Science KS4 curriculum

KS4 Science Curriculum

GCSE content is started halfway though year 9 and our KS4 course follows the Edexcel Specification. It is clearly divided into biology, chemistry and physics units and covers both Substantive and Disciplinary knowledge in line with the National Curriculum. GCSE Combined Science classes are usually split between two different teachers, whereas GCSE Triple Science will have a specialist teacher for each of the three sciences.

GCSE exams are split into two tiers, Foundation (Grades 1-5) and Higher (Grades 4-9). The final tier of entry for the GCSE exams will depend on the student’s performance in end of topic tests and mock exams.

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.

Curriculum Map for KS3 and KS4

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 10 – Approximate Combined Science Year Plan

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

Year 11 – Approximate Combined Science Year Plan

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