Science - Biology, Chemistry and Physics

Science - Biology, Chemistry and Physics

Director of Science: Dr Neat 

Assistant Heads of Science: Dr Chiu and Mr Haldane 

Teachers: Mrs Ravirajan, Mrs James, Dr. Hunter, Ms Amin, Mr Mahmood, Ms Kumar, Mr Varnam, Ms Soufian

BGS Science Curriculum

The BGS Science Department is committed to developing curious, independent, critical thinking and highly motivated responsible learners, setting the foundations for understanding the world through the disciplines of Biology, Chemistry and Physics.  We offer a diverse and balanced curriculum with engaging lessons and enrichment that enables outstanding progress for all pupils across all science disciplines. By building up a body of key foundational knowledge, concepts and skills, students will be able to recognise the power of evidence to rationalise and explain the world and develop a sense of excitement and curiosity about natural phenomena. They will understand how science can be used to explain, predict and analyse. At the conclusion of their school career, our students will:

• Be confident and capable of applying their scientific knowledge to contemporary issues,
• Make connections between scientific disciplines and
• Be inspired to pursue post-secondary education or careers in the fields of science and engineering.

Intent

• Develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics.
• Develop understanding of the nature, processes and methods of science through different types of science enquiry that help students to answer scientific questions about the world around them.
• Ensure students are equipped with the scientific skills required to understand the uses and implications of science today and in the future.  We understand that it is important for lessons to have a skills-based focus and that the knowledge can be taught through this.

Implementation:

Teachers create a positive attitude to science learning within their classrooms and reinforce an expectation that all students are capable of achieving high standards in science.  Our whole school approach to teaching and learning of science involves the following:

• Science will be taught in planned and arranged topic blocks by the class teacher to have a skill and/or project based approach where appropriate.  This is a strategy to enable the achievement of a greater depth of knowledge.
• Through our planning, we involve problem solving opportunities that allow students to become Responsible Learners and to find out for themselves. Students are encouraged to ask their own questions and are given opportunities to use their scientific skills and research to discover the answers.  This curiosity is celebrated within the lesson.  Planning involves teachers creating engaging lessons, often involving models and high quality resources to aid understanding of conceptual knowledge and to challenge misconceptions. Teachers use precise questioning in class to test conceptual knowledge and skills and assess students regularly to identify those children with gaps in learning, so that all students make progress.
• Science is taught as a circular curriculum building and extending prior learning and knowledge.  As the students’ knowledge and understanding increases and they become more proficient in selecting, using scientific equipment, collating and interpreting results, they become increasingly confident in their growing ability to come to conclusions based on real evidence.
• Working Scientifically skills are embedded into lessons to ensure these skills are being developed throughout the student’s school career and new vocabulary and challenging concepts are introduced through direct teaching. This is developed through the years at BGS, in keeping with the curriculum
• Teachers demonstrate how to use scientific equipment and the various working scientific skills in order to embed scientific understanding. Teachers find opportunities to develop students' understanding of their surroundings by accessing outdoor learning and workshops with experts.
• Students are offered a wide range of extracurricular activities, trips to scientific laboratories and institutions, and visiting speakers to complement and broaden the curriculum. These are purposeful and link with the knowledge being taught in lessons.
• Regular events such as Science week or project days allow all pupils to come off timetable to provide broader provisions and the acquisition and application of knowledge and skills.

Impact:

The successful approach at Burnham Grammar School results in a fun and engaging high quality science education that provides students with the foundations and knowledge for understanding the world. Our engagement with local industries and universities ensures that students learn through varied and first hand experiences of the world around them.  Frequent, continuous and progressive learning outside of lessons is embedded throughout the science curriculum. Through various workshops, trips and interactions with experts, students have the understanding that science has changed our lives and that it is vital for the world's prosperity. Students learn the possibilities for careers in science as a result of our community links and connections with national agencies such as STEM association and visits to local science industries, and learn from and work with professionals ensuring they have access to positive role models within the field of science from the immediate and wider local community. From this exposure to a range of different scientists from various backgrounds, all students feel they are scientists and are capable of achieving. Students at Burnham Grammar School overwhelmingly enjoy science and this results in motivated learners with a sound scientific understanding.

---

CURRICULUM ENRICHMENT OUTSIDE OF LESSONS

The Science department offers a range of enrichment opportunities to students across all year groups to enhance their understanding of the curriculum and to inspire them to pursue a career in Science.

These include:

• School trips for all year groups to science related industries, universities and STEM competitions
• Lonza Scientist of the Year Competition and site visit Y9 & Y12
• Science fair/Big Bang Fair trip during Science Week Y9
• Sustainable Island competition Y9
• Bayer Laboratory trip Y7 & Y10
• Forensic Scientist for a day induction Y7
• Escape from Space Project Y8
• Medical Society
• Aerospace Club
• Sixth form extended Practical projects for Y12
• Olympiad competitions Y12 & Y13

Lonza Scientists competition KS4 and KS5

Burnham Grammar School is privileged to have a long-established link with a local company, Lonza Pharma & Biotech. The annual competition hosted by Lonza at their Slough labs is an unmissable opportunity for our students.  Y9 and Y12 students develop their academic research skills in an essay competition. Then the selected students present their work to a panel of scientists and are taken round the laboratories where they experience at first hand the real world of Science. A truly fascinating and rewarding day.

---

KS3 Science

KS3 Science at BGS is aimed at inspiring and motivating young and active minds.  Students will link their practical experience with scientific ideas and real-life situations with a strong emphasis on ‘Working Scientifically’.  Students follow the ‘Activate’ KS3 Science course in Year 7 and Year 8, before commencing GCSE courses in Year 9.  The Schemes of Work are designed to fully prepare and support every student on their journey through KS3 to KS4.

Approximate course timings: KS3 Science

 AQA Activate Scheme of work (see also subject KS3/4 Curriculum Maps)

Term	Subject Content
Year 7
Autumn	Enquiry Processes (Part 1) Forces (Part 1) speed, gravity Matter (Part 1) particle model, separating mixtures
Spring	Organisms (Part 1) movement, cells Energy (Part1) energy cost, energy transfer Reactions (Part 1) acids & alkalis, metals & non-metals
Summer	Ecosystems (Part 1) interdependence, plant reproduction Electric circuits (Part 1) potential difference, current Earth Earth structure, universe
Year 8
Autumn	Enquiry Processes (Part 2) Waves sound, light Genes variation, human reproduction Forces (Part 2) contact forces, pressure Organisms (Part 2) breathing, digestion
Spring	Matter (Part 2) elements, periodic table Electromagnets magnetism, electromagnets Reactions (Part 2) types of reaction, chemical energy Ecosystems (Part 2) respiration, photosynthesis
Summer	Ecosystems (Part 2) respiration, photosynthesis Energy (Part 2) work, heating and cooling ‘Escape from Planet Earth’ project

Assessment

Students are assessed at the end of each topic (see table above).  They complete a short test of approximately 30 minutes after a review lesson.  The individual topic test scores are combined and averaged over the year, to give a current attainment grade at any point in time. Students’ current attainment grades are then reported home at the various progress grade intervals throughout the year.

Baylab Visit: Making Gene Jewellery

At the start of the academic year, we took around 30 Year 7 students to the “Baylab” at Bayer in Reading.  After an initial briefing and hands-on exhibition, students were given a lab coat and safety glasses and led into the purpose built outreach laboratory.

It was here that they carried out an extraction of their own DNA!  They were expertly led through the use of specialist chemicals, techniques and equipment in order to isolate their DNA.  Once they had completed their extraction, they were each given a pendant into which they could put their sample to take it home as a souvenir!

Induction Day Year 7 Forensic Scientist for the day:

In September, all year 7 students had a full day in the science department as part of their induction. The theme of the day was forensic science. The ultimate goal was to identify which suspect had committed   a murder!

After an introduction in the main hall, students spent the day touring the different labs, spending time with different science teachers, carrying out various forensic experiments.  These ranged from chromatography through to flame tests and food tests.  There were even some interview videos of suspects to watch. Students carefully recorded all of their observations in a specially designed booklet which they were given during the introduction.   As the day went on the evidence started to mount! Could they identify the main suspect?

---

Key Stage 4

The science curriculum is taught as either the Separate Sciences or Combined Science, with the latter covering almost 75% of the content of the separate sciences.  Students taking the separate sciences will be awarded individual GCSEs in the respective science subject, whilst the combined science students will be awarded a double GCSE e.g. Grade 7/7 but will be assessed across the three science disciplines.

AQA GCSE Biology

AQA GCSE Chemistry

AQA GCSE Physics

Curriculum Maps can be viewed below for GCSE. 

GCSE BIOLOGY CURRICULUM MAP

GCSE CHEMISTRY CURRICULUM MAP

GCSE PHYSICS CURRICULUM MAP

Combined Science Curriculum Timings

Combined Science AQA Specification

Combined Science Curriculum Map - Year 9 

Term	Biology	KS3 Link	Chemistry	KS3 Link	Physics	KS3  Link
Autumn  Sept - Oct	B1 Cell Structure and Transport	Organisms, movement and Cells	C1 Atomic Structure	Matter	P1 Energy stores	Energy
HALF TERM
Autumn  Nov- Dec	B2 Cell Division	Organisms, movement and Cells	C1 Atomic Structure	Matter	P3 Energy resources	Energy
CHRISTMAS HOLIDAY
Spring  Jan- Feb	B3 Organisation and the Digestive System	Organisms, movement and Cells   Organisms, Breathing and Digestion	C2 Periodic Table	Matter   Reactions	P8 Forces in balance	Forces
Spring  Feb- March	B4 Organising Animals and Plants	Ecosystems Interdependence and Plants	C3 Structure and Bonding	Matter	P8 Forces in balance	Forces
Easter Holidays
Summer  April-May	B5 Communicable Diseases		C4 Chemical Calculations	Reactions	P9 Motion	Forces
Half Term
Summer  May-June	B6 Preventing and treating Disease		C5 Chemical Changes	Reactions	P9 Motion	Forces
Summer; June-July	Exams

Combined Science Curriculum Map - Year 10

Term	Biology	KS3 Link	Chemistry	KS3 Link	Physics	KS3  Link
Autumn  Sept - Oct	B5 Communicable Diseases		C5 Chemical changes	Reactions	P4 Electric circuits	Electric Circuits
HALF TERM
Autumn  Nov- Dec	B6 Preventing and Treating Disease   B7 Non communicable diseases		C6 electrolysis	Energy (Physics)   Reactions	P4 Electric circuits	Electric Circuits
CHRISTMAS HOLIDAY
Spring  Jan- Feb	B8 Photosynthesis   B9 Respiration	Ecosystems, Respiration and Photosynthesis	C7 energy Changes	Matter   Energy (Physics)   Reactions	P5 Mains electricity P6 The particle model	Electric Circuits Matter (Chemistry)
Spring  Feb- March	B10 The Human Nervous System   B11 Hormonal control in Humans and Plants		C8 Rates and Equilibrium	Reactions   Matter	P6 The particle model	Matter (Chemistry)
Easter Holidays
Summer  April-May	B11 Hormonal Control in Humans and Plants		C9 Crude OIl and Fuels	Reactions	P11 Wave properties	Waves
Half Term
Summer  May-June	B12 Reproduction	Genes	C10 Chemical Analysis	Matter	P12 The electromagnetic spectrum	Waves

Combined Science Curriculum Map - Year 11 

Term	Biology	KS3 Link	Chemistry	KS3 Link	Physics	KS3  Link
Autumn  Sept - Oct	B12 Reproduction	Genes	C11 Earth's Atmosphere	Earth	P7 Radioactivity	Matter (Chemistry)
Autumn  Nov- Dec	B13 Variation and Evolution   B14 Genetics and Evolution	Ecosystems Interdependence and Plants   Genes	C12 The Earth's Resources	Earth	P7 Radioactivity	Matter (Chemistry)
Spring  Jan- Feb	B15 Adaptations, Interdependence and Competition	Ecosystems Interdependence and Plants	C12 The Earth's Resources	Earth	P13 Electromagnetism	Magnetism
Spring  Feb- March	B16 Organising an Ecosystem   B17 Biodiversity and Ecosystems		Revision and Exam Preparation		Revision and Exam Preparation
Summer  April-May	Revision and Exam Preparation
Summer  May-June	External Exams

AQA Scheme of Assessment

In Separate Sciences, there will be two examinations for each science subject at the end of Y11. Students are required to complete between 8 to 10 required practicals per science discipline throughout the course.  These are not formally assessed, but the theory of practical work and How Science Works will be examined in the final written papers. Maths skills are also tested in all three science qualifications (10% of Biology exam marks, 20% of Chemistry exam marks and 30% of Physics exam marks).

Further details are available on the websites below:

Biology 8461

Chemistry 8462

Physics 8463

Combined Science Triology (8464)

In Combined Science, students will sit two examinations for each of the science disciplines at the end of Y11. Students are required to complete a total of 21 practicals throughout the course.  These are not formally assessed, but the theory of practical work and How Science Works will be examined in the final written papers together with Maths skills.

Internal KS4 Science assessments

Year 11 students will sit assessments in all three Sciences in the Autumn and Spring terms to inform their progress grades. They will also sit formal mock examinations in December which consist of one or two papers per science discipline, akin to the AQA exams. The assessments are composed of GCSE exam questions at the relevant demand.

Year 10 students will sit assessments in the Autumn and Summer term to inform their progress grades and the mock examinations for year 10 are in the Spring term, which consist of one paper per science discipline. The assessments are composed of GCSE exam questions at the relevant demand.

All year 9 students will sit assessments in the Autumn and Spring term to inform their progress grades and they will have internal science exams in the Summer term, which consist of one paper per science discipline. The assessments are composed of GCSE exam questions at the relevant demand.

---

Key Stage 5

BIOLOGY – Examining body AQA

COURSE DESCRIPTION

A-level Biology is a challenging, rewarding course that helps students develop skills and knowledge necessary for a successful career. Students studying Biology at this level will develop essential knowledge and understanding of different areas of the subject and how they relate to each other. Students will demonstrate a deep appreciation of the skills, knowledge and understanding of scientific methods, as well as develop competence and confidence in a variety of practical, mathematical and problem solving skills. Students will develop their interest in and passion for the subject and understand how society makes decisions about scientific issues and how biology contributes to the success of the economy and society.

The course covers eight units:

1. Biological molecules

2. Cells

3. Organisms exchange substances with their environment

4. Genetic information, variation and relationships between organisms

5. Energy transfers in and between organisms

6. Organisms respond to changes in their internal and external environments

7. Genetics, populations, evolution and ecosystems

8. The control of gene expression

AQA SCHEME OF ASSESSMENT

The A-Level examinations will assess your knowledge and understanding from units 1-8 in three written papers. Paper 1 and 2 are both worth 35% of the A-Level course with the remaining 30% coming from Paper 3. Practical work is an essential component of Biology and is placed at the heart of the course. Practical work will be completed in lessons, with skills being assessed by teachers. These skills will be formally examined in the written examinations (15% of every paper relates to practical work). Furthermore, students who study the A-Level course will gain a separate endorsement of practical skills which are assessed by their teachers during lessons.

The AQA Specification can be found here

Internal Assessment:

Questions for these specifications will be set which require students to demonstrate

 • their knowledge and understanding of the content developed in one section or topic, including the associated mathematical and practical skills

• the ability to apply mathematical and practical skills to areas of content they are not normally developed in

• the ability to draw together different areas of knowledge and understanding within one answer.

Year 12 students will sit assessments in November and February based on typical A level exam questions to inform their progress grades.

They will also sit a formal mock exam in June which will consist of shorter questions and extended, more demanding, A level questions to test their application and practical skills.  The content of the exams will focus on what they have learnt in Y12.

The results of this will be used to inform their predicted grades for UCAS.

Students are also assessed throughout the year with topic tests after each module of teaching.

In Y13, students will be assessed in October and November and will also sit a mock exam in February covering all of the content of the course taught up to this point.

A range of question types will be used, including those that require extended responses. Extended response questions will allow students to demonstrate their ability to construct and develop a sustained line of reasoning which is coherent, relevant, substantiated and logically structured. Extended responses may be in written English, extended calculations, or a combination of both, as appropriate to the question. 

A LEVEL BIOLOGY CURRICULUM MAP

---

PHYSICS 

EXAMINING BODY : OCR B Advancing Physics (H557)

Advancing Physics aims to give you an understanding of the world around us. We go from the forces which hold atoms together to exploring evidence for how the Big Bang occurred.  We look at the latest 3D ultrasound technology and consider the historical context of Newton’s work. In addition to computational physics we look into areas of quantum thinking that shaped the 20th century. The course is modern and relevant to today, e.g. how digital devices such as CDs, mp3s and digital cameras work, whilst also giving you the grounding in traditional physics needed for further study.

For more information, refer to the specification : 

OCR Physics Specification

Rather than memorising mathematical methods, Physics A-level demands that you are able to interpret problems in novel contexts and apply skills accordingly.  The level of Mathematics involved is a significant step up from GCSE Physics.  The year 12 course has topics on imaging, electricity, materials, waves and quantum behaviour and mechanics.

In year 13 the topics are exponential relationships, gravity, the Universe, ideal gases, fields and radioactivity.

OCR B Scheme of Assessment

A Level Advancing Physics is assessed through three exam papers assessing all of the material covered in years 12 and 13. Practical coursework is not directly assessed, but experience of practical working is essential to some exam questions, particularly in Paper 3. To gain the Practical Endorsement students need to have personally completed each of the required practical and recorded/processed/displayed/analysed the results in their lab-books.

PROGRESSION

Studying Physics at A-level will advance your problem solving abilities. The skills you will develop will be invaluable both directly and indirectly in a wide variety of careers. Physics is essential for entry into a wide range of scientific careers including astronomy, aeronautics, architecture, communications, electronics, and engineering. It is also a recommended qualification for medicine, veterinary science and for those seeking to work in business and finance.

Internal Assessment

Year 12 students will sit assessments in Autumn and Spring, based on typical A level exam questions to inform their progress grades.

They will also sit a formal mock exam in Summer which will consist of short multiple choice questions and longer, more demanding, A level questions to test their application and practical skills.  The results of this will be used to inform their predicted grades for UCAS.

Students are also assessed throughout the year with topic tests after each module of teaching.

In Y13, students will be assessed in Autumn and will also sit mock exams in Spring covering all of the content of the course taught up to this point. The assessments will focus on short (multiple choice) and longer, more demanding, A level exam questions.

A LEVEL PHYSICS CURRICULUM MAP

---

CHEMISTRY – syllabus A – Examining body OCR

COURSE DESCRIPTION

Chemistry Specification A is a content-led course that encourages learners to develop essential knowledge and understanding of different subject areas and how they relate to each other. The course also allows learners to develop competence and confidence in practical, mathematical and problem-solving skills; whilst gaining a deeper appreciation of scientific methods, such as how society makes decisions about scientific issues. There is a strong element of how chemistry applies to everyday life, including current environmental concerns associated with sustainability and how the sciences contribute to the success of the economy and society.

OCR A SCHEME OF ASSESSMENT

Chemistry is a practical subject and students will develop and practice a wide range of practical skills throughout the course as preparation for the Practical Endorsement, as well as for the written examinations.

The Practical Endorsement is internally assessed and moderated by the OCR board. It is reported separately.

The examinations at the end of the second year of study will assess the students’ knowledge and understanding in Modules 1-6. There are three written papers. Paper 1 and 2 are each worth 37% of the course, with the remaining 26% from paper 3. Paper 3 has a particular emphasis on practical skills.

PROGRESSION 

Chemistry is a central science, connecting Maths and Physics with applied sciences, such as Biology, Medicine and Engineering. Knowledge of Chemistry will help students understand the physical universe and everyday processes. Learning chemistry teaches students to be objective and enables them to develop analytical, methodical, and problem-solving skills.

Chemistry is one of the Russell Group universities' 'facilitating' subjects. Having A-level chemistry allows you to choose from a wide range of degree options. It also puts students in an excellent position to select from many rewarding careers, including medicine, dentistry, forensic chemistry, geochemistry, R & D management, pharmacy, chemical engineering, and petroleum engineering.

Internal Assessment

Year 12 students will sit assessments in Autumn and Spring, based on typical A level exam questions to inform their progress grades.

They will also sit a formal mock exam in Summer which will consist of short multiple choice questions and longer, more demanding, A level questions to test their application and practical skills.  The results of this will be used to inform their predicted grades for UCAS.

Students are also assessed throughout the year with topic tests after each module of teaching.

In Y13, students will be assessed in Autumn and will also sit mock exams in Spring covering all of the content of the course taught up to this point. The assessments will focus on short (multiple choice) and longer, more demanding, A level exam questions.

A LEVEL CHEMISTRY CURRICULUM MAP