Science
What is the intent of the Science Curriculum?
The Skinners Kent Academy Science Department is committed to providing a high-quality science education, building on the foundation of KS2, and the natural curiosity that Science elicits, to help students understand and value the world around them. Through observation, experimentation and analysis the students will learn how Science can be used to explain the past, analyse the present, and innovate for the future.
The Skinners Kent Academy Science Department aims to develop students who are skilled at applying scientific principles to contemporary issues, work as part of a team to problem solve, to think critically and to show resilience in their academic undertakings. We aspire for students to understand the Science when making judgements and life decisions and to maintain that curiosity which is the vital spark that fuels the process of innovation and invention that seeks to understand and improve the world around us.
The Skinners Kent Academy Science Department is committed to providing a high-quality science education, building on the foundation of KS2, and the natural curiosity that Science elicits, to help students understand and value the world around them. Through observation, experimentation and analysis the students will learn how Science can be used to explain the past, analyse the present, and innovate for the future.
The Skinners Kent Academy Science Department aims to develop students who are skilled at applying scientific principles to contemporary issues, work as part of a team to problem solve, to think critically and to show resilience in their academic undertakings. We aspire for students to understand the Science when making judgements and life decisions and to maintain that curiosity which is the vital spark that fuels the process of innovation and invention that seeks to understand and improve the world around us.
Year 7, 8 & 9
Years 7-9 follow a course designed by the Science Department which gives the students a good grounding in the five main concepts which underlie Science, being Cells, Interdependence, Particles, Energy and Forces. This then feeds into the GCSE years. There are nine topics in each of the years, with an even distribution of subject matter from the three disciplines of Biology, Chemistry and Physics. Each topic finishes with a test paper so we can track the students’ progress through the Key Stage. The topics are as follows.
Year 7
Cells, Ecology, Reproduction, Particle Theory, Periodic Table, Physical Changes, Energy, Forces, Space.
Year 8
Bring Healthy, Organ Systems, Plants, Chemical Changes, Chemical Reactions, Rocks and Weathering, Electricity, Waves, Magnetism.
Year 9
Cells 2, Body Systems, Disease, Atomic Structure, Chemical Structures, Chemical Reactions 2, Energy 2, Electricity 2, Particle Theory 2.
Throughout the Key Stage students will carry out practical work in the context of each topic and develop their knowledge and understanding to pose scientific questions, define scientific problems and plan and carry out investigative activities. In a range of contexts, students will collect, select, process, analyse and interpret both primary and secondary data to provide evidence, evaluate their methodology evidence and data.
Throughout the Key Stage we also run the International Baccalaureate Middle Years Programme. The MYP aims to develop active learners and internationally minded young people who can empathize with others and pursue lives of purpose and meaning. The programme empowers students to inquire into a wide range of issues and ideas of significance locally, nationally and globally. The result is young people who are creative, critical and reflective thinkers. The MYP is structured into four criteria.
Criterion A: Knowing and Understanding
i. Explain scientific knowledge
ii. Apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar situations
iii. Analyse and evaluate information to make scientifically supported judgments.
Criterion B: Inquiring and designing
i. Explain a problem or question to be tested by a scientific investigation
ii. Formulate a testable hypothesis and explain it using scientific reasoning
iii. Explain how to manipulate the variables, and explain how data will be collected
iv. Design scientific investigations
Criterion C: Processing and evaluating
i. present collected and transformed data
ii. interpret data and explain results using scientific reasoning
iii. evaluate the validity of a hypothesis based on the outcome of the scientific investigation
iv. evaluate the validity of the method
v. explain improvements or extensions to the method
Criterion D: Reflecting on the impacts of science
i. explain the ways in which science is applied and used to address a specific problem or issue
ii. discuss and evaluate the various implications of using science and its application to solve a specific problem or issue
iii. apply scientific language effectively
iv. document the work of others and sources of information used
The MYP skills are practised as part of the lesson structure and each topic has an MYP assessment based on one of the Criteria.
Year 7
Cells, Ecology, Reproduction, Particle Theory, Periodic Table, Physical Changes, Energy, Forces, Space.
Year 8
Bring Healthy, Organ Systems, Plants, Chemical Changes, Chemical Reactions, Rocks and Weathering, Electricity, Waves, Magnetism.
Year 9
Cells 2, Body Systems, Disease, Atomic Structure, Chemical Structures, Chemical Reactions 2, Energy 2, Electricity 2, Particle Theory 2.
Throughout the Key Stage students will carry out practical work in the context of each topic and develop their knowledge and understanding to pose scientific questions, define scientific problems and plan and carry out investigative activities. In a range of contexts, students will collect, select, process, analyse and interpret both primary and secondary data to provide evidence, evaluate their methodology evidence and data.
Throughout the Key Stage we also run the International Baccalaureate Middle Years Programme. The MYP aims to develop active learners and internationally minded young people who can empathize with others and pursue lives of purpose and meaning. The programme empowers students to inquire into a wide range of issues and ideas of significance locally, nationally and globally. The result is young people who are creative, critical and reflective thinkers. The MYP is structured into four criteria.
Criterion A: Knowing and Understanding
i. Explain scientific knowledge
ii. Apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar situations
iii. Analyse and evaluate information to make scientifically supported judgments.
Criterion B: Inquiring and designing
i. Explain a problem or question to be tested by a scientific investigation
ii. Formulate a testable hypothesis and explain it using scientific reasoning
iii. Explain how to manipulate the variables, and explain how data will be collected
iv. Design scientific investigations
Criterion C: Processing and evaluating
i. present collected and transformed data
ii. interpret data and explain results using scientific reasoning
iii. evaluate the validity of a hypothesis based on the outcome of the scientific investigation
iv. evaluate the validity of the method
v. explain improvements or extensions to the method
Criterion D: Reflecting on the impacts of science
i. explain the ways in which science is applied and used to address a specific problem or issue
ii. discuss and evaluate the various implications of using science and its application to solve a specific problem or issue
iii. apply scientific language effectively
iv. document the work of others and sources of information used
The MYP skills are practised as part of the lesson structure and each topic has an MYP assessment based on one of the Criteria.
Year 10 & 11
All students follow the AQA GCSE Trilogy Combined Science course. This consists of a mixture of Biology, Chemistry and Physics topics.
Year 10
Bioenergetics, Homeostasis and Response, Inheritance, Variation and Response, Quantitative Chemistry and Energy Changes, The Rate and Extent of Chemical change, Organic Chemistry and Chemistry of the Atmosphere, Atomic Structure and Radioactivity, Forces 2, Waves 2.
Year 11
Ecology 2, Chemical Analysis and Using Resources, Magnetism and Electromagnetism. There is also a lot of scheduled revision time in year 11.
All students in Years 10 & 11 will further develop their knowledge and skills from Key Stage 3 and consolidate their skills in planning and evaluating investigations. There are 21 practical investigations which all students are required to undertake. These are done during lesson time and form the basis of many of the questions in the terminal examinations at the end of Year 11.
Assessment in Years 10-11 takes the form of summative test papers at the end of each topic. This again helps to track the progress of the students. In November of Year 11 the students take the first of two Pre Public Examinations which mimic the external examinations and helps to prepare the students for that process. These consist of three papers one each of Biology, Chemistry and Physics and are called Paper 1’s as they cover the first half of the syllabus. Each paper is 1hr and 15 minutes long. This process is repeated in February but this time with all six of the GCSE papers. The results from these go a long way to making the decision as to whether the students will sit Higher or Foundation tiers in the Summer examinations.
The public examinations for the GCSE are at the end of Year 11 and consist of six papers, two for each discipline, each 1hr and 15 minutes long. From these the students will be awarded two GCSE grades in Combined Science.
Separate Sciences
For some students who have a particular aptitude for Science, we offer the three Sciences as individual subjects. For this, students will take Science lessons with other students but can choose the Separate Science option in their GCSE option choices. This provides four extra Science lessons a fortnight.
During these lessons students will learn extra Science content above the Combined Science syllabus and undertake extra required practical investigations. At the end of Year 11 these students will still sit six GCSE papers however these will be 1hr and 45 minutes long. Following from these, students will be awarded three GCSE’s one in each of Biology, Chemistry and Physics.
Year 10
Bioenergetics, Homeostasis and Response, Inheritance, Variation and Response, Quantitative Chemistry and Energy Changes, The Rate and Extent of Chemical change, Organic Chemistry and Chemistry of the Atmosphere, Atomic Structure and Radioactivity, Forces 2, Waves 2.
Year 11
Ecology 2, Chemical Analysis and Using Resources, Magnetism and Electromagnetism. There is also a lot of scheduled revision time in year 11.
All students in Years 10 & 11 will further develop their knowledge and skills from Key Stage 3 and consolidate their skills in planning and evaluating investigations. There are 21 practical investigations which all students are required to undertake. These are done during lesson time and form the basis of many of the questions in the terminal examinations at the end of Year 11.
Assessment in Years 10-11 takes the form of summative test papers at the end of each topic. This again helps to track the progress of the students. In November of Year 11 the students take the first of two Pre Public Examinations which mimic the external examinations and helps to prepare the students for that process. These consist of three papers one each of Biology, Chemistry and Physics and are called Paper 1’s as they cover the first half of the syllabus. Each paper is 1hr and 15 minutes long. This process is repeated in February but this time with all six of the GCSE papers. The results from these go a long way to making the decision as to whether the students will sit Higher or Foundation tiers in the Summer examinations.
The public examinations for the GCSE are at the end of Year 11 and consist of six papers, two for each discipline, each 1hr and 15 minutes long. From these the students will be awarded two GCSE grades in Combined Science.
Separate Sciences
For some students who have a particular aptitude for Science, we offer the three Sciences as individual subjects. For this, students will take Science lessons with other students but can choose the Separate Science option in their GCSE option choices. This provides four extra Science lessons a fortnight.
During these lessons students will learn extra Science content above the Combined Science syllabus and undertake extra required practical investigations. At the end of Year 11 these students will still sit six GCSE papers however these will be 1hr and 45 minutes long. Following from these, students will be awarded three GCSE’s one in each of Biology, Chemistry and Physics.
YEAR 12 & 13 - Biology
Taught in: Year 12 - 13
Exam Board: IBO
Biologists investigate the living world at all levels using many different approaches and techniques. At one end of the scale is the cell, its molecular construction and complex metabolic reactions. At the other end of the scale biologists investigate the interactions that make whole ecosystems function. Many discoveries remain to be made and great progress is expected in the 21st century. Through studying a science subject students should become aware of how scientists work and communicate with each other. While the scientific method may take on a wide variety of forms, the emphasis on a practical approach. In addition, through the overarching theme of the “Nature of Science” this knowledge and skills will be put into the context of way science and scientists work in the 21st Century and the ethical debates and limitations of creative scientific endeavour. The sciences are taught practically. Students have opportunities to design investigations, collect data, develop manipulative skills, analyse results, collaborate with peers and evaluate and communicate their findings. The investigations may be laboratory based or they may make use of simulations and data bases. Students develop the skills to work independently on their own design, but also collegiately, including collaboration with schools in different regions, to mirror the way in which scientific research is conducted in the wider community.
Details
Key features of the curriculum and assessment models
Topics
Core
Additional Higher level Options
How will it be delivered?
Student work is internally assessed by the teacher and externally moderated by the IB. The external assessment of biology consists of three written papers. In paper 1 there are 30 (at SL) or 40 (at HL) multiple-choice questions. Paper 2 contains short-answer and extended-response questions on the core (and Additional Higher Level (AHL) material at HL). Paper 3 has two sections; Section A contains one data-based question and several short-answer questions on experimental work on the core (and AHL material at HL). Section B contains short-answer and extended-response questions from each of the four options.
Entry requirements
Exam Board: IBO
Biologists investigate the living world at all levels using many different approaches and techniques. At one end of the scale is the cell, its molecular construction and complex metabolic reactions. At the other end of the scale biologists investigate the interactions that make whole ecosystems function. Many discoveries remain to be made and great progress is expected in the 21st century. Through studying a science subject students should become aware of how scientists work and communicate with each other. While the scientific method may take on a wide variety of forms, the emphasis on a practical approach. In addition, through the overarching theme of the “Nature of Science” this knowledge and skills will be put into the context of way science and scientists work in the 21st Century and the ethical debates and limitations of creative scientific endeavour. The sciences are taught practically. Students have opportunities to design investigations, collect data, develop manipulative skills, analyse results, collaborate with peers and evaluate and communicate their findings. The investigations may be laboratory based or they may make use of simulations and data bases. Students develop the skills to work independently on their own design, but also collegiately, including collaboration with schools in different regions, to mirror the way in which scientific research is conducted in the wider community.
Details
Key features of the curriculum and assessment models
- Available at standard (SL) and higher levels (HL)
- The minimum prescribed number of hours is 150 for SL and 240 for HL
- Students are assessed both externally and internally
- Biology students at SL and HL undertake a common core syllabus and a common internal assessment (IA) scheme.
- While there are core skills and activities common to both SL and HL students, students at HL are required to study the options and some topics in greater depth as well as some additional topics. The distinction between SL and HL is one of breadth and depth.
- A practical approach to the course delivery is emphasised through the interdisciplinary group 4 project and a mixture of both short-term and long-term experiments and investigations.
- Internal assessment accounts for 20% of the final assessment and this is assessed through a single individual investigation. This investigation may involve a hands-on approach, use of data-bases, modelling, simulation or a hybrid.
Topics
Core
- Cell biology
- Molecular biology
- Genetics
- Ecology
- Evolution and biodiversity
- Human physiology
Additional Higher level Options
- Nucleic acids
- Metabolism, cell respiration and photosynthesis
- Plant biology
- Genetics and evolution
- Animal physiology
How will it be delivered?
Student work is internally assessed by the teacher and externally moderated by the IB. The external assessment of biology consists of three written papers. In paper 1 there are 30 (at SL) or 40 (at HL) multiple-choice questions. Paper 2 contains short-answer and extended-response questions on the core (and Additional Higher Level (AHL) material at HL). Paper 3 has two sections; Section A contains one data-based question and several short-answer questions on experimental work on the core (and AHL material at HL). Section B contains short-answer and extended-response questions from each of the four options.
Entry requirements
- General Entry Requirement for The Skinners’ Kent Academy Sixth Form
- Minimum of GCSE grade 4 (G4) in English and Mathematics plus 3 other GCSEs at grades 9-4
- Subject specific minimum entry requirements are:
- Biology: English and Mathematics G6 and Science Trilogy G7 (or Separate
- Science G7 in Biology plus G6 in either Chemistry or Physics).
YEARS 12 & 13 - Chemistry
Taught in: Year 12 - 13
Exam Board: IBO
Chemistry is an experimental science that combines academic study with the acquisition of practical and investigational skills. Chemical principles underpin both the physical environment in which we live and all biological systems. Chemistry is often a prerequisite for many other courses in higher education, such as medicine, biological science and environmental science.
All students undertake both theory and practical as they complement one another naturally, both in school and in the wider scientific community. The DP Chemistry course allows students to develop a wide range of practical skills and to increase facility in the use of mathematics. It also allows students to develop interpersonal and information technology skills, which are essential to life in the 21st century.
By studying Chemistry, students should become aware of how scientists work and communicate with each other. This course emphasizes a practical approach to the scientific method through experimental work. Teachers provide students with opportunities to develop manipulative skills, design investigations, collect data, analyse results and evaluate and communicate their findings.
Details
Key features of the curriculum and assessment models
How will it be delivered?
Higher level (240 hours)
Standard level (150 hours)
Entry requirements
Exam Board: IBO
Chemistry is an experimental science that combines academic study with the acquisition of practical and investigational skills. Chemical principles underpin both the physical environment in which we live and all biological systems. Chemistry is often a prerequisite for many other courses in higher education, such as medicine, biological science and environmental science.
All students undertake both theory and practical as they complement one another naturally, both in school and in the wider scientific community. The DP Chemistry course allows students to develop a wide range of practical skills and to increase facility in the use of mathematics. It also allows students to develop interpersonal and information technology skills, which are essential to life in the 21st century.
By studying Chemistry, students should become aware of how scientists work and communicate with each other. This course emphasizes a practical approach to the scientific method through experimental work. Teachers provide students with opportunities to develop manipulative skills, design investigations, collect data, analyse results and evaluate and communicate their findings.
Details
Key features of the curriculum and assessment models
- Available at standard (SL) and higher levels (HL)
- The minimum prescribed number of hours is 150 for SL and 240 for HL
- Students are assessed both externally and internally
- Chemistry students at SL and HL undertake a common core syllabus and a common internal assessment (IA) scheme.
- While there are core skills and activities common to both SL and HL, students at HL are required to study some topics in greater depth, to study additional topics and to study extension material of a more demanding nature in the options. The distinction between SL and HL is one of breadth and depth.
- A practical approach to the course delivery is emphasised through the interdisciplinary group 4 project and a mixture of both short-term and long-term experiments and investigations.
- Internal assessment accounts for 20% of the final assessment and this is assessed through a single individual investigation. This investigation may involve a hands-on approach, use of data-bases, modelling, simulation or a hybrid. Student work is internally assessed by the teacher and externally moderated by the IB.
How will it be delivered?
Higher level (240 hours)
- Internal assessment (individual investigation): 20%
- External assessment: 80%
Standard level (150 hours)
- Internal assessment (individual investigation): 20%
- External assessment: 80%
Entry requirements
- General Entry Requirement for The Skinners’ Kent Academy Sixth Form
- Minimum of GCSE grade 4 (G4) in English and Mathematics plus 3 other GCSEs at grades 9-4
- Subject specific minimum entry requirements are:
- Chemistry: English and Mathematics G6 and Science Trilogy G7 (or Separate
- Science G7 in Chemistry plus G6 in either Biology or Physics).
YEAR 12 & 13 - Physics
Taught in: Year 12 - 13
Exam Board: IBO
Physics is the most fundamental of the experimental sciences, as it seeks to explain the universe itself from the very smallest particles to the vast distances between galaxies. Despite the exciting and extraordinary development of ideas throughout the history of physics, observations remain essential to the very core of the subject. Models are developed to try to understand observations, and these themselves can become theories that attempt to explain the observations. Through studying a science subject students should become aware of how scientists work and communicate with each other. While the scientific method may take on a wide variety of forms, the emphasis is on a practical approach. In addition, through the overarching theme of the “Nature of Science” this knowledge and skills will be put into the context of the way science and scientists work in the 21st Century and the ethical debates and limitations of creative scientific endeavour. The sciences are taught practically. Students have opportunities to design investigations, collect data, develop manipulative skills, analyse results, collaborate with peers and evaluate and communicate their findings. The investigations may be laboratory based or they may make use of simulations and data bases. Students develop the skills to work independently on their own design, but also collegiately, including collaboration with schools in different regions, to mirror the way in which scientific research is conducted in the wider community.
How will it be delivered?
Key features of the curriculum and assessment models
The external assessment of physics consists of three written papers. In paper 1 there are 30 (at SL) or 40 (at HL) multiple-choice questions. Paper 2 contains short-answer and extended-response questions on the core (and Additional Higher Level (AHL) material at HL). Paper 3 has two sections; Section A contains one data-based question and several short-answer questions on experimental work on the core (and AHL material at HL). Section B contains short-answer and extended-response questions from each of the four options.
Topics
Core
Additional Higher level Options
Entry requirements
Exam Board: IBO
Physics is the most fundamental of the experimental sciences, as it seeks to explain the universe itself from the very smallest particles to the vast distances between galaxies. Despite the exciting and extraordinary development of ideas throughout the history of physics, observations remain essential to the very core of the subject. Models are developed to try to understand observations, and these themselves can become theories that attempt to explain the observations. Through studying a science subject students should become aware of how scientists work and communicate with each other. While the scientific method may take on a wide variety of forms, the emphasis is on a practical approach. In addition, through the overarching theme of the “Nature of Science” this knowledge and skills will be put into the context of the way science and scientists work in the 21st Century and the ethical debates and limitations of creative scientific endeavour. The sciences are taught practically. Students have opportunities to design investigations, collect data, develop manipulative skills, analyse results, collaborate with peers and evaluate and communicate their findings. The investigations may be laboratory based or they may make use of simulations and data bases. Students develop the skills to work independently on their own design, but also collegiately, including collaboration with schools in different regions, to mirror the way in which scientific research is conducted in the wider community.
How will it be delivered?
Key features of the curriculum and assessment models
- Available at standard (SL) and higher levels (HL)
- The minimum prescribed number of hours is 150 for SL and 240 for HL
- Students are assessed both externally and internally
- Physics students at SL and HL undertake a common core syllabus and a common internal assessment (IA) scheme.
- While there are core skills and activities common to both SL and HL, students at HL are required to study some topics in greater depth, to study additional topics and to study extension material of a more demanding nature in the options. The distinction between SL and HL is one of breadth and depth.
- A practical approach to the course delivery is emphasised through the interdisciplinary group 4 project and a mixture of both short-term and long-term experiments and investigations.
- Internal assessment accounts for 20% of the final assessment and this is assessed through a single individual investigation. This investigation may involve a hands-on approach, use of data-bases, modelling, simulation or a hybrid. Student work is internally assessed by the teacher and externally moderated by the IB.
The external assessment of physics consists of three written papers. In paper 1 there are 30 (at SL) or 40 (at HL) multiple-choice questions. Paper 2 contains short-answer and extended-response questions on the core (and Additional Higher Level (AHL) material at HL). Paper 3 has two sections; Section A contains one data-based question and several short-answer questions on experimental work on the core (and AHL material at HL). Section B contains short-answer and extended-response questions from each of the four options.
Topics
Core
- Measurements and Uncertainties
- Mechanics
- Thermal physics
- Waves
- Electricity and magnetism
- Circular motion and gravitation
- Atomic, nuclear and particle physics
- Energy production
Additional Higher level Options
- Wave phenomena
- Fields
- Electromagnetic induction
- Quantum and nuclear physics
Entry requirements
- Minimum 5 GCSEs at grades 9-5, including English language or literature at grade 5 or higher and Mathematics at grade 5 or higher.
- Subject specific minimum entry requirements are:
- Chemistry: English and Mathematics G6 and Science Trilogy G7 (or Separate Science G7 in Physics plus G6 in either Biology or Chemistry).
YEAR 12 & 13 - BTEC Applied Science
Overview
The Pearson BTEC Level 3 National Extended Certificate in Applied Science is a course designed for students who are interested in learning about applied science alongside other fields of study.
Details
Through studying Applied Science, students can develop their Science investigation skills and study the application of Science along with scientific producers and techniques. Students will have the opportunity to design their own experiments and collect and interpret data to draw their own conclusions based on their own evidence. This course also enables students to extent their knowledge in Biology, Chemistry and Physics, as well as developing student’s employability skills such as interpersonal and problem solving – skills that can be used in many careers.
How will it be delivered?
It is the equivalent to one A Level and consists of 4 units, 3 are mandatory and an option assessed both internally and externally.
Entry requirements
Your next steps...
Progression to a wide range of higher education courses, but not necessarily in applied science.
The Pearson BTEC Level 3 National Extended Certificate in Applied Science is a course designed for students who are interested in learning about applied science alongside other fields of study.
Details
Through studying Applied Science, students can develop their Science investigation skills and study the application of Science along with scientific producers and techniques. Students will have the opportunity to design their own experiments and collect and interpret data to draw their own conclusions based on their own evidence. This course also enables students to extent their knowledge in Biology, Chemistry and Physics, as well as developing student’s employability skills such as interpersonal and problem solving – skills that can be used in many careers.
How will it be delivered?
It is the equivalent to one A Level and consists of 4 units, 3 are mandatory and an option assessed both internally and externally.
Entry requirements
- General Sixth Form Entry requirement: Minimum G4 in GCSE English (Language or Literature) and Mathematics and three other subjects at G4-G9
Your next steps...
Progression to a wide range of higher education courses, but not necessarily in applied science.
