Our approach
Science is the knowledge of the known universe and our relationship to it. Science consists of three distinct academic disciplines – biology is the study of life, chemistry the study of the properties of matter, and physics the study of energy, forces and matter. Pupils have the opportunity to study science for 7 years at Ark St Alban’s academy, progressing from key-stage three to studying A-level biology, chemistry, physics or BTEC applied science. The sequencing of topics in science has been carefully considered to ensure that all pupils develop an understanding of the fundamental threshold concepts of science, before progressing further and deepening their understanding. Additionally, pupils begin by learning concrete and familiar concepts that provide a frame of reference, before gradually progressing onto more abstract concepts.
The science curriculum is structured around big concepts – these are broad ideas that allow pupils to make connections between different units of work, deepening their understanding over time. Each scientific discipline has been divided into four big concepts of science which will be revisited and built upon throughout their study. This approach provides opportunity for pupils to connect new learning to their pre-existing understanding, increasing the likelihood that pupils will retain and be able to transfer their learning to new contexts. This also allows gaps in understanding and misconceptions to be tackled before delivery of new content, ensuring that all pupils make progress. In addition, an understanding of how scientific ideas are established is important and thus pupils will also explore the themes of scientists answer questions, scientists use apparatus and techniques to collect data, scientists analyse data to draw conclusions and scientists used evidence to evaluate explanations over time. These ideas are interwoven throughout the curriculum to ensure that pupils develop an understanding of scientific method in context.
Phase/key stage introduction(s): AQA
Amber Barnard
Curriculum Overview
Year 7
| Autumn 1 | Autumn 2 |
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What parts of a cell work together to keep an organism alive? |
How do plants get the food they need to grow? |
| Spring 1 | Spring 2 |
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How do plants reproduce? |
How do animals and plants depend on each other to survive? |
| Summer 1 | Summer 2 |
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How do minerals affect plant growth? |
How do animals reproduce? |
Year 8
| Autumn 1 | Autumn 2 |
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How do cells, tissues and organs work together during exercise? |
How do organisms get the energy they need to survive? |
| Spring 1 | Spring 2 |
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Why do offspring share similarities and have differences to their parents? |
Why do Earth’s species change over time? |
| Summer 1 | Summer 2 |
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How do animals get the carbohydrates, proteins and lipids they need to survive? |
Year 9
| Autumn 1 | Autumn 2 |
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How have different types of microscopes furthered our understanding of cells? |
How does exchange occur across different surfaces in the body? |
| Spring 1 | Spring 2 |
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How do cells produce copies of themselves? |
How do different biotic and abiotic factors affect the distribution of species in an ecosystem? |
| Summer 1 | Summer 2 |
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Year 10
| Autumn 1 | Autumn 2 |
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How do microorganisms cause disease? |
How do enzymes catalyse digestion to produce basic materials needed by cells? |
| Spring 1 | Spring 2 |
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How is sexual reproduction controlled in humans? |
How does competition lead to evolution? |
| Summer 1 | Summer 2 |
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How does water movement affect cells? How do different factors affect water movement and photosynthesis in plants? How can we treat disease? |
What is the impact of human activity on biodiversity? |
Year 11
| Autumn 1 | Autumn 2 |
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How do the cells of the nervous and endocrine systems work together to respond to stimuli? |
How do the cardiovascular and respiratory systems work together to provide cells with energy? |
| Spring 1 | Spring 2 |
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What is the relationship between DNA, proteins and our phenotype? |
How can technology be used to influence evolution? |
| Summer 1 | Summer 2 |
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How does energy, carbon and water cycle through an ecosystem? |
Revision GCSE Exams |
Year 12
| Autumn 1 | Autumn 2 |
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Biological Molecules |
Cells |
| Spring 1 | Spring 2 |
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Exchange |
Genetic Variation |
| Summer 1 | Summer 2 |
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Reteach and Revision |
Photosynthesis |
Year 13
| Autumn 1 | Autumn 2 |
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Energy Transfers |
Organisms Respond |
| Spring 1 | Spring 2 |
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Genetic Inheritance |
Control of Transcription and Translation |
| Summer 1 | Summer 2 |
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Reteach and Revision |
Exams |