Planning documents - notes

Transcription

1 Planning documents - notes The documents here are designed to be used by each subject, for each year group. 1. Year Overview A cover sheet for each subject in each year group. This makes it clear to teachers, leaders and parents/carers what will be studied during the year, its relevance to the National Curriculum, key assessment points to be aware of, and the links to British values and the school s Christian ethos. 2. Long-term plan This is an annual week-by-week plan setting out what will be studied; the purpose being to ensure teachers are able to plan long-term and leaders are able to track the progress of teaching and learning. Each week would have one or more LI/Key Question. The names of overarching units, key assessment points and other milestones would also be written on here. 3. Medium-term plan (1) This is in essence a bridging document between the long-term plan and the lesson plans. It sets out clearly what is to be studied in each unit, each week. It would function as a working document. 4. Medium-term plan (2) An alternative to the above, serving as an overview document. 5. Lesson plan This is a simple pro-forma to be used for each lesson. There is an option of format for the Activity box.

2 Subject: Science Year 8 Overview Key content knowledge and skills Autumn 1: Plant and Human Reproduction & Chemical Reactions Plant reproductive structures and organs, pollination, seed dispersal, food sources and security. Simple chemical reactions, endo and exothermic reactions, acids and alkalis, Ph scale, formation of basic salts Autumn 2: Electricity and Electromagnetism & Space Series and parallel circuits, components of a circuit current, resistance and voltage and their relationship, the domestic electricity supply and the structure of a plug Spring 1: Gas Exchange Systems and Cellular Respiration The lung and its structure, diffusion and diffusion pathways, alveoli and its adaptation to gaseous exchange, gas exchange in fish and invertebrates, aerobic and anaerobic respiration, the effect of exercise and smoking on gas exchange surfaces, inhalation and exhalation Spring 2: Earth and Atmosphere The structure of the earth, the geological history of earths formation, the composition of the Earths atmosphere, how human activity is impacting upon the earths atmosphere Summer 1: Relationships in ecosystems Food chains and webs, trophic levels and their interactions, energy within an ecosystem, how accumulation of toxic material within an ecosystem. Summer 2: Matter The conservation of material and matter, including changes od state, Brownian motion, diffusing in both liquids and gases over a gradient, the difference between a chemical and physical change. National Curriculum focus Subject content from the National Curriculum Framework Document December 2014: Pupils should be taught about: how reproduction takes place in plants. label the key structures of a flower. To describe how pollination takes place by both wind and insect mechanisms. explain how fertilisation in plants takes place. describe how seed and fruit formation and dispersal takes place. how reproduction takes place in humans (mammals). describe the male and female reproductive organs and their structure. gametes and explain their role in reproduction. fertilisation. the processes of gestation and birth. the maternal lifestyle can impact on the foetus through the placenta. chemical reactions and the rearrangement of atoms. to represent chemical reactions using formulae and equations. to describe what combustion, thermal decomposition, oxidation and displacement reactions are. define what acids and alkalis are in terms of neutralisation reactions. to use the Ph scale to measure acidity and alkalinity. describe how reactions of acids with metals produce a salt and hydrogen. to describe how reactions of acids with alkalis produce a salt and water. to describe what electric current is. to explain that current is measured in amperes. to describe the similarities and differences between series and parallel

3 circuits. currents and where branches meet and that current is a flow of charge. potential difference is and that it is measured in volts. battery and bulb ratings are and mean. what resistance is and that it is measured in ohms. the differences in resistance between conducting and insulating components. static electricity as the separation of the positive and negative charges when objects are rubbed together and relate this to the transfer of electrons and forces between charged objects. the concept of magnetic poles and attraction and repulsion. magnetic fields with a compass, representing the field with lines. Earth s magnetism, compass and navigation. the magnetic effect of a current, electromagnets and DC motors. the structure and function of the gas exchange system in humans, including the adaptations to function. the mechanism of breathing, using a pressure model to explain the movement of gases, including simple measurements of the lung volume. the impact of exercise on gas exchange the impact and effect of asthma on gas exchange. the impact that smoking has on gas exchange the role of leaf stomata in gas exchange in plants. the structure and function of the gas exchange system in humans, including the adaptations to function. the mechanism of breathing, using a pressure model to explain the movement of gases, including simple measurements of the lung volume. the impact of exercise on gas exchange the impact and effect of asthma on gas exchange. the impact that smoking has on gas exchange the role of leaf stomata in gas exchange in plants.

4 the function of aerobic and anaerobic respiration in living organisms, including the breakdown of organic molecules to enable all the other chemical processes necessary for life. the word equation for aerobic respiration. anaerobic respiration in humans and microorganisms, including fermentation, and a word summary for anaerobic respiration. the differences between aerobic and anaerobic respiration in terms of the reactants and the products. the composition of the Earth the structure of the Earth. the rock cycle, including the formation of igneous, sedimentary and metamorphic rocks. why Earth has limited resources and why recycling is ever more important. composition of the Earth s atmosphere. how the production of carbon dioxide by human activity has impacted upon the climate. the interdependence of organisms in an ecosystem. food webs and chains and how species interact within an ecosystem. why insect pollinated crops are so important, in terms of human food security. methods of identifying species and measuring distribution, frequency and abundance within a habitat. positive and negative human interactions with ecosystems. Key assessment points Formative assessment will take place regularly through classwork and homework, with spelling tests for each unit being completed on SMH and summative assessment at the end of each topic. End of topic tests will be synoptic, including questions on all content covered up to that point. Assessment will focus on understanding of the content above through the following assessment objectives: AO1: Demonstrate knowledge and understanding of scientific ideas, scientific techniques and procedures AO2: Apply knowledge and understanding of scientific ideas, scientific enquiry, techniques and procedures

5 AO3: Analyse information and ideas to interpret and evaluate, make judgements and draw conclusions, develop and improve experimental procedures. Students will also complete mock required practicles in order to prepare them for Year GCSE. Christian ethos A Christian ethos will be promoted in science lessons by encouraging a sense of wonder in the natural world and a respect for all of God s creation. Students will treat each other with mutual respect and learn to work together through group and practical activities, and consider Christian views on ethical issues discussed including animal testing, drugs and alcohol, and use of renewable and non-renewable resources. British values Individual liberty in the sense of being able to develop and express one s own views, tolerance and mutual respect for one another s views is taught through the topics in which different views and/or ethics are involved. This includes the topics of reproduction, contraception, the impact of drugs and alcohol, and the use of renewable and non-renewable resources. The rule of law is addressed in units of work covering the need to have speed limits, laws concerning alcohol, tobacco and illegal drugs, and through students understanding the need for following laboratory rules. Democracy is taught through student debates on issues such as how to use energy resources and examining issues such as whether smoking and drinking should be made illegal as well as contraception and abortion. Practical activities in science require students to engage in team work and show mutual respect for each other.