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Chemistry

Director of Science: Dr Neat

Assistant Heads of Science: Dr Chiu and Mr Haldane

Teachers: Dr Neat, Dr Chiu, Mrs Pott, Ms Soufian

BGS Science Curriculum

The BGS Science Department is committed to developing curious, independent, critical thinking and highly motivated responsible learners, setting the foundations for understanding the world through the disciplines of Biology, Chemistry and Physics. We offer a diverse and balanced curriculum with engaging lessons and enrichment that enables outstanding progress for all pupils across all science disciplines. By building up a body of key foundational knowledge, concepts and skills, students will be able to recognise the power of evidence to rationalise and explain the world and develop a sense of excitement and curiosity about natural phenomena. They will understand how science can be used to explain, predict and analyse. At the conclusion of their school career, our students will:

Be confident and capable of applying their scientific knowledge to contemporary issues,
Make connections between scientific disciplines and
Be inspired to pursue post-secondary education or careers in the fields of science and engineering.

Intent

Develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics.
Develop understanding of the nature, processes and methods of science through different types of science enquiry that help students to answer scientific questions about the world around them.
Ensure students are equipped with the scientific skills required to understand the uses and implications of science today and in the future. We understand that it is important for lessons to have a skills-based focus and that the knowledge can be taught through this.

Implementation

Teachers create a positive attitude to science learning within their classrooms and reinforce an expectation that all students are capable of achieving high standards in science. Our whole school approach to teaching and learning of science involves the following:

Science will be taught in planned and arranged topic blocks by the class teacher to have a skill and/or project based approach where appropriate. This is a strategy to enable the achievement of a greater depth of knowledge.
Through our planning, we involve problem solving opportunities that allow students to become Responsible Learners and to find out for themselves. Students are encouraged to ask their own questions and are given opportunities to use their scientific skills and research to discover the answers. This curiosity is celebrated within the lesson. Planning involves teachers creating engaging lessons, often involving models and high quality resources to aid understanding of conceptual knowledge and to challenge misconceptions. Teachers use precise questioning in class to test conceptual knowledge and skills and assess students regularly to identify those children with gaps in learning, so that all students make progress.
Science is taught as a circular curriculum building and extending prior learning and knowledge. As the students’ knowledge and understanding increases and they become more proficient in selecting, using scientific equipment, collating and interpreting results, they become increasingly confident in their growing ability to come to conclusions based on real evidence.
Working Scientifically skills are embedded into lessons to ensure these skills are being developed throughout the student’s school career and new vocabulary and challenging concepts are introduced through direct teaching. This is developed through the years at BGS, in keeping with the curriculum
Teachers demonstrate how to use scientific equipment and the various working scientific skills in order to embed scientific understanding. Teachers find opportunities to develop students' understanding of their surroundings by accessing outdoor learning and workshops with experts.
Students are offered a wide range of extracurricular activities, trips to scientific laboratories and institutions, and visiting speakers to complement and broaden the curriculum. These are purposeful and link with the knowledge being taught in lessons.
Regular events such as Science week or project days allow all pupils to come off timetable to provide broader provisions and the acquisition and application of knowledge and skills.

Impact

The successful approach at Burnham Grammar School results in a fun and engaging high quality science education that provides students with the foundations and knowledge for understanding the world. Our engagement with local industries and universities ensures that students learn through varied and first hand experiences of the world around them. Frequent, continuous and progressive learning outside of lessons is embedded throughout the science curriculum. Through various workshops, trips and interactions with experts, students have the understanding that science has changed our lives and that it is vital for the world's prosperity. Students learn the possibilities for careers in science as a result of our community links and connections with national agencies such as STEM association and visits to local science industries, and learn from and work with professionals ensuring they have access to positive role models within the field of science from the immediate and wider local community. From this exposure to a range of different scientists from various backgrounds, all students feel they are scientists and are capable of achieving. Students at Burnham Grammar School overwhelmingly enjoy science and this results in motivated learners with a sound scientific understanding.

BGS KS3/KS4 Chemistry Curriculum Map

BGS KS5 Chemistry Curriculum Map

For detailed information about the Sixth Form Chemistry Curriculum, please use the link below to access the sixth form curriculum page.

Sixth Form Curriculum

KS4 Chemistry Information

Key Stage 4

The science curriculum is taught as either the Separate Sciences or Combined Science, with the latter covering almost 75% of the content of the separate sciences. Students taking the separate sciences will be awarded individual GCSEs in the respective science subject, whilst the combined science students will be awarded a double GCSE e.g. Grade 7/7 but will be assessed across the three science disciplines.

AQA GCSE Chemistry

AQA Scheme of Assessment

In Separate Sciences, there will be two examinations for each science subject at the end of Y11. Students are required to complete between 8 to 10 required practicals per science discipline throughout the course. These are not formally assessed, but the theory of practical work and How Science Works will be examined in the final written papers. Maths skills are also tested in all three science qualifications (10% of Biology exam marks, 20% of Chemistry exam marks and 30% of Physics exam marks).

Further details are available on the websites below

AQA GCSE Chemistry 8462

Combined Science Triology 8464

In Combined Science, students will sit two examinations for each of the science disciplines at the end of Y11. Students are required to complete a total of 21 practicals throughout the course. These are not formally assessed, but the theory of practical work and How Science Works will be examined in the final written papers together with Maths skills.

Internal KS4 Science assessments

Year 11 students will sit assessments in all three Sciences in the Autumn and Spring terms to inform their progress grades. They will also sit formal mock examinations in December which consist of one or two papers per science discipline, akin to the AQA exams. The assessments are composed of GCSE exam questions at the relevant demand.

Year 10 students will sit assessments in the Autumn and Summer term to inform their progress grades and the mock examinations for year 10 are in the Spring term, which consist of one paper per science discipline. The assessments are composed of GCSE exam questions at the relevant demand.

All year 9 students will sit assessments in the Autumn and Spring term to inform their progress grades and they will have internal science exams in the Summer term, which consist of one paper per science discipline. The assessments are composed of GCSE exam questions at the relevant demand.

Combined Science Curriculum Map - Year 9

Term	Biology	KS3 Link	Chemistry	KS3 Link	Physics	KS3 Link
Autumn Sept - Oct	B1 Cell Structure and Transport	Organisms, movement and Cells	C1 Atomic Structure	Matter	P1 Energy stores	Energy
HALF TERM
Autumn Nov- Dec	B2 Cell Division	Organisms, movement and Cells	C1 Atomic Structure	Matter	P3 Energy resources	Energy
CHRISTMAS HOLIDAY
Spring Jan- Feb	B3 Organisation and the Digestive System	Organisms, movement and Cells Organisms, Breathing and Digestion	C2 Periodic Table	Matter Reactions	P8 Forces in balance	Forces
Spring Feb- March	B4 Organising Animals and Plants	Ecosystems Interdependence and Plants	C3 Structure and Bonding	Matter	P8 Forces in balance	Forces
Easter Holidays
Summer April-May	B5 Communicable Diseases		C4 Chemical Calculations	Reactions	P9 Motion	Forces
Half Term
Summer May-June	B6 Preventing and treating Disease		C5 Chemical Changes	Reactions	P9 Motion	Forces
Summer; June-July	Exams

Combined Science Curriculum Map - Year 10

Term	Biology	KS3 Link	Chemistry	KS3 Link	Physics	KS3 Link
Autumn Sept - Oct	B5 Communicable Diseases		C5 Chemical changes	Reactions	P4 Electric circuits	Electric Circuits
HALF TERM
Autumn Nov- Dec	B6 Preventing and Treating Disease B7 Non communicable diseases		C6 electrolysis	Energy (Physics) Reactions	P4 Electric circuits	Electric Circuits
CHRISTMAS HOLIDAY
Spring Jan- Feb	B8 Photosynthesis B9 Respiration	Ecosystems, Respiration and Photosynthesis	C7 energy Changes	Matter Energy (Physics) Reactions	P5 Mains electricity P6 The particle model	Electric Circuits Matter (Chemistry)
Spring Feb- March	B10 The Human Nervous System B11 Hormonal control in Humans and Plants		C8 Rates and Equilibrium	Reactions Matter	P6 The particle model	Matter (Chemistry)
Easter Holidays
Summer April-May	B11 Hormonal Control in Humans and Plants		C9 Crude OIl and Fuels	Reactions	P11 Wave properties	Waves
Half Term
Summer May-June	B12 Reproduction	Genes	C10 Chemical Analysis	Matter	P12 The electromagnetic spectrum	Waves

Combined Science Curriculum Map - Year 11

Term	Biology	KS3 Link	Chemistry	KS3 Link	Physics	KS3 Link
Autumn Sept - Oct	B12 Reproduction	Genes	C11 Earth's Atmosphere	Earth	P7 Radioactivity	Matter (Chemistry)

Autumn Nov- Dec	B13 Variation and Evolution B14 Genetics and Evolution	Ecosystems Interdependence and Plants Genes	C12 The Earth's Resources	Earth	P7 Radioactivity	Matter (Chemistry)

Spring Jan- Feb	B15 Adaptations, Interdependence and Competition	Ecosystems Interdependence and Plants	C12 The Earth's Resources	Earth	P13 Electromagnetism	Magnetism
Spring Feb- March	B16 Organising an Ecosystem B17 Biodiversity and Ecosystems		Revision and Exam Preparation		Revision and Exam Preparation

Summer April-May	Revision and Exam Preparation

Summer May-June	External Exams

KS5 Chemistry Information

Examining body: OCR Chemistry syllabus A – H432

ENTRY REQUIREMENTS

Grades 7,6,6 in GCSE Chemistry, Biology and Physics, where grade 7 is in Chemistry; or grades 7,7 in Combined Science GCSE. In addition, students require a grade 6 in GCSE Mathematics. Those who have not followed a triple Science course will be expected to complete extra study to bring them in line with those with triple Science GCSE.

COURSE DESCRIPTION

Chemistry Specification A is a content-led course that encourages learners to develop essential knowledge and understanding of different subject areas and how they relate to each other. The course also allows learners to develop competence and confidence in practical, mathematical, and problem-solving skills; whilst gaining a deeper appreciation of scientific methods, such as how society makes decisions about scientific issues. There is a strong element of how chemistry applies to everyday life, including current environmental concerns associated with sustainability and how the sciences contribute to the success of the economy and society.

The course covers 6 modules:

Module 1 – Development of Practical Skills in Chemistry
Module 2 – Foundations in Chemistry
Module 3 – Periodic Table and Energy
Module 4 – Core Organic Chemistry
Module 5 – Physical Chemistry and Transition Elements
Module 6 – Organic Chemistry and Analysis

OCR A SCHEME OF ASSESSMENT

The OCR A Level Chemistry syllabus is assessed through three written exams and a practical endorsement:

Paper 1 (37%): Covers Modules 1, 2, 3, and 5.
Paper 2 (37%): Focuses on Modules 1, 2, 4, and 6.
Paper 3 (26%): A synoptic exam testing content from all six modules.

Practical skills are assessed in both the written exams, where questions test students' knowledge of experimental techniques, and through a Practical Endorsement. This involves completing a series of required practical activities, which are internally assessed and externally moderated. The Practical Endorsement is reported separately from the final exam grades.

Progression

Chemistry is a central science that bridges Mathematics and Physics with applied sciences such as Biology, Medicine, and Engineering. A solid understanding of Chemistry helps students comprehend the physical universe and everyday processes. Studying Chemistry also fosters objectivity, and equips students with analytical, methodical, and problem-solving skills.

As one of the Russell Group universities' 'facilitating' subjects, A-level Chemistry opens up a broad range of degree options and places students in an excellent position to pursue rewarding careers, including medicine, dentistry, forensic chemistry, geochemistry, R&D management, pharmacy, chemical engineering, and petroleum engineering.

Internal Assessment

Year 12 students will sit assessments in Autumn and Spring, based on typical A level exam questions to inform their progress grades.

They will also sit a formal mock exam in Summer which will consist of short multiple choice questions and longer, more demanding, A level questions to test their application and practical skills. The results of this will be used to inform their predicted grades for UCAS.

Students are also assessed throughout the year with topic tests after each module of teaching.

In Y13, students will be assessed in Autumn and will also sit mock exams in Spring covering all of the content of the course taught up to this point. The assessments will focus on short (multiple choice) and longer, more demanding, A level exam questions.

Chemistry : Year 11 to A Level Transition Work for Students

Chemistry : Stretch to Challenge Work for Year 12 students

Chemistry : Support work for A Level Students

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