Science

FACULTY OF SCIENCE

What is Science?

The study of everything that is, was or ever will be and why. Science seeks to understand and find patterns within that which can be observed or measured. Science is the study of the nature and behaviour of natural things, and the knowledge that we obtain about them.

CURRICULUM VISION

Our vision is to deliver a broad and balanced science education which prepares all our students for their future lives, either in the world of work or further education. We want to develop our student’s investigative skills and generate real interest, but also equip them with a knowledge and understanding of key scientific concepts through developing their curiosity and linking to careers opportunitiers and further study.

Why do we study Science?

Science prepares children and young people to engage with the understanding of natural phenomena. Science aims to stimulate our natural curiosity in finding out why things happen in the way we do. It teaches methods of enquiry and investigation to stimulate creative thought. Students learn to understand the world around them and their role in that world, as well as the role that Science plays in our society. Students will develop skills of planning and conducting investigations, gathering information, team work and evaluating their findings.

CURRICULUM INTENT

Our students will be able to:

understand key concepts to help solve problems in unfamiliar situations
use scientific methods of investigation to solve problems in a disciplined way
appreciate the contribution science makes to society and realise that applying science can lead to moral and ethical issues having to be addressed
understand that learning in science contributes to personal development because the interest and curiosity shown need to be balanced by an awareness of health and safety matters and respect for living things, the environment and its place in the world
appreciate the powerful, but provisional nature of scientific knowledge and explanation and understanding that science is always developing
feel equipped with the tools to access careers in science and technology at a variety of levels

What do we study?

How Science Works:

Asking Scientific Questions
Planning Investigations
Recording Data
Analysing Patterns
Evaluating Data

Chemistry:

Matter; Particle model & Separating Mixtures
Reactions; Metals / non metals, Acids & Alkalis
Earth; Atmosphere and Universe

Biology:

Organisms; Movement and Cells
Ecosystems; Interdependence and Plant Reproduction
Genes; Variation and Human Reproduction

Physics:

Forces; Gravity, Speed
Electromagnets; Voltage, Resistance, Current
Energy; Energy Costs and Transfer
Waves; Sound and Light

To view a full summary of our KS3 and KS4 Science curriculum please click here

To view information about A-level Science at the Green School Sixth Form please click here for Biology, here for Chemistry and here for Physics

CURRICULUM SEQUENCING

Biology

In Term 1 of year 7, students learn the fundamentals of structures that make up living things and develop basic microscopy skills. The initial topics cover fundamental concepts in biology that must be understood before students move further in their learning. The practical skills of microscopy develop key practical skills early on in their scientific journey through KS3.

Students are taught knowledge of cells as the basic unit of living things, which leads to understanding how specialised cells have adaptations to perform specific functions. Students are then expected to learn and understand the hierarchical organisation of multicellular organisms: from cells to tissues to organs to systems to organisms. The structure and functions of the human skeleton are taught to include support, protection, movement and making blood cells and this lends to providing learners with an application of hierarchical cell organisation.

Students learn how organisms interact with each other and how they are interdependent within an ecosystem. Students are encouraged to reflect on how their lives are changing and how the actions of humans including disruption to a food chain can have an impact on ecosystem stability. Plant reproduction is introduced in Term 2 of year 7 before human reproduction so students have already been introduced to the process of sexual reproduction. Human reproduction is taught in Term 1 of Year 8 in science and also in PSHCE. students will be able to relate to these topics with maturity as they develop an understanding of how their bodies will change as they move through puberty and adolescence.

Nutrition is taught Term 2 of year 8 before respiration so that students understand where glucose has originated from and can link this to it being the major reactant in respiration. Photosynthesis is taught after respiration so that students are aware of the products and reactants used in bioenergetics reactions within living organisms.

Genetics is taught at the end of Year 8 as it is one of the more difficult aspects covered in the KS3 curriculum. It provides a basis for cells to be discussed in more detail, particularly the nucleus and this relates to inheritance, DNA and the importance of preserving biodiversity.

Chemistry

The particle model is a fundamental discipline in chemistry and must be understood for students to move forward with their learning. Students must have a clear understanding of how particles behave to tackle more difficult concepts in chemistry. This is why students at TGSG begin their journey studying Matter (1a) in Term 1 of year 7. Students are introduced to the particle model and begin classifying solids, liquids, gases and investigating changes of state. In the second part of Matter (1b), students learn about mixtures and solubility: without the foundation knowledge of Matter (1a), they would not be able to understand this module.

Chemical Reactions 1 can now be undertaken, as students understand the particle model and can begin to examine the reactions of different states of matter i.e. metals and non-metals, acids and alkalis. Students are introduced to what a chemical reaction is, and how particles can interact with each other to form new substances. Students in Year 7 finish their chemistry journey with Earth 1. Now they can take their understanding of particles into the wider world, through the Earth and rock cycle. Students are taught how we can use resources from Earth and are introduced to a basic understanding of recycling.

After an introduction to particles in year 7, students build upon this knowledge by examining atoms, elements and compounds (Matter 2) in Term 1 of year 8. They could not access this part of the curriculum without studying Matter 1a first in year 7. Students now start to learn about how atoms are the building blocks of matter, and begin understanding the Periodic Table in more detail. Students can now start to represent reactions as chemical equations and begin to understand chemical formulae. This module acts as a perfect segway into learning about different types of reactions in Chemical Reactions 2. These are more complex chemical reactions i.e. combustion, exothermic, endothermic and bond enthalpy diagrams, and have to be taught in year 8 due to their complex nature.

By the time students are in year 8, they are mature enough to understand global warming and alternative energy resources which is why Earth 2 is examined then. In Earth 1 they learnt how we use resources from the Earth, and now they study the impact of human heavy reliance on materials from the Earth. Students understand why we need more green energy sources and understand the link between human activities and global warming.

The KS3 modules studied in years 7 & 8 provide a sound basis of chemistry for students to build on, as they move through more complex areas examined at KS4 and eventually KS5.

Physics

The Institute of Physics proposes that physics is formed of these core concepts: 1) Earth and Space 2) Electricity and Magnetism 3) Energy and Thermal Physics 4) Forces and Motion 5) Light, Sound and Waves 6) Properties of Matter 7) Quantum and Nuclear. The content explored in key stage 3 is important for teaching essential knowledge of these concepts, to be built upon further as students progress through the key stages.

Physics at its core is the study of systems and their interactions, governed by energy transfers and the forces that are responsible for these. Earth and Space introduces one of the first systems students will become familiar with in the form of the Solar System and allows students to explore beyond their immediate environment.

Electricity and Magnetism are vital concepts for students in understanding the modern world which would be unrecognisable without them. In these topics students will develop an understanding of electric circuits and the basic principles of electromagnetism which are responsible for so many phenomena students will learn about through their journey in physics.

Energy and Thermal Physics introduces students to energy - one of the most important concepts in physics that is also fundamental to both biology and chemistry. The movement of energy between stores is an important idea that is necessary for students to understand every facet of physics for it lies at the heart of what physics itself is.

Forces and Motion form the basis of everyday physics that students will constantly encounter and allow them to understand the world around them. In conjunction with Energy and Thermal Physics it is fundamental to the interactions between corporeal objects.

Light, Sound and Waves allow students to explain a variety of everyday phenomena and observations whilst introducing students to key ideas that are necessary to understand a wide range of physical phenomena they will encounter as they progress through their education.

Properties of Matter allows students to explain many of their observations of the world around them and the behaviour of materials they will be familiar with. It is also important as its application extends beyond physics into biology and chemistry.

Quantum and Nuclear at key stage 3, introduces the nature of atoms and the subatomic particles that are vital for the understanding of both physics and chemistry through the key stages encountered at school and beyond.

CURRICULUM IMPLEMENTATION

How do we study Science?

All students have the opportunity to explore: enquire, question, debate and share their perspectives during learning. Home learning further develops the subject beyond the classroom. Activities are varied according to topic and independent learning activities include: multiple choice, structured short and long response questions, research and information gathering, case studies, practical report writing, pre-topic learning in advance of the lesson.

Spiritual Moral Social Cultural education

Spiritual

The Science Department looks at the Nature vs Nurture arguments in topics such as the models of the universe and evolution.

Moral

Ethical dilemmas such as IVF, Cloning,Artificial Selection and embryo screening are regularly discussed in Science lessons

Social

Students in Biology and Chemistry study topics that focus on environmental issues such as Climate Change and preservation of species in Ecology, whilst in Physics environmental issues are addressed by focussing on understanding the cost of energy, energy bills and ways to save energy in the home.

Cultural

We promote diversity within science by focussing on the roles of Women in STEM. Many platforms are used through our celebration of science through British ScienceWeek and challenges and competitions through tutor presentations shared with all year groups in form time.

Presentation of Work

Students are expected to take pride in their classwork and their home learning. They are expected to use the correct piece of equipment to complete their classwork.

Pencils should be used when constructing graphs and labels should be titled in pen.

Home Learning

Home learning is made available for students to view on Google Classroom by all class teachers.

Students complete one piece of work per week, per subject.

Co - curricular Activities

Science club Key Stage 3
Journal club Key Stage 5
Biology Fieldtrip Year 12
Chemistry, Biology and Physics drop-in sessions at Key Stages 4 and 5
GCSE Science Live
Big Bang
Salters’ Festival of Chemistry
Engineering Challenge

CURRICULUM IMPACT

Assessment

KS3 - students complete one assessment per term .

KS4 - End of topic tests, exam week assessments, Year 10 and 11 mock examinations.

KS5 -Initial assessment, five mock exams throughout years 12 and 13, as well as end of topic tests

Outcomes

To view the impact of our curriculum please click here for our latest exam results and here for our student destinations.

Careers Leading on from Science

Engineering, Lab. technology, research, teaching, IT, medicine, pharmacology, pharmacy, neuroscience, biochemistry, biomedicine, clinical science, clinical research, environmental management, politics, nursing, scientific writing, veterinary, geology, astronomy, agriculture, animal science, dentistry, horticulture, psychology, physiotherapy, occupational therapy, sports science. The list is endless.

To view more information about our school Careers programme please click here

SUPPORTING THE CURRICULUM

How parents/carers can support their children

Parents/carers are encouraged to access student home learning as well as lesson slides on Google Classroom. All students will be provided with a Google Classroom code for each of their classes. Parents/carers can also support students by asking them to explain what they have learnt in lessons.

The Green School for Girls