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Intent

At Leigh Academy Strood, the curriculum intent for the International Baccalaureate (IB) Middle Years Programme (MYP) Science aims to foster inquisitive and scientifically literate students who develop a deep understanding of the natural world and its interconnections. Our curriculum is designed to empower students to become critical thinkers, effective problem solvers, and responsible global citizens through an inquiry-based approach to science education.

Curriculum Journey

Students will be introduced to the fundamentals of scientific inquiry, including the scientific method, experimental design, and data analysis. They will explore basic concepts in biology, chemistry, and physics through hands-on activities and experiments.

Structure of Learning

Module 1

  1. Why is this being studied?
  • Year 7s learn about sound and waves to understand how vibrations travel and how we hear and communicate. This helps them build the foundation for studying more complex wave phenomena in physics later on.
  1. What is being studied?
  •  Introducing the electromagnetic spectrum and the impact it has on modern communication.
  •  Exploring waves and their properties.
  • Understand how everyday tools, like ear defenders, use scientific principles to protect hearing.
  1. Assessment criteria covered
  • Students will be assessed for criteria B/C.

Module 2

  1. Why is this being studied?
  • Year 7s learn about cells to understand the basic building blocks of all living things and how life functions at a microscopic level. This knowledge lays the foundation for more advanced biology topics in later years.
  1. What is being studied?
  • Students will investigate cells and their functions.
  • Students will develop technical skills in using Microscopes.
  • Understanding how cells connect to community health and medicine.
  1. Assessment criteria covered
  • Students will be assessed for criteria D.

Module 3

  1. Why is this being studied?
  • Year 7s learn about particles to understand that all matter is made of tiny particles whose arrangement and movement explain the properties of solids, liquids, and gases. This foundation helps them make sense of chemical and physical changes they study later on.
  1. What is being studied?
  • To develop an understanding of how particles help communities improve materials, food and medicines.

  • Understand how scientific evidence allows us to explain the unseen.

  • Working scientifically.

  1. Assessment criteria covered
  • Students will be assessed for criteria A.

Module 4

  1. Why is this being studied?
  • Year 7s learn about energy to understand how energy is stored, transferred, and transformed in everyday situations. This helps them build the skills needed to explain scientific phenomena and solve practical problems in later physics topics.
  1. What is being studied?

  • Exploring how energy connects to modern living.

  • Developing an understanding of how energy and energy transfers influences the sustainability of human society.

  • Investigative skills to explore energy and electricity.

  1. Assessment criteria covered
  • Students will be assessed for criteria D.

Module 5

  1. Why is this being studied?
  • Year 7s learn about the human body to understand how organs and systems work together to keep us alive and healthy. This knowledge helps them make informed decisions about their own well-being and prepares them for more complex biology later on.
  1. What is being studied?
  • Health in the community.
  • Understanding body system as separate systems and working as a whole.
  • The ethical considerations around the improvements in modern medicine.
  1. Assessment criteria covered
  • Students will be assessed for criteria A.

Module 6

  1. Why is this being studied?
  • Year 7s learn about atoms, elements, and compounds to understand what all substances are made of and how materials combine or change. This foundation helps them make sense of chemical reactions and the structure of matter in later science topics.
  1. What is being studied?

  • Understanding how materials link to modern usage and sustainability.

  • Learning about the building blocks that create the diversity of matter in our world.

  • Working scientifically with a focus on separating techniques.

  1. Assessment criteria covered
  • Students will be assessed for criteria B/C.

Module 1

  1. Why is this being studied?
  • Year 8s learn about genetics and evolution to understand how traits are inherited and how species change over time. This knowledge helps them explain the diversity of life and the processes that drive adaptation and survival.
  1. What is being studied?

  • 1.Learning about reproduction and genetics promotes respect for individual differences.

  • Understanding how variation and inheritance shapes identity. 

  • Exploring the origins of life.

  1. Assessment criteria covered
  • Students will be assessed for criteria B/C.

Module 2

  1. Why is this being studied?
  • Year 8s learn about the periodic table and materials to understand the properties of different elements and how they combine to form useful substances. This knowledge helps them explain chemical reactions and the selection of materials for everyday applications.
  1. What is being studied?

  • 1.Learning about how the elements of the periodic table has influenced modern life.

  • Exploring the work of prominent scientists to understand the journey to scientific discovery.

  • Working scientifically to generate secure predications.

  1. Assessment criteria covered
  • Students will be assessed for criteria A.

Module 3

  1. Why is this being studied?
  • Year 8s learn about forces to understand how objects move, interact, and stay in balance. This knowledge helps them explain everyday phenomena and solve problems involving motion, pressure, and mechanical systems..
  1. What is being studied?
  • Understanding how a knowledge of forces connects to community safety.
  • Understanding the impact of forces on sports and performance in sport.
  • Learning about how forces act on objects allowing for society’s development of safer systems.

Assessment criteria covered

  • Students will be assessed for criteria D

Module 4

  1. Why is this being studied?
  • Year 8s learn about chemical reactions to understand how substances change and form new products. This knowledge helps them explain everyday processes like cooking, rusting, and combustion, and lays the foundation for more advanced chemistry.
  1. What is being studied?

  • Understanding how chemistry can support developments in agriculture.

  • Investigating how different substance interactions can form new materials.

  • Understand how disinfectants and cleaning agents work to keep food and water safe and hygienic.

  1. Assessment criteria covered
  • Students will be assessed for criteria B/C.

Module 5

Why is this being studied?

  • Year 8s learn about how living things interact and depend on each other in ecosystems. This knowledge helps them make sense of environmental issues and how human actions affect the natural world.

What is being studied?

  • 1.Learning about how energy from plants is essential to life on Earth.

  • Exploring how ecosystems create the delicate balance required for the sustainability of life on Earth.

  • Understanding the implications of farming of ecosystems.

    Assessment criteria covered

  • Students will be assessed for criteria D.

Module 6

Why is this being studied?

  • Year 8 students learn about the use of electricity so they can understand how electrical circuits work and how energy is transferred and used safely. This helps them make informed decisions in everyday life and prepares them for more advanced science topics later on.

What is being studied?

  • Understanding how electricity links to community access, powering homes and industries

  • Learning about how access to sustainable energy is essential for global development.

  • Exploring how electricity powers the devices and networks we use to communicate, allowing information to be shared instantly around the world.

Assessment criteria covered

  • Students will be assessed for criteria A.

Module 1

  1. Why is this being studied?
  • Year 9 students learn about health and disease to understand how the body works and what can make it ill. This helps them make healthier choices and understand how diseases spread and can be prevented.
  1. What is being studied?

  • Understanding how disease links to community health care.

  • Understanding why learning about health and disease allows society to make ethical choices about health and survival.

  • Evaluate the use of vaccines.

  1. Assessment criteria covered
  • Students will be assessed for criteria D.

Module 2

  1. Why is this being studied?
  • Year 9 students learn key concepts and practicals in chemistry so they can understand how substances behave and why chemical reactions happen. These skills help them build confidence in scientific investigation and prepare for more advanced science in later years.
  1. What is being studied?

  • Learning about how reactions connect to community issues in food, industry and safety.

  • Develop scientific literacy and attitudes to practical science.

  • Understand the practical uses of acids and alkalis in industry.

  1. Assessment criteria covered
  • Students will be assessed for criteria B/C.

Module 3

  1. Why is this being studied?
  • Year 9 students learn how electric currents and magnetic fields interact and power everyday devices. This knowledge helps them grasp important technologies and develop problem-solving skills in science and engineering.
  1. What is being studied?

  • 1.Understand how electricity links to community access, equity and sustainability.

  • Learn about how continual development of scientific knowledge can improve lives.

  • Investigate ethical issues surrounding sustainability and access.

  1. Assessment criteria covered
  • Students will be assessed for criteria A.

Module 4

  1. Why is this being studied?
  • Year 9 students learn to understand the building blocks of matter and how elements combine in chemical reactions. This knowledge helps them explain the properties of substances and lays the foundation for more advanced chemistry topics.
  1. What is being studied?

  • Learn how Atomic theory links to community innovation in materials, electronics, and medicine.

  • Understand how atomic structure explains the properties of matter.

  • Explore subatomic particles and understand how this knowledge helps explain chemical reactions and material properties.

  1. Assessment criteria covered
  • Students will be assessed for criteria A.

Module 5

  1. Why is this being studied?
  • Year 9 students learn to understand how organisms interact with each other and their environment. This knowledge helps them appreciate ecosystems, the impact of humans on nature, and the importance of conservation.
  1. What is being studied?

  • 1.Learn about how Ecology links to community choices on land use, conservation, and climate action

  • Evaluate how human actions affect ecosystems in ways that influence the sustainability of life on Earth.

  • Investigate the abundance of discrete populations in an ecosystem.

  1. Assessment criteria covered
  • Students will be assessed for criteria B/C

Module 6

  1. Why is this being studied?
  • Year 9 students develop skills in planning, conducting, and analyzing experiments accurately. These skills help them think critically, solve problems, and apply scientific methods in real-world situations.
  1. What is being studied?

  • 1.Learn how the impact of scientific knowledge about genetics helps with human health and crime prevention.

  • Investigate how the reliability of experimental data depends on accurate methods..

  • Explore how revealing our genetic information can influence personal traits, health, and the moral decisions around its use.

  1. Assessment criteria covered
  • Students will be assessed for criteria D.

Assessment

Each module in the information above is assessed based on the following criterion in the table below. Each criteria is graded from 1-8 (8 demonstrating that the criteria has been fully met) with this being determined by teacher judgments about students’ work.

 

Criteria

How is this assessed?

A – Knowledge & Understanding

Traditional style exam question, holistic approach to marking based on banded questions

B – Enquiring and designing

Practical based – students will create a prediction and prepare a method for a practical including their variables.

C – Processing and evaluating

Practical based – students will analyse their results, and evaluate their prediction to see if this is supported. 

D – Reflecting on the impacts of science

Longer answer response – students will research a topic and reflect  on the social, economic and environmental impacts of this.

Resources

Final grades are then awarded from a range of 1-8, with each ascending grade demonstrating the students mastery of that particular subject.

If you would like more information about MYP Science please refer to the IB subject brief here:

KS4: GCSE Combined Science

Intent

At Strood academy, GCSE Combined Science curriculum is designed to provide students with a comprehensive and balanced understanding of the core scientific principles that govern the natural world. This integrated science course combines elements of biology, chemistry, and physics, allowing students to develop a strong foundation in all three disciplines. Our curriculum intent is to inspire curiosity, foster critical thinking skills, and promote scientific literacy, equipping students with the knowledge and abilities necessary to succeed academically and engage with scientific concepts in their everyday lives.

Curriculum Journey

Our curriculum is designed to provide a seamless and progressive journey for students as they transition from Key Stage 3 (MYP) to Key Stage 4 (GCSE) in science. The curriculum is structured to ensure that students build upon the knowledge and skills they acquire during KS3, deepening their understanding of scientific concepts and preparing them for more advanced studies at KS4. The journey is designed to be engaging, inclusive, and challenging, catering to the diverse learning needs of our students.

Assessment

Internal Assessment

External Assessment

  • Formative assessment
  • Synoptic assessment
  • Mock exams
  • AQA GCSE combined Science trilogy

Careers

Pupils studying Combined Science Trilogy will be well placed to pursue a career pathway in:

  • Further education
  • Healthcare and medicine
  • Engineering
  • Environmental sciences
  • Forensic Sciences
  • Laboratory technician
  • Science education

Module 1

  1. Why is this being studied?
  • Cell division
  • Genetics
  • Atomic structure
  • Radiation
  1. What is being studied?
  • Cell Biology
  • Atomic structure and the periodic table
  • Energy

Module 2

  1. Why is this being studied?
  • Cell transport
  • Chemical bonding
  • Electricity
  1. What is being studied?
  • Organisation and enzymes
  • Bonding
  • Waves

Module 3

  1. Why is this being studied?
  • Respiration
  • Quantitative chemistry
  • Particle model
  1. What is being studied?
  • Cardiovascular system
  • Quantitative chemistry
  • Radioactivity

Module 4

  1. Why is this being studied?
  • Communicable diseases
  • Extraction of metals,
  • Energy and power
  1. What is being studied?
  • Health and disease
  • Metals and acids
  • Particle model

.

Module 5

  1. Why is this being studied?
  • Photosynthesis
  • Energy changes
  • Energy transfer
  1. What is being studied?
  • Organisation in plants
  • Chemical energy changes
  • Ecology

.

Module 6

  1. Why is this being studied?
  • Revision for paper 1
  • Mock exams
  • Adaptations
  • Interdependence and competition
  1. What is being studied?
  • Electricity
  • Homeostasis
  • Consolidation of core content ahead of the mock exam period

.

Module 1

  1. Why is this being studied?
  • Homeostasis and response  
  • The rate and extent of chemical change
  • Forces and their interactions

Module 2

  1. Why is this being studied?
  • Inheritance and variation
  • Organic chemistry,
  • Forces, accelerations and Newton’s Laws of motion

Module 3

  1. Why is this being studied?
  • The development of understanding of genetics and evolution,
  • Chemical analysis,
  • Waves in air,
  • Fluids and solids

Module 4

  1. Why is this being studied?
  • Organisation of an ecosystem
  • Chemistry of the atmosphere
  • Magnetism and electromagnetism

Module 5

  1. Why is this being studied?
  • Biodiversity and the effect of human interaction on ecosystems
  • Carbon dioxide and methane as greenhouse gases
  • Using resources

Module 6

  1. Why is this being studied?
  • GCSE Examinations

KS5: Applied Science

Intent

Our intent at Leigh Academy Strood is also to provide a flexible foundation for progression. Because Applied Science covers multiple scientific disciplines (such as elements of biology, chemistry, and physics) and includes mandatory units on core scientific principles, it effectively prepares students for a wider variety of specialized degree courses or technical apprenticeships, ensuring they don’t narrow their options too early. Furthermore, the emphasis on practical assessment and continuous evaluation across the course often mirrors the structure of higher education and professional training, providing a valuable transition experience compared to the purely exam-based nature of some traditional qualifications

Curriculum Journey

Our curriculum is designed to provide a smooth and progressive transition for students as they move from Key Stage 4 (KS4) to Key Stage 5 (KS5) Building upon the foundational knowledge and skills acquired during KS4, the curriculum at KS5 aims to deepen students’ understanding of biology, develop their scientific research abilities, and prepare them for higher education or careers in the sciences. The journey is structured to be challenging, engaging, and reflective of the latest advancements in the field.

Careers

Pupils studying KS5 Applied Science will be well placed to pursue a career pathway in:

  • Doctor
  • Clinical molecular geneticist
  • Nature conservation officer
  • Pharmacologist
  • Research scientist
  • Vet
  • Secondary school teacher
  • Marine biologist
  • Dentist

Assessment

Internal Assessment

External Assessment

Formative assessment, synoptic assessment and Mock exams

There are three exams at the end of the two years for A-level, all of which are two hours long. At least 15% of the marks for A-level Biology are based on what students learn in their practicals.

Module 1

  1. Why is this being studied?
  • The unit explores the key components of biological science. Science professionals need to understand the structure and workings of cells and build on this knowledge to understand how the body stays healthy.
  1. What is being studied?
  • 1.Unit 1: Principles and Applications of Biology
  • A: Structure and function of cells and tissues: This includes cell biology (organelles and microscopy), applied investigations (stem cells, transpiration and specialised cells) and human anatomy (muscle and nerve tissue)
  • B: Structure and function of biological molecules: This includes the features and functions of important structures in the body such as lipids, proteins, nucleic acids and carbohydrates.
  • C: Cellular transport and enzyme activity: This includes cellular membranes, transport, enzymes and how the endocrine and nervous system work together. 
  1. Assessment criteria covered
  • Unit 1 Examination (1 hour) – End of year.

Module 2

  1. Why is this being studied?
  • The study and application of chemistry is essential to the world we live in. The study of the unit provides practical, mathematical and reasoning skills and helps us understand the applications of chemistry in areas such as construction, transport and medicine.
  1. What is being studied?
  • 1.Unit 1: Principles and Applications of Biology
  • A: Structure and function of cells and tissues: This includes cell biology (organelles and microscopy), applied investigations (stem cells, transpiration and specialised cells) and human anatomy (muscle and nerve tissue)
  • B: Structure and function of biological molecules: This includes the features and functions of important structures in the body such as lipids, proteins, nucleic acids and carbohydrates.
  • C: Cellular transport and enzyme activity: This includes cellular membranes, transport, enzymes and how the endocrine and nervous system work together. 
  1. Assessment criteria covered
  • Unit 1 Examination (1 hour) – End of year.

Module 3

  1. Why is this being studied?

  • Why is this being studied? (1 bullet point) The principles and applications of physics play a large part in everyday life. The unit helps students understand waves as applied to communications and string instruments, how forces affect motion and the application of electricity to uses in various circuits.

  1. What is being studied?
  • Unit 3: Principles and Applications of Physics
  • A: Understanding waves and optical fibres
  • B: Forces in transportation and Newton’s Laws of Motion
  • C: Electrical circuits and the transfer of energy

 3. Assessment criteria covered

  • Unit 3 Examination (1 hours) – End of year

Module 4

  1. Why is this being studied?
  • This unit gives students the experience and skills that will be invaluable if they pursue a career in a science-related discipline, such as a health profession. They gain laboratory skills in all three areas of science and then back up their work with the use of research skills and time management.
  1. What is being studied?
  • 1.Unit 4: Practical Scientific Procedures and Techniques
  • A: Undertake techniques to determine chemical concentration and composition of substances
  • B: Undertake biological procedures to investigate concentration and distribution of biological components
  • C: Undertake physical procedures to examine energy transfer
  • D: Review personal development of scientific skills for laboratory work

3. Assessment criteria covered

  • Internal assessment of coursework

Module 5

  1. Why is this being studied?
  • This unit gives students the experience and skills that will be invaluable if they pursue a career in a science-related discipline, such as a health profession. They gain laboratory skills in all three areas of science and then back up their work with the use of research skills and time management.
  1. What is being studied?
  • 1.1.Unit 4: Practical Scientific Procedures and Techniques
  • A: Undertake techniques to determine chemical concentration and composition of substances
  • B: Undertake biological procedures to investigate concentration and distribution of biological components
  • C: Undertake physical procedures to examine energy transfer
  • D: Review personal development of scientific skills for laboratory work

.3. Assessment criteria covered

  • Internal assessment of coursework

Module 6

  1. Why is this being studied?
  • This unit allows students to explore key concepts in space physics including the sun’s structure, lunar features and Earth’s rotation. They learn about Earth’s place in the universe and how we impact that.
  1. What is being studied?
  • 1.Unit 2: Assignment C and D. Students work to complete distinctions in their coursework. This includes investigations into chromatography and self evaluations of skills learnt in the unit.
  • Unit 16: Assignment C: Focus on planetary science, including the study of inner and outer planets, Kepler’s laws, and orbital plane.

3. Internal assessment – Coursework

.

Module 1

  1. Why is this being studied?
  • This unit allows students to explore key concepts in space physics including the sun’s structure, lunar features and Earth’s rotation. They learn about Earth’s place in the universe and how we impact that.

2. What is being studied?

  • 1.Unit 2: Assignment progression: Students work to complete Assignments A and B to distinction level. They focus on calibration of equipment, titration and calorometry.
  • Unit 16: Astronomy and space Science: This covers the solar system and earth science

 Assessment criteria covered

  • Internal assessment –  coursework

Module 2

Why is this being studied?

  • This unit allows students to explore key concepts in space physics including the sun’s structure, lunar features and Earth’s rotation. They learn about Earth’s place in the universe and how we impact that.

What is being studied?

  • Unit 2: Assignment C and D. Students work to complete distinctions in their coursework. This includes investigations into chromatography and self evaluations of skills learnt in the unit.
  • Unit 16: Assignment C: Focus on planetary science, including the study of inner and outer planets, Kepler’s laws, and orbital plane.

Assessment criteria covered

  • Internal assessment – Coursework

Module 3

  1. Why is this being studied?
  • This unit allows students to explore key concepts in space physics including the sun’s structure, lunar features and Earth’s rotation. They learn about Earth’s place in the universe and how we impact that.

2. What is being studied?

  • 1.Unit 16: Assignment D: This covers advanced astronomy topics such as telescope types, high-resolution telescopes, and CCD technology.

 Assessment criteria covered

  • Internal assessment coursework

Module 4

  1. Why is this being studied?
  • Advances in science have produced great benefits for society. These advances depend on research and carrying out scientific investigations. This unit allows students to acquire the skills needed to produce a scientific investigative project proposal

2. What is being studied?

  • Unit 3: Scientific Skills: Students learn the features of key investigative practicals and then analyse the experiments by commenting on method execution, interpretation of data and quality of evaluation.
  1. Assessment criteria covered
  • Internal exam

Module 5

  1. Why is this being studied?

  • Students will be provided time to consolidate their learning in both coursework and exam knowledge before the deadlines of the year.

2. What is being studied?

  • 1.Unit 3: Scientific Skills: Students learn the features of key investigative practicals and then analyse the experiments by commenting on method execution, interpretation of data and quality of evaluation.
  • Completion of coursework to achieve Distinction grades
  • Exam revision for end of year exams

3. Assessment criteria covered

Internal and external assessments

Module 6

  1. Why is this being studied? 

  • Students will be provided time to consolidate their learning in both coursework and exam knowledge before the deadlines of the year.
  1. What is being studied?
  • Completion of coursework to achieve Distinction grades
  • Exam revision for end of year exams
  1. Assessment criteria covered
  • Internal and external assessments