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Science

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At Excelsior Academy, we want pupils who study Science to develop curiosity about the world around them and an understanding of how science influences almost every aspect of modern life. We believe that scientific knowledge empowers pupils to make sense of the world, ask meaningful questions and make informed decisions about their health, environment and future opportunities.

Our Science curriculum is designed to inspire pupils to explore the wonders of biology, chemistry and physics whilst developing an appreciation of the important role science plays in society. We aim to help pupils recognise the wide range of careers and opportunities available through scientific study, encouraging aspirations for future education, training and employment.

A strong foundation of scientific knowledge and practical skills is at the heart of our curriculum. We recognise that secure understanding of fundamental concepts is essential for pupils to successfully access more complex scientific ideas. Therefore, learning is carefully sequenced to ensure that key concepts are introduced, revisited and developed over time, enabling pupils to build confidence and deepen their understanding as they progress.

Through practical investigation and scientific enquiry, pupils learn how scientific knowledge is developed, tested and refined. They are encouraged to question ideas, evaluate evidence, think critically and develop problem-solving skills. Pupils learn how to plan investigations, interpret results and draw conclusions using scientific reasoning, helping them to understand how scientists work and how discoveries shape our understanding of the world.

Our curriculum is designed as a continuous learning journey throughout EA Foundations and EA Horizons, ensuring clear progression in knowledge, skills and understanding from Year 5 through to Year 11. By building upon prior learning and preparing pupils for future study, we aim to develop scientifically literate young people who are confident, inquisitive and equipped for life in an increasingly scientific and technological world.

The following pages provide additional information about the topics pupils will study in each year group and the knowledge and skills that will be introduced, revisited and developed throughout their scientific journey at Excelsior Academy.

Subject leader: Michelle.Monaghan@excelsiornewcastle.org.uk  

EA Foundations (Y5, Y6 and Y7)

 

Intent

In the teaching of science at EA Foundations it is our intent that all children:

  • Develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics.
  • Develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them.
  • Are equipped with the scientific skills required to understand the uses and implications of science, today and for the future.

We understand that it is important for lessons to have a skills-based focus, and that the knowledge can be taught through this.

We encourage children to be inquisitive throughout their time at the school and beyond. The Science curriculum fosters a healthy curiosity in children about our universe and promotes respect for the living and non-living.

We believe science encompasses the acquisition of knowledge, concepts, skills and positive attitudes.

Throughout the programmes of study, the children will acquire and develop the key knowledge that has been identified within each unit and across each year group, as well as the application of scientific skills.

We ensure that the Working Scientifically skills are built on and developed throughout children’s time at the school so that they can apply their knowledge of science when using equipment, conducting experiments, building arguments and explaining concepts confidently, and continue to ask questions and be curious about their surroundings.

Implementation

To meet these objectives and ensure progression, we have mapped out the essential characteristics or end points that children will demonstrate as accomplished scientists ready for the next stage in their education.

These are supported by threshold concepts essential to an understanding of science, which are broken down into milestones.

Through our planning, we involve problem-solving opportunities that allow children to find out for themselves. Children are encouraged to ask their own questions and are given opportunities to use their scientific skills and research to discover the answers. This curiosity is celebrated within the classroom.

Planning involves teachers creating engaging lessons, often involving high-quality resources to aid understanding of conceptual knowledge.

Teachers use precise questioning in class to test conceptual knowledge and skills, and assess children regularly to identify those children with gaps in learning, so that all children keep up.

We build upon the learning and skill development of previous years. Children reflect on previous learning and cross-curricular links are made through Literacy.

Children are able to build on prior knowledge and link ideas together, enabling them to question and become enquiry-based learners.

As children’s knowledge and understanding increases, and they become more proficient in selecting and using scientific equipment, collating and interpreting results, they become increasingly confident in their growing ability to come to conclusions based on real evidence.

Working Scientifically skills are embedded into lessons to ensure these skills are being developed throughout the children’s school career, and new vocabulary and challenging concepts are introduced through direct teaching. This is developed through the years, in keeping with the units.

A clear and comprehensive scheme of work is followed in line with the National Curriculum.

Teaching and learning plans include practical investigative opportunities within science lessons each term.

Teachers demonstrate how to use scientific equipment and the various Working Scientifically skills in order to embed scientific understanding.

Teachers find opportunities to develop children’s understanding of their surroundings through outdoor learning and workshops with experts.

Impact

Children will know, remember and understand more about science.

The impact and measure of this is to ensure children not only acquire the appropriate age-related knowledge linked to the science curriculum, but also skills which equip them to progress from their starting points and within their everyday lives.

They will retain knowledge that is pertinent to science with a real-life context.

Children will be able to question ideas and reflect on knowledge, as well as work collaboratively and practically to investigate and experiment before explaining the process they have taken and reasoning scientifically.

All children will have:

  • A wider variety of skills linked to both scientific knowledge and understanding, and scientific enquiry and investigative skills.
  • A richer vocabulary which will enable them to articulate their understanding of taught concepts.
  • High aspirations, which will see them through to further study, work and a successful adult life.

Curriculum Overview

Term Year 5 Year 6 Year 7
Autumn

Forces and mechanisms

Classfication of living things

Baseline test B1 Cells C1 States of Matter P1 Forces

Properties and uses of materials

Evolution and inheritance

B2 Ecosystems C2 Solutions P2 Earth and Spac
Spring

Earth and space

What light does

B3 DNA C3 Separating P3 Sound

Plant and Animal Life Cycles

Human circulation

B4 Skeleton & Digestion C4 Atoms, Elements & Compounds P4 Heating and Cooling
Summer

Separating mixtures and changing materials

Electricity: changing circuits

P4 Heating and Cooling B5 Biodiversity

Human Growth

 Body health

C5 Chemical Reactions P5 Moving by Force Closing the gaps

Year 5 Curriculum

Topics: Forces and mechanisms
What pupils will know
  • Gravity is a non-contact force that pulls objects towards the centre of the Earth.
  • Friction, air resistance and water resistance are contact forces that oppose movement and slow objects down.
  • Surface area affects air resistance and the speed at which objects fall.
  • The shape of an object affects water resistance.
  • Mechanisms such as levers, pulleys and gears allow a smaller force to have a greater effect.
  • Gears can change the direction and speed of movement.
What pupils will be able to do
  • Explain how gravity affects falling objects and challenge the misconception that heavier objects fall faster.
  • Compare and explain the effects of friction, air resistance and water resistance.
  • Plan and carry out fair tests, identifying independent, dependent and control variables.
  • Measure forces using a Newton meter and take accurate, repeat measurements.
  • Record results using tables, labelled diagrams and line graphs.
  • Use evidence to make predictions, draw conclusions and evaluate the reliability of results.
  • Explain, using scientific vocabulary, how levers, pulleys and gears work.
Assessment
  • Explain that gravity is a force acting between the Earth and a falling object.
  • Identify and compare the effects of friction, air resistance and water resistance.
  • Explain how mechanisms such as levers, pulleys and gears make work easier.
  • Complete comparative and fair tests, demonstrating accurate measurement and data collection.
  • Present findings using scientific diagrams, tables and graphs.
  • Use evidence to support or refute scientific ideas and justify conclusions.
Topics: Properties and uses of materials
What pupils will know
  • Materials have different properties including hardness, transparency, magnetism, absorbency, permeability, flexibility, electrical conductivity and thermal conductivity.
  • Materials are chosen for specific purposes because of their properties.
  • Liquids have different viscosities and flow at different rates.
  • Thermal conductors transfer heat effectively, while thermal insulators reduce heat transfer.
  • Inventors use their understanding of material properties to design new products and solve problems.
What pupils will be able to do
  • Compare and group materials according to their properties.
  • Carry out comparative and fair tests to investigate material properties.
  • Explain why certain materials are suitable for particular uses.
  • Measure, record and present results accurately using tables and graphs.
  • Select the most appropriate material for a given purpose and justify their choice using evidence.
Assessment
  • Identify and describe the properties of a range of everyday materials.
  • Compare materials and recognise similarities and differences between them.
  • Explain links between material properties and their uses.
  • Choose suitable materials for different purposes and justify decisions using evidence from investigations.
  • Present findings clearly using scientific vocabulary, data tables and graphs.
Topics: Earth and space
What pupils will know
  • The Solar System consists of the Sun, eight planets and their moons.
  • The Earth and other planets orbit the Sun, and the Earth takes one year to complete its orbit.
  • The Moon orbits the Earth and takes approximately 28 days to complete an orbit.
  • The Sun, Earth and Moon are approximately spherical bodies.
  • Day and night are caused by the Earth's rotation on its axis, not by the Earth's orbit around the Sun.
  • The apparent movement of the Sun across the sky and changing shadows are caused by the Earth's rotation.
What pupils will be able to do
  • Describe and model the movement of planets around the Sun.
  • Explain how the Moon moves relative to the Earth.
  • Use models and diagrams to represent the Solar System.
  • Explain the causes of day and night using scientific vocabulary.
  • Observe patterns in shadows and use evidence to explain them.
  • Interpret and present data about planets and their orbits.
Assessment
  • Correctly describe the Earth's orbit around the Sun and the Moon's orbit around the Earth.
  • Create labelled models or diagrams of the Solar System showing planets in the correct order.
  • Explain day and night using the Earth's rotation.
  • Demonstrate understanding that the Sun, Earth and Moon are spherical bodies.
  • Use observations and evidence to explain patterns in the movement of the Sun and Moon.
Topics: Plant and Animal Life Cycles
What pupils will know
  • All living things have life cycles that include growth, reproduction and death.
  • Flowering plants reproduce through pollination, fertilisation and seed production.
  • Some plants reproduce asexually using bulbs, tubers, runners, plantlets and cuttings.
  • Mammals, birds, amphibians and insects have different life cycles and methods of reproduction.
  • Some animals undergo metamorphosis during their life cycle
What pupils will be able to do
  • Identify and label the reproductive parts of flowering plants.
  • Explain sexual and asexual reproduction in plants.
  • Describe and compare the life cycles of mammals, birds, amphibians and insects.
  • Use diagrams and observations to record life cycle changes.
  • Present findings and explain scientific ideas using appropriate vocabulary.
Assessment
  • Explain how flowering plants reproduce and name key reproductive structures.
  • Describe asexual reproduction in plants.
  • Compare the life cycles of mammals, birds, amphibians and insects.
  • Produce accurate life cycle diagrams and communicate findings clearly
Topics: Separating mixtures and changing materials
What pupils will know
  • Some solids dissolve in liquids to form solutions.
  • Mixtures can be separated using sieving, filtering and evaporation.
  • Dissolving, mixing and changes of state are reversible changes.
  • Some changes are irreversible because new materials are formed.
  • Indicators of chemical reactions include gas production and colour changes.
What pupils will be able to do
  • Identify soluble and insoluble materials.
  • Recover dissolved solids by evaporation.
  • Select appropriate methods to separate different mixtures.
  • Carry out fair tests and control variables during investigations.
  • Explain whether a change is reversible or irreversible using scientific evidence.
Assessment
  • Explain how solutions are formed and how substances can be recovered from them.
  • Choose and justify suitable separation methods for different mixtures.
  • Identify and explain reversible and irreversible changes.
  • Recognise evidence that new materials have been produced during a reaction.
  • Present conclusions from investigations using scientific language.
Topics: Human Growth
What pupils will know
  • Humans go through distinct stages of development: gestation, infancy, childhood, puberty, adulthood and ageing.
  • Physical, emotional and social changes occur during puberty.
  • Boys and girls experience different and similar changes during puberty.
  • Human reproduction is part of the human life cycle.
  • Human bodies change throughout life from birth to old age.
What pupils will be able to do
  • Describe the stages of the human life cycle.
  • Explain the physical changes that occur during puberty.
  • Compare changes that occur at different stages of human development.
  • Research, record and present information about human growth and development.
  • Use diagrams and timelines to communicate scientific understanding.
Assessment

Identify and describe changes in appearance, capabilities and skills from birth to old age.

Describe the human life cycle using appropriate scientific vocabulary.

Explain the key changes that occur during puberty in boys and girls.

• Present information clearly through posters, life cycle diagrams and milestone charts.

Year 6 Curriculum

Topics: Classfication of living things
What pupils will know
  • Living things are classified into broad groups based on common observable characteristics and similarities.
  • Living things can be grouped into five kingdoms: animals, plants, fungi, protista and monera.
  • Animals can be classified into vertebrates and invertebrates, and then into smaller groups.
  • Some plants, including conifers, ferns and mosses, are non-flowering plants.
  • Branching keys help scientists identify and classify living things accurately.
What pupils will be able to do
  • Classify plants, animals and other organisms using observable characteristics.
  • Explain why organisms belong to particular groups.
  • Use and create branching keys to identify living things.
  • Collect, record and organise information about local species.
  • Use scientific vocabulary to communicate classification decisions.
  • Assessment
  • Describe how living things are grouped according to similarities and differences.
  • Correctly classify organisms into appropriate groups.
  • Use branching keys to identify plants and animals and justify decisions.
  • Create a branching key using local organisms and explain classification choices.
Topics: Evolution and inheritance
What pupils will know
  • Living things have changed over time through evolution.
  • Fossils provide evidence of organisms that lived millions of years ago.
  • Offspring inherit characteristics from their parents but are not identical to them.
  • Variation exists within species.
  • Adaptations help organisms survive in their habitats and may lead to evolution through natural selection.
  • Charles Darwin and Alfred Wallace developed the theory of natural selection.
What pupils will be able to do
  • Explain how fossils provide evidence for evolution.
  • Identify similarities and differences within a species.
  • Describe how adaptations help organisms survive.
  • Explain how environmental change can lead to adaptation, evolution or extinction.
  • Use examples to explain the process of natural selection.
Assessment
  • Explain how fossils support scientific understanding of past life on Earth.
  • Describe variation and inheritance within species.
  • Identify adaptations that help plants and animals survive.
  • Explain how natural selection can lead to evolution over time.
  • Use scientific evidence to support explanations about adaptation and evolution.
Topics: What light does
What pupils will know
  • Light travels in straight lines.
  • We see objects because light travels from a light source to our eyes, either directly or by reflecting from objects.
  • Shadows are formed when light is blocked by opaque objects.
  • Shadows have the same shape as the objects that cast them because light travels in straight lines.
  • Light reflects from surfaces in predictable ways.
What pupils will be able to do
  • Represent and explain light rays using diagrams and models.
  • Investigate factors that affect the size and position of shadows.
  • Explain how shadows are formed and why they change.
  • Predict and test the behaviour of light and reflections.
  • Explain how reflected light enables us to see objects.
Assessment
  • Demonstrate understanding that light travels in straight lines.
  • Explain how light reaches our eyes from light sources and objects.
  • Explain why shadows have the same shape as the objects that cast them.
  • Use diagrams, investigations and observations to explain reflection and shadow formation.
  • Present scientific findings using appropriate vocabulary, models and graphs.
Topics: Human Circulation
What pupils will know
  • The circulatory system is made up of the heart, blood vessels and blood.
  • Blood is made up of plasma, red blood cells, white blood cells and platelets, each with a specific function.
  • The heart is a muscle that pumps blood around the body.
  • Arteries carry blood away from the heart, veins carry blood back to the heart and capillaries link the two.
  • Water, oxygen, nutrients and waste materials are transported around the body through the bloodstream.
  • William Harvey discovered how the circulatory system works.
What pupils will be able to do
  • Identify and label the main parts of the human circulatory system.
  • Describe the functions of the heart, blood vessels and blood.
  • Explain how oxygen, nutrients and water are transported around the body.
  • Create and interpret models of blood and the heart.
  • Research and present information about circulation and blood vessels using scientific vocabulary.
Assessment
  • Identify and explain the functions of the heart, blood vessels and blood.
  • Describe how nutrients and water are transported within humans.
  • Label diagrams of the circulatory system accurately.
  • Use scientific models and presentations to explain circulation.
Topics: Electricity - Changing circuits
What pupils will know
  • Circuit diagrams use recognised scientific symbols.
  • The brightness of a lamp and volume of a buzzer depend on the number and voltage of cells in a circuit.
  • Components such as lamps, buzzers and motors behave differently when circuits are changed.
  • Switches control the flow of electricity by opening and closing a circuit.
  • Voltage is the measure of the push that sends electricity around a circuit.
What pupils will be able to do
  • Construct, test and modify simple electrical circuits.
  • Use recognised symbols to draw accurate circuit diagrams.
  • Predict how changing cells, voltage or components will affect a circuit.
  • Compare the brightness of bulbs and loudness of buzzers in different circuits.
  • Plan fair tests and record findings using tables and diagrams.
Assessment
  • Explain how voltage and the number of cells affect lamps and buzzers.
  • Compare and explain variations in component performance.
  • Draw and interpret circuit diagrams using standard symbols.
  • Use evidence from investigations to support predictions about circuits.
  • Complete circuit-based investigations and snapshot assessments.
Topics: Body Health
What pupils will be know
  • Diet, exercise, drugs and lifestyle choices affect how the body functions.
  • A healthy diet provides energy and nutrients needed for growth and health.
  • Malnutrition can result from an unbalanced diet and cause health problems.
  • Regular physical activity benefits the heart, lungs, muscles and immune system.
  • Smoking and vaping can negatively affect health, with nicotine causing addiction and changes to heart rate and blood pressure.
What pupils will be able to do
  • Evaluate food choices and identify features of a balanced diet.
  • Explain the effects of diet and exercise on the body.
  • Measure, record and analyse changes in heart rate during physical activity.
  • Interpret health information and distinguish between fact and opinion.
  • Use scientific evidence to discuss and explain the risks of smoking and vaping.
Assessment
  • Demonstrate understanding of how lifestyle choices affect health.
  • Explain the impact of diet, exercise, smoking and vaping on the body.
  • Collect and present heart-rate data using tables and line graphs.
  • Use scientific evidence to support arguments about healthy living.
  • Complete the health and lifestyle snapshot assessment.

Year 7 Curriculum

Autumn 1

B1 Cells

C1 States

P1 Forces
What pupils will Learn

Lesson 1: Living Organisms

Lesson 2: Animal Cells

Lesson 3: Plant Cells

Lesson 4: Multicellular & Unicellular

Lesson 5: Specialised cells

Lesson 6: Observing Cells

Lesson 7: Preparing and Observing Cells

Lesson 8: Diffusion across cells

Lesson 1: Particle model

Lesson 2: Changing State

Lesson 3: Melting & Freezing Points

Lesson 4: Bunsen Burners

Lesson 5: Skills lesson measuring temperature

Lesson 1: Forces

Lesson 2: Balanced/unbalanced measuring forces

Lesson 3: Friction

Lesson 4: Friction Practical

 
What skills will pupil learn
  • Laboratory Safety and Identify and name laboratory equipment
  • Measuring temperature
Assessment

A Knowledge Check is completed at the end of each unit. Any gaps identified are closed before moving on to the next unit.

A Formal Assessment if completed and the end of P9, B10. Feeback and intervention is completed before moving on.

Link to knowledge organisers: (B1, C1, P1)
Autumn 2 B2 Ecosystems C2 Solutions P2 Earth & Space
What pupils will Learn

Lesson 1: Ecosystems and habitats

Lesson 2: Food chains and webs relationships

Lesson 3: Adaptations

Lesson 4: Predator-prey relationships

 

Lesson 1: Pure substances

Lesson 2: Mixtures and Solutions

SKILLS – variables

Lesson 3: Dissolving and saturated

Lesson 4: Investigating Solubility

Lesson 5: Solubility Analysis

 

Lesson 1: The Earth

Lesson 2: The Solar System + Models

Lesson 3: Gravity

Lesson 4: Stars, Galaxies & The Universe

Lesson 5: Seasons

 
What skills will pupil learn
  • What are variables – independent, dependent and control
Assessment

A Knowledge Check is completed at the end of each unit. Any gaps identified are closed before moving on to the next unit.

A Formal Assessment if completed and the end of B2, C2, P2. Feeback and intervention is completed before moving on.

Link to knowledge organisers: (B2, C2, P2)
Spring 1 B3 DNA C3 Separating P3 Sound
What pupils will Learn

Lesson 1: Hereditary

Lesson 2: Genes & Genetics

Lesson 3: Extracting DNA from fruit

Lesson 4: Discovery of DNA

Lesson 5: DNA, Chromosomes & Genes

 

Lesson 1: Skills lesson drawing equipment

Lesson 2: Separating insoluble mixtures - filtration

Lesson 3: Separating solubleevaporation and crystallisation

Lesson 4: Distillation and Demo

Lesson 5: Chromatography

Lesson 1: The Ear and hearing range

Lesson 2: Sound Vibration

Lesson 3: Travelling Sound

Lesson 4: Speed of Sound in SLG

Lesson 5: Reflecting and Absorbing Sound

 
What skills will pupil learn
  • Drawing scientific equipment
Assessment

A Knowledge Check is completed at the end of each unit. Any gaps identified are closed before moving on to the next unit.

A Formal Assessment if completed and the end of B3, C3, P3. Feeback and intervention is completed before moving on.

Link to knowledge organisers: (B3, C3, P3)
Spring 2 B4 Skeleton & digestion C4 Atom, Elements & Compounds
What pupils will Learn

Lesson 1: The skeleton

Lesson 2: Muscles

Lesson 3 Movement

Lesson 4: The Digestive System 1 – parts, order andfunction

Lesson 5: Digestive system 2 - Enzymes and Absorption

SKILL – writing a method

Lesson 6: Food Tests – Sugar and Starch

Lesson 7: Food Tests – Protein and Liquid

Lesson 1: Atoms and Elements

Lesson 2: Properties of Elements – metals and nonmetals

Lesson 3: Compounds

Lesson 4: Chemical Formula and Daltons model

Lesson 5: Naming Compounds

 
What skills will pupil learn
  • Writing a method – how to write a method to follow for a scientific investigation
Assessment

A Knowledge Check is completed at the end of each unit. Any gaps identified are closed before moving on to the next unit.

A Formal Assessment if completed and the end of B4, C4. Feeback and intervention is completed before moving on.

Link to knowledge organisers: (B4, C4)
Summer 1 P4 Heating & Cooling B5 Biodiversity
What pupils will Learn

Lesson 1: Energy and Transfers

Lesson 2: Transferring Energy

Lesson 3: Cooling

Lesson 4: Thermal conduction and insulators

Lesson 5: SKILL - Bar charts

Lesson 6 Insulator’s Practical

SKILL – evaluating a method

Lesson 7: Conduction and Convection

Lesson 8: Radiation

 

Lesson 1: Interdependence

Lesson 2: Pyramid of number

Lesson 3: Adaptations – plants and animals

Lesson 4: Sampling Methods

Lesson 5: Sampling Practical

Lesson 6: Importance of biodiversity

Lesson 7: Pollination and food security

Lesson 8: Chemicals in Farming

Lesson 8: Conservation & Biodiversity
What skills will pupil learn
  • Drawing bar charts
  • Evaluating a method (does it work and how can it be improved)
Assessment

A Knowledge Check is completed at the end of each unit. Any gaps identified are closed before moving on to the next unit.

A Formal Assessment if completed and the end of P4, B5. Feeback and intervention is completed before moving on.

Link to knowledge organisers: (P4, B5)

EA Horizons (Y8, Y9, Y10 and Y11)

 

Aims of the EA Horizons Science Curriculum

Across Years 8, 9, 10 and 11, our Science curriculum is designed to help pupils develop a secure understanding of the fundamental principles of Biology, Chemistry and Physics whilst fostering curiosity, resilience and a passion for discovery. Learning is carefully sequenced so that pupils continually build upon prior knowledge, strengthening their understanding of key scientific concepts and developing confidence in applying their learning to new and increasingly challenging contexts.

Our curriculum follows a spiral approach, enabling pupils to revisit and develop important scientific ideas throughout their time in EA Horizons. This approach supports long-term retention of knowledge, allowing pupils to make meaningful connections between topics and develop a deeper understanding of how scientific concepts relate to one another and to the world around them.

Throughout Years 8 and 9, pupils continue to develop their understanding of the key concepts that underpin all areas of science. Learning focuses on securing fundamental knowledge whilst encouraging pupils to think critically, ask questions, solve problems and develop their scientific enquiry skills. Practical investigations play a central role, helping pupils understand how scientific knowledge is developed, tested and refined.

The curriculum ensures comprehensive coverage of the National Curriculum whilst preparing pupils for the demands of GCSE study. Particular emphasis is placed on scientific literacy, numeracy and practical skills, enabling pupils to confidently interpret information, analyse evidence and communicate scientific ideas effectively.

As pupils progress through Years 10 and 11, they build upon the foundations established in earlier years through GCSE Science. Learning consolidates core knowledge before extending understanding to a greater depth, supporting success in examinations and preparing pupils for further study, training and employment.

A key aim of the curriculum is the continued development of practical, analytical and investigative skills. Pupils regularly apply their scientific knowledge through experimentation, data analysis, calculation and evaluation. These experiences help develop transferable skills including critical thinking, problem solving, communication and resilience, which are valuable across the wider curriculum and beyond school.

To meet the diverse needs and aspirations of all pupils, we offer a range of pathways at Key Stage 4, including:

  • Entry Level and Further Entry Level Science
  • Combined Science
  • Triple Science

These pathways ensure that all pupils are able to access a science qualification that challenges and supports them appropriately whilst providing opportunities for future progression.

By the end of Year 11, pupils will have developed a secure understanding of scientific concepts and processes, an appreciation of the role science plays in society, and the confidence to think and work scientifically. They will be well prepared for further education, future careers and informed participation in an increasingly scientific and technological world.

Science Curriculum