtures and

Separation 7E

 

 

 

Test

 Current Electricity 7J

 

 

 

 

Test
Current Electricity 7J

Test
Term 4 Muscles and Bones 7C

Test

 Muscles and Bones 7C

 

 

 

Test

 Acids and Alkali 7F

 

 

 

 

Test
Acids and Alkali 7F

Test
Term 5 Forces 7K

Test

 Ecosystems 7D

 

 

Test

 Forces 7K

 

 

Test
Ecosystems 7D

Test
Term 6 Atoms, Elements

and Compounds 7H

Test

 Atoms, Elements

and Compounds 7H

 

Test

 Sound 7L

 

 

Test
Sound 7L

Test

*The exact split may be difference as it will depend on specialisms of the teachers sharing

 

 

 

Year 8 – Approximate Year Plan

  Single Teacher (6 lessons) Split 1* (3 lessons) Split 2* (3 lessons)
Term 1 Health and Safety Health and Safety Health and Safety
Food and Nutrition 8A

Test

 Food and Nutrition 8A

 

 

Test

 Combustion 8E

 

 

Test
Combustion 8E

Test
Term 2 Light 8J

Test

 Plants and their

Reproduction 8B

 

 

Test

 Light 8J

 

 

 

Test
Plants and their

Reproduction 8B

Test
Term 3 The periodic Table 8F

Test

 The periodic Table 8F

 

 

Test

 Fluids 8I

 

 

Test
Fluids 8I

Test
Term 4 Breathing and Respiration

8C

Test

 Breathing and Respiration

8C

 

 

Test

 Metals and their uses 8G

 

 

Test
Metals and their uses 8G

Test
Term 5 Energy Transfers 8K

Test

 Unicellular organisms 8D

 

Test

 Energy Transfers 8K

 

Test
Unicellular organisms 8D

Test
Term 6 Earth and Space 8L

Test

 Rocks 8H

 

Test

 Earth and Space 8L

 

Test
Rocks 8H

Test

*The exact split may be difference as it will depend on specialisms of the teachers sharing

 

 

 

Year 9 – Approximate Year Plan

  Single Teacher (6 lessons) Split 1* (3 lessons) Split 2* (3 lessons)
Term 1 Health and Safety Health and Safety Health and Safety
Genetics and

Evolution 9A

Test

 Genetics and

Evolution 9A

 

 

Test

 Reactivity 9F

 

 

 

Test
Reactivity 9F

 

Test
Term 2 Force fields and

Electromagnets 9J

Test

 Plant Growth 9B

 

 

 

Test

 Force fields and

Electromagnets 9J

 

 

Test
Plant Growth 9B

Test
Term 3 Atomic Structure, Elements,

Periodic Table 9Y

Test

 Atomic Structure, Elements, Periodic Table 9Y

 

 

Test

 Sound, Light and Waves 9X

 

 

Test
Sound, Light and Waves 9X

Test
Term 4 CP1/SP1: Motion

Test

 CP1/SP1: Motion

 

 

 

 

 CB9/SB9 Ecosystems

and Material Cycles

 

 
CP2/SP2: Forces and

Motion

Test
Term 5 CB9/SB9 Ecosystems

and Material Cycles

 

 

Test

 Test Test
CP2/SP2: Forces and

Motion

 CC1/SC1: States of Matter
Term 6 CC1/SC1: States of Matter  

Test

 CC2/SC2: Separating

and Purifying

Test
CC2/SC2: Separating

and Purifying

Test

*The exact split may be difference as it will depend on specialisms of the teachers sharing