Sir Geoffrey Leigh Academy’s Mathematics Curriculum aims to provide a high quality mathematics education and ensure a foundation for understanding the world, the ability to reason mathematically, and appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.
Intent
We believe that mathematics equips students with a powerful set of tools to understand and change the world. It breaks down cultural barriers and is a global language, essential in everyday life and all aspects of employment. We want the Mathematics Learning Area to nurture a love of mathematics as a creative challenge while developing the skills of logical reasoning, sophisticated problem solving and the ability to think in abstract ways.
Here at SGLA, our Key Stage 3 science provision takes the content outlined by the Key Stage 3 National Curriculum and embeds it within the framework of the IB Middle Years Programme (IB MYP).
In Year 7 and Year 8, content studied is taken directly from the Key Stage 3 National Curriculum. The IB MYP framework ensures that this content is delivered in such a way that students are not only developing the scientific knowledge that is required for future study, but also the scientific and personal skills needed in order to thrive in our society today.
Students will start to experience some Key Stage 4 science content blended into their studies throughout Year 9. This content will match the relevant material covered from the Key Stage 3 National Curriculum to the content covered within the AQA GCSE Combined Science Trilogy specification.
The science IBMYP curriculum followed from Year 7 through to Year 9 is the ideal vehicle for developing thoughtful and enquiring minds. The IBMYP allows for a rigorous, yet creative, approach to learning that will enable students to ask questions of the world around them, as well as answering them, and to develop into researchers who are aware of the importance of critical analysis of the information around them.
In Year 7, students are taught over 3 lessons per week. The Year 7 curriculum has been designed to ground students’ understanding of the concrete world around them in order to create a platform that enables learners to start exploring more abstract concepts within science. There is an emphasis on developing students’ knowledge of scientific language and their ability to articulate their thoughts and ideas cohesively.
The following is an overview of content studied each module during Year 7:
Module 1: Cells, body systems and reproduction.
Module 2: Particle theory.
Module 3: Forces and motion.
Module 4: Atoms, elements and compounds.
Module 5: Chemical reactions.
Module 6: Magnetism.
In Year 8, students are taught over 3 lessons per week. The Year 8 curriculum continues students’ development of scientific vocabulary and abstract concepts and incorporates elements of retrieval practice to ensure that prior content is reflected upon, enabling students to make relevant links between prior learning and new concepts where relevant.
The following is an overview of content studied each module during Year 8:
Module 1: Electricity, magnetism and energy.
Module 2: Periodic table, metals and acids.
Module 3: Health and lifestyle.
Module 4: Separating techniques.
Module 5: Adaptations and ecosystems.
Module 6: The Earth.
Sir Geoffrey Leigh Academy is proud to have a strong science learning area dedicated to developing our young students into knowledgeable, respectful young people. Our aim is to enable our students to develop the ability to critically analyse the world around them, as well as applying their new knowledge and skills to real world scenarios. Through the use of investigative skills and observation, they should develop an understanding of how science shapes our world and their responsibility for improving the world around them.
In Year 9, students are taught over 3 lessons per week. The Year 9 curriculum continues students’ development of scientific vocabulary and abstract concepts and incorporates elements of retrieval practice to ensure that prior content is reflected upon, enabling students to make relevant links between prior learning and new concepts where relevant.
The following is an overview of content studied each module during Year 9:
Module 1: Cells and organisation; Atomic structure and states of matter.
Module 2: Density and pressure; Health and disease.
Module 3: Periodic table; Chemical bonding & Speed.
Module 4: Plant biology; Periodic table.
Module 5: Energy stores; Defence against disease and Ecology.
Module 6: Forces and motion; Chemistry of the atmosphere.
MYP Resources
Students will be part of the IB MYP Years 7-9 Science Google classrooms set up by their teachers. This will provide students with access to information about the course, deadlines, useful links and websites, as well as revision resources such as Knowledge Organisers. Homework and lesson resources will all be posted in the Google Classrooms and It will be important that students are regularly checking these for updates.
Here at SGLA we follow the suite of AQA GCSE Science pathways for our Key Stage 4 science provision.
Students will start to experience some Key Stage 4 science content blended into their studies throughout Year 9. This content will match the relevant material covered from the Key Stage 3 National Curriculum to the content covered within the AQA GCSE Combined Science Trilogy specification.
At the beginning of Year 10, students will be grouped based on the pathway they are most likely to be entered for in Year 11 for their GCSE Science examinations. These pathways include:
AQA GCSE Combined Science Higher or Foundation Tier
AQA GCSE Separate Sciences Higher or Foundation Tier
Biology topics 1–4: Cell Biology; Organisation; Infection and response; and Bioenergetics.
Biology topics 5–7: Homeostasis and response; Inheritance, variation and evolution; and Ecology
Physics topics 1–4: Energy; Electricity; Particle model of matter; and Atomic structure.
Physics topics 5–7: Forces; Waves; and Magnetism and electromagnetism.
Chemistry topics 1–5: Atomic structure and the periodic table; Bonding, structure, and the properties of matter; Quantitative chemistry; Chemical changes; and Energy changes.
Chemistry topics 6–10: The rate and extent of chemical change; Organic chemistry; Chemical analysis; Chemistry of the atmosphere and Using resources. Questions in Paper 2 may draw on fundamental concepts and principles from Sections 5.1 to 5.3.
Here at SGLA we follow the suite of AQA GCSE Science pathways for our Key Stage 4 science provision.
Students will start to experience some Key Stage 4 science content blended into their studies throughout Year 9. This content will match the relevant material covered from the Key Stage 3 National Curriculum to the content covered within the AQA GCSE Combined Science Trilogy specification.
At the beginning of Year 10, students will be grouped based on the pathway they are most likely to be entered for in Year 11 for their GCSE Science examinations. These pathways include:
AQA GCSE Combined Science Higher or Foundation Tier
AQA GCSE Separate Sciences Higher or Foundation Tier
Biology paper 1: Biology topics 1–4: Cell Biology; Organisation; Infection and response; and Bioenergetics.
Biology paper 2: Biology topics 5–7: Homeostasis and response; Inheritance, variation and evolution; and Ecology
Physics paper 1: Physics topics 1–4: Energy; Electricity; Particle model of matter; and Atomic structure.
Physics paper 2: Physics topics 5–7: Forces; Waves; and Magnetism and electromagnetism. Questions in paper 2 may draw on an understanding of energy changes and transfers due to heating, mechanical and electrical work and the concept of energy conservation from Energy.
Chemistry paper 1: Chemistry topics 1–5: Atomic structure and the periodic table; Bonding, structure, and the properties of matter; Quantitative chemistry; Chemical changes; and Energy changes.
Chemistry paper 2: Chemistry topics 6–10: The rate and extent of chemical change; Organic chemistry; Chemical analysis; Chemistry of the atmosphere and Using resources. Questions in Paper 2 may draw on fundamental concepts and principles from Sections 4.1 to 4.3.
KS5 science overview
Our Post-16 Science students are challenged to push themselves outside of their comfort zones – extending core knowledge developed during KS4 and building new knowledge at a high level that will enable them to not only have a deeper appreciation for the world around them and how it works, but to also prepare them for potential future study in sciences as a higher education establishment.
Through studying biology, chemistry, physics or Applied Science at Post-16 level, students should become aware of how scientists work and communicate with each other. While the scientific method may take on a wide variety of forms, it is the emphasis on a practical approach through experimental work that characterises these subjects.
The aims enable students to:
appreciate scientific study and creativity within a global context through stimulating and challenging opportunities.
acquire a body of knowledge, methods and techniques that characterise science and technology.
apply and use a body of knowledge, methods and techniques that characterise science and technology.
develop an ability to analyse, evaluate and synthesise scientific information
develop a critical awareness of the need for, and the value of, effective collaboration and communication during scientific activities.
develop experimental and investigative scientific skills including the use of current technologies.
develop and apply 21st century communication skills in the study of science.
become critically aware, as global citizens, of the ethical implications of using science and technology.
develop an appreciation of the possibilities and limitations of science and technology.
develop an understanding of the relationships between scientific disciplines and their influence on other areas of knowledge.
In the BTEC National Applied Science units, there are opportunities during the teaching and learning phase to give learners practice in developing transferable skills such as cognitive and problem-solving skills to approach unfamiliar problems, whilst developing interpersonal skills and resilience. Assessment across the units is broad, not just knowledge, but skills where learners are required to undertake real or simulated activities. The units prepare learners for progression to university by learning independently when researching actively and methodically.
Biology is the study of life. The first organisms appeared on the planet over 3 billion years ago and, through reproduction and natural selection, have given rise to the 8 million or so different species alive today. Estimates vary, but over the course of evolution 4 billion species could have been produced. Most of these flourished for a period of time and then became extinct as new, better adapted species took their place. There have been at least five periods when very large numbers of species became extinct and biologists are concerned that another mass extinction is underway, caused this time by human activity. Nonetheless, there are more species alive on Earth today than ever before. This diversity makes biology both an endless source of fascination and a considerable challenge.
An interest in life is natural for humans; not only are we living organisms ourselves, but we depend on many species for our survival, are threatened by some and co-exist with many more. From the earliest cave paintings to the modern wildlife documentary, this interest is as obvious as it is ubiquitous, as biology continues to fascinate young and old all over the world.
The word “biology” was coined by German naturalist Gottfried Reinhold in 1802 but our understanding of living organisms only started to grow rapidly with the advent of techniques and technologies developed in the 18th and 19th centuries, not least the invention of the microscope and the realisation that natural selection is the process that has driven the evolution of life.
Biologists attempt to understand the living world at all levels using many different approaches and techniques. At one end of the scale is the cell, its molecular construction and complex metabolic reactions. At the other end of the scale biologists investigate the interactions that make whole ecosystems function. Many areas of research in biology are extremely challenging and many discoveries remain to be made.
Biology is still a young science and great progress is expected in the 21st century. This progress is sorely needed at a time when the growing human population is placing ever greater pressure on food supplies and on the habitats of other species, and is threatening the very planet we occupy.
Students studying BTEC National Applied Science will take part in 4 hours of lessons per week, supplemented by directed home learning via Google Classroom, Kognity and a range of other means.
These lessons will embed the understandings, applications and skills outlined within the BTEC Applied Science specification and course guides, including conducting a wide range of practical investigation to develop their disciplinary science and research.
BTEC Applied Science Examination Structure:
Equivalent in size to one A-level, 4 units of which 3 are mandatory (Unit 1,2,3) and one optional (Unit 8). Assessment is designed whereby 2 units are externally assessed (Unit 1, 3) and 2 are internally assessed assignments (Unit 2,8).
Unit 1 external assessment:
Three papers- one for Biology, Chemistry and Physics. Learners must take all three parts of the single examination in the same series to be awarded a result.
Duration: 40 minutes each
Format: 30 marks for each paper which include a range of question types, including multiple-choice, calculations, short answer and open/ extended response.
The use of calculators is permitted. A periodic table will be provided for the Chemistry assessment.
Overall weighting: 90/360 credits
Assessment opportunities in January and May
Unit 3 external assessment:
Duration:
A task set and marked by Pearson and completed under supervised conditions.
The supervised assessment period is arranged over 9 days timetabled by Pearson.
Format:
The scenario and practical investigation in Part A is given to learners 8 days before Part B is scheduled and is undertaken under supervision in a single session of 3 hours.
Part B is a set task that is undertaken under supervision in a single session of 1.5 hours timetabled by Pearson on the ninth day.
60 marks
The use of calculators is permitted.
Overall weighting: 120/360 credits
Assessment opportunities in January and May
Unit 2 internal assessment:
Four summative assignments for this unit (Learning Aim A, B, C, D).
Learning Aim A – Undertake titration and colorimetry to determine the concentration of solutions
Learning Aim B – Undertake calorimetry to study cooling curves: thermometers, cooling curves
Learning Aim C – Undertake chromatographic techniques to identify components in mixtures
Learning Aim D – Review personal development of scientific skills for laboratory work
To achieve a Distinction, a learner must have satisfied all the Distinction criteria (and therefore the Pass and Merit criteria); these define outstanding performance across the unit as a whole.
To achieve a Merit, a learner must have satisfied all the Merit criteria (and therefore the Pass criteria) through high performance in each learning aim.
To achieve a Pass, a learner must have satisfied all the Pass criteria for the learning aims, showing coverage of the unit content and therefore attainment at Level 3 of the national framework.
Overall weighting: 90/360 credits
Unit 8 Internal Assessment:
Three summative assignments for this unit (Learning Aim A, B, C).
Learning Aim A – Review personal development of scientific skills for laboratory work
Learning Aim B – Understand the impact of disorders on the physiology of the lymphatic system and the associated corrective treatments.
Learning Aim C – Explore the physiology of the digestive system and the use of corrective treatments for dietary related diseases.
To achieve a Distinction, a learner must have satisfied all the Distinction criteria (and therefore the Pass and Merit criteria); these define outstanding performance across the unit as a whole.
To achieve a Merit, a learner must have satisfied all the Merit criteria (and therefore the Pass criteria) through high performance in each learning aim.
To achieve a Pass, a learner must have satisfied all the Pass criteria for the learning aims, showing coverage of the unit content and therefore attainment at Level 3 of the national framework.
To complete the assessment task within this unit, you will need to draw on your learning from across your programme. The knowledge and understanding you will learn in this unit will provide a strong basis for you to progress in the science sector and to a variety of science and related programmes such as higher nationals and degrees.
Scientists and technicians working in the chemical industry need to have an understanding of atoms and electronic structure. This allows them to predict how chemical substances will react in the production of a wide range of products – anything from fertilisers in the farming industry to fragrances in the perfume industry. Metals play an important role in the construction industry, in providing the structure to buildings, as well as in electrical wiring and the production of decorative features. So understanding the chemical and physical properties of metals is essential when selecting appropriate building materials.
Medical professionals need to understand the structure and workings of cells. They build on this knowledge to understand how the body stays healthy as well as the symptoms and causes of some diseases. This allows them to diagnose and treat illnesses. The study of bacterial prokaryotic cells gives an understanding of how some other diseases are caused and can be treated.
Scientists and technicians in the food industry also need to understand the structure and function of plant cells to enable them to develop food crops that produce greater yields.
Knowledge of waves is essential in a wide range of industries and organisations. In the communication industry, scientists and technicians apply their knowledge of the electromagnetic spectrum when designing mobile phone and satellite communication, and fibre optics are used to transmit telephone and television signals. Fibre optics are also used in diagnostic tools in medicine.
Schedule of Learning:
Module 1 Unit 1: Principles and Applications of Science Unit 8: Physiology of Human Body Systems
Chemistry A1: Structure and bonding in applications in science
Biology B1: Cell structure and function
Physics C1: Working with waves
Physiology of Human Body Systems 8A: Understand the impact of disorders of the musculoskeletal system and their associated corrective treatments.
Module 2 Unit 1: Principles and Applications of Science Unit 8: Physiology of Human Body Systems
Chemistry A1: Structure and bonding in applications in science
Biology B1: Cell structure and function
Physics C1: Working with waves
Physiology of Human Body Systems 8A: Understand the impact of disorders of the musculoskeletal system and their associated corrective treatments.
Module 3 Unit 1: Principles and Applications of Science Unit 8: Physiology of Human Body Systems
Chemistry A1: Structure and bonding in applications in science
Biology B2: Cell specialisation
Physics C2: Waves in communication
Physiology of Human Body Systems 8B: Understand the impact of disorders on the physiology of the lymphatic system and the associated corrective treatments.
Module 4 Unit 1: Principles and Applications of Science Unit 8: Physiology of Human Body Systems
Chemistry A2: production and uses of substances in relation to properties
Biology B3: Tissue structure and function
Physics C3: Use of electromagnetic waves in communication
Physiology of Human Body Systems 8B: Understand the impact of disorders on the physiology of the lymphatic system and the associated corrective treatments.
Module 5 Unit 1: Principles and Applications of Science Unit 8: Physiology of Human Body Systems
Chemistry A2: production and uses of substances in relation to properties
Biology B3: Tissue structure and function
Physics: revision and preparation for Unit 1 exam
Physiology of Human Body Systems 8C: Explore the physiology of the digestive system and the use of corrective treatments for dietary related diseases.
Module 6 Unit 8: Physiology of Human Body Systems Unit 3: Science Investigation Skills – planning a scientific investigation, data collection, processing and analysis, interpretation, drawing conclusions and evaluation
Physiology of Human Body Systems 8C: Explore the physiology of the digestive system and the use of corrective treatments for dietary related diseases.
3H Electrical circuits: use of electrical symbols to design circuits, equations to calculate power, energy usage of domestic appliances
3G Energy content of fuels: fuels (petroleum industry, alcohols, food), hazards associated with fuels, calculating energy released from fuels
3F Plants and their environment: factors that affect plant growth/ distribution and/ or distribution, sampling techniques (transects, quadrats, point frames), sampling sizes
In the BTEC National Applied Science units, there are opportunities during the teaching and learning phase to give learners practice in developing transferable skills such as cognitive and problem-solving skills to approach unfamiliar problems, whilst developing interpersonal skills and resilience. Assessment across the units is broad, not just knowledge, but skills where learners are required to undertake real or simulated activities. The units prepare learners for progression to university by learning independently when researching actively and methodically.
Students studying BTEC National Applied Science will take part in 4 hours of lessons per week, supplemented by directed home learning via Google Classroom, Kognity and a range of other means.
These lessons will embed the understandings, applications and skills outlined within the BTEC Applied Science specification and course guides, including conducting a wide range of practical investigation to develop their disciplinary science and research.
BTEC Applied Science Examination Structure:
Equivalent in size to one A-level, 4 units of which 3 are mandatory (Unit 1,2,3) and one optional (Unit 8). Assessment is designed whereby 2 units are externally assessed (Unit 1, 3) and 2 are internally assessed assignments (Unit 2,8).
Unit 1 external assessment:
Three papers- one for Biology, Chemistry and Physics. Learners must take all three parts of the single examination in the same series to be awarded a result.
Duration: 40 minutes each
Format: 30 marks for each paper which include a range of question types, including multiple-choice, calculations, short answer and open/ extended response.
The use of calculators is permitted. A periodic table will be provided for the Chemistry assessment.
Overall weighting: 90/360 credits
Assessment opportunities in January and May
Unit 3 external assessment:
Duration:
A task set and marked by Pearson and completed under supervised conditions.
The supervised assessment period is arranged over 9 days timetabled by Pearson.
Format:
The scenario and practical investigation in Part A is given to learners 8 days before Part B is scheduled and is undertaken under supervision in a single session of 3 hours.
Part B is a set task that is undertaken under supervision in a single session of 1.5 hours timetabled by Pearson on the ninth day.
60 marks
The use of calculators is permitted.
Overall weighting: 120/360 credits
Assessment opportunities in January and May
Unit 2 internal assessment:
Four summative assignments for this unit (Learning Aim A, B, C, D).
Learning Aim A – Undertake titration and colorimetry to determine the concentration of solutions
Learning Aim B – Undertake calorimetry to study cooling curves: thermometers, cooling curves
Learning Aim C – Undertake chromatographic techniques to identify components in mixtures
Learning Aim D – Review personal development of scientific skills for laboratory work
To achieve a Distinction, a learner must have satisfied all the Distinction criteria (and therefore the Pass and Merit criteria); these define outstanding performance across the unit as a whole.
To achieve a Merit, a learner must have satisfied all the Merit criteria (and therefore the Pass criteria) through high performance in each learning aim.
To achieve a Pass, a learner must have satisfied all the Pass criteria for the learning aims, showing coverage of the unit content and therefore attainment at Level 3 of the national framework.
Overall weighting: 90/360 credits
Unit 8 Internal Assessment:
Three summative assignments for this unit (Learning Aim A, B, C).
Learning Aim A – Review personal development of scientific skills for laboratory work
Learning Aim B – Understand the impact of disorders on the physiology of the lymphatic system and the associated corrective treatments.
Learning Aim C – Explore the physiology of the digestive system and the use of corrective treatments for dietary related diseases.
To achieve a Distinction, a learner must have satisfied all the Distinction criteria (and therefore the Pass and Merit criteria); these define outstanding performance across the unit as a whole.
To achieve a Merit, a learner must have satisfied all the Merit criteria (and therefore the Pass criteria) through high performance in each learning aim.
To achieve a Pass, a learner must have satisfied all the Pass criteria for the learning aims, showing coverage of the unit content and therefore attainment at Level 3 of the national framework.
To complete the assessment task within this unit, you will need to draw on your learning from across your programme. The knowledge and understanding you will learn in this unit will provide a strong basis for you to progress in the science sector and to a variety of science and related programmes such as higher nationals and degrees.
Scientists and technicians working in the chemical industry need to have an understanding of atoms and electronic structure. This allows them to predict how chemical substances will react in the production of a wide range of products – anything from fertilisers in the farming industry to fragrances in the perfume industry. Metals play an important role in the construction industry, in providing the structure to buildings, as well as in electrical wiring and the production of decorative features. So understanding the chemical and physical properties of metals is essential when selecting appropriate building materials.
Medical professionals need to understand the structure and workings of cells. They build on this knowledge to understand how the body stays healthy as well as the symptoms and causes of some diseases. This allows them to diagnose and treat illnesses. The study of bacterial prokaryotic cells gives an understanding of how some other diseases are caused and can be treated.Scientists and technicians in the food industry also need to understand the structure and function of plant cells to enable them to develop food crops that produce greater yields.
Knowledge of waves is essential in a wide range of industries and organisations. In the communication industry, scientists and technicians apply their knowledge of the electromagnetic spectrum when designing mobile phone and satellite communication, and fibre optics are used to transmit telephone and television signals. Fibre optics are also used in diagnostic tools in medicine.
Schedule of Learning:
Module 1 Unit 3: Science Investigation Skills – planning a scientific investigation, data collection, processing and analysis, interpretation, drawing conclusions and evaluation
3H Electrical circuits: use of electrical symbols to design circuits, equations to calculate power, energy usage of domestic appliances
3G Energy content of fuels: fuels (petroleum industry, alcohols, food), hazards associated with fuels, calculating energy released from fuels
3F Plants and their environment: factors that affect plant growth/ distribution and/ or distribution, sampling techniques (transects, quadrats, point frames), sampling sizes
2D Review personal development of scientific skills for laboratory work: personal responsibility, interpersonal skills, professional practice (continuous reflections)
Module 2 Unit 3: Science Investigation Skills – planning a scientific investigation, data collection, processing and analysis, interpretation, drawing conclusions and evaluation Unit 2: Practical Scientific Procedures and Techniques
3E Diffusion of molecules: factors affecting the rate of diffusion, arrangement and movement of molecules)
3D Enzymes in Action: protein structure, enzymes as biological catalysts in chemical reactions, factors that affect enzyme activity
2D Review personal development of scientific skills for laboratory work: personal responsibility, interpersonal skills, professional practice (continuous reflections)
Module 3 Unit 2: Practical Scientific Procedures and Techniques
2A Undertake titration and colorimetry to determine the concentration of solutions: laboratory equipment and its calibration, preparation and standardisation of solutions using titration, colorimetry
2C Undertake chromatographic techniques to identify components in mixtures: chromatographic techniques, application of chromatography, interpretation of a chromatogram
2D Review personal development of scientific skills for laboratory work: personal responsibility, interpersonal skills, professional practice (continuous reflections)
Module 4 Unit 2: Practical Scientific Procedures and Techniques
2A Undertake titration and colorimetry to determine the concentration of solutions: laboratory equipment and its calibration, preparation and standardisation of solutions using titration, colorimetry
2C Undertake chromatographic techniques to identify components in mixtures: chromatographic techniques, application of chromatography, interpretation of a chromatogram
2B Undertake calorimetry to study cooling curves: thermometers, cooling curves
2D Review personal development of scientific skills for laboratory work: personal responsibility, interpersonal skills, professional practice
Module 5 Unit 2: Practical Scientific Procedures and Techniques
2B Undertake calorimetry to study cooling curves: thermometers, cooling curves
2D Review personal development of scientific skills for laboratory work: personal responsibility, interpersonal skills, professional practice
Biology is the study of life. Biologists attempt to understand the living world at all levels using many different approaches and techniques. At one end of the scale is the cell, its molecular construction and complex metabolic reactions. At the other end of the scale biologists investigate the interactions that make whole ecosystems functions.
An interest in life is natural for humans; not only are we living organisms ourselves, but we depend on many species for our survival, are threatened by some and co-exist with many more.
The post-16 IB biology course explores the following topic areas:
Biology is the study of life. The first organisms appeared on the planet over 3 billion years ago and, through reproduction and natural selection, have given rise to the 8 million or so different species alive today. Estimates vary, but over the course of evolution 4 billion species could have been produced. Most of these flourished for a period of time and then became extinct as new, better adapted species took their place. There have been at least five periods when very large numbers of species became extinct and biologists are concerned that another mass extinction is underway, caused this time by human activity. Nonetheless, there are more species alive on Earth today than ever before. This diversity makes biology both an endless source of fascination and a considerable challenge.
An interest in life is natural for humans; not only are we living organisms ourselves, but we depend on many species for our survival, are threatened by some and co-exist with many more. From the earliest cave paintings to the modern wildlife documentary, this interest is as obvious as it is ubiquitous, as biology continues to fascinate young and old all over the world.
The word “biology” was coined by German naturalist Gottfried Reinhold in 1802 but our understanding of living organisms only started to grow rapidly with the advent of techniques and technologies developed in the 18th and 19th centuries, not least the invention of the microscope and the realisation that natural selection is the process that has driven the evolution of life.
Biologists attempt to understand the living world at all levels using many different approaches and techniques. At one end of the scale is the cell, its molecular construction and complex metabolic reactions. At the other end of the scale biologists investigate the interactions that make whole ecosystems function. Many areas of research in biology are extremely challenging and many discoveries remain to be made.
Biology is still a young science and great progress is expected in the 21st century. This progress is sorely needed at a time when the growing human population is placing ever greater pressure on food supplies and on the habitats of other species, and is threatening the very planet we occupy.
Students studying IBDP science courses will take part in 4 hours of lessons per week, supplemented by directed home learning via Google Classroom, Kognity and a range of other means.
These lessons will embed the understandings, applications and skills outlined within the IBDP course guides, including conducting a wide range of practical investigations with a view to developing the skills required to complete the internal assessments.
IB Biology Examination Structure:
Paper 01:
Duration: 1 hour.
Format: 40 multiple-choice questions on core and AHL, about 15 of which are common with SL.
The questions on paper 1 test assessment objectives 1, 2 and 3.
The use of calculators is not permitted.
Overall weighting: 20%.
Paper 02:
Duration: 2 hours 15 minutes.
Format: Short-answer and extended-response questions on the core and AHL material (72 marks).
Two out of three extended response questions to be attempted by candidates.
The questions on paper 2 test assessment objectives 1, 2 and 3.
The use of calculators is permitted.
Overall weighting: 36%.
Paper 03:
Duration: 1 hour 15 minutes.
Format: This paper will have questions on core, AHL and option material (45 marks):
Section A: candidates answer all questions, two to three short-answer questions based on experimental skills and techniques, analysis and evaluation, using unseen data linked to the core and AHL material.
Section B: short-answer and extended-response questions from one option.
The questions on paper 3 test assessment objectives 1, 2 and 3.
The use of calculators is permitted.
Overall weighting: 24%.
Internal Assessment:
This is an internally assessed (externally moderated) assessment.
Students are required to research, design, implement, analyse and evaluate an investigation.
The Post-16 IBDP science courses provide subject-specific knowledge and transferable skills that prepare learners for progression from P16 sciences to undergraduate level courses relating to biology, chemistry and physics, as well as a wide range of apprenticeships and qualifications in the wider subject/job market.
The transferable skills that universities value include:
The ability to learn independently, as developed through routine homework, deadlines and workload management.
The ability to research actively and methodically, as developed by students’ engagement with the course content and the internal assessment.
Being able to give presentations and being active group members, as developed through routine class discussions and engagement and active participation in the Group 4 Project.
Cognitive and problem-solving skills: using critical thinking, approaching non-routine problems, applying expert and creative solutions, using systems and technology.
Interpersonal skills: communicating, working collaboratively, negotiating and influencing, self-presentation.
Personal skills: self-management, adaptability and resilience, self-monitoring and development.
Schedule of Learning:
Y12: Topics are taught across two teachers.
Module 1 & 2
Cell theory & microscopy
Prokaryotic & eukaryotic cells
Stem cells and differentiation
Cell Division, cell cycle and cancer
Cell membrane structure & transport
Water introduction to molecular biology – carbohydrates and lipids; nucleic acids
Module 3 & 4
DNA replication
Genes and genomes
Chromosomes; meiosis
Genetic inheritance & more complex genetics
Natural selection & evidence for evolution; speciation
Classification and biodiversity; cladistics
Module 5
Transcription; translation
Control of gene expression
Communities and ecosystems
Energy flow through an ecosystem
Nutrient cycles
Climate change
Module 6
Review and catch up; Practical skills developed and IA; Group 4 project
Biology is the study of life. The first organisms appeared on the planet over 3 billion years ago and, through reproduction and natural selection, have given rise to the 8 million or so different species alive today. Estimates vary, but over the course of evolution 4 billion species could have been produced. Most of these flourished for a period of time and then became extinct as new, better adapted species took their place. There have been at least five periods when very large numbers of species became extinct and biologists are concerned that another mass extinction is underway, caused this time by human activity. Nonetheless, there are more species alive on Earth today than ever before. This diversity makes biology both an endless source of fascination and a considerable challenge.
An interest in life is natural for humans; not only are we living organisms ourselves, but we depend on many species for our survival, are threatened by some and co-exist with many more. From the earliest cave paintings to the modern wildlife documentary, this interest is as obvious as it is ubiquitous, as biology continues to fascinate young and old all over the world.
The word “biology” was coined by German naturalist Gottfried Reinhold in 1802 but our understanding of living organisms only started to grow rapidly with the advent of techniques and technologies developed in the 18th and 19th centuries, not least the invention of the microscope and the realisation that natural selection is the process that has driven the evolution of life.
Biologists attempt to understand the living world at all levels using many different approaches and techniques. At one end of the scale is the cell, its molecular construction and complex metabolic reactions. At the other end of the scale biologists investigate the interactions that make whole ecosystems function. Many areas of research in biology are extremely challenging and many discoveries remain to be made.
Biology is still a young science and great progress is expected in the 21st century. This progress is sorely needed at a time when the growing human population is placing ever greater pressure on food supplies and on the habitats of other species, and is threatening the very planet we occupy.
Students studying IBDP science courses will take part in 4 hours of lessons per week, supplemented by directed home learning via Google Classroom, Kognity and a range of other means.
These lessons will embed the understandings, applications and skills outlined within the IBDP course guides, including conducting a wide range of practical investigations with a view to developing the skills required to complete the internal assessments.
IB Biology Examination Structure:
Paper 01:
Duration: 1 hour.
Format: 40 multiple-choice questions on core and AHL, about 15 of which are common with SL.
The questions on paper 1 test assessment objectives 1, 2 and 3.
The use of calculators is not permitted.
Overall weighting: 20%.
Paper 02:
Duration: 2 hours 15 minutes.
Format: Short-answer and extended-response questions on the core and AHL material (72 marks).
Two out of three extended response questions to be attempted by candidates.
The questions on paper 2 test assessment objectives 1, 2 and 3.
The use of calculators is permitted.
Overall weighting: 36%.
Paper 03:
Duration: 1 hour 15 minutes.
Format: This paper will have questions on core, AHL and option material (45 marks):
Section A: candidates answer all questions, two to three short-answer questions based on experimental skills and techniques, analysis and evaluation, using unseen data linked to the core and AHL material.
Section B: short-answer and extended-response questions from one option.
The questions on paper 3 test assessment objectives 1, 2 and 3.
The use of calculators is permitted.
Overall weighting: 24%.
Internal Assessment:
This is an internally assessed (externally moderated) assessment.
Students are required to research, design, implement, analyse and evaluate an investigation.
The Post-16 IBDP science courses provide subject-specific knowledge and transferable skills that prepare learners for progression from P16 sciences to undergraduate level courses relating to biology, chemistry and physics, as well as a wide range of apprenticeships and qualifications in the wider subject/job market.
The transferable skills that universities value include:
The ability to learn independently, as developed through routine homework, deadlines and workload management.
The ability to research actively and methodically, as developed by students’ engagement with the course content and the internal assessment.
Being able to give presentations and being active group members, as developed through routine class discussions and engagement and active participation in the Group 4 Project.
Cognitive and problem-solving skills: using critical thinking, approaching non-routine problems, applying expert and creative solutions, using systems and technology.
Interpersonal skills: communicating, working collaboratively, negotiating and influencing, self-presentation.
Personal skills: self-management, adaptability and resilience, self-monitoring and development.
Chemistry is an experimental science that combines academic study with the acquisition of practical and investigational skills. It is often called the central science, as chemical principles underpin both the physical environment in which we live and all biological systems. Apart from being a subject worthy of study in its own right, chemistry is a prerequisite for many other courses in higher education, such as medicine, biological science and environmental science and serves as useful preparation for employment.
The post-16 IB chemistry course explores the following topic areas:
Chemistry is an experimental science that combines academic study with the acquisition of practical and investigational skills. It is often called the central science, as chemical principles underpin both the physical environment in which we live and all biological systems. Apart from being a subject worthy of study in its own right, chemistry is a prerequisite for many other courses in higher education, such as medicine, biological science and environmental science, and serves as useful preparation for employment.
The Diploma Programme chemistry course includes the essential principles of the subject but also, through selection of an option, allows the flexibility to tailor the course to meet the needs of their students. The course is available at both standard level (SL) and higher level (HL), and therefore accommodates students who wish to study chemistry as their major subject in higher education and those who do not.
At the school level both theory and experiments should be undertaken by all students. They should complement one another naturally, as they do in the wider scientific community. The Diploma Programme chemistry course allows students to develop traditional practical skills and techniques and to increase facility in the use of mathematics, which is the language of science. It also allows students to develop interpersonal skills, and digital technology skills, which are essential in 21st century scientific endeavour and are important life-enhancing, transferable skills in their own right.
Students studying IBDP science courses will take part in 4 hours of lessons per week, supplemented by directed home learning via Google Classroom, Kognity and a range of other means.
These lessons will embed the understandings, applications and skills outlined within the IBDP course guides, including conducting a wide range of practical investigations with a view to developing the skills required to complete the internal assessments.
IB Chemistry Examination Structure:
Paper 01:
Duration: 1 hour.
Format: 40 multiple-choice questions on core and AHL, about 15 of which are common with SL.
The questions on paper 1 test assessment objectives 1, 2 and 3.
The use of calculators is not permitted. A periodic table will be provided.
Overall weighting: 20%.
Paper 02:
Duration: 2 hours 15 minutes.
Format: Short-answer and extended-response questions on the core and AHL material (95 marks).
The questions on paper 2 test assessment objectives 1, 2 and 3.
The use of calculators is permitted. A data booklet will be provided.
Overall weighting: 36%.
Paper 03:
Duration: 1 hour 15 minutes.
Format: This paper will have questions on core, AHL and option material (45 marks):
Section A: one data-based question and several short-answer questions on experimental work.
Section B: short-answer and extended-response questions from one option.
The questions on paper 3 test assessment objectives 1, 2 and 3.
The use of calculators is permitted. A data booklet will be provided.
Overall weighting: 24%.
Internal Assessment:
This is an internally assessed (externally moderated) assessment.
Students are required to research, design, implement, analyse and evaluate an investigation.
The Post-16 IBDP science courses provide subject-specific knowledge and transferable skills that prepare learners for progression from P16 sciences to undergraduate level courses relating to biology, chemistry and physics, as well as a wide range of apprenticeships and qualifications in the wider subject/job market.
The transferable skills that universities value include:
The ability to learn independently, as developed through routine homework, deadlines and workload management.
The ability to research actively and methodically, as developed by students’ engagement with the course content and the internal assessment.
Being able to give presentations and being active group members, as developed through routine class discussions and engagement and active participation in the Group 4 Project.
Cognitive and problem-solving skills: using critical thinking, approaching non-routine problems, applying expert and creative solutions, using systems and technology.
Interpersonal skills: communicating, working collaboratively, negotiating and influencing, self-presentation.
Personal skills: self-management, adaptability and resilience, self-monitoring and development.
Physics is the most fundamental of the experimental sciences, as it seeks to explain the universe itself from the very smallest particles – currently accepted as quarks, which may be truly fundamental – to the vast distances between galaxies. Despite the exciting and extraordinary development of ideas throughout the history of physics, certain aspects have remained unchanged. Observations remain essential to the very core of physics, sometimes requiring a leap of imagination to decide what to look for. Models are developed to try to understand observations, and these themselves can become theories that attempt to explain the observations.
The post-16 IB physics course explores the following topic areas:
Physics is the most fundamental of the experimental sciences, as it seeks to explain the universe itself from the very smallest particles—currently accepted as quarks, which may be truly fundamental—to the vast distances between galaxies.
Classical physics, built upon the great pillars of Newtonian mechanics, electromagnetism and thermodynamics, went a long way in deepening our understanding of the universe. From Newtonian mechanics came the idea of predictability in which the universe is deterministic and knowable. This led to Laplace’s boast that by knowing the initial conditions—the position and velocity of every particle in the universe—he could, in principle, predict the future with absolute certainty. Maxwell’s theory of electromagnetism described the behaviour of electric charge and unified light and electricity, while thermodynamics described the relation between energy transferred due to temperature difference and work and described how all natural processes increase disorder in the universe.
The Diploma Programme physics course includes the essential principles of the subject but also, through selection of an option, allows teachers some flexibility to tailor the course to meet the needs of their students. The course is available at both SL and HL, and therefore accommodates students who wish to study physics as their major subject in higher education and those who do not.
At the school level both theory and experiments should be undertaken by all students. They should complement one another naturally, as they do in the wider scientific community. The Diploma Programme physics course allows students to develop traditional practical skills and techniques and increase their abilities in the use of mathematics, which is the language of physics. It also allows students to develop interpersonal and digital communication skills which are essential in modern scientific endeavour and are important life-enhancing, transferable skills in their own right
The Post-16 IBDP science courses provide subject-specific knowledge and transferable skills that prepare learners for progression from P16 sciences to undergraduate level courses relating to biology, chemistry and physics, as well as a wide range of apprenticeships and qualifications in the wider subject/job market.
The transferable skills that universities value include:
The ability to learn independently, as developed through routine homework, deadlines and workload management.
The ability to research actively and methodically, as developed by students’ engagement with the course content and the internal assessment.
Being able to give presentations and being active group members, as developed through routine class discussions and engagement and active participation in the Group 4 Project.
Cognitive and problem-solving skills: using critical thinking, approaching non-routine problems, applying expert and creative solutions, using systems and technology.
Interpersonal skills: communicating, working collaboratively, negotiating and influencing, self-presentation.
Personal skills: self-management, adaptability and resilience, self-monitoring and development.
Schedule of Learning:
Students studying IBDP science courses will take part in 4 hours of lessons per week, supplemented by directed home learning via Google Classroom, Kognity and a range of other means.
These lessons will embed the understandings, applications and skills outlined within the IBDP course guides, including conducting a wide range of practical investigations with a view to developing the skills required to complete the internal assessments.
Physics is the most fundamental of the experimental sciences, as it seeks to explain the universe itself from the very smallest particles—currently accepted as quarks, which may be truly fundamental—to the vast distances between galaxies.
Classical physics, built upon the great pillars of Newtonian mechanics, electromagnetism and thermodynamics, went a long way in deepening our understanding of the universe. From Newtonian mechanics came the idea of predictability in which the universe is deterministic and knowable. This led to Laplace’s boast that by knowing the initial conditions—the position and velocity of every particle in the universe—he could, in principle, predict the future with absolute certainty. Maxwell’s theory of electromagnetism described the behaviour of electric charge and unified light and electricity, while thermodynamics described the relation between energy transferred due to temperature difference and work and described how all natural processes increase disorder in the universe.
The Diploma Programme physics course includes the essential principles of the subject but also, through selection of an option, allows teachers some flexibility to tailor the course to meet the needs of their students. The course is available at both SL and HL, and therefore accommodates students who wish to study physics as their major subject in higher education and those who do not.
At the school level both theory and experiments should be undertaken by all students. They should complement one another naturally, as they do in the wider scientific community. The Diploma Programme physics course allows students to develop traditional practical skills and techniques and increase their abilities in the use of mathematics, which is the language of physics. It also allows students to develop interpersonal and digital communication skills which are essential in modern scientific endeavour and are important life-enhancing, transferable skills in their own right
The Post-16 IBDP science courses provide subject-specific knowledge and transferable skills that prepare learners for progression from P16 sciences to undergraduate level courses relating to biology, chemistry and physics, as well as a wide range of apprenticeships and qualifications in the wider subject/job market.
The transferable skills that universities value include:
The ability to learn independently, as developed through routine homework, deadlines and workload management.
The ability to research actively and methodically, as developed by students’ engagement with the course content and the internal assessment.
Being able to give presentations and being active group members, as developed through routine class discussions and engagement and active participation in the Group 4 Project.
Cognitive and problem-solving skills: using critical thinking, approaching non-routine problems, applying expert and creative solutions, using systems and technology.
Interpersonal skills: communicating, working collaboratively, negotiating and influencing, self-presentation.
Personal skills: self-management, adaptability and resilience, self-monitoring and development.
Schedule of Learning:
Students studying IBDP science courses will take part in 4 hours of lessons per week, supplemented by directed home learning via Google Classroom, Kognity and a range of other means.
These lessons will embed the understandings, applications and skills outlined within the IBDP course guides, including conducting a wide range of practical investigations with a view to developing the skills required to complete the internal assessments.
Y13:
Module 1
Topic 1 Measurement and Uncenatinities,
Topic 2 Mechanics
Topic 3 Thermal Physics
Option Unit D: Astrophysics
Module 2
Review and recap Topic 4, 5 and 6
The IA (planning, carrying out practical work and starting write-up);
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