Foundational and powerful scientific knowledge
Pupils develop secure knowledge across Biology, Chemistry and Physics. Fundamental concepts, scientific vocabulary, models and practical methods are taught explicitly so that pupils have the foundations needed to explain increasingly complex scientific phenomena.

Three connected but distinct sciences
Biology, Chemistry and Physics are distinct scientific disciplines, each with its own body of knowledge, methods and ways of explaining the world. The curriculum also makes important connections between them, enabling pupils to understand how ideas from different areas of science work together.

At Key Stage 3, the three sciences are taught through a connected Science curriculum. At Key Stage 4, pupils follow either Combined Science or separate Biology, Chemistry and Physics GCSEs. At Key Stage 5, each science is taught as a separate subject, alongside Applied Science.

A coherent spiral curriculum
Scientific knowledge is deliberately sequenced from Year 7 to Year 13. Important concepts are introduced, revisited and developed in increasing depth so that new learning builds purposefully on what pupils already know.

Pupils move from observable examples towards increasingly abstract scientific models and explanations. For example, their early understanding of particles, forces, energy and cells supports later learning about atomic structure, chemical reactions, electricity, genetics and biological systems.

Progression towards ambitious end points
Pupils progress from recalling and describing important scientific ideas towards explaining relationships, applying knowledge, analysing evidence and evaluating scientific claims.

Over time, they use scientific vocabulary with greater precision, make stronger connections between concepts and construct increasingly detailed explanations. The curriculum prepares pupils for GCSE qualifications, Sixth Form study and future education, training and employment.

Learning designed for memory and understanding
Complex scientific knowledge is broken into carefully sequenced steps. Pupils regularly retrieve and apply previously taught content so that important ideas become secure in long-term memory.

Teachers make clear what pupils are learning, why it is important and why it is taught at that point in the curriculum. This helps pupils understand how individual lessons contribute to their developing scientific knowledge. 【1-1c9410】

Scientific enquiry and practical knowledge
Practical work is an important part of learning Science. Pupils develop knowledge of how scientific investigations are planned, conducted, recorded and evaluated.

They learn to:

• select and use scientific equipment appropriately;
• record accurate measurements;
• identify variables;
• follow and explain experimental procedures;
• present and analyse data;
• draw evidence-informed conclusions; and
• evaluate the accuracy, reliability and validity of methods and evidence.

Practical work is connected to the wider curriculum so that pupils understand why procedures are used and how the evidence produced supports scientific explanations.

Scientific thinking and communication
Pupils learn to explain scientific ideas clearly, interpret models and use evidence to support conclusions. They are expected to use scientific vocabulary, symbols, units, equations, diagrams, graphs and data accurately.

Pupils develop their ability to distinguish between observation, evidence and explanation. They learn to question claims, identify limitations and consider whether conclusions are justified by the available evidence.

Mathematical and analytical skills
Mathematical knowledge is applied throughout Science. Pupils learn to complete calculations, rearrange equations, convert units and interpret numerical information.

They also develop their ability to present and analyse data through tables, graphs and other scientific representations. As pupils progress, they apply these skills with increasing accuracy and independence.

Ambition and inclusion
Every pupil follows an ambitious Science curriculum. Teaching is adapted through clear explanations, modelling, carefully selected examples, practical demonstrations, scaffolding and additional practice.

Pupils with SEND are supported and challenged throughout their scientific education. Adaptations improve access to ambitious scientific content without unnecessarily reducing its complexity or limiting future opportunities.

Responsive teaching and purposeful assessment
Assessment checks whether pupils can recall essential knowledge, explain concepts, apply scientific ideas, complete calculations and interpret evidence.

Teachers use questioning, mini whiteboards, practical work, written responses and formal assessment to identify pupils’ prior knowledge and current understanding. This evidence is used to address misconceptions, revisit gaps and determine what pupils need to practise or develop further.

Science beyond the classroom
Pupils explore how scientific knowledge is used in industry, technology, healthcare and wider society. Connections with careers help pupils understand how the knowledge and transferable skills developed through Science can support a wide range of future pathways.

The impact
Pupils become knowledgeable, curious and critical scientists. They can recall fundamental concepts, explain scientific ideas fluently, make connections between Biology, Chemistry and Physics, analyse data and evaluate evidence.

They are prepared to use their scientific knowledge to understand real-world phenomena, make informed decisions and progress successfully to their next stage of education, training or employment.

Years 7 to 9: Building foundations across Biology, Chemistry and Physics
At Key Stage 3, pupils study a connected Science curriculum incorporating the distinct disciplines of Biology, Chemistry and Physics.

In Years 7 and 8, pupils study the requirements of the Key Stage 3 National Curriculum. In Year 9, they enter a bridging year that strengthens Key Stage 3 knowledge and prepares them for GCSE Science.

Across Biology, pupils develop their understanding of living organisms, cells, biological systems, health, inheritance, variation and relationships within ecosystems.

Across Chemistry, pupils explore particles, matter, elements, compounds, chemical reactions and the properties and uses of materials. They develop an understanding of how substances interact and how chemical models help explain observable changes.

Across Physics, pupils learn about energy, forces, motion, waves, particles, electricity, magnetism, Earth and space. Their learning moves from introductory ideas and observations towards more detailed scientific explanations, calculations and models.

Pupils also develop their scientific enquiry skills. They learn how to use equipment, record measurements, present results, analyse patterns and evaluate the quality of experimental evidence.

Year 7: Introducing the scientific disciplines
Pupils build on the foundations established at primary school and begin to use increasingly precise scientific language, models and methods.

They are introduced to important concepts across Biology, Chemistry and Physics and learn how scientists ask questions, collect evidence and use this evidence to construct explanations.

In Physics, pupils study energy and matter, forces and motion, and Earth and space. They begin to describe how energy is used, explain how forces affect movement and understand the structure of the Solar System. 

Year 8: Developing scientific understanding
Pupils revisit and extend important scientific ideas, making stronger connections between observable phenomena and scientific explanations.

They apply their knowledge through increasingly demanding practical work, calculations, data analysis and extended explanations.

In Physics, pupils develop their understanding of sound and light waves, the particle model, electricity and magnetism. They connect the behaviour of materials with their underlying particle structure and use circuits and magnetic fields to explore interactions that cannot always be observed directly.

Year 9: Bridging Key Stage 3 and GCSE Science
Year 9 provides a bridge between Key Stage 3 and GCSE study. Pupils consolidate essential knowledge and begin to apply it with the greater depth, precision and independence required at Key Stage 4.

They encounter increasingly abstract scientific models, develop confidence with scientific calculations and strengthen their ability to interpret practical evidence.

In Physics, pupils deepen their understanding of energy transfers, electricity and the National Grid. They explore atomic structure, radiation, forces, waves and electromagnetism, establishing foundations for more advanced GCSE content. 

Years 10 and 11: Combined Science and Triple Science
At Key Stage 4, pupils follow one of two pathways:

• AQA Combined Science: Trilogy; or
• separate AQA GCSEs in Biology, Chemistry and Physics, commonly referred to as Triple Science.

Both pathways include Biology, Chemistry and Physics. The separate sciences pathway provides additional content and leads to three individual GCSE qualifications. Combined Science brings the three disciplines together within a qualification equivalent to two GCSEs.

Biology at Key Stage 4
Pupils develop a more detailed understanding of living organisms and biological systems. They apply their knowledge to explain processes at cellular, organism and ecosystem levels and consider how biological science contributes to understanding health, disease, inheritance and the environment.

Chemistry at Key Stage 4
Pupils deepen their understanding of atomic structure, bonding, chemical reactions, quantitative chemistry, rates of reaction and the properties of substances. They use models and calculations to explain chemical behaviour and consider how chemistry is applied to materials, resources and the environment.

Physics at Key Stage 4
Pupils develop their knowledge of energy, electricity, matter, atomic physics, forces, motion, waves and magnetism. They apply equations, analyse graphs and use practical evidence to explain physical interactions and technological applications.

In Year 11, pupils consolidate knowledge across the course and strengthen their ability to connect topics, complete scientific calculations, interpret unfamiliar information and respond to increasingly complex examination questions. 

Years 12 and 13: Separate scientific pathways
At Key Stage 5, the sciences are studied as separate subjects. Pupils can follow courses in Biology, Chemistry, Physics and Applied Science.

Biology, Physics and Applied Science follow AQA specifications, while Chemistry follows the OCR Chemistry A specification. 

Biology at Key Stage 5
Pupils develop advanced biological knowledge and strengthen their understanding of the relationships between cellular processes, organisms, inheritance and the environment.

They analyse biological evidence, apply knowledge to unfamiliar contexts and develop the practical and analytical skills needed for further scientific study.

Chemistry at Key Stage 5
Pupils develop a more sophisticated understanding of physical, inorganic and organic chemistry. They use chemical models, practical evidence and quantitative reasoning to explain the structure, properties and reactions of substances.

The curriculum develops the precision, mathematical fluency and practical competence required for advanced chemical study.

Physics at Key Stage 5
Pupils study measurement and uncertainty, particles and radiation, waves, mechanics, materials and electricity before progressing to more advanced work involving circular motion, thermal physics, gravitational, electric and magnetic fields, nuclear physics and astrophysics.

They develop increasingly sophisticated mathematical models and use them to explain interactions ranging from subatomic particles to stars and planetary systems.

Applied Science at Key Stage 5
Applied Science provides a pathway through which pupils develop scientific knowledge and practical understanding across different scientific contexts. It supports progression towards further study, training and employment connected with science.