Key Stage 3 Science

Curriculum Overview

 Term 1Term 2Term 3Term 4Term 5Term 6
Year 7

Working scientifically

Organisms – Movement and cells

Forces – speed and gravity

Forces – speed and gravity

Earth – Earth structure and Universe

Earth – Earth structure and Universe

Matter – particle model and separating mixtures

Reactions – metals and non-metals and acids & alkalis

Matter – particle model and separating mixtures

Reactions – metals and non-metals and acids & alkalis

Electromagnets – Voltage, resistance and current

Ecosystem – Respiration and photosynthesis

Year 8

Periodic table

How exercise affects the body

History of women in Science

History of women in Science

Separation techniques

Life at risk

Life at risk

Health and lifestyle

Electricity and magnetism

Electricity and magnetism

Climate crisis

Climate crisis

Energy

Universe

Energy

Universe

Rates of reaction

Year 9

How our bodies work

Element arrangement

Waves

Waves

Electricity

Physics of flight

How exercise affects the body

Feeding everyone

How exercise affects the body

Feeding everyone

Climate crisis

CSI

CSI

Universe

History of Science

Rates of reaction + mini IA

History of Science

Rates of reaction + mini IA

Life at risk

Energy

 

Aim of the Syllabus

The RGS Key Stage 3 Science Syllabus consists of engaging lessons and promotes teaching for understanding rather than covering fragmented content. The syllabus allows teachers to understand what their students need to know by the end of Key Stage 3 (KS3).

Using a logical order of objectives, the syllabus uses big ideas and mastery goals to equip students for success at GCSE and beyond. It also provides a method to follow student progress as their understanding develops during KS3.

 

Relationship between the KS3 Science Syllabus, GCSE and beyond

The AQA specification used at RGS describes content and processes that students need to demonstrate competence in. These areas are developed in KS3 so that students enter Key Stage 4 (KS4) with a level of proficiency. In addition, the SOW has been enhanced to include ‘Big ideas’ units to allow students to apply their knowledge and improve their skills.

In most cases, students have been studying science for eight or nine years by the time they start GCSE courses. To reach their potential, they need to study the examined content with a mastery of ideas and skills. This KS3 Science Syllabus helps teachers identify what mastery looks like. They should use it to help their students develop their knowledge, from understanding to application.

Throughout KS3, students get the opportunity to apply their knowledge and skills by carrying out extended projects. These projects help to develop the skills that students need to be successful post GCSE. In particular, these investigations are aimed at providing students with the types of skills required for Science Individual investigations in IB. The criteria used to assess these investigations is based on science IA marking criteria.  In addition, teachers will regularly ask students to reflect on the nature of knowledge, and on how we know what we claim to know. This provides a vital foundation for the TOK strand of the IB.

 

The Big Ideas principle

This syllabus provides students with the understanding to apply their knowledge to unfamiliar contexts. Using the big ideas principle, the generalisations, principles and models which connect concepts are at the heart of the syllabus. We believe this is how students learn to see the world analytically, to explain phenomena and make predictions – all skills they need for their next stage of scientific learning.

The programme of study lists numerous biology, chemistry and physics ideas and don’t distinguish what’s most/least important, nor the links between ideas. This syllabus provides an alternative approach to KS3 content. Content is under 10 big idea headings: Forces, Electromagnetism, Energy, Waves, Matter, Reactions, Earth, Organisms, Ecosystems and Genes. Each idea contains four smaller topics: the building blocks for the big ideas.

 

Further Reading

  • Bill Bryson  - A Short History of Nearly Everything
  • Ryan North - How to Invent Everything
  • Rachel Ignotofsky - Women in Science: 50 Fearless Pioneers Who Changed the World
  • Randall Munroe - What If?
  • Roma Agrawal - Built
  • Matt Parker - Things to Make and Do in the Fourth Dimension
  • Elizabeth Tasker - The Planet Factory