Implementation Key Principles:

• Literacy - Summaries that include 3 key words

• paired talk and completion of extended writing
• Content is rich, relevant and reflective of the diverse world in which we live.

• Learning is sequenced to enable young people to develop knowledge and skills.
• Literacy is explicitly delivered across the curriculum. 
• Learning is adapted to support the specific needs of individuals.
• A sustainable approach is supported through the curriculum.
•  Resilience is promoted for students by frequent (low stakes) assessment to inform teaching

In classrooms, this may look like:

• Use of spiral -Science mastery curriculum, a spiral that builds on practical skills and knowledge application.
• Carefully planned shared schema, developed by experts and tailored by teachers to meet the needs of teaching groups
• DO NOW tasks drawing on prior learning
• Signature strategies used for Checking Understanding, such as Show Call, Show Me, Intentional Monitoring
• Shared literacy and reading strategies in place, such as Inside Outside Beyond and whole class reading work
• Precise pedagogical decisions made for students with additional needs (EHCP, SEND K, PSP, Behavioural, PA) including additional adults, alternative resources or outcomes, seating arrangements, precise deployment of signature strategies
• Teaching which alters according to student understanding demonstrated both from assessment points and within lessons

In work produced, this may look like:

• Purposeful self-marking in green pen
• Summaries to demonstrate their understanding
• Do Now and Apply task
• Regular feedback, which addresses knowledge or skills gaps
• Opportunities for conscious practise by students (reteach episodes, ‘fix-it’ sessions, revision)
• Opportunities for self and peer assessment, engaging with success criteria
• As relevant to Key Stage, opportunities to engage with exam-style content[TM1] [TM2] [JW3]
• Home learning will promote digital literacy in line with school strategy

For students, this experience may include:

• Opprtunities to undertake practical work applying their scientific understanding
• Consistent staffing in lessons with teachers who know them and similar learning journeys across year groups
• Regular opportunities to engage with feedback on progress (parents’ evenings, progress grades, reports, assessment feedback, in-class feedback, marking)
• A clear sense of the curriculum journey leading to CEIAG – how can you pursue this field of study? What might it lead you to?
• Where students are taught by professionals at the start of their career, they can expect additional adults in classes supporting through a range of strategies (live coaching, learning walks, observations, team teaching)

Autumn

Cells

Tissues and Organs

Growth and Differentiation

Conservation and Dissipation of energy

Reproduction

Chemistry

Fundamental particles

Time of Flight Mass

Spectrometry

Electron configuration

Bonding

Chemical equilibria

Amount of Substance

Redox

Periodicity

Chemistry

Acids and Bases

Properties of period 3 elements Electrode potentials and electrochemical cells

Rate equations and determination of the rate equation

Forces

Movement and Pressure

Acceleration

The Earth’s Resources

Variation and evolution

Organisation in Plants and Animals

Chemical Analysis

Respiration

Chemistry

Energy Changes

Rates and Equilibria

Using our Resources

Physics

Fields and further mechanics

Motion in a circle

Force and momentum

Gravitational fields

Electromagnetic waves

Force and Pressure

Light

Space

Elements, atoms and compounds

Changing substances

Quantitative Chemistry

Forces

Chemistry

Energetics

Chemical Equilibria

Kinetics

Introduction to

Organic Chemistry

Haloalkanes

Alkanes

Alkenes

Alcohols

Organic Analysis

Chemistry

Aromatic Chemistry

Preparation and base properties of amines

Aldehydes and Ketones

Acylation

Condensation Polymers

Amino Acids

Proteins

DNA

Enzymes

NMR

Organic Synthesis

Chromatography

Gravity

Life Diversity

Genetics

Organising ecosystems

Physics

Quarks

Leptons

Quantum Phenomena

Physics

Thermal Fields

Gases

Turning points in Physics

Electrolysis

Energy

Energy transfers

Resistance

Using resources

Electricity at home

Chemistry

Born‐Haber cycles

Entropy and Gibbs

Free Energy

Kp

Electric circuits

Light

Electricity at home

Communicable and Non- Communicable diseases

Organic reactions and Polymers

Variation and Evolution

Adaptations and Interdependence

Correct and safe use of apparatus

Identify hazards, risks and precautions

Making and recording observations and

measurements

Variables ‐ IV, DV, CVs

Explain what repeatable results are

Calculate the mean of a set of results

Maths skills:

Decimals, estimation, significant figures, means, bar charts, symbols, areas of triangles, volumes of cubes

Explain what reproducible results are

Line graphs for two sets of data

Explain why a method is well

designed for its purpose

Selecting suitable apparatus

Compare and contrast precision and accuracy

Use a model to develop

scientific

understanding

Maths skills: Ratios

Understand how

scientific theories and methods develop over time.

Maths skills: Standard form, order of magnitude, calculate the gradient of a line, change the subject of an equation, linear relationships, calculate surface area of cubes, use the tangent to a curve to calculate gradient, find the area under a line on a graph

Consider ethical issues in science

Evaluate perception of risks

Recognise the importance of

peer review

Maths Skills: Rearranging equations

Drawing graphs

Sin, Cos, Tan

Maths Skills: Logarithms

Rearranging equations

Sin, Cos, Tan

Interpretation of graphs

Statistics

Make predictions and conclusions from data

Explain the importance of controlling variables to ensure validity

Bar graphs and categoric data

Understand that whenever a measurement is made there is always some uncertainty and use the range of a set of measurements about the mean as a measure of uncertainty

Maths skills: Fractions, angles, reading a graph

Scatter graphs and correlation

Maths skills: α sign

Assess whether sufficient precise measurements have been taken in an experiment.

Explain what random error is and how to reduce it.

Explain what systematic error is and how to reduce it.

Evaluate personal, social, environmental and economic implications and technology

Exam Skill, understanding command words

Draw scientific diagrams

Line graphs and continuous data

Describe a method for

a practical procedure

Identify and define anomalous results

Maths skills:

Percentages, frequency diagrams, substitution in equations, finding unknowns in equations, plotting variables

Pie charts

Evaluate a method

Suggest and describe appropriate sampling techniques

Maths skills: Representing shapes in 3D,

Histograms

Median and mode

Maths skills: Probability,

systematic sampling

random sampling

Biology

AQA

7401, 7402

Designed for AQA syllabus but lots of overlap with some good notes and links to animations http://www.biologymad.com/

Good for revision with ‘Quick learns’, mini‐tests and revision notes on all major topics

http://www.s‐cool.co.uk/alevel/biology.html

Detailed revision notes to supplement anything you may have missed or lack http://www.mrothery.co.uk/index.htm

Lots of resources on cell biology

http://www.cellsalive.com

Companion site to textbook ‘Life: The science of Biology’ ‐ useful website with animated tutorials, activities, flash cards, self‐quizzes, glossary etc http://www.whfreeman.com/thelifewirebridge2

CGP Revision Guide

https://www.cgpbooks.co.uk/Student/boo ks_a_level_biology_aqa

Textbooks recommended by AQA