Hathershaw College




Curriculum Intent


  • To deliver a broad, balanced and inclusive curriculum that is challenging yet engaging.
  • To stimulate students’ curiosity about the world around them and how it works.
  • To equip students with the knowledge and understanding of the scientific ideas that will impact on their personal health, development and growth.
  • To develop an awareness of science-related issues that may affect the lives of students, in their contexts and beyond.
  • To encourage scientific inquiry, where students are be able to plan, conduct, analyse and evaluate scientific studies.
  • To develop scientific reasoning that allows students to explain the occurrence of events, analyse its causes and predict its outcomes.
  • To grow cultural capital both within science lessons and through enrichment work by providing students with a range of opportunities, responsibilities and experiences.
  • To improve the levels of literacy and oracy by promoting the development, memory and pronunciation of key scientific terminology.
  • To improve the levels of numeracy at every opportunity, allowing students to make links across mathematics and science.
  • To grow and foster a thirst for knowledge and love for science that ensures that students leave with the best possible grades, which provides them with access to further science-related courses and careers.
  • To promote careers in science and other STEM subjects, which would enable students to make a positive contribution to society


Curriculum Overview



The particle model and properties of different materials. They will also be introduced to the Periodic Table, atoms, elements and compounds. Mixtures are also covered as well as the practical techniques used to separate them.


The different types of contact and non-contact forces are studied, their effects and what is meant by an interaction pair. Students will also learn about the production and speed of sound, comparing this to light and how both are detected by the human body.



Students learn about the basic unit of animals, plants and bacteria and how to use a microscope to observe them.  The variation and adaptations of organisms that allow them to survive in their habitats is studied in this topic also. This is followed by inheritance and reproduction in plants and animals.



The chemical reactions of combustion, decomposition, neutralisation and reactions of metals with oxygen, water and acids are conducted here. This is followed by the structure of the Earth, atmosphere and rock cycle as well as changes to the climate and its effects.


Types of energy and how they are transferred is studied here. Electrical energy is studied in more detail including current, potential difference and resistance. Students will also learn how to calculate their speed and pressure.



Students learn about healthy and unhealthy lifestyles researching into diets, deficiencies, drugs, smoking and alcohol and the impact this has on body systems. The skeletal and respiratory system are studied followed by ecosystems, photosynthesis and different kinds of feeding relationships.





Students build on their knowledge of cells, inheritance and healthy lifestyles to learn about cell division, genetic modification, infectious disease and drug development in this unit.


Atomic structure and groups of the periodic table are covered in more depth in this unit. Hydrocarbon fuels and homologous series are to be taught whilst retrieving prior learning on climate change and studying alternative fuels that can be used to generate electricity.  



Newton’s three laws of motion are studied in this unit. Students will be calculating speed, acceleration, momentum, gravitational potential and kinetic energy. The concepts of waves, sound and light are developed further to cover the electromagnetic spectrum.

Students also learn about the different types of radiation, their penetration abilities and ionisation strengths and how they can be dangerous but also useful. 




The effects of the hormones- insulin, glucagon, thyroxine, adrenalin, oestrogen and progesterone are studied here. 

Knowledge of the cardiovascular system is developed here and the transport methods of different substances will be retrieved.  
Students will learn about the transport systems in plants too as well as interdependence in ecosystems and the abiotic and biotic features that may affect the population sizes of species.


The bonding models: ionic, simple and giant covalent and metallic are studied here as well as the properties of materials that are bonded this way. The process of electrolysis is studied in detail and then applied to the extraction of metals for profit. 

The strength of acids and alkalis and the titration method of obtaining a salt is studied also, alongside solubility rules and precipitation reactions. 

The collision theory is studied as part of factors affecting the rate of chemical reactions as well as heat energy changes and how the position of Equilibria affects the yield of reactions.


Newton’s three laws of motion are studied in this unit. Students will be calculating speed, acceleration, momentum, gravitational potential and kinetic energy. The concepts of waves, sound and light are developed further to cover the electromagnetic spectrum.

Students also learn about the different types of radiation, their penetration abilities and ionisation strengths and how they can be dangerous but also useful




The relationship between work and power is studied here, followed by the relationship between current, potential difference and resistance. Students also learn about electromagnetism, transformers and investigate the energy transfers in springs



Retrieval and consolidation of prior biology

knowledge.   The controlled

production of

hormones by

Negative Feedback

Mechanism and the

Inverse Square Law are taught as new learning.



Retrieval and consolidation of

prior chemistry

knowledge.  Moles, limiting reactants,

REDOX reactions and writing ionic

equations and half
equations are taught as new learning.



Retrieval and consolidation of prior physics


Students will learn

Fleming’s left-hand rule. They will also practise recalling and rearranging
equations and their units.


Combined Science Revision

Class tailored intervention lessons will be delivered in order to prepare students for their upcoming exams, using the following resources:

  • Revision Summary PowerPoints for content recall
  • Exam Alerts from Examiner’s Reports
  • Edexcel Past Exam Papers
  • Modelled- Walking Talking Mock Exams


To download this table, please click below.

Curriculum Overview 2021-22


Medium Term Plans











Science SMSC Statement


SMSC and British Values are promoted throughout the KS3 and KS4 Science provision at The Hathershaw College. The subject naturally provides students with a sense of enjoyment and fascination in learning about the world around them, whilst drawing on their use of imagination and creativity. As an example, many of the big scientific ideas are taught through the use of models to allow pupils to visualise invisible concepts such as particles, waves and electricity. When studying cells and digestion at KS3, pupils engage in creating their own models and when using chocolate to model the rock cycle, students also evaluate the use of models.

In addition to this, students regularly engage in practical work in order to develop their scientific inquiry skills and investigate theory in practice. At KS3 our scientists develop familiarity with scientific equipment, methods and how to work safely in the lab. This extends beyond topics specified on the National Curriculum and includes content that is topical and interesting, for example, first aid, aquaponics, forensic science and yearly themes selected during National Science Week. As part of their GCSE Qualification students develop their scientific writing and build on these skills further to confidently carry out and remember Core Practicals such as the rate of respiration in small organisms, separating mixtures and investigating force, mass and acceleration. This often involves group work and discussions, promoting the development of social skills, preparing students for life in the workplace in modern Britain.

There is also a strong focus on developing students morally through ethical debates and reasoning tasks where they must respectfully discuss sensitive topics such as organ transplants, stem cell therapy, selective breeding programmes and IVF. Through these lessons students develop empathy and listen to alternative perspectives. This strand is further explored, when discussing the rule of law respective of drug and alcohol use and misuse. The Healthy Lifestyle unit of study in Year 8, teaches students to recognise the difference between right and wrong and the impact of their choices and behaviours on themselves, others around them and the National Health Service. Furthermore, in Year 9 students reflect on the effect that human activity is having on the planet and deliberate ways to counterbalance the detrimental impact on biodiversity.

Finally, learning in a multicultural context allows our students to appreciate and celebrate a range of cultures that shape their own heritage and the heritage of others. Cultural development is promoted further in Science by acknowledging the contribution of various Scientists from around the world e.g. Dalton, Darwin, Curie and Herschel and the historical context that has influenced the way that theories have developed. Additionally, cultural differences can often influence the extent to which scientific ideas are accepted, used and valued in the classroom e.g. Human Evolution, however this is typically developed into an opportunity for discussion.