The Science Curriculum at the Leigh UTC is designed to encompass an inquiry based approach to learning and evaluation, allowing students total exposure to every topic which will be examined at the end of their schooling careers. The spiralled nature of the curriculum offers opportunity for rich, problem-solving learning with an emphasis on the accurate usage of scientific vocabulary. With assessments throughout it is our intention to provide a broad experience of the sciences to include specific examples from the fields of biology chemistry and physics, all while ‘developing young STEM professionals for future global markets.’
Intent
To develop student’s ability to explain how materials in the world interact through scientific concepts and utilise STEM skill sets, so that they can become lifelong learners and enquirers able to work scientifically when adapting to the future demands of the global workforce with professionalism.
Implementation
The science curriculum at the UTC is tailored to provide students with learning experiences and knowledge so that they can put their best foot forward in the future global jobs market. The curriculum aims to include relevant and frequently updated content to allow students to make connections with the real world.
We currently offer the MYP for years 7-9; AQA GCSE for years 10 to 11 and AQA A-level Physics.
As a STEM school we recognise the need for students to make connections between the substantive knowledge and skills in other subjects with that of the sciences. Our curriculum reflects this need by utilising opportunities to make cross-curricular connections and promote the use of attitudes to learning (ATLs) over the possible 7 years that students may study at the UTC.
We also recognise that for our curriculum to truly serve students it needs to recognise the significant challenges that they face developing their scientific literacy. Our curriculum reflects this need by utilising opportunities for students to build vocabulary, read, write and speak ‘like a scientist’
For years 7-9 students are taught and assessed using the MYP framework. The MYP science curriculum has been created to include science content that is full of engaging content and opportunities to experience success by practising skills essential to the scientific method. The skills and disciplinary knowledge have been chosen to foster student’s ability to inquire about the material world. Learning sequences are constructed as follows:
- Students begin learning the science curriculum with a statement of inquiry that is constantly re-visited over the course of a unit of work to ensure students can see the bigger picture and build their knowledge of key concepts.
- The students build their knowledge over time using the spiralled curriculum approach, though the statements of inquiry will change to encourage organisation of their ideas and wider connections to be made.
- After completing a unit of work students will reflect on their learning and
- The disciplinary knowledge obtained is inline with requirements of the national curriculum and is enhanced through the inclusion of STEM related content and other content to increase the relevance of the curriculum to UTC students. Examples of this include looking at less prominent scientists and their contributions to science or a focus on space tourism
For years 10 to 11, students begin their GCSE studies. The MYP science curriculum will have provided students with the conceptual framework to tackle the challenging GCSE curriculum as well as substantive prior knowledge to continue the spiral curriculum, making connections between the key concepts. From 2024, all students will follow the separate sciences pathway, gaining three separate GCSEs in Biology, Chemistry and Physics. Rather than statements of inquiry, as in the MYP, the conceptual framework is organised around key ideas unique to the 3 separate disciplines.
The year 10 and Y11 curriculum continues to provide students with opportunities to develop: cross-curriculum connections (both within the sciences and between other subjects); ATLs; scientific literacy; real world connections; scientific methodology and an even broader base of disciplinary knowledge and skills. In recognition of the challenges presented by the increased broadness and depth of the curriculum the science curriculum increases opportunity for retrieval practice. The aim of the curriculum at this stage is to further refine student’s readiness to make career choices and make rapid and demonstrable progress towards professionalism.
In Y12 and Y13 students can refine their physics skills and deepen knowledge with the aim of going on to further studies or apprenticeships with a focus on engineering.
Curriculum End Points
Students will have had extensive exam question practice in order to be ready for exams. They will have had opportunities to receive and act upon targeted and personalised feedback based upon in lesson reviews and examination based analysis of their performance.
Students will have been engaging in retrieval practice both in the do now part of the lesson and using the homework platform to build their AO1 outcomes in the exams. Students will continue to carry out practical experiments and demonstrate the working scientifically skills needed to meet exam assessment criteria and develop their ‘professional STEM toolkit’.
Students will be introduced to the the exam assessment criteria required for the end of y11 and continue to develop the knowledge base they have been developing since starting the MYP. They will have been assessed for knowledge retrieval, working scientifically skills regularly and given feedback before being given the opportunity to act upon it by making improvements or extending their learning. They will have completed the required practicals and science content as set out in the examination assessment criteria in order to be able to complete a full paper 1 exam in Chemistry, Biology and Physics for separate sciences. Students will have been directed to a tier of exam (higher, grades 4-9 or foundation, grades 1-5) appropriate to their expected performance on the scale of Grade 1-9.
Curriculum Overview
Module 1
Biology
4.1 Cell biology
4.3 Infection and response
Biology
4.1.1 Cell structure
Required practical activity 1: use a light microscope to observe, draw and label a selection of plant and animal cells. A magnification scale must be included.
Required practical activity 2: investigate the effect of antiseptics or antibiotics on bacterial growth using agar plates and measuring zones of inhibition.
4.1.2 Cell division
Chemistry
4.1 Atomic structure and the periodic table
4.2 Bonding, structure, and the properties of matter
Chemistry
4.1.1 A simple model of the atom, symbols, relative atomic mass, electronic charge and isotopes
4.1.2 The periodic table
4.1.3 Properties of transition metals (chemistry only)
Physics
4.3 Particle model of matter
4.2 Electricity
Physics
4.3.1 Changes of state and the particle model
4.3.2 Internal energy and energy transfers
4.3.3 Particle model and pressure
4.2.5 Static electricity (physics only)
Module 2
Biology
4.3 Infection and response
4.4 Bioenergetics
4.2 Organisation
Biology
4.3.2 Monoclonal antibodies (biology only) (HT only)
4.3.3 Plant disease (biology only)
4.2.3 Plant tissues, organs and systems
4.4.1 Photosynthesis
Required practical activity 6: investigate the effect of light intensity on the rate of photosynthesis using an aquatic organism such as pondweed.
Chemistry
4.2 Bonding, structure, and the properties of matter
Chemistry
4.2.1 Chemical bonds, ionic, covalent and metallic
4.2.2 How bonding and structure are related to the properties of substances
4.2.3 Structure and bonding of carbon
4.2.4 Bulk and surface properties of matter including nanoparticles (chemistry only)
Physics
4.2 Electricity
4.4 Atomic structure
Physics
4.4.1 Atoms and isotopes
4.2.1 Current, potential difference and resistance
Required practical activity 3: Use circuit diagrams to set up and check appropriate circuits to investigate the factors affecting the resistance of electrical circuits.
Required practical activity 4: use circuit diagrams to construct appropriate circuits to investigate the I–V characteristics of a variety of circuit elements, including a filament lamp, a diode and a resistor at constant temperature.
Module 3
Biology
4.3 Infection and response
4.2 Organisation
Biology
4.2.3 Plant tissues, organs and systems
4.1.3 Transport in cells
4.4.1 Photosynthesis
4.4.2 Respiration
Required practical activity 3: investigate the effect of a range of concentrations of salt or sugar solutions on the mass of plant tissue.
Chemistry
4.3 Quantitative chemistry
Chemistry
4.3.1 Chemical measurements, conservation of mass and the quantitative interpretation of chemical equations
4.3.2 Use of amount of substance in relation to masses of pure substances
4.3.3 Yield and atom economy of chemical reactions (chemistry only)
4.3.4 Using concentrations of solutions in mol/dm3 (chemistry only) (HT only)
4.3.5 Use of amount of substance in relation to volumes of gases(chemistry only) (HT only)
Physics
4.1 Energy
4.4 Atomic structure
Physics
4.1.1 Energy changes in a system, and the ways energy is stored before and after such changes
Required practical activity 1: investigation to determine the specific heat capacity of one or more materials. The investigation will involve linking the decrease of one energy store (or work done) to the increase in temperature and subsequent increase in thermal energy stored.
4.4.2 Atoms and nuclear radiation
Module 4
Biology
4.2 Organisation
4.4 Bioenergetics
Biology
4.4.2 Respiration
4.2.2 Animal tissues, organs and organ systems
Required practical activity 4: use qualitative reagents to test for a range of carbohydrates, lipids and proteins.
Required practical activity 5: investigate the effect of pH on the rate of reaction of amylase enzyme.
Chemistry
4.4 Chemical changes
Chemistry
4.4.1 Reactivity of metals
4.4.2 Reactions of acids
Required practical 1: preparation of a pure, dry sample of a soluble salt from an insoluble oxide or carbonate using a Bunsen burner to heat dilute acid and a water bath or electric heater to evaporate the solution.
Required practical 2: (chemistry only) determination of the reacting volumes of solutions of a strong acid and a strong alkali by titration.
4.4.3 Electrolysis
Required practical 3: investigate what happens when aqueous solutions are electrolysed using inert electrodes. This should be an investigation involving developing a hypothesis.
Physics
4.1 Energy
4.2 Electricity
Physics
4.1.2 Conservation and dissipation of energy
Required practical activity 2 (physics only): investigate the effectiveness of different materials as thermal insulators and the factors that may affect the thermal insulation properties of a material
4.1.3 National and global energy resources
4.2.2 Series and parallel circuits
4.2.3 Domestic uses and safety
4.2.4 Energy transfers
Module 5
Biology
4.2 Organisation
4.4 Bioenergetics
Biology
Paper 1 mocks and revision
4.4.2 Respiration
4.2.2 Animal tissues, organs and organ systems
Chemistry
4.5 Energy changes
Chemistry
4.5.1 Exothermic and endothermic reactions
Required practical 4: investigate the variables that affect temperature changes in reacting solutions such as, eg acid plus metals, acid plus carbonates, neutralisations, displacement of metals.
4.5.2 Chemical cells and fuel cells (chemistry only)
Paper 1 mock revision
Physics
4.4 Atomic structure
Physics
4.4.3 Hazards and uses of radioactive emissions and of background radiation (physics only)
4.4.4 Nuclear fission and fusion (physics only)
Paper 1 mock exams and revision
Module 6
Biology
Paper 2 content
4.5 Homeostasis and response
Biology
Paper 2 content
4.5.1 Homeostasis
4.5.2 The human nervous system
4.6.1 Reproduction
Chemistry
Paper 2
4.7 Organic chemistry
4.8 Chemical analysis
Chemistry
4.7.1 Carbon compounds as fuels and feedstock
4.7.2 Reactions of alkenes and alcohols (chemistry only)
4.7.3 Synthetic and naturally occurring polymers (chemistry only)
4.8.1 Purity, formulations and chromatography
Required practical 6: investigate how paper chromatography can be used to separate and tell the difference between coloured substances. Students should calculate Rf values.
4.8.2 Identification of common gases
4.8.3 Identification of ions by chemical and spectroscopic means (chemistry only)
Required practical 7: use of chemical tests to identify the ions in unknown single ionic compounds covering the ions from sections Flame tests (page 73) to Sulfates (chemistry only)
Physics
Paper 2 content
4.5 Forces
Physics
Paper 2 content
4.5.1 Forces and their interactions
4.5.2 Work done and energy transfer
4.5.3 Forces and elasticity
Required practical activity 6: investigate the relationship between force and extension for a spring
By the end of year 9, students will have reviewed the foundational knowledge from Y7 and be able to speak confidently using Tier 3 vocabulary about key concepts in science across the 3 disciplines.
Students will be able to make predictions about chemical reactions, describe and explain observations from these reactions and solve scientific problems in familiar and unfamiliar contexts. They will be able to select equations to use and complete single step physics equations.
Curriculum Overview
Module 1
Key concept
Changes
Related concept(s)
Investigate
Global exploration
Team work
Statement of inquiry
Change is most effectively investigated with teamwork
Assessment objective(s)
D – Malaria or measles vaccine
ATL Skills
C – Read a variety of sources for information
R – Create references and citations
Content (substantive and disciplinary)
Development of atomic model and periodic table, Cell specialisation and differentiation, Vaccination
Module 2
Key concept
Relationships
Related concept(s)
Structure
Global exploration
Capabilities, advancement
Statement of inquiry
Capabilities can be advanced through researching structural relationships
Assessment objective(s)
A – knowledge assessment
ATL Skills
SM – Practise failing well
T – Evaluate and manage risk
Content (substantive and disciplinary)
Structure and properties of matter, Conductivity, Electricity, Resistance
Module 3
Key concept
Systems
Related concept(s)
Interaction
Global exploration
Efficiency, economic profit
Statement of inquiry
Economic profit depends on efficient system interactions
Assessment objective(s)
B/C – Indigestion tablets
ATL Skills
T – Make connections between disciplines
R – Process data and report results
Content (substantive and disciplinary)
Acids, pH, neutralisation, digestive system, Enzymes, adaptation of small intestine
Module 4
Key concept
Relationships
Related concept(s)
Consequence
Global exploration
Equality, fairness
Statement of inquiry
Global relationships have consequences for equality and fairness (in sport)
Assessment objective(s)
D – Drug doping or CHD treatment
IOC Russia ban
ATL Skills
S – Build consensus
C – Use intercultural understanding
Content (substantive and disciplinary)
Density, pressure, Heart, Blood, CHD, Drugs
Module 5
Key concept
Systems
Related concept(s)
Evidence
Global exploration
Safety, law
Statement of inquiry
Laws are determined by evidence of safe systems
Assessment objective(s)
B/C – stopping distances (Road laws)
ATL Skills
SM – Practise strategies to overcome impulsivity/anger
T – Identify trends
Content (substantive and disciplinary)
Exo/endothermic reactions, Enzymes, Respiration, Exercise, Stopping distance
Module 6
Key concept
Changes
Related concept(s)
Development, alternatives
Global exploration
Finite resources
Statement of inquiry
Exploitation of finite resources requires change and development of alternatives
Assessment objective(s)
A – knowledge assessment
ATL Skills
S – Use social media networks appropriately
T – Ask ‘what if’ questions
Content (substantive and disciplinary)
Earth’s resources, extraction of metals, Making salts, ecology
By the end of year 8, students will be able to independently identify variables in scientific investigations. They will be able to reflect on scientific investigations using questions for improvement. Students will build on prior knowledge to describe and explain in detail levels of organisation in plants and animals and their systems. Students will be able to recognised equation triangles and substitute numbers into them to make calculations independently. They will argue for the conservation of energy resources and suggest alternative solutions that are backed up by scientific research. Also, use learning and research to suggest ways to reduce disease transmission.
Curriculum Overview
Module 1
Key concept
Changes
Related concept(s)
Evidence, analysis
Global exploration
Decision making
Statement of inquiry
Evidence of change is analysed to make decisions
Assessment objective(s)
B/C – Reactivity of metals
ATL Skills
C – negotiate ideas and knowledge with peers and teachers
S – use appropriate strategies for organising complex information
Content (substantive and disciplinary)
Energy, chemical reactions, photosynthesis, Reactivity, displacement
Module 2
Key concept
Systems
Related concept(s)
Consequence
Global exploration
Risk
Statement of inquiry
There are risks and consequences to solving problems within systems.
Assessment objective(s)
D – Plant diseases
A – knowledge assessment
ATL Skills
SM – Making plans for summative assessments.
T- Gather and organise relevant information to form an argument.
Content (substantive and disciplinary)
Diffusion, Plant organs and tissues, Human respiratory system, Breathing, Asthma
Module 3
Key concept
Relationships
Related concept(s)
Patterns
Global exploration
Migration
Statement of inquiry
Relationships have driven patterns in migration.
Assessment objective(s)
D – food security / decline of bee
ATL Skills
C – Structure info in summaries, essays and reports.
R – Collect, Record and Verify Data.
Content (substantive and disciplinary)
Ecosystems, plant reproduction, Speed, distance – time graphs, Energy in food
Module 4
Key concept
Changes
Related concept(s)
Models
Global exploration
Evolution
Statement of inquiry
Change can be observed through models of evolution.
Assessment objective(s)
A – knowledge assessment
ATL Skills
C – Use mathematical notation
SM – Select and use technology
Content (substantive and disciplinary)
Disease, rock cycle, Evolution, extinction, Human eye, Light, Colour
Module 5
Key concept
Systems
Related concept(s)
Energy
Global exploration
Modernisation
Statement of inquiry
Modernisation of systems supplies energy for the future.
Assessment objective(s)
B/C – Investigating insulation or electromagnets
ATL Skills
R – Awareness of media interpretations
C – Read critically
Content (substantive and disciplinary)
Energy transfer, Efficiency, Fuel Bills, Energy, Atmosphere and pollution
Module 6
Key concept
Relationships
Related concept(s)
Balance
Global exploration
Infrastructure
Statement of inquiry
A successful infrastructure relies on balanced relationships.
Assessment objective(s)
A – knowledge assessment
ATL Skills
S – Practise empathy
T – Revise ideas based on new information and evidence
Content (substantive and disciplinary)
DNA, Variation, Evolution, Work Done, Moments, Levers, Ozone, Eutrophication
By the end of Y7, students should have a good foundational knowledge of working scientifically and safely in a lab. They will be able to identify common lab equipment and justify their uses. They will be able to describe and explain simple phenomena that underpin the 3 scientific disciplines such as atoms, cells, forces, states of matter, and stages of development in animals and plants.
Students will also be able to design simple investigations and consider scientific ways to improve them.
Curriculum Overview
Module 1
Key concept
Changes
Related concept(s)
Interaction
Global exploration
Systems
Statement of inquiry
Earth is a dynamic system that is constantly interacting and changing
Assessment objective(s)
B&C – Investigating melting chocolate (global trade system)
ATL Skills
C – Writing for different purposes
S – Take responsibility for one’s own actions
Content (substantive and disciplinary)
Earth, matter and magnetism
Scientific attitudes, Analysis and evaluation
Measurement
Module 2
Key concept
Relationships
Related concept(s)
Form, function
Global exploration
Material world
Statement of inquiry
The material world can be explained through the relationship between form and function
Assessment objective(s)
D – Access to clean drinking water
ATL Skills
SM – create plans for summative assessment
T – Use models and simulations
Content (substantive and disciplinary)
Purity, atoms, elements, compounds and mixtures
Experimental skills and investigation
Module 3
Key concept
Changes
Related concept(s)
Conditions
Global exploration
Evolution
Statement of inquiry
Changes to the conditions on Earth have led to evolution
Assessment objective(s)
A – Knowledge assessment
ATL Skills
R – Identify primary and secondary sources
S – give and receive feedback
Content (substantive and disciplinary)
Unicellular and multicellular organisms, microscopy, cells
Experimental skills and investigation
Module 4
Key concept
Systems
Related concept(s)
Function, interact
Global exploration
Models
Statement of inquiry
Models represent how systems function and interact
Assessment objective(s)
D – Deficiency diseases
ATL Skills
C – Preview and skim texts
S – Practise empathy
Content (substantive and disciplinary)
Organisation, organ systems and reproduction
Scientific attitudes
Module 5
Key concept
Relationships
Related concept(s)
Energy
Global exploration
Progress, human capabilities
Statement of inquiry
The relationships between force and energy enables progress in human capabilities
Assessment objective(s)
B/C – Investigating factors affecting a rocket launch
ATL Skills
T – Create original works and ideas
SM – practise failing well
Content (substantive and disciplinary)
Forces and motion
Analysis and evaluation
Measurement
Module 6
Key concept
Systems
Related concept(s)
Consequences
Global exploration
Exploration, risk
Statement of inquiry
Exploration of systems involves risk and has consequences
Assessment objective(s)
D – Implications of space exploration and space tourism
A – knowledge assessment
ATL Skills
C – make connections between various source
R – present information in a variety of formats
Content (substantive and disciplinary)
Electricity and waves, space physics
Experimental skills and investigation
Analysis and evaluation
Measurement