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Science

Welcome to Key Stage 3 Science at AHS. Our curriculum is designed to ignite curiosity, challenge critical thinking, and build a powerful foundation for understanding the natural world. By introducing students to the core principles of Biology, Chemistry, and Physics, we encourage them to ask big questions, solve complex problems, and develop a lifelong passion for discovery.

From their very first term, students are immersed in hands-on laboratory experiences. We place practical work at the centre of our curriculum, teaching students to think and act like true scientists. Through the Working Scientifically framework, they master vital experimental skills—ranging from the safe handling of chemicals and the use of microscopes to utilising digital data loggers. We don't just teach facts; we teach students how to analyse data, evaluate evidence, and build the resilience required to navigate the scientific process.

In Years 7 and 8, our integrated approach builds seamlessly on primary school foundations. Students explore two major topics per year within each of the three core disciplines. They engage deeply with the "big ideas" of science, such as the relationship between structure and function in living organisms, the particulate model of matter, and the mechanisms of energy transfer.

At AHS, science extends far beyond textbooks. We integrate contemporary, topical issues like sustainability and environmental ethics directly into our modules, empowering students to consider the wider impact of scientific progress. 

By the conclusion of Key Stage 3, our students emerge as scientifically literate, mathematically confident, and deeply curious individuals—fully prepared for the academic rigours of their GCSEs and equipped to understand the fast-moving world around them.

Student resources

The Google Drive, Google Site and Clickview are only available for students and teachers of Aylesbury High School. The Google Drive and Google Site contain all Google-based resources used in lessons. 

The other quick links are to websites we subscribe to with extra resources. Students have their own login details given to them by the school. 

AHS only resources Web based quick links

Web based quick links

Extension work & wider reading at Key Stage 3 (Years 7-9)

If you have finished all the work set on Google Classroom/in lessons very quickly and/or if you’re looking for Science things to do to stop you getting bored, try out some of these suggestions. 

Some interesting websites

https://www.snexplores.org/

https://www.natgeokids.com/uk/category/discover/science/

https://www.science-sparks.com/science-experiments-for-teens/

https://www.sciencejournalforkids.org/

https://kids.frontiersin.org/

https://spark.iop.org/collections/marvin-and-milo

https://student-tutor.com/blog/top-science-experiments-for-kids-and-teens/

https://www.mkewithkids.com/post/here-are-two-weeks-worth-of-fun-and-easy-science-experiments/

Some interesting videos/TV shows and Podcasts

https://www.bbc.co.uk/iplayer/episodes/m0026y0p/horrible-science

https://www.bbc.co.uk/sounds/brand/m000fwyj

https://www.youtube.com/watch?v=lTxvhITF0p0

https://www.bbc.co.uk/iplayer/episodes/m001f1tg/the-secret-genius-of-modern-life

https://www.bbc.co.uk/programmes/m001f1tg

https://www.sciencepodcastforkids.com/podcast

https://www.nasa.gov/podcasts/houston-we-have-a-podcast/

 

Subject intent

Key Stage 3 

Key Stage 3 Science introduces students to the exciting worlds of Biology, Chemistry and Physics. They also get the chance to develop their experimental skills. Their curiosity and interest is stimulated through a wide range of practical work, problem-solving, and ICT-based activities. By the end of Key Stage 3 students have a strong foundation of knowledge which they will build upon at GCSE level.

Year 7 starts with ‘Introduction To Science’, which starts to develop the skills that students will need to progress in Science. We develop these skills further in Year 7 and Year 8, building upon what students will have studied at Key Stage 2. Students study 2 topics from each of the three disciplines.

Year 8 builds upon and further develops the concepts that students meet in Year 7. We also introduce key ideas and skills that students will meet again in more depth during the GCSE years.

Key Stage 3 (Years 7-9) course implementation, learning journey & attainment.

Course content

Year 7 Year 8

  • Introduction To Science

  • What Am I?

  • Energy and Particles

  • Space

  • Acids and Solutions

  • Digestion

  • Electricity and Energy

  • Experimental Skills – Graphs

  • New Life

  • The Periodic Table and Equations

  • Forces

  • Chemistry of Planet Earth

  • Light Vs Sound

  • Experimental Skills – Evaluating

  • Ecology, Classification and Variation

Learning Journey

Biology

Chemistry

Physics

Year 7 attainment descriptors

At Key Stage 3, we focus on skills and literacy across the sciences, in addition to having more specific focusses on the 3 individual sciences.

Working Towards
Skills Literacy Biology Chemistry Physics
  • Make simple, correct statements about a topic.
  • Recognise what a model represents.
  • Identify most of the correct values and select the correct formula when trying to find an unknown quantity
  • When writing, uses punctuation at the start of sentences and uses some scientific vocabulary in sentences.
  • Describe a biological process.
  • Describe simple applications of chemistry in society.
  • Describe some simple physics phenomena
  • using limited scientific and technical knowledge, showing some understanding of scale in terms of time, size and space
Working At
Skills Literacy Biology Chemistry Physics
  • Make simple, correct statements about a topic.
  • Recognise what a model represents.
  • Identify most of the correct values and select the correct formula when trying to find an unknown quantity.
  • Ask questions that could be tested in experiments and suggest what might happen in the experiments.
  • Identify two relevant variables in an experiment.
  • When writing, uses punctuation at the start of sentences and uses some scientific vocabulary in
  • sentences.
  • When reading identifies the overall purpose and viewpoint of the text.
  • Describe a biological process.
  • Identify key structures in a living organism.
  • Describe simple applications of chemistry in society.
  • Understand that evidence can be used to support chemical ideas
  • Describe some simple physics phenomena using limited scientific and technical knowledge, showing some understanding of scale in terms of time, size and space
  • Recognises simple interrelationships between physics and society
Working Beyond
Skills Literacy Biology Chemistry Physics
  • Make simple, correct statements about a topic.
  • Recognise what a model represents.
  • Identify most of the correct values and select the correct formula when trying to find an unknown quantity.
  • Ask questions that could be tested in experiments and suggest what might happen in the experiments.
  • Identify two relevant variables in an experiment.
  • Fill in a table and draw a graph without help.
  • Spot simple mathematical relationships and patterns in graphs.
  • When writing, uses punctuation at the start of sentences and uses some scientific vocabulary in
  • sentences.
  • When reading identifies the overall purpose and viewpoint of the text.
  • When speaking uses some scientific vocabulary and sometimes contributes to class discussions.
  • Describe a biological process.
  • Identify key structures in a living organism.
  • Name some components of a biological equation.
  • Describe basic chemistry knowledge related to a topic.
  • Describe simple applications of chemistry in society.
  • Understand that evidence can be used to support chemical ideas
  • Describe some simple physics phenomena using limited scientific and technical knowledge, showing some understanding of scale in terms of time, size and space
  • Recognises simple interrelationships between physics and society
  • Demonstrate some understanding of the nature of physics, its laws, principles and applications

Year 8 attainment descriptors

At Key Stage 3, we focus on skills and literacy across the sciences, in addition to having more specific focusses on the 3 individual sciences. These statements are on top of what students learn to do in Year 7.

Working Towards
Skills Literacy Biology Chemistry Physics
  • Draw similarities between processes and apply theory with help.
  • Explain how features of a model represent a scientific process or concept.
  • Use more than one formula, more or less successfully, to find an unknown quantity.
  • When writing, uses punctuation at the start and within sentences and uses some scientific vocabulary in sentences.
  •  
  • Compare different biological structures and processes
  • Explain how a number of biological structures interact and are adapted to their function.
  • Explain the applications and implications of chemistry in society.
  • Describe several physics phenomena using a good range of scientific and technical knowledge, showing a secure understanding of scale in terms of time, size and space
Working At
Skills Literacy Biology Chemistry Physics
  • Draw similarities between processes and apply theory with help.
  • Explain how features of a model represent a scientific process or concept.
  • Use more than one formula, more or less successfully, to find an unknown quantity.
  • Make a prediction partly linked to scientific knowledge.
  • Plan experiments to collect reliable results in a safe manner, selecting the correct equipment and identifying some of the control variables.
  • When writing, uses punctuation at the start and within sentences and uses some scientific vocabulary in sentences.
  • When reading, identifies and comments on the overall purpose and viewpoint of the text.
  • Compare different biological structures and processes
  • Explain how a number of biological structures interact and are adapted to their function.
  • Explain the importance of key biological processes.
  • Explain the applications and implications of chemistry in society.
  • Explain how evidence supports accepted chemical ideas.
  • Describe several physics phenomena using a good range of scientific and technical knowledge, showing a secure understanding of scale in terms of time, size and space
  • Recognises  interrelationships between physics and society, their ethical implications and the benefits and risks associated with them
Working Beyond
Skills Literacy Biology Chemistry Physics
  • Draw similarities between processes and apply theory with help.
  • Explain how features of a model represent a scientific process or concept.
  • Use more than one formula, more or less successfully, to find an unknown quantity.
  • Make a prediction partly linked to scientific knowledge.
  • Plan experiments to collect reliable results in a safe manner, selecting the correct equipment and identifying some of the control variables.
  • Collect data with accuracy, create tables to record data and plot a line graph.
  • Describe patterns in graphs and decide whether the best techniques and equipment are used.
  • When writing, uses punctuation at the start and within sentences and uses some scientific vocabulary in sentences.
  • When reading, identifies and comments on the overall purpose and viewpoint of the text.
  • When speaking uses some scientific vocabulary and contributes to class discussions.
  • Compare different biological structures and processes
  • Explain how a number of biological structures interact and are adapted to their function.
  • Explain the importance of key biological processes.
  •  Analyse changes in biological processes.
  • Explain the applications and implications of chemistry in society.
  • Explain how evidence supports accepted chemical ideas.
  • Explain some simple relationships between evidence and chemical ideas and reflect as to why theories might need to be altered.
  • Describe several physics phenomena using a good range of scientific and technical knowledge, showing a secure understanding of scale in terms of time, size and space
  • Recognises  interrelationships between physics and society, their ethical implications and the benefits and risks associated with them
  • Apply appropriate skills, including a range of communication, mathematical, technical and observational skills.
 

Subject impact

Key Stage 3

Scientific knowledge and conceptual understanding

Developed through the disciplines of biology, chemistry and physics. Our schemes of work give students an understanding of the big ideas in science, e.g. the links between structure and function in living organisms, the particulate model as the key to understanding the properties of matter, and the transfer of energy.

Nature, processes and methods of science

Different types of investigative techniques help students to answer scientific questions about the world around them. Students are taught about working scientifically through a range of practical investigations.

Uses and implications

Evaluation and critical analysis of information is encouraged. In recent years, we have incorporated topical issues into our teaching, such as sustainability and the environment.

Our booklets help EAL students and templates are also provided. Glossaries are used to encourage the learning of scientific vocabulary.

By the end of year 8, students have:

  • Gained confidence and competence in manipulating equations, drawing graphs, and using mathematics to solve problems, including units in their answers.

  • Gained an understanding of the concepts, often abstract, covered in Science.

  • Be competent in using a range of apparatus, including data loggers to investigate relationships and gather data.

  • Gained knowledge of how Science is useful in the outside world, including an awareness of careers where a knowledge of Science is useful.

  • Gain skills in answering exam-style questions, including: carefully reading questions, extracting key information, carrying out calculations, or giving an explanation in sufficient detail.

Feedback in Science lessons

This chart explains the types of feedback that students can expect to receive for work done in geography lessons/at home.

Activity Types of feedback

Assessments 

Written feedback or done via Google Classroom

Written tasks 

Written feedback or done via Google Classroom

Lesson & homework activities

Self-assessment, peer-assessment, automatically marked online.

Oral work in class 

Verbal feedback

School values in Science

Boundless Aspiration Curious Engagement Resilient Bravery Selfless Generosity

  • Use feedback to improve

  • Consistent effort and diligence leading to improved or sustained achievement

  • Enter competitions

  • Take ownership of your own learning, e.g. by extending class and homework

  • Ask and answer questions

  • Make connections, e.g. between different topics and real-world application

  • Read one of the KS3 books of the month or look at one of the KS3 extension resources 

  • Explore further, e.g. investigate career pathways or participate in co-curricular activities

  • Present your work, e.g. in class/assembly/open evening

  • Recognise your limitations and take steps to overcome them

  • Be willing to give challenging questions a try

  • Clear up after practicals

  • Help each other – give up your time to assist others, share your knowledge and resources

  • Show consideration

  • Support school events and give back to your community
       
       

 

 

Contact Us

Aylesbury High School
Walton Road
Aylesbury
Buckinghamshire
HP21 7SX
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01296 388222 [email protected]