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17/01/18

Develop your teaching career with us. Find out about our Continued Professional Learning sessions and activities at https://t.co/fAFXA3Z40G https://t.co/0gbz7pZIJT

11/01/18

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09/01/18

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08/12/17

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08/12/17

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08/12/17

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08/12/17

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09/11/17

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Harris Academies
All Academies in our Federation aim to transform the lives of the students they serve by bringing about rapid improvement in examination results, personal development and aspiration.

Science

HABOYSED 0099

“Science is a way of thinking much more than it is a body of knowledge.” Carl Sagan
 
The Science department at Harris Boys' Academy East Dulwich aims:
 
  • To give students of all abilities a Science education that enables them to realise their full potential, developing their own literacy and numeracy skills at all stages through their studies.
  • To develop students' own understanding of the natural world, by exploring scientific fact, theories and models of different scientific concepts, through a well-planned and stimulating Science curriculum for all.
  • To teach Science with a practical focus wherever possible, developing the analytical skills of students through constructive observation, debate, and data interpretation.
  • To explore how Science has shaped the current world in which we live from a historical context, through to modern advancements in the curriculum areas studied.
  • To promote fully the Academy specialism of sport and enterprise, incorporating this into the curriculum at every possible stage.

It is the aim of the Science department that every student who leaves Harris Boys’ Academy East Dulwich is able to apply the knowledge learnt in the classroom to real-life scenarios.

Students will be able to see beyond the surface of issues and make informed opinions on scientific issues, based on their actual understanding of scientific concepts.

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Asking not only “why?” but “why not?”

All students will be encouraged to develop their practical skills, not only as these skills are needed for GCSE assessments, but also because these skills will nurture and instill a thirst for learning in Science lessons. Students are encouraged to be creative at every point through their studies, asking not only “why?” but “why not?”.

Students will develop on their own ideas, by challenging established scientific theories and evaluating new technologies. Students will be encouraged to link scientific concepts together, studied at previous key stages.

Knowledge of science and the scientific method is vital to understanding the world around us. Whether or not a student becomes a geologist, astronomer, pharmacist, surgeon or vet, an understanding of science is a tool for life. The skills of rational, critical thinking are at the core of every decision we make and the ability to identify patterns, derive explanations and predict outcomes and solutions are vital to the success of each individual and the greater good of our planet.

For further information please contact Mr Kier Saunders on k.saunders@harrisdulwichboys.org.uk

Curriculum summary

Key Stage 3

The Harris Federation Schemes of Work for KS3 Science have been written in line with the aims and ethos of the new national curriculum and assessments.

Each year group has been allocated appropriate content to ensure all students have the opportunity to achieve the highest levels of progress and attainment at GCSE. There are generally 2-3 units each half term. The changes made to the curriculum at KS3 will prepare our students in gaining the scientific knowledge and skills needed for life in modern Britain, secure access into and success in further education and raise standards to compete in a global job market.

Key differences in curriculum

The principal focus of science teaching in KS3 is to develop a deeper understanding of a range of scientific ideas in the subjects of biology, chemistry and physics. Pupils will begin to see the connections between these subjects and become aware of some of the big ideas underpinning scientific knowledge and understanding.

The order of the units has been chosen by thinking deeply about the connections between topics in each subject area of biology, chemistry or physics. This has been mapped from the start of Year 7 to the end of Year 11 to ensure significant progression by all pupils. The knowledge and skills required for some of the content are at a higher level than the previous KS3 curriculum. This will prepare students for the new GCSE curriculum.

The new KS3 curriculum aims to deepen scientific knowledge further than previously and if more time is needed to ensure that the key concepts are understood then the new curriculum is flexible to facilitate this. The scope and nature of the study describes a sequence of knowledge and concepts with a focus on developing a secure and deep understanding of the science rather than a superficial level of knowledge.

There are two sets of Schemes of Work – Standard and Nurture. The Standard Scheme of Work is aimed at Higher and Foundation levels of ability. For those students that find the curriculum a greater challenge the Nurture resources provide a highly differentiated curriculum to ensure sustained progress in Science. Teaching staff will ensure the delivery of the curriculum is appropriate for all students by using resources and strategies that have been created in addition to those provided by the Schemes of Work themselves.

Working scientifically

Throughout the Schemes of Work students will be taught :

  • Scientific attitudes
  • Experimental skills
  • Analysis
  • Evaluation
  • Measurement skills

In addition, at the end of each half-term there will be a set of lessons where students have an opportunity to practise these key skills through set practical investigations which can be separately assessed and progress measured across the year.

There is a greater focus on practical skills throughout the entire KS3 curriculum.

Assessment

Teachers will use work produced in books to assess progress and identify how students might improve. Homework will be set regularly and will be integral in assessing student ability to work and apply the knowledge and skills they have learnt independently. The teacher will use this assessment to inform their planning, support individuals and adapt lessons accordingly for their class. We will assess ongoing progress through questioning in class and assessment tasks in the classroom. Intervention will be targeted where it is needed.

There will be a half termly written paper which will assess students’ ability to apply the knowledge and skills they have studied in that half-term. The papers will also include questions based on previous units to test how deeply embedded the learning and understanding is i.e. cumulative assessment. The papers will include questions to assess the quality of written communication in science as well as numeracy skills. Results for these assessments will be reported to parents as percentages and we will use these scores to predict a student’s most likely grade (MLG) at the end of year 11 and to assess whether they are on track.

The new grading system for Science GCSE is 9-1 with 9 being the highest. The half-termly papers taken will be in two tiers, higher and foundation. Students taking the foundation tier can achieve a grade 5-1 and those taking the higher can achieve a grade 9-4. These tiers have been chosen to reflect the new GCSE. We will be able to change a student’s tier of entry as appropriate. The reported MLG will be given using the 9-1 scale.

Further details of the Key Stage 3 Science curriculum are contained in the documents that can be downloaded from the bottom of the page.

Key Stage 4

Details of the Key Stage 4 Science curriculum are contained in the documents that can be downloaded from the bottom of the page.

Assessment

Key Stage 3

Year 7 students start the year with a benchmarking test. From then on, all students are assessed at the end of every half term using an exam devised by the Harris Federation. The assessment will focus on learning during the preceding half-term but will include content from previous terms as the year progresses.  End of year exams are set at the end of June to accurately evaluate progress over the year.


Key Stage 4

There are two routes within Science at Key Stage 4 (Years 9-11). Combined Science is the route that most pupils will undertake. This requires six exams; two each in Biology, Chemistry and Physics. Exams are sat in May and June of Year 11 and are one hour and 15 minutes in duration. This is worth two GCSEs. The other route is Separate Science and is worth three GCSEs.


Combined Science

Biology Paper 1

What's assessed: Biology topics 1–4: Cell Biology; Organisation; Infection and response; and Bioenergetics.

How it's assessed: Written exam: 1 hour 15 minutes; Foundation and Higher Tier; 70 marks; 16.7% of GCSE.

Questions: Multiple choice, structured, closed short answer, and open response.

Biology Paper 2

What's assessed: Biology topics 5–7: Homeostasis and response; Inheritance, variation and evolution; and Ecology.

How it's assessed: Written exam: 1 hour 15 minutes; Foundation and Higher Tier; 70 marks;16.7% of GCSE.

Questions: Multiple choice, structured, closed short answer, and open response.

Chemistry Paper 1

What's assessed: Chemistry topics 8–12: Atomic structure and the periodic table; Bonding, structure, and the properties of matter; Quantitative chemistry; Chemical changes; and Energy changes.

How it's assessed: Written exam: 1 hour 15 minutes; Foundation and Higher Tier; 70 marks;16.7% of GCSE.

Questions: Multiple choice, structured, closed short answer, and open response.

Chemistry Paper 2

What's assessed: Chemistry topics 13–17: The rate and extent of chemical change; Organic chemistry; Chemical analysis; Chemistry of the atmosphere; and Using resources.

How it's assessed; Written exam: 1 hour 15 minutes; Foundation and Higher Tier; 70 marks;16.7% of GCSE.

Questions: Multiple choice, structured, closed short answer, and open response.

Physics Paper 1

What's assessed: Physics topics 18–21: Energy; Electricity; Particle model of matter; and Atomic structure.

How it's assessed: Written exam: 1 hour 15 minutes; Foundation and Higher Tier; 70 marks;16.7% of GCSE.

Questions: Multiple choice, structured, closed short answer, and open response.

Physics Paper 2

What's assessed: Physics topics 22–24: Forces; Waves; and Magnetism and electromagnetism.

How it's assessed: Written exam: 1 hour 15 minutes; Foundation and Higher Tier; 70 marks;16.7% of GCSE.

Questions: Multiple choice, structured, closed short answer, and open response.


Separate Science

Biology Paper 1

What's assessed: Topics 1–4: Cell biology; Organisation; Infection and response; and Bioenergetics.

How it's assessed: Written exam: 1 hour 45 minutes; Foundation and Higher Tier; 100 marks; 50% of GCSE

Questions: Multiple choice, structured, closed short answer and open response.

Biology Paper 2

What's assessed: Topics 5–7: Homeostasis and response; Inheritance, variation and evolution; and Ecology.

How it's assessed: Written exam: 1 hour 45 minutes; Foundation and Higher Tier; 100 marks; 50% of GCSE

Questions: Multiple choice, structured, closed short answer and open response.

Chemistry Paper 1

What's assessed: Topics 1–5: Atomic structure and the periodic table; Bonding, structure, and the properties of matter; Quantitative chemistry, Chemical changes; and Energy changes.

How it's assessed: Written exam: 1 hour 45 minutes; Foundation and Higher Tier; 100 marks; 50% of GCSE

Questions: Multiple choice, structured, closed short answer and open response.

Chemistry Paper 2

What's assessed: Topics 6–10: The rate and extent of chemical change; Organic chemistry; Chemical analysis, Chemistry of the atmosphere; and Using resources.

How it's assessed: Written exam: 1 hour 45 minutes; Foundation and Higher Tier; 100 marks; 50% of GCSE.

Questions: Multiple choice, structured, closed short answer and open response.

Physics Paper 1

What’s assessed: Topics 1–4: Energy; Electricity; Particle model of matter; and Atomic structure.

How it’s assessed: Written exam: 1 hour 45 minutes; Foundation and Higher Tier; 100 marks; 50% of GCSE.

Questions: Multiple choice, structured, closed short answer and open response. 

Physics Paper 2

What’s assessed: Topics 5–8: Forces; Waves; Magnetism and electromagnetism; and Space physics. Questions in Paper 2 may draw on an understanding of energy changes and transfers due to heating, mechanical and electrical work and the concept of energy conservation from Energy and Electricity.

How it’s assessed: Written exam: 1 hour 45 minutes; Foundation and Higher Tier; 100 marks; 50% of GCSE.

Questions: Multiple choice, structured, closed short answer and open response.

How to revise and prepare for exams

As we head into a more challenging and demanding curriculum, assessment and examination system it is important that students in all year groups in the Academy understand how to prepare efficiently and successfully for exams.
 
All students sit externally set tests every half term which they must prepare for fully. These are cumulative tests which means they test more knowledge and skills as the year progresses.
 
The end of year exam will test knowledge and skills across the whole year period, for all years groups. We believe in teaching our students how to prepare for exams as they are an important life skill.

GCSE revision support and intervention for Year 11 Science begins in September and runs until the Summer examinations.

See our exam preparation page for information about helpful revision guides and timetables, as well as details of additional interventions for each subject.

Revision resources

 

BBC Bitesize


A range of revision resources are made available from the science department including:

  • Kerboodle – students have been provided with a log-on (ask your teacher if you have forgotten it)

  • Revision guides and books

Other helpful resources

 

YouTube Channels

  • Veritasseum
  • VSauce
  • ASAPScience
  • SLowmo guys
  • Mythbusters
  • SciShow
  • CrashCourse
  • KhanAcademy
  • MinutePhysics
  • Periodic videos
  • TED-Ed
  • Mental Floss
  • MyGCSE Science (subscription required for Additional/Further Additional Science content)

Good Books

  • A Short History of Almost Everything, Bill Bryson
  • The Magic of Reality, Richard Dawkins
  • Sapiens: A Brief History of Mankind, by Yuval Noah Harari
  • Bad Science, by Ben Goldacre
  • Science, The Definitive Visual Guide
  • Question Everything

Places to go in the holidays or at the weekends


Other resources

BBC Radio 4 Podcasts

  • In our time
  • BBC Inside Science
  • The Infinite Monkey Cage

Magazines (many back issues available to borrow from the science office)

  • New Scientist
  • BBC Focus
  • How things Work

Monthly Public Astronomy Meetings

Royal Institution

Careers

Whether you end up studying A-level biology, chemistry or physics, a degree in science or go straight into the workplace at the age of 16, you’re likely to use your science knowledge regularly.

Traditional scientific jobs like medicine, dentistry, veterinary science, engineering, pharmaceuticals and manufacturing are obvious routes for the science student. However, more and more jobs require at least a basic scientific understanding to perform.

The burgeoning health, fitness and ICT industries all depend on employees knowing more than general-knowledge science. Travel and tourism and outdoor pursuits of all kinds require an understanding of a variety of scientific disciplines from an knowledge of local flora and fauna, to weather planning, geographical features, transportation methods and even the less obvious decision making using critical thinking skills based on the scientific method, science underpins life.

A survey conducted in 2010 revealed that the favourite degree subject of graduate recruiters for the FTSE 500 companies was physics 40% with maths in second place with 15% and chemistry in third at  13%.

Whether you consider yourself a scientist or not, good qualifications in science from Harris Boys Academy East Dulwich will prepare you well for your life ahead.