The science curriculum at Longfield has been developed to create and deliver a curriculum which ensures all pupils master the knowledge and understanding to think hard, make informed decisions and actively engage in Science. The curriculum is designed to enable students to excel not only in public examinations but in their interaction with the world, leading to happy and successful lives and having the opportunity to progress to higher education or to be competitive in today’s job market. By following the IB Middle Years Programme (MYP) framework we aim to develop inquiring, resilient, knowledgeable and caring young people who are motivated to succeed; we strive to develop students who will build a better world through intercultural understanding and respect. Science in Year 7 is taught to ensure that by the end of Y7 everyone, regardless of their primary provision, is a competent science practitioner. Students learn the curriculum in an interleaved manner which mixes the three disciplines together as part of set themes relating the science knowledge to the world around them. This enables students to retain a sound knowledge base of scientific keywords and concepts. Students investigate, explore and model situations and find solutions to familiar and unfamiliar problems – skills which are applicable to a wide range of careers and to everyday life. Our studies often link with other academic disciplines, such as Mathematics, Physical Education, Geography and Health.
Students are taught over 3 lessons a week
Students are taught over 3 lessons a week
Students are taught over 3 lessons a week
Students study science in MYP via a practical-based approach in which they investigate and question the knowledge they have already learned. They develop their critical-thinking, problem-solving, decision-making and reflective skills. Every module’s practical and analytical skills are tested. Year 7 study Science for 3 hours a week; Year 8 and 9 study Science for 4 hours a week. Our aim for all students is to foster a sense of curiosity about the world around them as well as equip them with the knowledge, understanding and intellectual capability to access further science-based courses in Post 16, university, future career pathways and everyday life. We aim to give students the realisation that science provides an important foundation for many jobs and careers worldwide today. Trips, visits and workshops are undertaken to underpin knowledge and to offer students an insight in future career pathways.
With inquiry at the core, the MYP sciences framework aims to guide students to independently and collaboratively investigate issues through research, observation and experimentation. The MYP sciences curriculum explores the connections between science and everyday life. As they investigate real examples of science applications, students discover the tensions and dependencies between science and morality, ethics, culture, economics, politics, and the environment.
Students will be assessed under four different criteria:
The science curriculum at Longfield has been developed to create and deliver a curriculum which ensures all pupils master the knowledge and understanding to think hard, make informed decisions and actively engage in Science. The curriculum is designed to enable students to excel not only in public examinations but in their interaction with the world, leading to happy and successful lives and having the opportunity to progress to higher education or to be competitive in today’s job market. Regardless of whether students are following the GCSE Combined Science or Separate Science GCSE pathway, the Science curriculum is designed to encourage students to think critically, reason logically and question the world around them. Students learn the curriculum in an interleaved manner which mixes the three disciplines together as part of set themes relating the science knowledge to the world around them. This enables students to retain a sound knowledge base of scientific keywords and concepts. By undertaking experiments they design themselves, they collect and analyse data and justify their findings. The level of challenge is differentiated to meet all students’ needs. Scaffolding and support are available for any student who needs it.
Students are taught over 4 lessons a week
Students are taught over 4 lessons a week
A fully interleaved, themed curriculum is at the heart of what we do in Science. This is not simply a 2 year scheme of learning, it is part of a 5 year plan that fully covers the National Curriculum. Trips, visits and workshops are undertaken to underpin knowledge and to offer students an insight in future career pathways. Alongside the schemes of learning, we have developed knowledge organisers for each year group, these combined with low-stakes testing, enables our students to master keywords and concepts as well as keep the learning fresh in their minds. Our assessments are designed to ascertain a student’s strengths and areas for development. Students are provided with personalised feedback and steps to ensure progression. They also provide teachers with detailed information with regard to knowledge gaps so that they can further support students’ learning by offering targeted revision sessions after school.
Students will be supported with a number of different types of assessment materials to ensure they reach their full potential.
Students build on their KS3 knowledge and understanding and consequently are well-prepared for GCSE. Through studying carefully differentiated lessons and resources, and using our bespoke assessment and monitoring, our student’s skills and knowledge continue to increase. Our lessons are designed to link to a range of careers so students are given a solid base to make informed and comprehensive decisions about their future.
Biology topics 1–4: Cell Biology; Organisation; Infection and response; and Bioenergetics.
Biology topics 5–7: Homeostasis and response; Inheritance, variation and evolution; and Ecology.
Chemistry topics 8–12: Atomic structure and the periodic table; Bonding, structure, and the properties of matter; Quantitative chemistry; Chemical changes; and Energy changes.
Chemistry topics 13–17: The rate and extent of chemical change; Organic chemistry; Chemical analysis; Chemistry of the atmosphere; and Using resources.
Physics topics 18–21: Energy; Electricity; Particle model of matter; and Atomic structure.
Physics topics 22–24: Forces; Waves; and Magnetism and electromagnetism.
Throughout years 10 and 11, students will be regularly assessed. This can take the form of short tests, exam style questions, classwork activities and/or homework tasks that have been set. At the end of year 10 students will sit a set of mock examinations in all subjects. Then in year 11, students will have two sets of mock examinations; one in module 2 and one in module 3.
The papers are split in two tiers, Higher (3 – 9 grades) and Foundation (1 – 5 grades).
