Key Stage 3 Curriculum Excellence Science
Key Stage 3 in the Cabot Learning FederationKey Stage 3Curriculum ExcellenceScience1Contents:1.2.3.4.5.6.KS3 VisionSubject VisionARE DescriptorCurriculum Skeleton/Long Term Plan/Assessment OverviewMedium Term PlansExemplificationKS3 Science19th July 2018
Key Stage 3 in the Cabot Learning FederationCLF KS3 Curriculum Principles KS3 ScienceThe curriculum enables children to acquire knowledge and skills, which are secured through application (over time and in differentcontexts) to develop understanding (change in long term memory) and allows children to seek meaning and achieve personalgrowth.Built-up from KS2 to secure a foundation for young people for life ( and KS4). Based on Age Related Expectations and using DOYA.(Not built down from KS4).Focused on the progression of content and concepts through the KS3 curriculum that accelerates progress within a progressive andpurposeful 3-19 CLF Curriculum.The curriculum is our opportunity to inspire children to be successful individuals, historians, mathematicians, geographers,musicians, authors, artist, sportspeople, scientists, writers, innovators, dreamers, magicians, mothers, fathers, positive citizens.On a platform of standardisation the curriculum releases teachers to drive up learning and progress. Standardised Age RelatedExpectations, curriculum and assessment frees and empowers experts to collaborate, follow the learning and teach.The curriculum will be curated by subject experts and teams from across the Trust who are empowered to evolve the curriculumthat will allow all children to thrive.The content of the curriculum is progressive and is based on consolidating and revisiting content over time to secure progress overtime.The curriculum seeks depth of study rather than breadth to build understanding and to seek meaning; stretching and challengingchildren to think.The Age Related Expectations and exemplars are widely published to support child, parent, teacher, leader and other staffunderstanding of the expected standards and the content of the curriculum, enabling wider ownership of the curriculumTwo key areas of assessment: Shared on-line MCQ assessments four times a year to assess knowledge/skills acquisition and elements ofapplication and understanding. Immediate feedback from on-line supports understanding of gaps and re-teaching. Teacher assessment of learning that uses standardised exemplar material to assess agreed subject writtenresponses/assessments, supporting teachers to make a broad assessment of children’s attainment against DOYA.Given the shared AREs and assessment cycle teachers are freed to plan to meet need and support all children to feel and besuccessful. Approaches to pedagogy are based on cognitive science: Supporting children to experience desirable difficulty and grapple with learning in their proximal zone. Explicitly secure knowledge and skills through application to build understanding and seek meaning Specificity of feedback for impact and the developed and precise use of modelling, explanations and questioning tosecure progress. Emphasis on the development of reading (widely and often), oracy and quality of writing.19th July 20182
Key Stage 3 in the Cabot Learning FederationKS3 Science in the Cabot Learning Federation31KS3 Science19th July 2018
Key Stage 3 in the Cabot Learning FederationStatement of Intent ExampleThis is the core content for the KS3 curriculum for year 7 and 8. This is the minimum content that should be taught to all KS3 science students. This isdesigned to be a slim curriculum with time to reteach and possibly time to teach additional content to engage and inspire students. There may be time toinclude additional knowledge and understanding or enrichment opportunities. Knowledge, skills, understanding and meaning are split into 4 units for eachyear. The units are unequal sizes, with unit 1 in each year being 5/6 teaching weeks and units 2 and 3, 8 weeks and unit 4, 8 weeks, this is reflected in theamount of content in each unit. There is time in unit 3 for a period of reteach to ensure that students have a sound understanding of content in units 1 and2 before continuing.There will be a multiple choice test at the end of each unit and a longer assessment after units 2 and 4 in each year, which will take the form of a longanswer paper. Each assessment will be synoptic, and include questions on content taught from previous blocks within the year. Within each unit academiescan teach this content in which ever order suits their students. The baseline test will be completed in the first month of year 7 and the results collected viaand excel spreadsheet.The core practicals are designed to be taught in a similar way to the new GCSE core practicals and will be examined in the assessments. The resources forteaching these are included in the KS3 folder in O365. Opportunities for working scientifically are included for each topic, and mapped onto the GCSEworking scientifically objectives, included in the document. Working scientifically objectives should be covered throughout. Opportunities for teachingmaths skills are included for each topic, and mapped on the GCSE maths skills objectives, included in this document. The objectives in bold are suggestedas “deepening objectives” and while they will be examined, they may not be taught to the lowest prior attaining students.Mastery learning breaks subject matter and learning content into units with clearly specified objectives which are pursued until they are achieved.However, without repetition of material there is a high chance pupils will not be able to utilise old modules and topics later on. Interleaving content ensuresrepetition over a long time scale, keeping the science fundamentals in children’s minds and gets them to use this knowledge again and again, and indifferent contexts. With these ideas in mind, we highlight the key ideas that are repeated throughout the KS3 Science Curriculum. Our schemes of workshould be designed to make pupils explicitly aware of the science they are using in all contexts in order to reinforce and embed the 'Key Ideas' of science.This will ensure that their science GCSE foundations are strong.Notable additions from previous versions (16-17) are highlighted in yellow. Feedback and development on this curriculum is ongoing and we welcome yourcomments and ideas. Please email louisa.aldridge@clf.cabot.ac.uk or tcourt761@bristolmet.net. While we will make minor amendments throughout theyear, a larger review will take place in June 2019.KS3 Science19th July 20184
Key Stage 3 in the Cabot Learning FederationCurriculum and Assessment SkeletonThe multiple choice assessments will be completed on the online Diagnostic Questioning software assessment software which will mark the tests and givea report. Teachers should use the results of this to reteach any content the students found difficult, during the reteach time.ARE PointUnit Title1Particle modelDOYATime to teachKS3 Science4Energy changesPhysical changesMicrobes and diseaseReproductionAcids and alkalisMagnetismElectrical circuitsHow do reactions, and acidsand alkalis affect us?How do invisible forces act?252020302520353020403520n/a5 marks from block 15 marks from block 15 marks from block 25 marks from block 15 marks from block 25 marks from block 3What are the building blocksof all matter?Number marksNumber marksfor new contentApproxi previouscontent3Atoms, elements and theperiodic tableForcesNutrition and digestionWhat are the building blocksof the universe?What forces act in theuniverse?How does our body use food?Pure and impure substancesCells and organisationWhat are the building blocksof life?MCQ TimeYear 72How do energy changesoccur?What causes diseases?How human babies aremade?How do electrical deviceswork?The longer assessments (two per year) will be made up of structured and longer answer GCSE style questions, they willexamine the core practicals where possible. They will be 35 marks in a 45 minute paper. The first paper in each year willassess content covered in blocks 1 and 2. The second paper will assess content covered in blocks 1,2,3 & 4 of that year. Year7 content will also be assessed in year 8 where it fits in with the year 8 topic being assessed. The assessments will have twotiers of entry, standard demand and higher demand to mirror GCSE. The grade boundaries for each test are below5-688819th July 20185
Key Stage 3 in the Cabot Learning FederationARE PointUnit TitleMCQ TimeNumber marksNumber marksfor new contentApproxi previouscontentDOYATime to teachKS3 ScienceYear 82134PhotosynthesisRelationships inecosystemsEarth and atmosphereWhy are plants soimportant for life on earth?How do organisms dependon each other?How can we conserve theearth and atmosphere?403520Chemical reactionsForces and motionHow are compounds formed?How do forces act to producemovement?Cellular respiration and gasexchangeWavesHow do organisms get energy?How do we use waves forcommunication?EvolutionEnergy in chemicalreactionsMetals and reactivityHow do organisms evolve?How are reactions useful?How are metals useful?252020302520353020n/a5 marks from block 15 marks from block 15 marks from block 25 marks from block 15 marks from block 25 marks from block 3The longer assessments (two per year) will be made up of structured and longer answer GCSE style questions, they willexamine the core practicals where possible. They will be 35 marks in a 45 minute paper. The first paper in each year willassess content covered in blocks 1 and 2. The second paper will assess content covered in blocks 1,2,3 & 4 of that year. Year7 content will also be assessed in year 8 where it fits in with the year 8 topic being assessed. The assessments will have twotiers of entry, standard demand and higher demand to mirror GCSE. The grade boundaries for each test are below5-688819th July 20186
Key Stage 3 in the Cabot Learning FederationThe longer assessments (two per year) will be made up of structured and longer answer GCSE style questions. The grade boundaries for each test are belowDeepening understandingOn age related expectationYet to be meeting age related expectationAt an earlier stageDOYAStandard demand85-100%50-84%10-490-9%Higher demand60-100%20-59%0-19%N/A7KS3 Science19th July 2018
Key Stage 3 in the Cabot Learning FederationARE DescriptorsYear 7KS2 Prior LearningWhat is the key knowledge,skills, understanding andmeaning that children bringfrom the AREs in KS2 in thissubject?Knowledge and SkillsWhat is the key knowledge andskills that we want to pass on tochildren as ARE in Year 7 thatbuild up from KS2?UnderstandingWhat do we want children tobuild through the application ofknowledge and skills, includingkey concepts andmisconceptions?Year 7 Block 1Chemistry - Particle modelFrom KS2 students shouldStudents will: have experience of identifying recall the properties of thesolids, liquids and gases anddifferent states of matterdescribing the properties of each(solid, liquid and gas) in terms know that the same materialof the particle modelcan exist as a solid, liquid and gas describe the differences in have observed that melting,arrangements, in motion and infreezing, condensation andcloseness of particlesevaporation.explaining changes of state,shape and density, the anomalyof ice-water transition state that atoms and moleculesare particles. Modelling solids liquids andgases WS 1b.Chemistry - Pure and impuresubstancesKS3 ScienceMeaningWhat is the meaning that wewant children to seek by agethat supports their personalgrowth?Students will: explain the changes of state in To explain the building blocks ofmatter.terms of the particle model. describe the effects of changesin particle structure andWe are learning this in order tomovement. Change of state of Know that matter is made ofsteric acid WS 2d, WS 3c, WSparticles3e That differences in particle Applying pressure to syringesarrangement affects theof solids liquids and gases WSproperty of materials3f Explore how temperatureaffects particlesStudents will:19th July 20188
Key Stage 3 in the Cabot Learning FederationFrom KS2 students should have had experience ofdissolving solids in water andknow that not all are soluble have separated mixtures ofsolids and liquids know that not all liquidscontain water know that all materials aremade up of very small particlesStudents will: describe mixtures and methodsto make mixtures includingdissolving describe simple techniques forseparating mixtures: filtration,evaporation, distillation andchromatography. Using different methodsof separation WS 2d, WS2cTo understand the processesused to separate differentmixtures.We are learning this in order to Be able to identify what ismeant by a mixture Be able to separate mixturesthrough a range of methodsBiology - Cells and organisationStudents will:Students will: describe cells as the explain the similarities and Use the names and functions offundamental unit of livingdifferences between plant andsome major organs in plantsorganisms, including how toanimal cellsand animalsobserve, interpret and record explain how and why some Understand some of the lifecell structure using a lightcells are specialisedprocesses common to livingmicroscope (WS 2c 3e, 4d)things, eg movement, growth, recall the functions of the cellreproduction, nutritionwall, cell membrane,cytoplasm, nucleus, vacuole,mitochondria and chloroplasts describe the hierarchicalorganisation of multicellularorganisms: from cells to tissuesto organs to systems toorganisms. make a model of a cell WS 1bFrom KS2 students shouldKS3 ScienceTo explain the building blocks oflife.We are learning this in order to learn that cells are the basicunits of life and are organisedinto tissues from which organsare made explore cell structure anddifferences between plant andanimal cells learn about some functions ofcells19th July 20189
Key Stage 3 in the Cabot Learning FederationFrom KS2 student should have experience of thephysical properties ofmaterialsFrom KS3 students will:revisit particles, atoms andmolecules, particle motionrevisit separation techniquesKS3 ScienceYear 7 Block 2Chemistry - Atoms and elementsand the periodic tableStudents will:Students will: Evaluate models of the atom, describe a simple (Dalton)and explain how the model ofatomic model, including thatan atom has changed overthe atom is made of protons,time, simple overview ofelectrons and neutrons.historic models of the atom WS1a, 1b recall the differences between explain the concept of a pureatoms, elements andcompoundssubstance use chemical symbols and explain how pure substancesformulae for elements andcan be identified.compounds explain the conservation of describe the varying physicalmass changes of state andand chemical properties ofchemical reactions. Weighingdifferent elementsproducts and reactants beforeand after chemical reaction WS describe the Periodic Table:3gperiods and groups; metals andnon-metals Maths Skills 1a, 2b recall the properties of metals Testing properties of materialsand non-metalsWS 2f explain the principlesunderpinning the MendeleevPeriodic Table explain how patterns inreactions can be predicted withreference to the Periodic TableTo understand the fundamentalbuilding blocks of the universe.We are learning this in order to understand that the hugerange of materials is madefrom a relatively small numberof elements learn that each element iscomposed of one sort of atomonly explore the characteristics ofsome elements use the particle model todescribe what happens whenelements combine19th July 201810
Key Stage 3 in the Cabot Learning FederationPhysics - ForcesFrom KS2 students should know that pushes andpulls change the speed,direction or shape of anobject know how to measuredistance and how to use aforcemeter to measure force in newtons know that forces act in aparticular direction and this canbe indicated by arrows have experience of the effectsof a variety of forces, egmagnetic, gravity, friction, air resistanceStudents will: describe forces as pushes orpulls, arising from theinteraction between twoobjects describe forces associated withdeforming objects, stretchingand squashing, springs, frictionbetween surfaces, resistance tomotion of air and water recall forces measured inNewtons as measurements ofstretch or compression as forceis changed list some non-contact forces:gravity forces acting at adistance on Earth and in space,forces between magnets andforces due to static electricity.Students will explain the force-extensionlinear relationship and Hooke’sLaw as a special case, F kx Investigate how Hooke’s Lawdescribes the relationshipbetween force and extensionof a spring. WS 3d, WS 3c explain how opposing forcescan cause equilibrium, forexample in the case of a weightheld by stretched spring orsupported on a compressedsurface. Calculate the resultant forcewhen given forces acting on anobject. Maths skills 2g, 3b, 3c, 3d, 4a,4cTo explain how the same forcesthat hold the universe togetheralso hold atoms together andhelp us to move around.We are learning this in order to: consolidate and build on ourconcept of force and itsmeasurement identify the origin of friction,air resistance, upthrust andweight and describe situationsin which these forces act identify weight as a force relate forces acting to changesin motion identify situations in whichforces are balanced andunbalanced describe the effect of forces onspringsBiology - Nutrition and digestionFrom KS2 students should know that food is needed foractivity and growth, and thatanKS3 ScienceStudents will: recall the content of a healthyhuman diet: carbohydrates,lipids (fats and oils), proteins,Students will:To explain what happens to thefood we eat after we eat it. explain the adaptations of thedigestive system and how it19th July 201811
Key Stage 3 in the Cabot Learning Federation adequate and varied diet isneeded to maintain health know that matter, includingfood, consists of particles, egmolecules, which can differ in size recognise that food providesenergy for the bodyFrom KS3 student will:revisit cells- specialised cells,tissues, organs etc.vitamins, minerals, dietary fibredigests food (enzymes simplyand water, and why each isas biological catalysts)needed explain diffusion in terms of Food tests WS 2bthe particle model describe the consequences of Maths skills 1c, 2g, 4a,imbalances in the diet,including obesity, starvationand deficiency diseases recall the tissues and organs ofthe human digestive system,We are learning this in order tounderstand: the nutritional content ofdifferent foods and how theycan be combined to produce abalanced diet how food is broken down bydigestion so it can be used bythe body, for energy, growthand repairYear 7 Block 3Physics - Energy changes andtransfersStudents will:From KS3 students will:revisit energyrevisit particlesKS3 ScienceStudents will: explain heating and thermal describe the use of insulatorsequilibrium; throughtemperature difference identify energy stores.between two objects lead to describe processes that involveenergy transfer from theenergy transfer includinghotter to the cooler one,changing motion, dropping anthrough contact (conduction)object, completing an electricalor radiation; and how suchcircuit, stretching a spring,transfers reduce themetabolism of food, burningtemperature differencefuels. recall energy as a quantity that compare power ratings ofappliances.can be quantified andcalculated;12We are learning this so studentscan explain simple energytransfers e.g. what is happeningwhen things are heated or loseheat.We are learning this in order to identify energy stores andsimple transfers Know that energy ismeasurable. Explain how heat is transferredthrough different mechanisms.19th July 2018
Key Stage 3 in the Cabot Learning Federation recall the total energy has thesame value before and after achan
Key Stage 3 in the Cabot Learning Federation KS3 Science th 19 July 2018 4 Statement of Intent Example This is the core content for the KS3 curriculum for year 7 and 8. This is the minimum content that should be taught to all KS3 science students. This is
Curriculum for Excellence Management Board’s foreword The Curriculum for Excellence Management Board is committed to a staged approach to ensuring assessment meets the needs of all learners, as an integral part of Curriculum for Excellence. The first stage was the announcement by the Cabinet Secretary's predecessor on 23 September 2009 of key
50 TRX mining cost), with stage 2 beginning once total mined reaches 2M tokens. The mining cost breakdown for each stage is the following: Stage #: Mining Cost, Stage Beginning Token Supply Stage 1 (beginning): 50 TRX, 100K Stage 1: 50 TRX, 1M Stage 2: 200 TRX, 2M Stage 3: 450 TRX, 3M Stage 4: 800 TRX, 4M Stage 5: 1.25K TRX, 5M
Key Stage 3 in the Cabot Learning Federation KS3 History th 16 July 2018 1 Key Stage 3 Curriculum Excellence History Contents: 1. KS3 Vision 2. Subject Vision 3. ARE Descriptor 4. Curriculum Skeleton/Long Term Plan/Assessment Overview 5. Medium Term Plans 6. Exemplification
Key Stage 3 in the Cabot Learning Federation KS3 Physical Education th 16 July 2018 1 Key Stage 3 Curriculum Excellence Physical Education Contents: 1. KS3 Vision 2. Subject Vision 3. ARE Descriptors 4. Curriculum Skeleton/Long Term Plan/Assessment Overview 5. Medium Term Plans 6. Exemplification
14 Key stage 1 science 16 Key stage 1 geography 17 Key stage 1 design and technology 18 Key stage 1 English 19 Key stage 1 mathematics 20 Other key stage 1 subjects . ‘environmental studies’ (involving a mix of history, geography and nature study
1. P274-0100-C — 1-stage cool, 1-stage heat for air- conditioning systems only. 2. P274-0200-C — 1-stage cool, 2-stage heat for a single speed heat pump, or an air conditioner with 2-stage heat. 3. P274-0300-C — 2-stage cool, 2-stage heat for 2-speed air-conditioning systems, or 2-stage cool, 3-stage heat for 2-speed heat pump systems.
JNC 1, 2 (1977, 1980) 105 JNC 3 (1984) 160 90-104 mild 105-114 moderate 115 severe JNC 6 (1997) 140-159 stage I 160-179 stage II 180 stage III 90-99 stage I 100-109 stage II 109 stage III JNC 7 (2003) 120-140 pre-HTN 140-159 stage I 160 stage II 90-99 stage I 10
3.0 TYPES OF CURRICULUM There are many types of curriculum design, but here we will discuss only the few. Types or patterns are being followed in educational institutions. 1. Subject Centred curriculum 2. Teacher centred curriculum 3. Learner centred curriculum 4. Activity/Experience curriculum 5. Integrated curriculum 6. Core curriculum 7.
