Year 5

Year 6

Year 7

Year 8

Working Scientifically skills

Naming and using equipment.

Safely using a Bunsen burner.

Planning an experiment.

Taking measurements.

Recording data in tables.

Using scientific evidence to support or refute ideas.

Using a broader range of equipment.

Independently using a Bunsen burner.

Planning an experiment including variables.

Drawing accurate results tables.

Pay attention to objectivity and concern for accuracy, precision, repeatability and reproducibility.

Evaluate risks.

Use appropriate techniques, apparatus, and materials during fieldwork and laboratory work, paying attention to health and safety.

Make and record observations and measurements using a range of methods for different investigations; and evaluate the reliability of methods and suggest possible improvements.

Apply sampling techniques.

Understand and use SI units and IUPAC (International Union of Pure and Applied Chemistry) chemical nomenclature.

Mathematical skills

Drawing simple bar graphs to display discontinuous data.

Interpreting line graphs.

Using a range of measurements (mm,cm,km; g,kg).

Drawing bar graphs independently.

Drawing line graphs.

Using an increased range of measurements.

Apply mathematical concepts and calculate results.

Present observations and data using appropriate methods, including tables and graphs.

Interpret observations and data, including identifying patterns and using observations, measurements and data to draw conclusions.

Identify further questions arising from their results.

Present reasoned explanations, including explaining data in relation to predictions and hypotheses

Conversion of units

Using and rearranging equations (such as speed, distance, time).

Use and derive simple equations and carry out appropriate calculations

Undertake basic data analysis.

Evaluate data, showing awareness of potential sources of random and systematic error.

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Year 5

Baseline assessment of students

Working scientifically

Knowledge: The associated knowledge relating to scientific investigation skills, such as pieces of equipment, knowledge of variables, how to correctly draw results tables, etc.

Topic links: working scientifically

 Maths and science skills in these topics:

·         Using equipment.

·         Planning experiments.

·         Writing methods.

·         Recording results.

·         Drawing graphs.

Vocabulary: equipment, variables, independent, dependent, control, method, evaluate, analyse.

Earth and Space

Knowledge: Describe the movement of the Earth and other planets relative to the sun in the solar system. Describe the movement of the moon relative to the Earth. Describe the sun, Earth and moon as approximately spherical bodies. Use the idea of the Earth’s rotation to explain day and night and the apparent movement of the sun across the sky

Topic links: Forces, Space

Maths and science skills in these topics:

·         Carrying out an experiment

·         Identifying variables

·         Recording results

·         Using equipment

Vocabulary: solar system, Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune, asteroids, comets, meteors, gravity, mass, weight.

Forces

Knowledge:  Explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object. Identify the effects of air resistance, water resistance and friction, that act between moving surfaces. Recognise that some mechanisms including levers, pulleys and gears allow a smaller force to have a greater effect.

Topic links: Forces

Maths and science skills in these topics:

·         Analysing results

·         Concluding results

·         Drawing graphs

·         Using appropriate measurements

Vocabulary: contact, non-contact, friction, air resistance, upthrust, magnetism, balanced, unbalanced, Newton.

Life cycles

Knowledge: Describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird. Describe the life process of reproduction in some plants and animals.

Topic links: Life cycles (as reproduction in ks3) Animals including humans (Ks3: gas exchange)

Maths and science skills in these topics:

Vocabulary: anther, stigma, pollen, ovule, petal, germination, pollination, fertilisation, amphibian, insect, mammal, pupa, larvae, life cycle.

Properties of materials

Knowledge: Compare and group together everyday materials on the basis of their properties.

Know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution. Use knowledge of solids, liquids and gases to decide how mixtures might be separated. Give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials. Demonstrate that dissolving, mixing and changes of state are reversible changes. Explain that some changes result in the formation of new materials, and that this kind of change is not usually reversible.

Topic links: properties of materials, working scientifically

Maths and science skills in these topics:

·         Using scientific equipment

·         Recording results

Vocabulary: waterproof, materials, plastic, wood, metal, filtering, evaporating, dissolving, solids, liquids, gases, condensing, melting, solubility, soluble, insoluble.

Animals including humans

Knowledge: Describe the changes as humans develop to old age. Describe the changes experienced in puberty. Research the gestation periods of other animals and compare them with humans.

Topic links Life cycles, animals including humans (ks3 gas exchange)

Maths and science skills in these topics:

·         Analysing growth charts and data

Vocabulary: growth, ageing, puberty, gestation, mammals, hormones, menstruation, average.

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Electricity

Knowledge: Associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit. Compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches. Use recognised symbols when representing a simple circuit in a diagram.

Topic links: Electricity, working scientifically

Maths and science skills in these topics:

·         Planning an experiment.

·         Taking measurements.

·         Recording data in tables

Vocabulary: Battery, cell, motor, buzzer, wire, series, circuit, conductor, insulator, voltage, current.

Animals including humans

Knowledge: Identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood. Recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function. Describe the ways in which nutrients and water are transported within animals, including humans.

Topic links: animals including humans (ks3 gas exchange)

Maths and science skills in these topics:

·         Interpreting line graphs

·         Using an increased range of measurements.

Vocabulary: nutrients, carbohydrates, fat, protein, vitamins, minerals, heart rate, heart, veins, arteries, capillaries, blood, transport, drugs, alcohol, exercise.

Light

Knowledge: Recognise that light appears to travel in straight lines. Use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye, ensure diagrams are drawn accurately. Explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes.

Use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them.

Topic links: Light, working scientifically

Maths and science skills in these topics:

·         Planning an experiment including variables.

·         Drawing accurate results tables.

Vocabulary: light, transparent, translucent, opaque, reflection, shadows.

Evolution and inheritance

Knowledge: Recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago. Recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents. Identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution.

Topic links: Evolution, animals including humans

Maths and science skills in these topics:

·         Using scientific evidence to support or refute ideas.

Vocabulary: inheritance, feature, characteristic, Darwin, Franklin, DNA, offspring, adaptation, fossils, fossilisation, extinction, evolution, species.

Classification

Knowledge: Describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals.

Give reasons for classifying plants and animals based on specific characteristics.

Topics links: Classification, Evolution, working scientifically

Maths and science skills in these topics:

·         Using scientific evidence to support or refute ideas.

Vocabulary: vertebrate, invertebrate, mammal, amphibian, fish, bird, reptile, microorganism, bacteria, fungi, viruses, key, identification.

Sustainability:

Knowledge: Link their understanding of properties of materials to the world around them and how materials can be used in different ways, promoting recycling and reusing. Students will use their observing/ analysis and working scientifically skills to work on a project that promotes recycling and reusing of materials.

Topic links: Properties of materials, working scientifically, rocks and the Earth, DT (design technology) Electricity

Maths and science skills in these topics:

·         Using scientific evidence to support or refute ideas

·         Interpreting data

·         Analysing results

·         Concluding results

Vocabulary: Reuse, recycle, sustainability, materials, analysis, environment

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Year 7

Acids and alkali

Knowledge:

Chemical reactions as the rearrangement of atoms. Representing chemical reactions using formulae and using equations. Combustion, thermal decomposition, oxidation and displacement reactions. Defining acids and alkalis in terms of neutralisation reactions. The pH scale for measuring acidity/alkalinity; and indicators. Applying knowledge of acids/alkalis to an investigation. Reactions of acids with metals to produce a salt plus hydrogen. Reactions of acids with alkalis to produce a salt plus water. What catalysts do.

Topic links: Pure and impure substances, states of matter, properties of materials, working scientifically 

Maths and science skills in these topics:

·         Planning experiments

·         Identifying variables

·         Drawing graphs

·         Interpret observations and data, including identifying patterns and using observations, measurements and data to draw conclusions.

·         Use appropriate techniques, apparatus, and materials during laboratory work, paying attention to health and safety.

·         Use and derive simple equations and carry out appropriate calculations

Vocabulary: acid, alkali, pH scale, neutralisation, reactant, product, combustion, oxygen, hydrogen, carbon dioxide, chemical, physical, reaction, reactivity, displacement.

Cells

Knowledge: Cells as the fundamental unit of living organisms, including how to observe, interpret and record cell structure using a light microscope. The functions of the cell wall, cell membrane, cytoplasm, nucleus, vacuole, mitochondria and chloroplasts.

The similarities and differences between plant and animal cells. The role of diffusion in the movement of materials in and between cells. The structural adaptations of some unicellular organisms. The hierarchical organisation of multicellular organisms: from cells to tissues to organs to systems to organisms.

Topic links: Cells, working scientifically, animals including humans, gas exchange

Maths and science skills in these topics:

• Evaluate risks.

• Use appropriate techniques, apparatus, and materials during laboratory work, paying attention to health and safety.

Vocabulary: cell, tissue, organ, organ system, diffusion, microscope, mitochondria, cell membrane, cell wall, chloroplast, cytoplasm, vacuole, nucleus, ciliated cell, sperm cell, root hair cell, red blood cell, nerve cell.

Electricity

Knowledge: Electric current, measured in amperes, in circuits, series and parallel circuits, currents add where branches meet and current as flow of charge. Potential difference, measured in volts, battery and bulb ratings; resistance, measured in ohms, as the ratio of potential difference (p.d.) to current.

Differences in resistance between conducting and insulating components (quantitative). Transfer of electrons, forces between charged objects. The idea of electric field, forces acting across the space between objects not in contact. Fuels and energy resources

Topic links: Electricity, working scientifically

Maths and science skills in these topics:

·         Use appropriate techniques, apparatus, and materials during laboratory work, paying attention to health and safety.

·         Pay attention to objectivity and concern for accuracy, precision, repeatability and reproducibility.

Vocabulary: series, parallel, current, voltage, potential difference, circuit, resistance, ohms, amps, volts, ammeter, voltmeter, fossil fuel, renewable, non-renewable.

Reproduction

Knowledge:

Reproduction in humans (as an example of a mammal), including the structure and function of the male and female reproductive systems, menstrual cycle (without details of hormones), gametes, fertilisation, gestation and birth, to include the effect of maternal lifestyle on the foetus through the placenta. Reproduction in plants, including flower structure, wind and insect pollination, fertilisation, seed and fruit formation and dispersal, including quantitative investigation of some dispersal mechanisms.

Topic links: Reproduction, life cycles, animals including humans

Maths and science skills in these topics:

·         Interpret observations and data, including identifying patterns and using observations, measurements and data to draw conclusions.

·         Identify further questions arising from their results.

Vocabulary: fertilisation, reproduction, ovaries, oviduct, uterus, cervix, vagina, testes, penis, sperm duct, urethra, sperm, egg, mitochondria, placenta, umbilical cord, gestation, pregnancy, flower, pollen, ovule, anther, stigma,

Sound

Knowledge:

Frequencies of sound waves, measured in hertz (Hz); echoes, reflection and absorption of sound. Sound travels as a wave. Sound needs a medium to travel, the speed of sound in air, in water, in solids. Sound produced by vibrations of objects, in loudspeakers, detected by their effects on microphone diaphragm and the ear drum; sound waves are longitudinal. The auditory range of humans and animals. The concept of a pure substance. Mixtures, including dissolving. Diffusion in terms of the particle model. Simple techniques for separating mixtures: filtration, evaporation, distillation and chromatography. The identification of pure substances.

Topic links: sounds, pure and impure substance, states of matter

Maths and science skills in these topics:

·         Use appropriate techniques, apparatus, and materials during laboratory work, paying attention to health and safety.

·         Pay attention to objectivity and concern for accuracy, precision, repeatability and reproducibility.

Vocabulary: longitudinal, transverse, frequency, amplification, amplitude,

Earth and Space

Knowledge: Forces as pushes or pulls, arising from the interaction between 2 objects.

Using force arrows in diagrams, adding forces in 1 dimension, balanced and unbalanced forces. Forces: associated with deforming objects; stretching and squashing – springs; with rubbing and friction between surfaces, with pushing things out of the way; resistance to motion of air and water. Forces measured in newtons, measurements of stretch or compression as force is changed. Force-extension linear relation; Hooke’s Law as a special case Non-contact forces: gravity forces acting at a distance on Earth and in space, forces between magnets, and forces due to static electricity Gravity as a force, gravitational field strength and how it differs on planets and stars. Our sun as a star, other stars in our galaxy, other galaxies. The seasons and the Earth’s tilt, day length at different times of year, in different hemispheres. The light year as a unit of astronomical distance.

Topic links: Forces, Space, working scientifically

Maths and science skills in these topics:

·         Apply mathematical concepts and calculate results.

·         Present observations and data using appropriate methods, including tables and graphs.

Vocabulary: friction, air/water resistance, magnetism, extension, linear, Newtons, solar system, the Sun, the planets, light year, astronomy, Milky Way galaxy.

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Year 8

Light

Knowledge: The similarities and differences between light waves and waves in matter.Light waves travelling through a vacuum; speed of light.The transmission of light through materials: absorption, diffuse scattering and specular reflection at a surface. Use of ray model to explain imaging in mirrors, the pinhole camera, the refraction of light and action of convex lens in focusing; the human eye. Light transferring energy from source to absorber, leading to chemical and electrical effects; photosensitive material in the retina and in cameras. Colours and the different frequencies of light, white light and prisms (qualitative only); differential colour effects in absorption and diffuse reflection.

Topic links: Light, working scientifically

Food and

Digestion

The content of a healthy human diet: carbohydrates, lipids (fats and oils), proteins, vitamins, minerals, dietary fibre and water, and why each is needed

Calculations of energy requirements in a healthy daily diet. The consequences of imbalances in the diet, including obesity, starvation and deficiency diseases. The tissues and organs of the human digestive system, including adaptations to function and how the digestive system digests food (enzymes simply as biological catalysts) The importance of bacteria in the human digestive system

Topic links: Animals including humans, gas exchange systems, acids and alkali

Maths and science skills in these topics:

·         Measuring angles using protractors (building on from year 5 and 6)

·         Use and derive simple equations and carry out appropriate calculations

·         Undertake basic data analysis.

Vocabulary: reflection, refraction, diffuse, specular, incidence, retina, cornea, lens, digestion, enzymes, nutrients, villi, oesophagus, intestines, stomach, pancreas, liver, carbohydrate, fat, protein.

Periodic table

Knowledge: The varying physical and chemical properties of different elements. The principles underpinning the Mendeleev Periodic Table. The Periodic Table: periods and groups; metals and non-metals including properties of Group 1 metals. The chemical properties of metal and non-metal oxides with respect to acidity. A simple (Dalton) atomic model. Differences between atoms, elements and compounds.

Chemical symbols and formulae for elements and compounds.

Conservation of mass.

Polymers, ceramics and composites Knowledge:

The uses of polymers, ceramics and composites

The properties of the different types of materials

Topic links: working scientifically, pure and impure substances, properties of materials, periodic table

Maths and science skills in these topics:

·         Present observations and data using appropriate methods, including tables and graphs

·         Interpret observations and data, including identifying patterns and using observations,

·         measurements and data to draw conclusions

·         Present reasoned explanations, including explaining data in relation to predictions and

·         hypotheses

Vocabulary: The Periodic Table, Mendeleev, period, group, atom, element, compound, proton, neutron, electron, nucleus, acid, alkali, metal, non-metal. Polymers, ceramics and composites

Forces

Knowledge: Speed and the quantitative relationship between average speed, distance and time (speed = distance ÷ time). The representation of a journey on a distance-time graph. relative motion: trains and cars passing one another. Moment as the turning effect of a force. work done and energy changes on deformation.

Topic links: Forces, Space, Food and digestion, working scientifically

Maths and science skills in these topics:

·         Using and rearranging equations.

·         Numeracy skills.

·         Using correct scientific units.

·         Graph drawing and graph interpretation.

·         Investigation planning including variables.

·         Recording results.

Vocabulary: Newtons, motion, units, speed, distance, time, distance-time graph, moment, work.

Evolution and inheritance

Knowledge: Heredity as the process by which genetic information is transmitted from one generation to the next. the role of Watson, Crick, Wilkins and Franklin in the development of the DNA model. differences between species. the variation between individuals within a species being continuous or discontinuous, to include measurement and graphical representation of variation. the variation between species and between individuals of the same species meaning some organisms compete more successfully, which can drive natural selection. Changes in the environment which may leave individuals within a species, and some entire species, less well adapted to compete successfully and reproduce, which in turn may lead to extinction. The importance of maintaining biodiversity and the use of gene banks to preserve hereditary material.

Topic links: working scientifically, evolution, bioenergetics, Inheritance and classification

Maths and science skills in these topics:

·         Evaluate data, showing awareness of potential sources of random and systematic error

·         Identify further questions arising from their results.

Vocabulary: variation, continuous, discontinuous, environmental, inherited, species, gene, chromosome, DNA, double helix.

Gas exchange systems

Knowledge:

The structure and functions of the human gas exchange system, including adaptations to function. The mechanism of breathing to move air in and out of the lungs. Using a pressure model to explain the movement of gases, including simple measurements of lung volume.

The impact of exercise, asthma and smoking on the human gas exchange system. The role of leaf stomata in gas exchange in plants. The process of photosynthesis in plants. Aerobic and anaerobic respiration in living organisms. A word summary for aerobic respiration. The process of anaerobic respiration in humans and micro-organisms. The difference between aerobic and anaerobic respiration in terms of reactants, products formed and implications for the organism.

Topic links: Gas exchange, homeostasis, animals including humans, cells

Maths and science skills in these topics:

·         Present reasoned explanations, including explaining data in relation to predictions and hypotheses

·         Undertake basic data analysis.

·         Evaluate data, showing awareness of potential sources of random and systematic error.

Vocabulary: mouth, trachea, lungs, bronchi, bronchioles, alveoli, heart, circulation, respiration, aerobic, anaerobic, glucose, oxygen, carbon dioxide, water, lactic acid, fermentation, chloroplast, photosynthesis, gas exchange, diffusion.

Rock cycle

Knowledge: The rock cycle and the formation of igneous, sedimentary and metamorphic rocks. Earth as a source of limited resources and the efficacy of recycling. The production of carbon dioxide by human activity and the impact on the environment. Heating and thermal equilibrium: temperature difference between two objects leading to energy transfer from the hotter to cooler one, through contact (conduction) or radiation. Use of insulating materials (for example, in the home).

Links: Acids and alkali, properties of materials, Earth and space

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Year 6

Year 7

Year 8

Democracy - in Science lessons, all pupils have the right to share their opinions on a variety of subjects. In Year 5, pupils debate issues such as 'Should we spend large sums of money on exploring Space?' and 'At what stage in the human life cycle are we considered to be old?'

Democracy - in Science lessons, all pupils have the right to share their opinions on a variety of subjects. In Year 6, pupils debate issues such as 'What are the advantages, and crucially the disadvantages, of electric cars?' and 'Should people who make unhealthy life choices be able to gain free medical care for issues that arise due to these choices?'

Democracy - in Science lessons, all pupils have the right to share their opinions on a variety of subjects. In Year 7, pupils debate issues such as 'Should IVF treatment be free and if so, who should have priority access?' and 'How do we solve the problems caused by combustion of fossil fuels?'

Democracy - in Science lessons, all pupils have the right to share their opinions on a variety of subjects. In Year 8, pupils debate issues such as 'Should energy content of food be displayed on menus?' and 'Should advertisement of alcoholic drinks be made illegal in the same was as tobacco products?'

Rule of Law - Rules are in place to keep everyone in society safe. In Science, the laws in the UK are consistently linked to the curriculum. In Year 5, for example, these links are made when pupils learn about the governance of the International Space Station.

Rule of Law - Rules are in place to keep everyone in society safe. In Science, the laws in the UK are consistently linked to the curriculum. In Year 6, for example, these links are made when pupils learn about the legal classification of variety of drugs.

Rule of Law - Rules are in place to keep everyone in society safe. In Science, the laws in the UK are consistently linked to the curriculum. In Year 7, for example, these links are made when pupils learn about the legal rights to IVF, and the laws in place around driving speed limits linking to stopping distances and the highway code.

Rule of Law - Rules are in place to keep everyone in society safe. In Science, the laws in the UK are consistently linked to the curriculum. In Year 8, for example, these links are made when pupils learn about gene banks and the potential for future genetic therapy.

Individual Liberty - All pupils have the right to individually express their beliefs within the law. In Science, there are many examples where ethical issues are raised as a result of scientific breakthroughs. When these moments arise during a lesson, pupils are encouraged to share their views respectfully and debate with others.

Mutual Respect and Tolerance - Pupils understand that others will have beliefs and viewpoints that they may not agree with. In Science, debates in the classroom may involve moments where pupils disagree with one another. Teachers encourage pupils to listen and respond to one another with respect and kindness.

Year 5

Year 6

Year 7

Year 8

Working Scientifically - During the early stages of this topic, pupils learn about the role of 'a scientist' and how this role is so broad and varied, particularly in the 21st Century. Pupils are asked to draw what they think a scientist looks like, which opens debate around pathways for male and female scientists, how these might be different, and why that might be.

Electricity - During this topic discussions are often had in the classroom around the jobs and opportunities that involve knowledge of complex electrical circuits. Teachers explain how electricians need to know the fundamentals of electricity (circuit symbols and circuit drawing) which links to the work pupils complete.

Cells - In this topic, pupils are introduced to the microscope for the first time. Career links can be made here; not just to microbiology, but to other fields that involve microscope work. Pupils learn and develop key skills whilst using the microscope, including scientific drawing and dexterity to produce cell samples to view under the microscope.

Light - in this topic pupils learn about the eye, lenses and how problems with vision can occur. This directly links to the role of an optometrist or ophthalmologist. Teachers make links to this in lessons, and pupils realise, for example, what their optometrist is doing when they try different lenses in front of the eye.

Earth and Space - In this topic pupils consider the job of an astronaut; what it would be like to live on the International Space Station and the training required to fulfil this role.

Health - in this topic pupils consider different organ systems within the body, and how exercise, drugs and diet impact our overall health. A homework task looks at organ donation a story of a successful heart transplant, where pupils often discuss the job of a cardiologist (as mentioned in the homework article) and what this job involves.

Reproduction - In this topic, pupils learn about the structure of sperm and egg cells, the process of fertilisation and fertility. Discussions take place in lessons over fertility scientists and reproductive medicine (including the advancement of IVF technology), what this role is and how, for example, immobile sperm cells would be spotted which would be a possible cause of infertility in men.

Variation, Classification and Evolution - In this topic, pupils learn about variation within the genome; the role of genetic scientists and the discoveries made by Watson, Crick, Franklin and Wilkins in formation of the double helix model. Pupils and teachers discuss why Rosalind Franklin's work was overlooked at the time and whether that would happen today.

Enrichment opportunities - Throughout the year, a variety of KS2 pupils are invited to take part in live Q&A talks with individuals from a range of careers. In the past, this has included talks with a female pilot at EasyJet, and a talk with a conservational biologist.

Ecosystems - This topic focuses on the interdependencies of organisms within an ecosystem. Pupils learn about basic sampling skills and the careers that can come from these simple skills. Pupils are often surprised to learn that million-pound building contracts can be won or lost over the work of ecologists, reporting on the presence of rare organisms in the area (great crested newts, for example).

Homework across KS3 include researching the work of famous scientific figures from the past. This includes Gregor Mendel, Rosalind Franklin, Dmitri Mendeleev and Antonie van Leeuwenhoek. Pupils can choose how to display this information, and feedback what they have found out to the class. Teachers attempt to make direct links between the historical work of these scientists, and how that applies to careers in STEM today.

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Year 6

Year 7

Year 8

Spiritual - pupils gain an appreciation of the scale of the universe during the Solar System topic. This topic promotes awe and wonder among pupils, shown through abstract questioning from pupils to teacher (and vice versa) in lessons.

Spiritual - Pupils gain spiritual enrichment throughout Year 6, particularly the Evolution & Inheritance topic where we discuss the origins of human life and all life on Earth. Pupils gain an appreciation of their own place in Earth's timeline.

Spiritual - Pupils gain spiritual enrichment throughout Year 7. In the Cells topic, pupils learn about the relative size of animal cells compared to whole organisms, as well as unicellular organisms and the enormous biomass that such tiny living things make up.

Spiritual - Pupils gain spiritual enrichment throughout Year 7. In the Periodic Table topic, pupils learn about the elements that make up the natural world. In Rocks & The Earth, pupils learn about the atmosphere and how this is delicately balanced to support human life.

Moral - Scientific inventions, discoveries and increased use of technology may lead to moral dilemmas with religious connotations. In the Year 5 Solar System topic, we discuss origins of the Earth (and Universe) and these questions are often raised.

Moral - Scientific inventions, discoveries and increased use of technology may lead to moral dilemmas with religious connotations. In the Year 6 topic of Healthy Living, pupils learn about the effect of exercise, diet and drugs on our health. Discussions take place over the legality of certain drugs; the promotion of unhealthy food, and the importance of exercise. Pupils may also discuss an individual's responsibility for their own health and how this impacts others.

Moral - Scientific inventions, discoveries and increased use of technology may lead to moral dilemmas with religious connotations. In the Year 7 topic of Reproduction, pupils learn about the development of IVF and how this helps those who are infertile, or those in same-sex relationships, have children. Pupils discuss the ongoing debate around the cost of this treatment and learn about how this is not freely accessible around the world.

Moral - Scientific inventions, discoveries and increased use of technology may lead to moral dilemmas with religious connotations. In Year 8, pupils learn about how increased industrial combustion lead to the almost-extinction of certain species. Pupils discuss the impact of human activity on the world around us in Rocks & The Earth, and learn about the carbon cycle, particularly how humans activity is causing an imbalance to this cycle.

Social - Several topics, particularly the Working Scientifically and Properties of Materials topic, involve group work which develop social skills. In the Working Scientifically topic we discuss some important scientific inventions and their impact on people's lives.

Social - Several topics, particularly the Working Scientifically, involve group practical work which develops social skills. In the Electricity topic, pupils work on a group presentation promoting the use of electric cars and evaluating their place in 21st Century society.

Social - Several topics, particularly the Reactivity topic, involve practical work where working as a group is vital to completing an investigation. In the Energy & Electricity topic, pupils work in groups to discuss the different types of renewable energy sources and how these are being implemented in today's world.

Social - Several topics, particularly the Light and Periodic Table topic, involve practical work where working as a group is vital to completing an investigation. Pupils use technology such as iPads and kindles to work in small groups to research a variety of areas linked to the national curriculum, such as elements on the Periodic Table and the impact of a poor diet on health.

Cultural - We discuss scientific discoveries as a celebration of culture; the link between British history and famous scientific figures (such as Robert Bunsen) and the cultural developments that have taken place as a result of scientific ones.

Cultural - We discuss scientific discoveries as a celebration of culture; the link between British history and famous scientific figures (such as Rosalind Franklin, and her struggle to be recognised as female scientist in the 1950s) and the cultural developments that have taken place as a result of scientific ones.

Cultural - Pupils discuss scientific discoveries as a celebration of culture; the link between British history and famous scientific discoveries. We discuss the impact that some discoveries have on culture; such as renewable energy sources and IVF, and how these discoveries have driven cultural change.

Cultural - Pupils discuss scientific discoveries as a celebration of culture; the link between British history and famous scientific discoveries. We discuss the early Periodic Table formed by Dmitri Mendeleev, and theories of the atom developed by scientists from the UK and abroad. Building from work in Year 6, pupils learn about the work of Rosalind Franklin, Charles Darwin and Alfred Wallace, and how their breakthroughs in Biology lead to culture changes in how we perceive the world around us.