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Key Stage 3 Curriculum

Students follow an enriching, balanced curriculum at Key Stage 3, which is rooted in the National Curriculum for Science. Our curriculum supports their transition from Key Stage 2 and increasingly develops the skills and techniques required for the GCSE examinations in the Sciences. Although Biology, Chemistry and Physics are taught as ‘Science’ at KS3, each discipline is represented equally in our programme of study and effort is made to ensure that students understand which of the Sciences they are learning during each topic.

We promote high standards of scientific knowledge, scientific writing and we have many cross-curricular links with Mathematics, Geography, History and Art. Pupils develop the technical vocabulary during KS3 required to fully explain abstract concepts and, simultaneously we develop the practical skills required to conduct meaningful experiments safely. Students are assessed through SATs-style texts during every topic and students also complete a written assessment to allow them to demonstrate their learning and progression at different stages of a topic.

Students are encouraged to show interest in science-related questions and issues, and pursue personal interests and career possibilities within science-related fields (e.g., take an interest in media reports on environmental issues, and seek out further information; express an interest in conducting scientific investigations of their own design; develop an interest in careers related to environmental sciences).

Our curriculum for Science aims to ensure that students cover all aspects of the National Curriculum, building on the work that has begun in primary schools and preparing them for further studies of the Sciences at KS4 and KS5. Our condensed, two-year curriculum allows the students to maximise their studies during KS4 and increases the possibilities for achieving the understanding required to achieve top grades at A-level.

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Year 7

Term 1


Cells: Identify the principal features of a cheek cell, a plant cell and describe their functions.

Structure and function of body systems: Explore how the skeletal system and muscular system work together to cause movement.

Reproduction: Relate advice to pregnant women to ideas about transfer of substances to the embryo. Use models to evaluate the features of various types of seed dispersal.

Term 2


Particles and their behaviour: Relate the features of the particle model to the properties of materials in different states. Elements, atoms and compounds: Sort elements using chemical data and relate this to their position in the periodic table. Compare the properties of elements with the properties of a compound formed from them.

Reactions: Investigate changes in mass for chemical and physical processes. Investigate the contribution that natural and human chemical processes make to our carbon dioxide emissions. Investigate a phenomenon that relies on an exothermic or endothermic reaction.

Acids and alkalis: Devise an enquiry to compare how well indigestion remedies work.

Term 3


Forces: Investigate different types of forces, variables that affect the speed of a toy car rolling down a slope, and factors that affect the size of frictional or drag forces. Also explain the way in which an astronaut’s weight varies on a journey to the moon.

Sound: Relate changes in the shape of an oscilloscope trace to changes in pitch and volume. Use the wave model to explain observations of the reflection, absorption and transmission of waves.

Light: Use ray diagrams to model how light passes through lenses and transparent materials.

Space: Relate observations of changing day length to an appropriate model of the solar system.


Year 8

Term 1


Health and Lifestyle: Evaluate how well a model represents key features of the digestive system. Investigate a claim linking height to lung volume

Ecosystem processes: Use a model to investigate the impact of changes in a population of one organism on others in the ecosystem. Use data from investigating fermentation with yeast to explore respiration. Use lab tests on variegated leaves to show that chlorophyll is essential for photosynthesis.

Adaption and inheritance: Graph data relating to variation and explain how it may lead to the survival of a species. Review the evidence for theories about how a particular species went extinct. Model the inheritance of a specific trait and explore the variation in the offspring produced.

Term 2




The Periodic table: Predict the method used for extracting metal based on its position in the reactivity series.

Separation techniques: Devise ways to separate mixtures, based on their properties.

Metals and acids: Use experimental results to suggest an order of reactivity of various metals.

The Earth: Model the processes that are responsible for rock formation and link these to the rock features.

Term 3


Electricity and magnetism: Comparing the voltage drop across resistors connected in series in a circuit and explaining current flow in different parts of a parallel circuit. Investigating ways of varying strength of an electromagnet. Exploring the magnetic field pattern around different types or combinations of magnets.

Energy: Compare the energy values of foods and fuels. Investigate how to prevent heat loss by conduction, convection and radiation. Compare the running costs of fluorescent and filament light bulbs.

Motion and pressure: Investigate how pressure from your foot onto the ground varies with different footwear.

Key Stage 4 Curriculum

Award: AQA GCSE Combined Science at grades 9 – 1  Trilogy Science

Course Content

All students are expected to study for the Trilogy Science qualification unless they have chosen the Triple Award course and met the entry criteria for it. Students complete the AQA GCSE Combined Science: Trilogy course over years 9, 10 & 11.  

Assessment Details

In June of year 11 six papers will be taken, two in each of Biology, Physics & Chemistry. Each paper is a written exam of 1 hour 15 minutes duration, with Foundation and Higher tiers, and is worth 70 marks, making 16.7% of the total GCSE grade. The papers consist of multiple choice, structured, closed short answer and open response questions. 


Paper 1: 1. Cell biology 2. Organisation 3. Infection and response 4. Bioenergetics  

Paper 2: 5. Homeostasis and response 6. Inheritance, variation and evolution 7. Ecology  


Paper 1: 1. Atomic structure and the periodic table 2. Bonding, structure, and the properties of matter 3. Quantitative chemistry 4.  Chemical changes 5. Energy changes.  

Paper 2: 6. The rate and extent of chemical change 7. Organic chemistry 8. Chemical analysis 9. Chemistry of the atmosphere 10. Using resources.  


Paper 1: 1. Energy 2. Electricity 3. Particle model of matter 4. Atomic structure  

Paper 2: 5. Forces 6. Waves 7.  Magnetism and electromagnetism  

Why Study This Course?

Preparing students thoroughly to progress to ‘A’ level studies in any of the three science disciplines. It is, therefore, an ideal qualification for anyone considering a career which requires science at ‘A’ Level. GCSE Double Award Science is also a valuable stand-alone qualification. Students who have successfully achieved high grades in Double Award Science could enter employment in laboratory work or use the qualification to access other progression routes to higher education.