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25-33 Bow Road, London, E3 2AE0208 981 1131

Science

The Science curriculum delivered at Central Foundation Girls School is one that strives to support students mastering the breadth and depth of scientific knowledge through developing the skills needed to be a 21st Century Scientist through discussion, investigation and research . We want to inspire and ignite curiosity through helping our students make sense of the wider world as well as the use and implications of Science today and for the future. Our ultimate goal is to empower our students and play a pivotal role in helping them to make informed life choices about their future.

Our curriculum aims to develop a range of transferable skills such as problem solving, analytical and critical thinking, creativity and communication. We aim to achieve this by ensuring that the curriculum is accessible to all so that every student can make progress and be successful.

Our offer is supported by providing students opportunities to take part in a wide range of experiences outside of the classroom in order to experience Science in a real life context and increase their awareness of the  diverse range of opportunities that are available in the world of Science.

KEYSTAGE 3 

The principal focus of science teaching in key stage 3 is to develop a deeper understanding of a range of scientific ideas in the subject disciplines of biology, chemistry and physics. Pupils should begin to see the connections between these subject areas and become aware of some of the big ideas underpinning scientific knowledge and understanding. Examples of these big ideas are the links between structure and function in living organisms, the particulate model as the key to understanding the properties and interactions of matter in all its forms, and the resources and means of transfer of energy as key determinants of all of these interactions. They should be encouraged to relate scientific explanations to phenomena in the world around them and start to use modelling and abstract ideas to develop and evaluate explanations.

Pupils should understand that science is about working objectively, modifying explanations to take account of new evidence and ideas and subjecting results to peer review. Pupils should decide on the appropriate type of scientific enquiry to undertake to answer their own questions and develop a deeper understanding of factors to be taken into account when collecting, recording and processing data. They should evaluate their results and identify further questions arising from them.

‘Working scientifically’ is described separately at the beginning of the programme of study, but must always be taught through and clearly related to substantive science content in the programme of study. Teachers should feel free to choose examples that serve a variety of purposes, from showing how scientific ideas have developed historically to reflecting modern developments in science.

Pupils should develop their use of scientific vocabulary, including the use of scientific nomenclature and units and mathematical representations.

KEYSTAGE 3 OVERVIEW AND ASSESSMENTS

TERM & THEME 

                                                               YEAR 7 

Autumn Term 1  

  • Cells ,tissues and organ systems
  • Particle model
  • Forces
  • Assessment

Autumn Term 2 

  • Movement – Muscles and bones
  • Separating mixtures
  • Pressure

Spring Term 1 

  • Ecosystems
  • Acids and alkalis
  • Energy
  • Assessment

Spring Term 2

  • Metals/Non metals
  • Electricity
  • Sexual reproduction

Summer Term 1 

  • Rocks
  • Sound
  • Light

Summer Term 2

  • Science Fair
  • Crest award

 

TERMS & THEME                                                             YEAR 8 
Autumn Term 1 
  • Breathing
  • Elements
  • Forces and motion
  • Assessment
Autumn Term 2

 

  • Unicellular organisms
  • Periodic table
  • Force fields & electromagnets
Spring Term 1
  • Plant reproduction
  • Combustion
  • Food & nutrition
  • Assessment
Spring Term 2
  • Photosynthesis
  • Reactivity
  • Energy transfer
Summer  Term 1
  • Genetics and evolution
  • Universe
Summer Term 2
  • Science Fair
  • Crest award

 

TERM & THEME YEAR 9 
Autumn Term 1
  • Key concepts in Biology
  • Key concepts in Chemistry
Autumn Term 2
  • Key concepts of Physics
  • Cells and control
  • Atomic structure
  • Assessment
Spring Term 1
  • Energy stores and transfers
  • Genetics
  • Periodic table
Spring Term 2 
  • Ionic bonding
  • Forces and motion
Summer Term 1
  • Natural selection and genetic modification
  • Covalent bonding
  • Types of substances
Summer Term 2 
  • Waves
  • Acid and Alkails

ENRICHMENT OPPORTUNITIES AT KEYSTAGE 3

All Year 7 & 8 students will take part in the Science Fair which involves investigating a topic of their choice and presenting their ideas. They will also have an opportunity to achieve their Bronze Crest award.

There is also STEAM club which runs every week and many opportunities to science in a real life context.

There is also an opportunity to become a STEAM ambassador and  a science classroom manger.

USEFUL WEBSITES, RESOURCES, REVISION MATERIALS AND EXEMPLAR WORK

 Pearson Active Learn click here

KEY STAGE 4

Teaching in the sciences in key stage 4 continues with the process of building upon and deepening scientific knowledge and the understanding of ideas developed in earlier key stages in the subject disciplines of biology, chemistry and physics.

For some students, studying the sciences in key stage 4 provides the platform for more advanced studies, establishing the basis for a wide range of careers. For others, it will be their last formal study of subjects that provide the foundations for understanding the natural world and will enhance their lives in an increasingly technological society.

Science is changing our lives and is vital to the world’s future prosperity, and all students should be taught essential aspects of the knowledge, methods, processes and uses of science. They should be helped to appreciate the achievements of science in showing how the complex and diverse phenomena of the natural world can be described in terms of a number of key ideas relating to the sciences which are inter-linked, and which are of universal application. These key ideas include:

  • the use of conceptual models and theories to make sense of the observed diversity of natural phenomena
  • the assumption that every effect has one or more cause
  • that change is driven by interactions between different objects and systems
  • that many such interactions occur over a distance and over time
  • that science progresses through a cycle of hypothesis, practical experimentation, observation, theory development and review
  • that quantitative analysis is a central element both of many theories and of scientific methods of inquiry.

The sciences should be taught in ways that ensure students have the knowledge to enable them to develop curiosity about the natural world, insight into working scientifically, and appreciation of the relevance of science to their everyday lives, so that students:

  • develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics;
  • develop understanding of the nature, processes and methods of science, through different types of scientific enquiry that help them to answer scientific questions about the world around them;
  • develop and learn to apply observational, practical, modelling, enquiry, problem-solving skills and mathematical skills, both in the laboratory, in the field and in other environments;
  • develop their ability to evaluate claims based on science through critical analysis of the methodology, evidence and conclusions, both qualitatively and quantitatively.

Curricula at key stage 4 should comprise approximately equal proportions of biology, chemistry and physics. The relevant mathematical skills required are covered in the programme of study for mathematics and should be embedded in the science context.

‘Working scientifically’ is described separately at the beginning of the programme of study, but must always be taught through and clearly related to substantive science content in the programme of study. Teachers should feel free to choose examples that serve a variety of purposes, from showing how scientific ideas have developed historically to reflecting modern developments in science and informing students of the role of science in understanding the causes of and solutions to some of the challenges facing society.

The scope and nature of their study should be broad, coherent, practical and rigorous, so that students are inspired and challenged by the subject and its achievements.

KS4 BIOLOGY YEAR 10  YEAR 11
Autumn Term 1
  • Natural selection and Genetic modification
  • Ecosystems and energy cycles
Autumn Term 2
  • Plant structures and their functions cont
  • Health ,disease and the development of medicines
  • Assessment
  • Ecosystems and energy cycles
  • Trial exams 1
Spring Term 1
  • Health , disease and the development of medicines
  • Animal co-ordination , control and homeostasis
  • Revision
  • Trial exams 2
Spring Term 2
  • Animal co-ordination , control and homeostasis

 

  • Assessment
  • Revision
Summer Term 1
  • Exchange and transport  in animals
  • Revision
Summer Term 2
  • Exchange and transport  in animals
  • Assessment
 

 

KS4 CHEMISTRY YEAR 10  YEAR 11
Autumn Term 1
  • Groups in the Periodic table
  • Rates of Reaction
  • Hydrocarbons
  • Alcohols and carboxylic acids
  • Polymers
Autumn Term 2 
  • Heat changes in chemical reactions
  • Acids and Alkalis
  • Assessment
  • Qualitative tests for ions
  • Bulk matter and surface properties including Nanoscience
  • Trial exams 1
Spring Term 1 
  • Electrolysis
  • Obtaining and using metals
  • Reversible reactions and equilibria
  • Revision
  • Trial exams 2
Spring Term 2
  • Reversible reactions and equilibria
  • Transition metals, alloys and corrosion
  • Assessment
  • Revision
Summer Term 1
  • Quantitative analysis
  • Dynamic equilibria
  • Chemical and fuel cells
  • Revision
Summer Term 2
  • Fuels and earth science
  • Earth and atmospheric  science
  • Assessment
 

 

KS4 PHYSICS  YEAR 10  YEAR 11
Autumn Term 1
  • Conservation of energy
  • Waves
  • Magnetism and the motor effect
Autumn Term 2
  • Light and the electromagnetic spectrum
  • Astronomy
  • Assessment
  • Electromagnetic induction
  • Trial exams 1
Spring Term 1
  • Radioactivity
  • Particle model
  • Forces and matter
  • Trial exams 2
Spring Term 2
  • Energy – Forces at work
  • forces and their effects
  • Assessment
  • Revision
Summer Term 1
  • Electricity and circuits
  • Revision
Summer Term 2
  • Static electricity
 

 

KS4 COMBINED SCIENCE YEAR 10  YEAR 11
Autumn Term 1
  • Plant structures and their functions
  • Groups in the Periodic table
  • Rates of reaction
  • Ecosystems and energy cycles
  • Electricity and circuits
Autumn Term 2
  • Heat energy changes
  • Radioactivity
  • Assessment
  • Fuels and earth Science
  • Earth and the atmosphere
  • Magnets and their effects
  • Trial exams 1
Spring Term 1
  • Calculations involving masses
  • Electrolysis
  • Electromagnetic induction
  • Particle model
  • Forces and matter
  • Trial exams 2
Spring Term 2
  • Health ,disease and the development of medicines
  • Extracting metals and equilibria
  • Assessment
  • Revision
Summer Term 1
  • Dynamic equilibria
  • Energy and work
  • Forces and their effects
  • Revision
Summer Term 2
  • Electricity and circuits
  • Exchange and transport
 

EXAM BOARD AND WEIGHTINGS

Edexcel

ENRICHMENT OPPORTUNITIES AT KEYSTAGE 4 

  • Intervention sessions
  • Trips that  support the curriculum
  • Challenge and competitions
  • Science Managers 

USEFUL WEBSITES, RESOURCES, REVISION MATERIALS AND EXEMPLAR WORK

  • Pearson Active Learn click here
  • BBC GCSE  Bitesize Subjects click here

KEYSTAGE 5 

The skills, knowledge and understanding of each specification in the subject must, where appropriate, include the requirements set out below, and be integrated into the mandatory content indicated in the relevant appendix and any content added by the awarding organisation, where appropriate,  include the requirements set out below, and be integrated into the mandatory content indicated in the relevant appendix and any content added by the awarding organisation, where appropriate:

• use theories, models and ideas to develop scientific explanations

• use knowledge and understanding to pose scientific questions, define scientific problems, present scientific arguments and scientific ideas

• use appropriate methodology, including information and communication technology (ICT), to answer scientific questions and solve scientific problems

• carry out experimental and investigative activities, including appropriate risk management, in a range of contexts

• analyse and interpret data to provide evidence, recognising correlations and causal relationships

• evaluate methodology, evidence and data, and resolve conflicting evidence

• know that scientific knowledge and understanding develops over time

• communicate information and ideas in appropriate ways using appropriate terminology

• consider applications and implications of science and evaluate their associated benefits and risks

• consider ethical issues in the treatment of humans, other organisms and the environment

• evaluate the role of the scientific community in validating new knowledge and ensuring integrity

• evaluate the ways in which society uses science to inform decision making

KS5 OVERVIEW AND ASSESSMENTS 

KS5 PHYSICS  YEAR 12  YEAR 13 
Autumn Term 1
  • Foundations In Physics
  • Motion – 1
  • Electricity 1&2
  • Newtonian world and astrophysics
  • Particles and medical physics
Autumn Term 2
  • Motion 1
  • projectiles
  • Motion 2
  • Electricity 2,3,& 4
  • Newtonian world and astrophysics
  • Particles and medical physics
Spring Term 1 
  • Motion 2
  • Electricity 4
  • Newtonian world and astrophysics
  • Particles and medical physics
Spring Term 2
  • Forces
  • Waves 1
  • Revision
Summer Term 1
  • Work and power
  • Materials
  • Waves 2
  • Revision
Summer Term 2
  • Materials
  • Quantum
 

 

KS5 BIOLOGY  YEAR 12 YEAR 13
Autumn Term 1
  • Basic components of living cells
  • Biological molecules
  • Neuronal communication
  • Hormonal communication
  • genetics of living things
  • Patterns of inheritance and variation

Autumn Term 2

  • Enzymes
  • Plasma membranes
  • Cell division
  • Transport in plants
  • Homeostasis
  • Plant responses
  • Energy for biological processes
  • Manipulating genomes
  • Cloning and biotechnology
Spring Term 1
  • Plant responses
  • Energy for biological processes
  • Exchange surfaces and breathing
  • Ecosystems
  • populations and sustainability
Spring  Term 2
  • Transport in animals
  • Respiration
  • Revision
Summer Term 1
  • Classification and evolution
  • Biodiversity
  • Revision
Summer Term 2
  • Ecosystems
  • Populations and sustainability
 

 

KS5 CHEMISTRY  YEAR 12  YEAR 13
Autumn Term 1
  • Electronic structure and periodic table
  • Moles
  • Acids and titration
Organic chemistry and analysis
Autumn Term 2
  • Electronic structure and periodic table
  • Acids and titration
  • Bonding
  • Rates 1

Organic chemistry and analysis

Physical chemistry and transition elements
Spring Term 1
  • Organic 1 & 2
  • Rates 1& 2
Physical chemistry and transition elements
Spring Term 2
  • Organic 2 & 3
  • Rates 2
  • Acids , base and buffers​​​​​​​
Revision​​​​​​​
Summer Term 1
  • Acid, base and buffers
  • Organic 3​​​​​​​
Revision​​​​​​​
Summer Term 2
  • Acid, base and buffers
  • Spectroscopy
 

 

KS5 APPLIED SCIENCE YEAR 12 YEAR 13
Autumn Term 1
  • Cell structure and microscopy
  • Specialisation
  • Waves
  • Superposition-diffraction
  • Stationary waves​​​​​​​
  • Unit 3 – Science investigation skills
Autumn Term 2
  • Tissues
  • Harmonics
  • Refraction/TIR
  • Optical fibres​​​​​​​
  • Unit 3 – Science investigation skills
Spring Term 1
  • Exam
  • Practical report​​​​​​​
  • Unit 8 – Physiology of human body systems
Spring Term 2
  • Practical report
  • Unit 8 – Physiology of human body systems
Summer Term 1
  • Practical report
  • Completing assignments
Summer Term 2
  • Practical report
 

EXAM BOARD AND WEIGHTINGS 

OCR 

ENRICHMENT OPPORTUNITIES AT KEYSTAGE 5

  • Biology Field work
  • Trips to support the curriculum
  • Revision seminars
  • Visiting speakers

USEFUL WEBSITES, RESOURCES, REVISION MATERIALS AND EXEMPLAR WORK​​​​​​​

WHO’S IN THE TEAM?

Faculty email address: science@central.towerhamlets.sch.uk

Ms. A. Taylor, Head of Science Faculty

Ms. S. Begum, Second in Charge of Science/ KS4 C-ordinator 

Ms. A. Morgan, Teacher of Science/KS3 Co-ordinator

Dr. A. Jasper, Teacher of Science/KS5 Co-ordinator

Mr. W. Zaman, Teacher of Science/G&T Student Co-ordinator

Ms. S. Danis, Teacher of Science

Ms. S. Master, Teacher of Science

Ms. S. Zaneb, Teacher of Science/Assistant Headteacher

Mr. J. Haley, Teacher of Science​​​​​​​

Ms. S. Miah, Teacher of Science

Ms. T. Tarrin, Teacher of Chemistry

Ms. R. Keshik, Teacher of Science

Ms. S. Chowdhury, Teacher of Science

Mr. A. Ghafoor, Teacher of Science/ International Links Co-ordinator

Mr. A. McLean, Senior Technician

Mr. D. Carrington and Mr Jones, Science Technicians