Have you ever wondered what it would be like to travel into space, explore the digestive system or if there were no trees?  

In Science you will be encouraged to use your imagination and creativity as well as developing your scientific skills. In topics such as "Acids and Alkalis" and "Forces" there are opportunities to plan and carry out experiments and explore how ancient and modern scientists work. 

The Science Department at Ivanhoe College strives to provide a curriculum that stretches the abilities of all students and prepares them for life in an increasingly scientific world. An exciting, challenging and diverse curriculum is offered at Key Stage 3, covering all three of the core Science disciplines.

Students are taught in mixed ability groups in Year 7, 8 and 9 with 1 Higher Ability set in each half of the year, Ash and Elm. Intervention lessons are carried out throughout the year to support the specific needs of students to provide for a high level of progress for all students.

Within each lesson different activities are set which challenge each individual student. At the beginning of the autumn term, end-of-year targets are set. These are reviewed termly and each student is provided with science progress ladders to identify how to progress through their individual pathway.

Year 7 Topics

Autumn Term	Spring Term	Summer Term
Working Scientifically	Acids & Alkalis	Revision
Particles	Reproduction	End of Year Assessment
Cells	Atoms	Project/Investigation
Forces	Sound

 

Year 8 Topics

Autumn Term	Spring Term	Summer Term
Space	Periodic Table	Revision
Acids & Alkalis	Adaption	End of Year Assessment
Healthy Lifestyles	The Earth	Project/Investigation
Energy

 

Year 9 Topics

Autumn Term	Spring Term	Summer Term
All that Glitters	Building for the Future	Revision
Flying Materials	Reactivity of Metals	End of Year Assessments
Buying Energy	Speed	Personal Relationships
Heat Transfer	Pressure
Going for Gold	Science & Fiction
Model Career	Crime Scene Investigators

 

How does Science embed cross curriculum literacy skills?

Literacy is the scientist method of communication. If you type scientific journal on Google you would find millions of entries. A scientist cannot explain their ideas without presenting it in an understandable standard scientific format which is accessible by others around the world. Charles Darwin would not be famous for his theory of evolution if he hadn’t wrote one of the most famous books of all time – ‘The Origin of the Species’. Currently there is a huge amount of scientific information available to students in different Literacy formats – the internet, kindle and books, magazine etc and we encourage as much wider reading as possible. 

Scientific Terminology 
Within Science lessons Literacy is used on an almost consistent basis with students being given key words and needing to learn their definitions. In Year 7 and 8 to really make a positive push on the new scientific terminology which students will continue to use during the rest of their time studying Science, students will be given keyword spelling and definitions. To help with this Science teachers will explain what the word means and develop the students understanding of the term in a structured way. For example students will be taught the word photosynthesis is a combination of ‘photo’ meaning light and ‘synthesis’ meaning to make and the word is the term for plants using light energy to make glucose. 

Writing Scientific Reports: 
Students will be trained into writing scientific reports and will learn how to structure them properly throughout their scientific learning. A scientific report would normally take the following structure: 

• Hypothesis and prediction
• Plan (method)
• Risk Assessment
• Results
• Graphs and data analysis
• Conclusion
• Evaluation

How does Science embed cross curriculum numeracy skills?

There is a strong Numeracy presence in many scientific areas of study which students will meet in their time at Ivanhoe College. All three areas of Science have high levels of Numeracy within them and any scientific experiment will involve the usage of data collection and analysis to draw conclusions. 

How Science Works / Experimental Procedures: 
Students will use numeracy in the precise measurements that lead them to the collection of good valid scientific data. This can be as simple as measuring the temperature of water correctly to more complicated data collection.
Students will then present this data in graphical form following numeracy rules on how to do so before using the graphical information to analyse data and identify patterns or trends within it and drawing conclusions. 

How does Science link to SMSC and PLTS?

• Spiritual education in Science involves the search for meaning and purpose in natural and physical phenomena. It is the wonder about what is special about life, an awe at the scale of living things from the smallest microorganism to the largest tree and the interdependence of all living things and materials of the Earth. It concerns the emotional drive to know more and to wonder about the world and aesthetically appreciate its wonders including for example the enormity of space and the beauty of natural objects or phenomenon, plants, animals, crystals, rainbows, the Earth from space etc.
• Moral education in Science encourages pupils to become increasingly curious, to develop open mindedness to the suggestions of others and to make judgements on evidence not prejudice. Students realise that moral dilemmas are often involved in scientific developments. When considering the environment the use of further natural resources and its effect on future generations is an important moral consideration.
• Social education involves group practical work which provides opportunities for pupils to develop team working skills and to take responsibility. Pupils must take responsibility for their own and other people’s safety when undertaking practical work. Science has a major effect on the quality of our lives. Pupils are encouraged to consider the benefits and drawbacks of scientific and technological developments and the social responsibility involved.
• Cultural education in Science involves thinking of scientific discoveries as as much of a part of our culture as great music and films. Credit is given to scientific discoveries of other cultures. Science is also seen as a contemporary activity and developments are made all over the modern world. It is therefore an activity undertaken by a wide range of men and women in many different cultures both now and in the past. The interdependence of the world in environmental issues is central to science.

Examples of Spiritual, Moral, Social and Cultural Education in Science include:

• Learning about theories concerning the creation of the universe and evolution of life with consideration of religious beliefs
• Looking into the future options for the production of electricity, alternative fuels, and methods to reduce pollution with discussion of how these can improve people’s lives and the environment in general
• Pupils investigating the historical impact of scientists from around the world in numerous famous discoveries
• Pupils considering how scientific perceptions can alter across the planet; from the phases of the moon, the safety of food additives and the local importance of recycling

 

 

 

 

 

 

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