Combined science

Biology

Chemistry

Physics

What are the aims and purpose of our curriculum?

With this curriculum, we aim to develop an interest in passion for science by exploring answers to big questions like ‘“How do forces make things happen?’” We combine substantive and disciplinary knowledge to make practical skills, mathematical proficiency, and scientific practices meaningful.

What overarching curriculum principles inform the design of our curriculum?

This principle recognises the important role that knowledge, and vocabulary as a particularly important type of knowledge, plays in learning. We identify and map vocabulary across the curriculum, both the introduction of new vocabulary and the necessary repetition of vocabulary that has gone before. New vocabulary, called keywords, are signalled in bold in our lesson materials to indicate their importance. Our curriculum develops pupils’ knowledge and understanding of scientific concepts over time. As concepts evolve, so do their definitions, for example, ‘group’ becomes ‘classify’ as pupils move through the key stages.

The sequencing of our curriculum content underpins its design so that pupils build on and make links with existing knowledge. At its simplest, this means ensuring, for example, that pupils will learn about a living thing (organism) using common processes such as criteria for life before being introduced to cells and cell structures. Curriculum threads, which provide coherence by mapping vertical concepts across the curriculum, mirror the ‘big questions’ in science. For example, ‘How do we explain how substances behave?’ is first addressed in key stage 1 by identifying everyday materials and their properties. This foundational knowledge is built upon in key stage 2 with reversible and irreversible changes. By key stage 3, pupils delve into more complex topics like solutions and separation techniques, preparing them for advanced concepts in key stage 4 like rates of reaction and industrial chemistry.

Our evidence-informed approach enables the rigorous application of research outcomes, the science of learning and impactful best practices both in education in general and at a subject-specific level. For example, the design of our resources reflects findings from Sweller’s cognitive load theory and Mayer’s principles of multimedia learning whilst our lesson design draws on Rosenshine’s principles of instruction. We also draw on findings from research organisations such as the Education Endowment Foundation (EEF). At the subject level, our curriculum is inspired by the Best Evidence Science Teaching (BEST) research-informed curriculum development project and is structured to incorporate the outcomes of this research, including appropriately sequenced steps for learning progression and diagnostic questions that provide evidence of learning and common misconceptions, with response activities to challenge misconceptions.

Our flexible approach enables schools to use our resources in a way that fits their content and meets the varying needs of teachers and their pupils. Our curriculum can be used in its entirety or units can be selected to complement existing curricula. Our resources are adaptable so that, for example, teachers can easily add in more or different examples to explanations, can edit or add checks for understanding, or adapt practice tasks to better reflect the prior knowledge of their pupils. At key stage 4 teachers and pupils can select a pathway aligned to the most frequently used exam board specifications for GCSE Science: AQA, Edexcel or OCR.

Our commitment to breadth and diversity in content, language, texts, and media can be seen throughout the curriculum, for example, in the diverse school-age characters featured in our resources. Our curriculum highlights the achievements of scientists from different genders, ethnicities, and nationalities to ensure a diversity of perspectives and experiences. This approach ensures that our science curriculum is inclusive and reflective of the global scientific community.

Our curriculum is intentionally designed to facilitate high-quality teaching as a powerful lever to support pupils with SEND. Aligned with EEF guidance, our resources have a focus on clear explanations with scientific diagrams, modelling and frequent checks for understanding, with guided and independent practice. Lessons are chunked into learning cycles and redundant images and information are minimised to manage cognitive load. We have removed reference to year groups in our resources so that they can be used when pupils are ready, regardless of their age. Our resources are purposefully created to be accessible, for example by using accessible fonts, colours with good contrast, and captions in our videos.

What subject specific principles inform the design of our curriculum?

Building knowledge of key concepts in a way that reflects how knowledge is organised in the three scientific disciplines

Our science curriculum structures knowledge to reflect the organisation of biology, chemistry, and physics, introducing concepts in a logical sequence from basic to advanced topics. Fundamental ideas are taught with consistent language and models across disciplines. For example, students begin with basic material properties and advance to complex topics like chemical reactions.

Pairing substantive and disciplinary knowledge, particularly around practical work

Our curriculum combines substantive knowledge (concepts) with disciplinary knowledge (scientific methods) to enhance practical work. For instance, in studying chemical reactions, students learn core concepts like reactants and products while also developing skills in measurement and data analysis through experiments. This approach ensures that practical activities are purposeful and clearly linked to theoretical concepts.

A ‘big ideas’ approach to developing subject concepts

We use a ‘big ideas’ approach to create ‘big questions’ in science that link concepts across the curriculum. For example, with the question “Why are there similarities and differences between living things?” we start with identifying plants and animals in key stage 1, study habitats and basic biology in key stage 2, delve into cellular biology and genetics in key stage 3, and cover evolution and biotechnology in key stage 4. This ‘big question’ helps students from key stage 1 to key stage 4 connect new knowledge with prior learning.

Where there is a practical focus, it builds knowledge through the use of carefully planned and purposeful practical activities

Practical work is carefully planned; a physics experiment on forces is carefully designed to connect substantive knowledge of force interactions with the disciplinary skills of measuring and analysing data. Each activity is sequenced to build on previous knowledge, ensuring students engage deeply with the material. Additional materials outline the purpose of each practical task and assist teachers and pupils in carrying it out safely.

Where mathematics is taught or used in science, alignment with the sequence, language and approach used in the mathematics curriculum is considered

The mathematical skills used in science align with the Oak mathematics curriculum. When teaching data analysis, we use the same methods and language as in mathematics lessons, helping students to apply their mathematical knowledge effectively in scientific contexts. Where there are differences between the approaches in mathematics and science they are explicitly shared with pupils so that they can make connections between the two subjects.

How does our curriculum reflect the aims & purpose of the national curriculum?

There are 3 aims of the national curriculum. First, is that all ‘pupils develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics’. Each of our curriculum threads is explicitly signposted as sitting within biology, chemistry or physics. For example, ‘Biology: What are living things and what are they made of?’ or ‘Chemistry: What are things made of?’. This means that pupils are taught knowledge from within each discipline, building from fundamentals such as grouping animals and plants to the more complex elements such as genetic engineering.

The next aim is to ‘develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them’. Our curriculum incorporates a diverse range of scientific enquiries, such as investigating the effect of light on the rate of photosynthesis and exploring how different materials conduct heat, which places emphasis on the scientific method. These activities encourage critical thinking, provide hands-on activities, use models such as the solar system to explain abstract concepts, and foster reflection and discussion.

The last aim is that pupils ‘are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future’. Our curriculum links scientific concepts to real-world applications, fosters discussions on the ethical and societal impacts of scientific developments, and encourages pupils to think critically about how science influences the future in fields like sustainability and health. For example in the year 11 "Biology: Gene Technology" unit, pupils explore how advances in understanding the human genome, such as gene therapy, impact medicine, and assess the benefits, risks, and ethics of genetic engineering in agriculture and healthcare.

What teaching time does our curriculum require?

Our curricula for key stages 1-3 are designed for 36 weeks of curriculum time across the school year, which leaves time for other activities both within and beyond the curriculum, such as assessments or school trips. At key stage 4, year 10 also has 36 weeks of curriculum time, but year 11 has only 24 weeks (approximately 2 terms) to recognise that schools will not be teaching new content in the run-up to the GCSE exams.

At key stage 1, our curriculum has been designed to teach one weekly lesson, approximately 40 minutes long. In key stage 2 there are two lessons per week lasting 50 minutes to an hour each. At key stage 3, there are three lessons per week and three or four lessons at key stage 4, depending on whether pupils are following a combined science or separate science pathway. Key stage 3 and 4 lessons are designed to last one hour.

We understand that the exact time dedicated to science can vary greatly between schools due to differences in curriculum planning, resource allocation, and school-specific priorities. Therefore, we fully expect and encourage teachers to adapt our curriculum and resources to best suit their needs and available curriculum time. This is particularly important in key stage 4, where classes may be streamed and pupils may be following different exam pathways or studying for different tiered papers at a range of levels.

We use threads to signpost groups of units that link to one another and build a common body of knowledge over time. Our threads are ‘big questions’ driven by big ideas. We use the term thread rather than vertical concepts, themes, or big ideas because it helps to bring to mind the visual concept of a thread weaving through the curriculum.

Our science threads that weave through both our primary and secondary curricula are ‘big questions’ in the three disciplines:

What are living things and what are they made of?

How do living things live together in their environments?

Why are there similarities and differences between living things?

How can we explain changes in the air, land, and oceans?

Why do materials have different properties?

How does the Earth fit into the Universe?

The threads are informed by the big ideas in science, framed as accessible 'big questions'. These big ideas revisit and develop scientific knowledge and understanding with increasing complexity over time. For example, pupils develop their understanding of living things via the 'Why are there similarities and differences between living things?' thread. They are first taught about 'Naming and Grouping Animals' in key stage 1, before building on this in key stage 2 by learning about 'Living Things and the Environment'. In key stage 3 pupils learn about 'Species and Classification' and in key stage 4 'Variation and Natural Selection'. Consistent threads across our primary and secondary curricula can enable a more effective transition, helping pupils to bridge their knowledge and understanding from primary to secondary.

Recommendations from subject specific reports

How does our curriculum address and enact recommendations from subject specific reports (e.g. EEF guidance reports & Ofsted Research Review)?

Our science curriculum incorporates EEF recommendations from 2018 and 2023, emphasising the importance of building on pupils’ prior knowledge, addressing misconceptions, and providing meaningful feedback. Classroom dialogue from primary is further developed in secondary education with advanced scientific reading and writing knowledge and skills. Scientific vocabulary is explicitly taught, with increasing complexity and connections to word origins. For example, in key stage 4, when studying genetics, vocabulary such as "homozygous" and "heterozygous" is explicitly taught, highlighting the etymology. This reinforces connections between words, deepening pupils' understanding of complex biological concepts.

The recent Ofsted subject report for science highlights the need for high-quality, purposefully planned practical work. For example, in key stage 4, a practical experiment investigating the effect of light intensity on the rate of photosynthesis allows students to observe how varying light levels impact oxygen production in pondweed. Links between substantive knowledge (photosynthesis and light as a limiting factor) and disciplinary knowledge (conducting controlled experiments and analysing data) enhance pupils' retention and application of what they’ve learned and there is sufficient time for pupils to interpret and explain the observations and measurements made.

How does our curriculum deal with elements that arise from the specific needs of the subject?

How are practicals featured in the curriculum?

Practical work is purposeful and clearly linked to curriculum content. Video clips and GIFs help pupils visualise techniques before they engage in the activities, ensuring they understand the procedures. If hands-on practicals aren’t possible, lessons include videos that demonstrate equipment use. For example, if a microscope is not available for a biology lesson on microscopy, pupils can instead watch a video showing how to prepare and view a slide under the microscope.

How does the science curriculum link to our curricula in other subjects?

The curriculum is planned to align with other subjects, such as mathematics. In science lessons, students apply mathematical skills to tasks like calculating means and plotting graphs when analysing experimental data. Graphing techniques and statistical methods are consistent with those taught in mathematics to maintain continuity between subjects, while also addressing subject-specific differences. These differences are explicitly highlighted; for example, in science, the line of best fit may be curved to show a general trend, whereas in mathematics, it is usually a straight line.

The University of York Science Education Group (UYSEG)

Our secondary science curriculum 

Secondary

Science

Key Stage 1

Key Stage 2

Key Stage 3

Key Stage 4

Primary

Art and design

Core

GCSE

Citizenship

Computing

Cooking and nutrition

Design and technology

Edexcel

Eduqas

English

French

Edexcel B

Geography

German

History

Maths

Music

Physical education

Spanish

Religious education

BQ01 Biology: What are living things and what are they made of?

BQ02 Biology: How do living things grow and reproduce?

BQ03 Biology: How do living things live together in their environments?

BQ04 Biology: Why are there similarities and differences between living things?

BQ05 Biology: How do living things stay healthy?

BQ06 Chemistry: How do we explain how substances behave?

BQ07 Chemistry: What are things made of?

BQ08 Chemistry: How can substances be made and changed?

BQ09 Chemistry: How can we explain changes in the air, land and oceans?

BQ11 Physics: How do forces make things happen?

BQ12 Physics: How do we see, hear and communicate?

BQ13 Physics: How do electricity and magnetism work?

BQ14 Physics: How does the Earth fit into the Universe?

BQ15 How can we live sustainably to protect Earth for a better future?

BQ10 Physics: Why do materials have different properties?

Pupils will learn about biological molecules that are essential to life, including sugars and other carbohydrates, proteins and lipids, and the role of enzymes in catalysing the chemical reactions in which these substances are used and made.

Biological molecules and enzymes

Pupils learned that photosynthesis in producers makes glucose, a type of carbohydrate, which is used to make biomass and as a fuel for cellular respiration.

Plant nutrition and photosynthesis

This unit covers the structure and function of sub-cellular components in eukaryotic and prokaryotic cells and explores DNA as the genetic material of organisms. It explains genetic terms, protein synthesis, and how genetic variants influence phenotypes.

Cells

Light microscopy: observing and drawing cells

Animal cells: common structures and specialised cells

Plant cells: common structures and specialised cells

Eukaryotic and prokaryotic organisms

Common structures of prokaryotic cells

The size and scale of cells: including standard form

Eukaryotic and prokaryotic cells

The size and scale of cells: the basics

In the Energy of moving particles unit, they will build on this knowledge to learn how the movement and nature of different particles transfers energy by conduction, and how specific heat capacity and specific latent heat quantify the effect of heating on the properties of a material.

Energy of moving objects

In the Heating and cooling unit, pupils learnt how the motion of particles in solids, liquids and gases changes when they are heated, how thermal conduction and insulation work and why heating different materials doesn’t always increase their temperatures by the same amount. 

Heating and cooling

This unit defines density and explores how it varies between states of matter based on atomic arrangement. It covers mass conservation during physical changes, gas behaviour, fluid pressure, buoyancy, and atmospheric pressure, and calculations involving density, mass, and volume relationships.

Calculating density and measuring volume

Measuring density

Pressure in a fluid

Upthrust calculations

Explaining convection

Explaining changes of pressure

Particle explanations of density and pressure

Upthrust

Explaining pressure changes

In the Structure and Bonding unit, pupils will build on their understanding of atomic structure to explore different types of chemical bonding and how these bonds affect the properties of substances.

Structure and bonding

In the Atoms, Elements and Compounds unit, pupils learned about the differences between atoms, elements, and compounds, as well as their chemical symbols and formulae.

Atoms, elements and compounds

This unit covers the atomic model, relative atomic mass, isotopes, and the structure of the modern periodic table. It explains how atomic structure influences element positioning, properties, and reactivity. The focus is on identifying trends and using models to develop scientific explanations.

Atomic structure (electron mass of 0.0005)

Developing a model for atoms (Geiger and Marsden)

Atoms, elements and compounds (mass number to 1 d.p.)

Modern periodic table with electron configuration

Atomic number and mass number (RAM 1 d.p.)

Isotopes and nuclear notation

Relative formula mass (mass number to 1 d.p.)

History of the periodic table

Atomic structure and the periodic table

Pupils will learn about dominant and recessive alleles, and how to use models of single gene inheritance to make predictions about the genotypes and phenotypes of offspring.

Inheritance, genotype and phenotype

Pupils learned about flower structure, wind and insect pollination, fertilisation, seed and fruit formation and dispersal.

Reproduction in plants

This unit covers the structure and function of eukaryotic and prokaryotic cells, DNA as the genetic material, and key genetic terms. It also explains protein synthesis, genetic variants, and how DNA structure affects proteins. The emphasis is on using models to explain scientific concepts.

The genome

The chemical structure of DNA

The genome, the environment and phenotype

The genetic code

Protein synthesis

Mutations and genetic variants

Genetic variants in genes can influence phenotype

Genetic variants in non-coding DNA can influence phenotype

DNA and the genome

In the Energy of moving objects unit, they will build on this knowledge to learn how to calculate the amount of energy of objects have because they are moving, stretched or in a gravitational field; and to calculate energy transfers using knowledge of energy conservation and dissipation.

In the Moving by force unit, pupils learnt how to calculate speed and describe motion using distance-time graphs, apply Newton’s First Law of motion and calculate the amount of energy needed to move an object to a new position.

Moving by force

This unit covers vector-scalar distinctions in displacement, distance, velocity, and speed. It explores speeds, acceleration, motion graphs, and formulas for uniform and non-uniform motion. It also includes understanding circular motion and conducting accurate measurements, and calculations.

Different speeds (v=s/t)

Measuring instantaneous speed practical (v=s/t)

Measuring instantaneous speed analysis (v=s/t)

Displacement and velocity as vectors: including movement around a circle

Velocity on displacement-time graphs (v = s ÷ t)

Calculating from displacement-time graphs: including tangents (v = s ÷ t)

Calculating acceleration (a=(v-u)/t)

Measuring acceleration practical (v=s/t, a=(v-u)/t)

Measuring acceleration analysis (v = s ÷ t, a = (v – u) ÷ t)

Velocity-time graphs: acceleration and distance travelled (a=(v-u)/t)

Calculating from motion graphs: including displacement (a=(v-u)/t and v=s/t)

Motion calculations: including complex ones (a=(v–u)/t, v²−u²=2as & v=s/t)

Measuring and calculating motion

Displacement and velocity as vectors (v=s/t)

Velocity on a graph (v = s ÷ t)

Calculating from displacement-time graphs (v = s ÷ t)

Acceleration (a=(v-u)/t)

Calculating from velocity-time graphs (a=(v-u)/t)

Calculating from motion graphs (a=(v–u)/t  and v=s/t)

Motion calculations (a=(v–u)/t, v²−u²=2as & v=s/t)

In the Chemistry of Carbon unit, pupils will build on their understanding of chemical bonding to explore the unique properties and bonding of carbon, leading to various natural and synthetic organic compounds.

Chemistry of carbon

In the Atomic Structure and the Periodic Table unit, pupils learned about the model of the atom, isotopes, and the arrangement of elements in the periodic table.

This unit explores changes of state, particle kinetics, and energy transfers in relation to chemical bonding, including ionic, covalent, and metallic bonds. It examines carbon's unique bonding properties, leading to organic compounds and materials like diamond, graphite, fullerenes, and graphene.

Why chemical reactions occur

Metallic structure and properties

Metal alloys

Alloys and their properties

Forming ions for ionic bonding (RAM 1 d.p.)

Giant ionic structures

Determining ionic formulae

Ionic diagrams for binary ionic substances

Properties of giant ionic structures

Forming covalent bonds

Properties of covalent substances

Bonding models

Changes of pressure

Pupils will learn about human and plant defences against pathogens, the role of white blood cells in the human immune system, and the use of vaccination to protect against communicable diseases.

Defences against pathogens, the human immune system and vaccination

Pupils learned about some common non-infectious diseases, factors that increase the risk of developing lifestyle diseases and steps we can take to help prevent them, including the impacts of smoking on the human body, and asthma and its risk factors.

Disease and drugs

This unit explores health and disease, including communicable and non-communicable types and their interactions. It examines lifestyle impacts, disease spread, evaluates cardiovascular treatments, and highlights the importance of risk evaluation, peer review, and effective communication of results.

KS3 & KS4 science curriculum

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