| Term 1 | Term 2 | Term 3 | Term 4 | Term 5 | Term 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 |
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.
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.
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.