Ken Stimpson Academy

Introduction

Science at our school encourages curiosity, investigation and a deeper understanding of the world. Through a broad curriculum, students explore key concepts across biology, chemistry and physics, developing practical skills and scientific thinking. The subject lays the foundation for future learning and helps pupils make sense of everyday phenomena and global challenges.

Key Contacts

Head of Faculty: Mr Delve - b.delve@kenstimpson.org.uk

Key Stage 3

Year 7

Topic	Half Term	Assessment
Being a Scientist	Autumn term 1	Formative assessment Baseline test – To assess Primary school science knowledge
Body works	Groups rotate through the topics	End of topic test
Building matter		End of topic test
Moving forward		End of topic test
STEM Activities	Summer term 2	Formative assessment

Year 8 - 2019-2020

Topic	Half Term	Assessment
Food and Nutrition	Groups rotate through the topics	End of topic test
Breathing and Respiration		End of topic test
Combustion		End of topic test
Periodic Table		End of topic test
Metals		End of topic test
Fluids		End of topic test
Light		End of topic test
Energy Transfer		End of topic test
End of KS3 Exam	Summer term 2	Summative assessment
STEM activities	Summer term 2	Formative assessment

Year 8 - 2020 onwards

Topic	Half Term	Assessment
Living Earth	Groups rotate through the topics	End of topic test
Bonfire Night		End of topic test
Energy everywhere		End of topic test
End of KS3 Exam	Summer term 2	Summative assessment
STEM Activities	Summer term 2	Formative assessment

Key Stage 4

We offer the following courses in this area at KS4:

See more information and courses on our KS4 Pathways process here

Post 16

We offer the following courses in this area at Post 16:

See our full range of Post 16 courses here

Life After Levels

KS3 Scheme of Learning and Assessment

In 2014 the government abolished National Curriculum Levels for KS3. Therefore, students in Key Stage 3 at Ken Stimpson Academy are assessed using a transitional model that allows students to progress from Key Stage 2 (Primary school) to Key Stage 4 (GCSE).

Each student has a target grade for the academic year in each subject which is derived from KS2 prior attainment. This target grade translates to one of the following descriptors:

Beginning - I can demonstrate understanding by identifying, reducing and transforming key information
Developing - I can demonstrate understanding by describing, deconstructing and deriving key information
Securing - I can demonstrate understanding by explaining and categorising key information. I can practice recognising trends and patterns in data.
Advancing - I can demonstrate understanding by analysing, prioritising, criticising and connecting key information.
Excelling - I can demonstrate understanding by evaluating and extending key information. I can use this to create new information.

Each subject has a specific scheme of learning and reflection every half term designed to allow students to be introduced to and practice the skills required for GCSE. Therefore, making progress at KS3 will allow students to significantly enhance their performance at KS4.

Students homework’s and assessments throughout the year will be assessed using the descriptors above. Additional subject specific comments will also be made to show students how to progress to the next level.

Phase One Assessment: Life After Levels – competency descriptors

Descriptor	Teaching and Learning: Blooms / Thinking hard	Assessment: Subject specific statements
Beginning	I can demonstrate understanding by identifying, reducing and transforming key information	I can, with help, Identify key concepts in a topic and with guidance show my understanding by stating and/or recalling them. Identify and recall some scientific key words related to the topic. I can follow simple practical instructions and record results.
Developing	I can demonstrate understanding by describing, deconstructing and deriving key information	I can describe Scientific concepts/ideas. I can use information to describe how something works or functions and give examples using some scientific vocabulary. I am able to classify information into a logical sequence. I can follow a method independently and record results appropriately.
Securing	I can demonstrate understanding by explaining and categorising key information. I can practice recognising trends and patterns in data.	I can use my Scientific knowledge to describe why something happens. I can justify a conclusion and simply explain it using scientific key word. When looking at data I can identify trends and make predictions. I can plan my own investigations to control the main variables.
Advancing	I can demonstrate understanding by analysing, prioritising, criticising and connecting key information.	I can use my Scientific knowledge to explain an outcome using scientific vocabulary. I can analyse and compare trends in data. I can use simple models to help explain abstract concepts. I can independently Identify variables in a practical and can test ways to investigate/control them.
Excelling	I can demonstrate understanding by evaluating and extending key information. I can use this to create new information.	I can explain fluently the implications of a topic/problem and evaluate the results of an investigation or secondary sources using a wide range of specific scientific vocabulary. I can suggest reasons for evaluation outcomes and design methods to overcome problems in methodology. I can make links between key concepts across topics and use this to evaluate alternative ideas and formulate arguments for and against.