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Science Curriculum

The Furness Academy Science curriculum for each year group is detailed below. 

Key Stage 3 Curriculum

Units that are taught throughout Year 7 are:

  • Particle model
  • Cells
  • Forces
  • Elements
  • Energy
  • Inheritance
  • Universe
  • Variation
  • Periodic table
  • Movement
  • Earth structure
  • Speed
  • Energy costs
  • Acids and bases
  • Sound

Units that are taught throughout Year 8 are: 

  • Breathing
  • Separating mixtures
  • Heating and cooling
  • Interdependence
  • Chemical energy
  • Light
  • Digestion
  • Earth resources
  • More forces
  • Growth
  • Simple circuits
  • Waves
  • Photosynthesis
  • Respiration
  • Climate

Units that are taught throughout Year 9 are:

  • Metals and non-metals
  • Floating and sinking
  • Plant reproduction
  • Types of reaction
  • More electric circuits
  • Evolution
  • Types of reaction

Number of lessons:

  • Year 7 : 3 per week
  • Year 8 : 4 per week
  • Year 9 : 4 per week

Disciplinary knowledge is developed throughout the course in order for students to understand how to behave and investigate like a scientist.  For example how to plan an investigation, manipulate, present and evaluate data, write conclusions and explain them with scientific knowledge. 

Students also become skilled in selecting and using different pieces of apparatus to follow methods.

  • End of topic assessment; approximately every 2-3 weeks. These assess the key areas of substantive knowledge identified in the schemes of work.  Students are given feedback, reflection and improvement time.  There are also opportunities to assess the progress of disciplinary knowledge.
  • Trio test at the end of every 3 topics to allow more opportunities revisit and recall knowledge from the previous three topics studied. (Generally a biology, chemistry and physics topic).
  • Working scientifically assessment once every half term. These assessments explicitly assess disciplinary knowledge and provide opportunities to develop this area through thorough feedback and improvement time.
  • End of year assessment. Questions assess a mixture of disciplinary and substantive knowledge that has been taught through the year and where relevant in prior years.

All students need to carry the following equipment in pencil cases in their bags.

  • Pencil
  • Pen
  • Ruler
  • Rubber
  • Laptop

Science equipment needed

  • Scientific calculator
  • 30cm ruler
  • Ensure homework is completed.
  • Students can set their own work on Educake and Seneca: this should be encouraged
  • Watch scientific programmes together
  • Encourage questions and guidance on how to seek answers
  • ‘I’m a scientist get me out of here’

Students participate in on-line chats with scientists via the platform.  The aim is to demonstrate to students that STEM is relevant to their lives and hopefully inspire them that science is for them.  Careers and career progression are often at the forefront of the discussions.

  • KS3 STEM connect challenge project

The club uses relatable scenarios that bring out pupils’ creativity whilst guiding them to develop and apply knowledge and skills to important real-world challenges.  We are part of a local initiative and the club is supported by the Walney Skills fund.  The department owns MTa STEM kits for the challenges.

  • Salters’ chemistry club

We regularly enter teams of of year 8 students to compete in chemistry challenges at either Lancaster or Manchester university.  The day is brought to a close with a ‘flash bang’ show.

Students have recently been encouraged to join and participate in the online Salters Chemistry club.

  • bp Ultimate STEM challenge

bp’s Ultimate STEM Challenge has been designed to help young people develop their creativity, problem-solving skills and employability by tackling real-world challenges.  Students participate in the annual challenge and enter the competition.  Themes have included biodiversity and a home for nature, innovative design solutions and a net zero plan for their local community.

  • UlverSTEM

Students participate in the technology, maths and science event alongside local businesses.  We host a stand and our students interact with the public to encourage them to attempt our experiments, whilst explaining the science behind them.

  • Race for the line.

All Year 7 students participate in the ‘Race for the Line’ rocket car challenge.  Students design, race and develop their own cars that are launched with a rocket and speeds calculated.  The fastest cars, with their designers are then entered into the regional, and ultimately the national final.

  • Links with Lancaster and Manchester Universities.

Year 9 students attend taster days in preparation for their options.  They have time in the labs, opportunity to talk to under graduates, plus a tour of the campuses.

  • Environmental science club

We are part of an exciting pilot project with STEM learning to develop a science club in partnership with a school in Brazil.  Our STEM club will work with students in the Brazilian school on a research project that investigates the effects of climate change through deforestation in both countries.

  • Energy Quest

Year 9 participate in workshops with Energy Quest; a curriculum-linked programme for schools which encourages young people to find out all about sustainable energy and learn about associated engineering careers.

Key Stage 4 Curriculum

Units that are taught throughout Year 10 are:

  • Cell biology
  • Organisation
  • Infection and response
  • Bioenergetics
  • Atomic structure and the periodic table
  • Bonding
  • Structure and the properties of matter
  • Quantitative chemistry
  • Chemical changes
  • Energy changes
  • Energy
  • Electricity
  • Particle model of matter
  • Atomic structure

Units that are taught throughout Year 11 are:

  • Homeostasis and response
  • Inheritance
  • Variation and evolution
  • Ecology
  • The rate and extent of chemical change
  • Organic chemistry
  • Chemical analysis
  • Chemistry of the atmosphere
  • Using resources
  • Forces
  • Waves
  • Magnetism and electromagnetism
  • Space physics (triple students only)

Number of lessons:

  • Years 10 and 11: 6 lessons per week split into 2 biology, 2 chemistry, 2 physics
  • Students who opt for triple science higher in years 10 and 11: 3 biology, 3 chemistry, 3 physics

All foundation students complete triple science.

Disciplinary knowledge is developed throughout the course in order for students to understand how to behave and investigate like a scientist.  For example how to plan an investigation, manipulate, present and evaluate data, write conclusions and explain them with scientific knowledge. 

Students also become skilled in selecting and using different pieces of apparatus to follow methods.

End of topic assessment; length between assessments is dependent upon the topic studied. Predominantly assess substantive knowledge, however there will be questions to assess disciplinary knowledge, particularly when there is a required practical in the topic.

  • Multiple choice, structured, closed short answer and open response questions.

Mock exams in June year 10, (paper 1 topics), November year 11, (paper 1 topics – a different paper) and February year 11 (paper 2 topics)

  • Multiple choice, structured, closed short answer and open response.
  • Substantive and disciplinary knowledge assessed.

All students need to carry the following equipment in pencil cases in their bags.

  • Pencil
  • Pen
  • Ruler
  • Rubber
  • Laptop

Science equipment needed

  • Scientific calculator
  • 30cm ruler
  • Ensure homework is completed.
  • Students can set their own work on Educake and Seneca: this should be encouraged
  • Watch scientific programmes together
  • Encourage questions and guidance on how to seek answers
  • At KS4 students will need encouragement to develop their exam question technique and to persevere with this
  • KS4 students have ‘specification quizzes’ in their course books.  These contain the facts needed for the course, along with perfect answers.  Regular quizzing of the information at home will help to consolidate this knowledge.
  • ‘I’m a scientist get me out of here’

Students participate in on-line chats with scientists via the platform.  The aim is to demonstrate to students that STEM is relevant to their lives and hopefully inspire them that science is for them.  Careers and career progression are often at the forefront of the discussions.

  • Links with Lancaster and Manchester Universities.

GCSE students who are interested in a medical career have had the opportunity to discuss careers in medicine, university course requirements and general career questions.

  • BDAE

Barrow and District Association of Engineers invite students to termly lectures at The Forum.