Science - Oak National Academy
ScienceSecondary: Key Stage 3, Key Stage 4Curriculum plan 2020-21
1. Curriculum PrinciplesBelow are a set of principles we have sought to apply in our curriculum planning within science. These are adaptedfor science from the generic principles guiding all Oak lessons.Coherence and flexibilityWe strive to support schools by giving them an online learning offer that can be flexible to fit alongside their existingcurriculum. We need to balance this together with coherence, as complete flexibility would imply only standalonelessons, where none can build upon any other. In striking this balance, we will lean towards giving the maximumflexibility possible (where this does not compromise coherence - see point 3 below for further clarification). All unitswill have revision lessons at the end to consolidate knowledge, which can be standalone if only that topic has beentaught, and, where disciplinary knowledge is woven into the units, there will be reminders of previously usedscaffolds and prompts.Subjects firstThe science curriculum is structured into biology, chemistry and physics units, with working scientifically skillstaught in context throughout. This will be made explicit to the pupils within lessons. In terms of science’srelationship and overlap with other subjects (e.g. geography and maths), we will not be able to createcross-curricular coherence as the units can be taught in multiple orders. Therefore, cross curricular topics (such asEarth science) will not cohere with other subjects (e.g. geography).2Version 2.0, 24 August 2020Oak National Academy
Knowledge organisationThe units in the science curriculum are grouped by key stage, with a suggested route through, organised withinyear groups. In Key Stage 4, units are sequenced according to the AQA specification (with two exceptions, P3Particles and B7 Ecology). In most circumstances, the units within a given year can be sequenced flexibly, but thereis an assumption in the creation of the units that knowledge in any given year is building on units from previousyears (i.e. that units in year 5 are planned with the assumption that units in year 4 have been taught). If following adifferent exam board at KS4, we will provide a suggested route through at a later date.As stated above, the substantive knowledge (i.e. the science content) will be taught in units, and the disciplinaryknowledge (i.e. working scientifically) is taught in context. Hierarchical elements of working scientifically will bereflected in the units and therefore this will be built up accordingly. While this will take account of prior learningassumptions from the previous key stage, or units, there will also be reminders of prompts and scaffolds to helppupils.Knowledge selectionWe are seeking to support schools to deliver the National Curriculum to children who cannot attend school. Ourchoice of what to teach will primarily be guided by the content specified in the National Curriculum, but we havealso chosen to broaden this to increase challenge and build aspiration (e.g. include more physics at KS1 and 2,introduce some KS4 concepts in KS3).3Version 2.0, 24 August 2020Oak National Academy
Inclusive and ambitiousWe want Oak to be able to support all children. Our units will be pitched so that children with different startingpoints can access them. Pupils need to have a large amount of subject knowledge stored in their long-termmemory in order to become competent at any subject, and this is especially true of science where application isoften an application of knowledge. For this reason, these lessons are designed to teach science in a clear anddeliberate fashion, emphasising secure content knowledge before moving onto tasks. In this approach the teacheris the subject expert and the emphasis is on instruction and explanation, followed by deliberate practice supportedby modelling, guided practice and scaffolding. Models and analogies will be used where appropriate to allow pupilsto visualise or contextualise abstract ideas.Pupil engagementWe need pupils to be thinking during science lessons - both to engage with the subject and to strengthen memoryof what is being learnt. Our lessons will not be video lectures. We seek to exercise pupils’ minds throughout theirlessons (based on the principles described in point 5 above). This will involve questions and tasks throughoutinstruction, just as we would with classroom teaching.Motivation through learningLike all teachers, we recognise that good presentation helps pupils keep participating in our lessons. However, weare teachers, not entertainers. We seek to motivate pupils through our subjects. We believe that science isinherently interesting, and we aim to build this interest through our teaching. In science, we will provide4Version 2.0, 24 August 2020Oak National Academy
opportunities where possible for pupils to engage in home experimentation. We will begin each unit with asummary of the relevant careers for that unit, including those outside of science itself. Units will also include shortcase studies of work by current and past scientists that reflect the diversity of backgrounds of our pupils. Finally, wewill try to be explicit about the real life relevance of each unit so that it is clear why this knowledge is important.5Version 2.0, 24 August 2020Oak National Academy
2. Subject structure overviewKS3 units and KS4 and are presented here in a suggested topic order – for further guidance, see section 3 whichprovides a suggested route through per year group. The codes refer to the year, subject and topic. For example, Year7 Biology Cells is 7BC.Key Stage 3 ScienceKS3 - BiologyUnit titleLength of unit*Prior knowledge required7BC Cells, tissues and organs16KS2 Cells7BR Reproduction and variation15KS2 Reproductive Cycles8BE Ecological relationships andclassification8BD Digestion and nutrition9BP Plants and photosynthesis9BB Biological systems andprocessesKS3 - ChemistryUnit title7CP Particles7CC Chemical reactions8CP Atoms and the periodic table613KS2 Ecosystems, Adaptations, Humans and animal overtimeKS3 Cells, KS2 Diet and Lifestyle12KS3 Cells, KS2 Plants1415KS3 Cells, KS2 Human anatomyLength of unit*Prior knowledge required161214KS2 Particles in physical and chemical changesKS2 Physical and Chemical ChangesNoneVersion 2.0, 24 August 2020Oak National Academy
8CM Materials and the Earth9CR Reactivity9CE Energetics and ratesKS3 - PhysicsUnit title152014KS2 Rock cycle and SustainabilityKS3 Atoms and the Periodic table, Chemical reactionsKS3 Chemical reactionsLength of unit*Prior knowledge required7PE Energy7PF Forces and motion8PL Light and space8PE Electricity and magnetism9PM Matter9PF Forces in action9PS Sound waves16141616111111KS2 EnergyKS2 ForcesKS2 Light and SpaceKS2 ElectricityKS3 ParticlesKS3 Forces and motionKS2 SoundUnit titleLength of unit*Prior knowledge requiredKS3 CellsB1 Cell biologyCombined science:19Biology: 21Key Stage 4 ScienceKS4 - BiologyB2 Organisation23B3 Infection and responseCombined science:137KS4 Cell biologyKS3 Digestive system, Plants and photosynthesis,Biological systems and processesKS4 Cell biology, OrganisationVersion 2.0, 24 August 2020Oak National Academy
Biology: 17B4 BioenergeticsB5 Homeostasis and responseB6 Inheritance, variation andevolutionB7 Ecology15Combined science(FT): 12Combined science(HT): 14Biology: 25Combined science(HT): 20Combined science(FT): 19Biology: 25Combined science:12Biology: 17KS4 Cell biology, OrganisationKS3 Plants and photosynthesis, Biological systems andprocessesKS3 Reproduction and variationKS3 Reproduction and variation, Ecological relationshipsand classificationKS3 EcologyKS4 - ChemistryUnit titleC1 Atomic structure and periodictableC2 Bonding, structure and theproperties of Matter8Length of unit*Prior knowledge requiredCombined Science(FT): 18Combined Science(HT): 19Chemistry: 20Combined Science:12Chemistry: 13KS3 Atoms and the periodic table, ReactivityKS4 Atomic structure and the periodic tableVersion 2.0, 24 August 2020Oak National Academy
C3 Quantitative ChemistryC4 Chemical changesC5 Energy changesC6 The rate and extent of chemicalchangeC7 Organic ChemistryC8 Chemical analysisC9 Chemistry of the atmosphere9Combined Science(FT): 6Combined Science(HT): 8Chemistry: 13Combined Science(FT): 15Combined Science(HT): 20Chemistry: 22Combined Science(FT): 7Combined Science(HT): 8Chemistry: 9Combined Science(FT): 11Combined Science(HT): 16Chemistry: 16Combined Science:5Chemistry: 13Combined Science:6Chemistry: 128KS4 Atomic structure and the periodic table, BondingKS3 Chemical reactionsKS4 Atomic structure and the periodic table, BondingKS3 Chemical reactionsKS3 Energetics and ratesKS3 Energetics and ratesKS4 Chemical changeKS4 Atomic structure and the periodic tableKS4 Chemical changesKS3 Materials and the EarthVersion 2.0, 24 August 2020Oak National Academy
C10 Using ResourcesKS4 - PhysicsUnit titleP1 EnergyP2 ElectricityP3 Particle Model of MatterP4 Atomic Structure10Combined Science(FT): 9Combined Science(HT): 10Chemistry: 18There is some crossover with KS4 Ecology (B7) and KS4Waves but only KS3 knowledge will be assumed to allowfor different teaching ordersKS4 Chemical changesKS3 Materials and the EarthKS2 SustainabilityLength of unit*Prior knowledge requiredCombined science(FT): 13Combined science(HT): 14Physics : 16Combined science(FT): 20Combined science(HT): 21Physics: 23Combined science(FT): 10Combined science(HT): 11Physics: 13Combined science:8Physics: 11KS3 EnergyKS4 EnergyKS3 Electricity and magnetismKS3 Particles and MatterThere is crossover content with KS4 Atomic structureand the periodic table (C1), although these lessons willonly assume KS3 knowledge to allow for teaching inVersion 2.0, 24 August 2020Oak National Academy
P5 ForcesP6 WavesP7 MagnetismP8 Space (Physics only)Combined science(FT): 17Combined science(HT): 18Physics: 25Combined science:9Physics: 16Combined science(FT): 5Combined science(HT): 8Physics: 138different orders - KS3 Atoms and the periodic table,ReactivityKS3 Forces and motion, Forces in actionKS3 Light and space, Sound wavesKS3 Electricity and MagnetismKS4 ForcesKS4 WavesKS3 Light and Space*all unit lengths include at least one, but usually two review lessons11Version 2.0, 24 August 2020Oak National Academy
3. Suggested sequenceThe science curriculum has been planned on the following basis: Before KS3, pupils have been taught the latest KS2 National Curriculum (2014) After KS3, most pupils will go on to study combined science at GCSE level or GCSE single sciences - biology,chemistry and physicsAs a result of this work, the science curriculum has the following features: It takes a year-by-year approach to teaching the curriculum. The content of each year’s units is based on the expectation that the relevant content for each given year istaught by the end of the previous year. Schools may choose to teach a given year’s topic in an earlier year,such that year 8 content is taught in year 7. In these circumstances, it is recommended that content for theprevious year is taught first (for example, teaching year 8 Ecology topic at the end of year 7 once all year 7content is taught) In KS4, the units are based on the AQA specification, and are ordered to ensure that paper 1 content is taughtfirst. In the suggested sequence, they appear in the same order as the specification, except for B7 Ecology andP3 Particles. (This is to allow for teaching of Ecology when weather conditions are more likely to be favourablefor outdoor sampling work, and to teach Particles as the first physics topic as it contains content foundationalto other units)12Version 2.0, 24 August 2020Oak National Academy
There is no expectation that any given unit in one science (e.g. physics) is taught before any given unit inanother (e.g. biology), with the exception of 7CP Particles which is recommended to be the first unit taught inyear 7. Any crossover material (e.g. atoms in KS4 physics and chemistry) will only assume the previous keystage’s knowledge Many topics within any given year can be taught in a different sequence if schools wish (for example, in year 7,7PE Energy can be taught after 7PF Forces). However, the lesson by lesson materials have been written withthe suggested route through in mind, and schools will have to consider this in their decisions. Each year is divided into topics across biology, chemistry, and physics, but equally weighted across these threedisciplines Working scientifically is integrated into all the topics and can be identified in the learning outcomes in thetopic summaries where relevant. The working scientifically programme of study is covered throughout both key stages. The suggested mapbelow is based on finishing KS3 in year 9, and starting the first three units of KS4 at the end of year 9 The KS4 suggested topic sequence has been split below into biology, chemistry, and physics, but the preciseordering between each science (as opposed to within it) is flexible, and a matter for schools to determine. It isexpected that schools will alter this according to their staffing context and curriculum time allocation in year10 and 11.13Version 2.0, 24 August 2020Oak National Academy
YearUnit 1group7Particles7CP89BioUnit 2Cells,tissues andorgans 7BCUnit 3Unit 4Energy 7PEReproduction andvariation7BRChemicalreactions7CCForces andmotion 8PEMaterialsand theEarth 8CMPlants andphotosynthesis 9BPMatter 9PMSoundwaves 9PSBiologicalsystemsandprocesses9BBB1 CellsC1 AtomicStructureand thePeriodictableP3 ParticletheoryB5HomeostasisB6InheritanceC9 EarthandAtmosphere&C10 UsingResourcesLight andspace 8PLAtoms andthe periodictable 8CPForces inaction 9PFReactivity9CREnergeticsand rates9CEB2OrganisationB3 InfectionandresponseB4BioenergeticsUnit 5B7 EcologyUnit 6Unit 7Ecologicalrelationships andclassification 8BEChemC2 BondingC3Quantitative ChemistryC4ChemicalChangeC5 EnergyChangesC6 Rates ofReactionC7 OrganicChemistryC8ChemicalAnalysisP1 EnergyP2ElectricityP4 AtomicStructureP7MagnetismP5 Forcesand MotionP6 WavesP8 SpacePhys14Version 2.0, 24 August 2020Unit 8Oak National Academy
4. Unit specifics7CP ParticlesLessonnumber/title1Solids, liquids andgases2Diffusion3Changes of state4Investigatingchanges of state5Gas pressure6Conservation ofmass7 Review 115Core content Describe how the movement and spacing of the particles is different in solids, liquids andgases Draw accurate diagrams to represent the particle arrangement in solids, liquids and gases Use the particle model to explain properties of solids, liquids and gases Define the term ‘diffusion’ Describe diffusion in terms of particles and high and low concentration Explain why diffusion is different in solids, liquids and gases – relate to the particle model Describe changes of state that occur from solid to liquid and liquid to gas in terms ofparticles Interpret melting point and boiling point data Interpret melting point and boiling point data Plot secondary data showing changes of state Describe gas pressureExplain the effect of gas pressure on containersDescribe and explain the effect of temperature on gas pressure in terms of particlesDraw a particle model for a solutionMake accurate measurements to test the conservation of mass theoryExplain the meaning of conservation of mass in terms of particlesCheck for reproducibilityReview of content covered so farExam style questionsVersion 2.0, 24 August 2020Oak National Academy
8Pure and impuresubstances9Separatingmixtures10Rock lubility practical15Case Study ofMasatakaTaketsuru16 Review 216 Define a pure substance and link this to melting and boiling pointsDefine a mixtureDescribe simple separation techniquesIdentify parts of a mixture to be separatedWrite a method for separating a mixtureName key pieces of equipment and processes for separation to be successfulInvestigate the change in mass when separating this mixtureCalculate the yield of pure salt from the starting massEvaluate the method and suggest improvementsExplain how a simple distillation worksIdentify hazards and risks and suggest how to reduce themIdentify the components of a Liebig condenser and give reasons for this being more suitablethan simple distillation equipmentIdentify mixtures using chromatographyDescribe how to separate a mixture using chromatographyInterpret chromatograms to describe the composition of mixturesDefine the term ‘solubility’ and determine the solubility of a salt in a given solventUse the particle model to explain solubilityComment on reproducibility and suggest improvements to a methodSuggest a hypothesis from an observationDescribe the effect of temperature on solubilityProcess and present data in an appropriate formIdentify anomalous resultsDescribe and explain patterns in solubility data using knowledge of particle theoryState key facts about the life of Masataka TaketsuruDescribe his involvement with the development of distillation of whiskey Review of content covered in second half of this topic Exam style questionsVersion 2.0, 24 August 2020Oak National Academy
7BC Cells tissues and ganisms3Diffusion Part 14Diffusion Part 25Plant cells6Plant as organisms7Animal cells8Comparing animaland plant cells17Core content Label the parts of the microscopeDescribe how to use a microscope, using key terms correctlyCalculate magnificationDefine the term unicellular and label common features of unicellular organismsName and describe the functions of some of the structures of unicellular organismsDescribe some uses and dangers of unicellular organismsDefine diffusionExplain factors that affect diffusionExplain examples of diffusion in the bodyIdentify variables to change, measure and control to investigate diffusionDraw a table for results, including unitsWork safely to collect and record data to test the hypothesisProcess the data to calculate a mean, accounting for anomaliesDisplay data appropriatelyDescribe and explain patterns using ideas about diffusionLabel a typical plant cellDescribe the function of the organelles in plant cellsDescribe how to use a microscope to view plant cells in focusIdentify the organs of a plant and their functionsName some of the tissues found in the leaf and describe their jobDescribe ways in which the leaf is adapted to do its jobLabel an animal cell and describe what each cell part doesPrepare a slide of human cells and observe using the microscope.Calculate magnification or image/actual size given the equationCompare plant and animal cellsExplain those differences in terms of functions of the partsUse evidence to make a reasoned argumentVersion 2.0, 24 August 2020Oak National Academy
9Specialised cells10 Animals asorganisms11Digestive system12Respiratory system13Inhaled andexhaled air14Review 115Review 216Case study of BettyHay18 Describe features of specialised cells, using key structuresDescribe specialisation to function in a range of animal and plant cellsExplain how the specialised features enable the cell to carry out its functionIdentify the major organ systems of the human body and describe their main functionsDescribe the organisation of multicellular organisms, in terms of cells, tissues, organsExplain why multicellular organisms need organ systemsLabel a diagram of the organs in the digestive systemDescribe the function of the digestive systemDescribe and explain some of the adaptations of the digestive system and link these todiffusionLabel the parts of the respiratory systemDescribe the path oxygen takes into the bloodDescribe the adaptations of the breathing system to allow efficient diffusionDescribe the composition of the air we breathe in and outExplain the results of an experiment to prove the differencesCollect, display and process data with
KS3 units and KS4 and are presented here in a suggested topic order – for further guidance, see section 3 which provides a suggested route through per year group. The codes refer to the year, subject and topic. For example, Year 7 Biology Cells is 7BC. Key Stage 3 Science KS3 - Biology Unit title Length of unit* Prior knowledge required
Mocha Oak UF1578W White Wash Oak UF1667W Old Town Oak UF1935W Flint Oak UF1575W Tudor Oak UF3132W Malted Tawny Oak UF1548W Jefferson Oak UF4202W Chester Oak UF4203W Hamilton Oak UF4204W Anderson Oak UF4205W Roane Oak UF4207W Heathered Oak UF1574W. RE 14019 HARD SURFACE RE 14019 REDUCER SQUARE T-MOLDIN NOSE
1illustrates the differences in form and tree density of oak savanna, oak woodland and forest. Oak Savanna, Oak Woodland and Oak Forest Sketches (Source: Island Press, Washington, DC) Figure 6: Oak Savanna. Sunny grassland with scattered trees, mostly oaks. Trees have many side branches. Figure 7: Oak Woodland. Intermediate between oak savanna .
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