Our Curriculum Intent

Priestley Smith School caters for students aged 2-19 years from across the West Midlands region, all of whom have significant visual impairment. Many of our students have additional needs which impact on their learning.

At Priestley Smith, our curriculum is underpinned by our ethos and values. Our fully accessible curriculum not only reflects the needs of our VI students, but also promotes a love of learning and personal growth.

We do this through an experiential, creative and relevant specialist curriculum which inspires and motivates all students to develop as individuals and achieve their potential. We support our students and equip them with the skills and attributes they need to become confident, independent and respectful young adults, who have ambitious aspirations for their futures. We recognise the challenges faced by young people with vision impairments and help them to develop the strategies to overcome any barriers.

Our curriculum takes into account the fact that many of our students have additional needs which include learning, communication, physical and social and emotional difficulties. It is therefore essential that the curriculum we offer, while paying full regard to national guidelines, is fit for purpose in meeting this range of need.

We recognise that many, though not all, of our students are working below their chronological levels and that it is essential that the curriculum we offer provides a clear progression in learning and skills, geared at the individual learning level of each child rather than at age-related expectations. Our teachers therefore plan the curriculum for each child, ensuring that the learning they undertake is appropriate to their level of understanding and provides the correct level of challenge. Our curriculum is designed to allow teachers to draw from concepts within current and previous key stages and to provide regular opportunities to revisit and consolidate areas of learning. We follow a stage not age approach across all key stages of the school.

Through our teaching we aim to:

Encourage independence for each student in both learning and personal development. Offer learning through first-hand experience so that students with visual impairment have a greater

understanding of concepts which may otherwise prove abstract and remote. Dovetail their specialist VI curriculum in their everyday learning e.g braille, ICT accessibility, independent

living skills and mobility. Actively involve students in their learning so that it is meaningful and enables them to take responsibility for

their own progress. Develop the student’s ability to work together as part of a team and to regard positively what other students

offer. We strive to develop an attitude of tolerance and respect for all. Ensure that students understand that learning is not simply about acquiring knowledge but also about

developing essential skills that can be related to new and future learning. Encourage students to have fun in learning and to be proud of their achievements. Help develop a positive attitude towards lifelong learning and prepare our students for adulthood. Develop in our students the skills and values to live in a diverse and ever changing modern world. Promote strong mental health and well-being in our students by building their resilience and coping

strategies.

Key Stage 3Science Intent

We want our pupils to develop a curiosity and knowledge about the world they live in and to learn skills that will help them with employment and in living fulfilling lives. Our curriculum in Science is designed to draw from concepts within current and previous key stages and to provide regular opportunities to revisit and consolidate areas of learning. We follow a stage not age approach in Science.Where we can, we adapt the curriculum topics to ensure maximum accessibility for our students with VI.

To ensure that the needs of all our VI learners, are met we have made the following changes to the curriculum. These changes reflect the need to spend more time on ensuring concepts are embedded, ensuring time for experiential and tactile learningBiology Genetics and evolution – this is a topic area that requires a very high level of ability and understanding.

If the pupils are unable to meet the areas required they will cover the evolution and inheritance sections from the yr6 curriculum and the key stage 3 curriculum aspects will be then covered in year 10 or 11.

Although the level of ability and understanding for reproduction is similarly high, it is a safe guarding issue that this area should be taught before year 9; however links can be made to the year5 curriculum to support those learners who require it.

Chemistry

Conservation of mass may need to be moved into key stage 4 - particularly for those students who also have low mathematics levels.

The rock cycle is taught within geography and to ensure that there is enough time to cover all areas of the curriculum this will be taught solely in the geography lessons.

States of matter from year 6 will need to be reinforced before moving onto changing state in key stage3.

Physics

Energy – there is currently no types of energy in the curriculum. For of our pupils it is important that they understand the types of energy and examples of these before they can understand energy changes, transfers and calculations. Therefore this topic will be included in year 7 and 9.

Space physics – a space topic will be delivered in year 7 which will consolidate and reinforce the Key Stage 2 statutory requirements and allow the students to be concrete in understanding our place in the universe. The calculations aspect of this section of the curriculum will be delivered in line with the pupils skills in mathematics.

Many aspects of the physics curriculum will be linked back to the Key stage 2 statutory requirements as the needs of individual pupils require. For example, students will be assessed in their understanding of the KS2 curriculum areas on components and circuits before moving onto current electricity. It may be necessary to cover electricity and magnetism twice throughout key stage 3 to ensure that sufficient learning and progress has taken place.

This site https://www.perkinselearning.org/accessible-science, is specifically for VI students and has an excellent ‘getting started’ section for teachers and TAs who are new to working with VI students. They also

have many products that could be of interest, they are in the USA so postage might be relatively expensive but still worthwhile if it aids student progress.

Aim How we do this in SCIENCEEncourage independence for each student in both learning and personal development.

We use the targets set by the Learning Mentors and build these into the lesson planning e.g. putting hand up at least once to have a go, starting an activity without prompting, getting equipment themselves, using their LVA. Through science discussions we encourage them to have their own views and to celebrate their individual skills e.g. measuring techniques, factual recall. Students are encouraged to carry out tasks as independently as possible.

Offer learning through first-hand experience so that students with visual impairment have a greater understanding of concepts which may otherwise prove abstract and remote.

Adapting concepts with an alternative tangible concept- such as heat which they can feel instead of light rays they cannot seePlanning for the lack of incidental learning where it impacts on understanding- ensuring tactile, real objects or experiential learning

Dovetail the specialist VI curriculum in their everyday learning e.g braille, ICT accessibility, independent living skills and mobility.

We use adapted equipment to make science accessible such as talking thermometers and organ models. The students are trained on how to navigate around the room to access equipment rather than staff bringing things to them. We do not always enlarge text/diagrams but encourage use of CCTV or personal LVAs. Jaws and zoomtext are available, as is a screen to read the braillenotes.

Actively involve students in their learning so that it is meaningful and enables them to take responsibility for their own progress.

In Science we discuss the marking/assessment with pupils and it engage with them on development activities. This enables them to understand their mistakes and to see the link with the next step learning e.g. we model correct identification of material to properties and the first activity they do is to use that model to correct the rest.

Develop the student’s ability to work together as part of a team and to regard positively what other students offer. We strive to develop an attitude of tolerance and respect for all.

Lesson planning ensures the lesson has limited teacher-led learning and is based on pupils solving problems in teams e.g. matching elements to symbols, testing predictions. We select pupil groups with the aim of encouraging children to communicate their ideas to each other, and by giving roles in experiments. Taking turns in discussions, in experiments or activities is robustly emphasised.

Ensure that students understand that learning is not simply about acquiring knowledge but also about developing essential skills that can be related to new and future learning.

The skills we use in Science are identified and related to everyday examples and their future needs; such as making conclusions based on evidence, organising information, identifying reliable information, understanding dangers with electricity.

Encourage students to have fun in learning and to be proud of their achievements.

Different learning activities are used in science which include role play, games, sorting activities, science outside of the classroom, engaging video clips and adapted science equipment so they can take part in regular experiments.We use well-judged praise and the merit system and pupils showcase their achievements by taking on the role of science expert. We reflect every half term on new skills they have learned e.g. transferring data to a bar chart, or explaining the carbon cycle. We pick out exemplar work for

display and to include in the parent newsletter.

Help develop a positive attitude towards lifelong learning and prepare our students for adulthood.

We aim to create a sense of wonder and the need to ask scientific questions about how the world works. Students are encouraged to ask science ’Why’ questions , find out answers themselves and take that explorative questioning approach into their family and home lives e.g recycling topic, understanding the role they can play in their families and communities and responsibilities as they become adults.

Develop in our students the skills and values to live in a diverse and ever-changing modern world.

We actively promote discussion of the developments in Scientific research and current e.g. climate change, genetics, artificial intelligence. We want them to engage with real global, national and community science issues.

Promote strong mental health and well-being in our students by building their resilience and coping strategies.

Students can be reluctant to speak out and are sometimes afraid of being put on the spot, or making a mistake and we use a variety of strategies in science as there is a lot of discussion and reflection of topics.

Give them time to think and work out their answers in pairs Use a whiteboard/ braillenote with screen to write answers Build a culture of rewards for just having a go Pair confident with less confident pupils Plan specific questions for pupils knowing they will succeed. Giving some students a limited choice of answers to encourage

participation.

Curriculum Overview: Years 7, 8 and 9

Year Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 27 Base line assessment

Key Skills from working scientifically

Chemical and Physical changes

Energy – simple changes and types of

Interactions and InterdependenciesLiving thingsHabitats and food chains etc

Acids & Alkalis Space

Cells & OrganismsEnsuring that plants and animals from KS1&2 is concrete

Materials and their properties(solubility and conductivity etc.)

Forces Push and Pull Balanced/non

balanced Types of forces Floating and Sinking

Circuits Changing State

8 Reproduction Light Digestion and Nutrition

Static Electricity Separating Mixtures

Cells and organisation

AtomsElements

Compounds

Sound Structure of the Earth

Health Magnetism (1) Acid and Alkalis (2)

9 Types of Chemical Reactions

Respiration Space Physics Conservation of mass (if appropriate)

Photosynthesis The Periodic Table

Current Electricity & Magnetism (2)

Carbon cycle(environmental

Chemistry)

Skeletal and Muscular System (if

appropriate)

Energy Calculations Genetics and Evolution

Pressure and Moments

SCIENCE Implementation

Year 7 Autumn

What are we learning?

What knowledge, understanding and skills will we gain?

What impact will our learning have? What do the adaptations/resources look like for VI/additional needs?

Baseline assessment On entry into year 7, pupils will be assessed on their scientific knowledge and understanding to identify what stage they are at. This will take place during the first few science lessons and will help to focus the curriculum to their needs.

All will have a baseline completed that is adapted to their needs.

7C - Brailled and enlarged SATS style questions with tactile diagrams.ALG – a series of practical activities to identify P/Stage 1 baseline

Key Skills in working scientifically

VI students must be taught basic practical skills alongside the curriculum.These may take longer to master for a student with VI than for their sighted peers.These will be the focus of the learning until October half term. They will be delivered in mini investigative topics at this time but will also be revisited throughout the curriculumThe skills to be covered are:

1. Lighting a Bunsen burner safely – how to be safe in the science Lab and be able to heat liquids and solids

2. Pouring and measuring liquids – what would you use to measure different volumes

3. Measuring time4. Measuring length and mass5. What is a fair test?

At the end of this topic the children will plan and carry out the investigation of ‘Which crisps burn the fastest?’ This will allow them to implement most of the skills covered here.

All: Will have experienced carrying out all 5 skillsMost: Will be able to repeat 2 or 3 of these skills independently after initial supportSome: Will be able to consistently carry out 2 or 3 of these skills independently in further experiments.

Tactile session on feeling components of Bunsen, followed by sequenced approach with staff support.Liquid level indicators with buzzersEquipment with tactile raised scales e.g. beakers, metre sticksTalking thermometers, timers, enlarged dials

Chemical and Physical changesUnderstanding the difference between a chemical reaction and a physical change

Students will spend time ensuring that they have concrete knowledge of the difference between a chemical reaction and a physical change. They will be able to name and identify a selection of both and will carry out practical examples.Relate chemical changes to those in cooking.

All: Will have experienced practical activities to highlight differencesMost: Will be able to distinguish and name one physical and one chemical change at end of lessonSome: Will be able to sort several changes into 2 groups and explain their choices.

Practical examples which rely on using everyday experiences and their senses e.g.Squashing blue-tack.

Making microwave cake.

Frying an egg.

Evaporating saltwater to obtain salt.Cells & OrganismsWhat??Ensure that plants and animals from KS1&2 is checked and consolidated first

Statutory requirements from plant and animal lifecycles from key stages 1&2 will be checked and reinforced before new knowledge will be developed.Students will develop skills on how to use a microscope.They will be able to label plant and animal cells.They will link structure and function to cells, tissues and organs.

All: Will have experienced seeing, making and feeling models of animal and plant cells and become familiar with key words, cell membrane, nucleus, cytoplasm, cell wall.Most: Will be able to distinguish between the 2 shapes and match some parts of an animal and plant cell with labelsSome: Will correctly label both cells and begin to understand how they make tissues and organs.

Models of animal and plant cells.Tactile and large print diagrams.Use of microscope interfaced with computer screen for onion cells.Use of fun practicals – using jelly and sweets to make edible cell representations.

Year 7 SpringWhat are we learning?

What knowledge, understanding and skills will we gain?

What impact will our learning have? What do the adaptations/resources look like for VI/additional needs?

Energy Unit of energy is the Joule (J).Difference between potential (stored) and ‘active’ energy. I have found it is better to distinguish these as two energy groups and then look at examples of each type.Potential: chemical, gravitational, and elastic (strain). There is also electrical potential energy, when there is a potential difference, but no current is flowing, for example charge stored in a capacitor‘Active’: kinetic, sound, light, thermal, electrical and nuclear.Conservation of energy and energy transformationsand concept of wasted energy?

All: Will know the unit of energy. Know there are several forms of energy and be able to name some of them. Have experienced as many forms of energy as possible (stretching a spring, feel IR radiation, hear bells etc). Be able to name a few simple energy transformations.Most: Will understand the difference between potential (stored) energy and ‘active energy. Name one of each type. Understand the idea of conservation of energy. Energy is not always in the form we need so it must be changed to a more useful form.Some: Understand energy transformations of several stages, for example in a power station.

Hands on for some forms of energy such as kinetic, heat, sound and electrical (do not electrocute the students with mains voltage but it is possible to use a 9V battery with moist fingers and feel a ‘tingle’).

Tactile diagrams describing energy transformations of up to 4 stages.

Use of a steam engine. Care taken as parts get very hot.

Use ‘everyday’ appliances to illustrate energy transformations, such as a hair dryer, radio, television and cooker.

Materials and their properties.

Modern society needs lots of different materials to do different ‘jobs’. Could use some ‘silly’ examples such as would you make a pillow from concrete? What could you use? What is concrete used for? Spotlight science book has a section on this which could be useful.Test the electrical conductivity of various materials, is there a pattern?Test solubility of various substances. Need to check understanding of the terms soluble, solution and dissolve.A few simple questions to illustrate the idea of solubility. Does sand dissolve in water? If it did – no

All: Know there many different materials with different properties. Know the meaning of the terms soluble, solution and dissolve. Understand the idea of electrical and thermal conductivity.Most: name some materials and their uses. Know that metals are good conductors of heat and electricity.Some: Name a range of materials and explain their uses with reasons.

Handle a selection of materials and suggest what they are and their uses.

Use a bell or buzzer in a circuit when testing electrical conductivity.

Tactile diagram of the circuit used.

For solubility students can feel and possibly hear, using a glass rod or similar, when a substance has not dissolved. A gritty sound/feel after

beaches. Is sugar soluble in water?Thermal conductivity, comparison of a few materials such as copper, iron, glass. Is there a pattern?

stirring indicates insoluble.

Hold one end of rods of various materials in/near a heat source and the other end in their hand. Will be able to feel which gets warm first. Similar but attach the probe of a talking thermometer to one end of the rod.

Interactions and interdependencies.

Habitats and food chains could extend to include simple food webs. Could start with a question such as did any of you eat part of an animal yesterday? What did that animal eat?Explain the term habitat.Introduce the terms consumer and producer.Diagrams to represent food chains.Could extend to include the fact that it is rare for an animal to eat only one type of food – but some do, the blue whale eats only krill. Krill eat only a certain type of algae. Leading to the idea that simple food chains are not realistic for most animals.Develop a couple of simple food webs, possibly using student’s meals as a starting point.

All: Animals are dependent on other animals and plants for their food. At the bottom of all food chains is a plant. Be able to understand food chains and identify what eats what.Understand the term habitat.Most: Understand the terms producer and consumer. Understand simple food webs.Some: Understand more complex food webs.

Tactile/large print diagrams of food chains and food webs.

Use of role play and string to create links.

Use of all senses in school site habitats or park visits.

Forces. Unit of force as the Newton (N).Measuring forces using a newton meter.Pushing, pulling and twisting forces. What forces can do: change an object’s speed, direction or shape.Balanced and unbalanced forces.Floating and sinking related to up thrust. Could also include hydrogen, helium and hot air balloons.Names and effects of some forces such as friction, gravity, magnetism and air resistance.Instances of when friction is a good thing and a bad thing. Friction as a force that resists movement

All: Know the unit of force. Be able to name at least one force. Use a force meter. Know at least one possible effect of a force.Most: Name two or more forces. State more than one possible effect of a force. Understand the ideas of balanced and unbalanced forces.Some: State some occasions when friction is useful and a nuisance.

Tactile diagrams/braille questions about interacting forces.Tactile diagrams to show consequences of balanced and unbalanced forces.A gentle push on a student as they walk past to change their direction.Pairs of students pushing against each other with balanced forces.Apply a force to objects that will easily change shape (plasticine or

blu-tack) and some that will not.Use magnets to feel the force.Use an ‘open face’ force meter.

Year 7 SummerWhat are we learning?

What knowledge, understanding and skills will we gain?

What impact will our learning have?

What do the adaptations/resources look like for VI/additional needs?

Acids and alkalis (bases)

General properties of acids and alkalis, emphasising safety aspects. For now, do not go into formation of hydrogen and hydroxide ions.Most are aware of the dangers of strong acids but in fact strong alkalis are more dangerous.Classify a selection of common substances as acidic, neutral or alkaline.Some uses of common acids and alkalis.Useless facts: stomach acid is strong enough to dissolve a small iron nail. Vomit has a sour taste due to the stomach acid. Formic acid (proper name methanoic acid) is in the sting of ants, formic comes from the Latin for ant (Formica).Uses of some common acids and alkalis.Acids and alkalis as chemical opposites that can cancel each out and give a neutral result.

All: Be aware of some of the dangers of acids and alkalis.Name one or two common acids and alkalis.Most: Name several common acids and alkalis.Know the use of one common acid and one common alkali. Recall and Acids and alkalis are chemical opposites.Some: Recall facts e.g. Know many foods/drinks are slightly acidic but very few (eggs are about pH7.8) are alkaline.

Confirm the sour nature of acids by tasting lemon juice.Braille/large print notes.Changing tone colorimeter.

Circuits. Circuit symbols and why we use them.Parallel (with up to three branches) and series circuits. Building and using to find general properties of each.Why parallel circuits are used in domestic circuits.

All: Recognise three circuit symbols. Understand why symbols are used. Have experience of making and using series and parallel circuits.Most: Know several circuit symbols. Able to recognise series and parallel circuits (with 2 branches). Know that parallel

Use buzzers rather than lamps when making circuits.

Tactile diagrams for circuit symbols and circuits.

Provide Braille labels and unlabelled tactile circuit diagrams and attach labels as appropriate.

circuits are used for domestic electricity.Some: Understand parallel circuits with three (or more branches). Describe the effect of adding more to compnents to each type of circuit.

Space – the final frontier.

The movement of the Earth, and other planets, relative to the Sun in the solar system, as the planets get further away, they take longer to orbit the sun.Year as the time it takes the earth to complete one orbit. One day as the time taken for earth rotate once on its axis.The movement of the Moon relative to the Earth, same face always towards earth as the time to rotate on its axis is the same as the time taken to orbit earth.The Sun is a star at the centre of our solar system and that it has eight planets: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus and Neptune.What is a moon (Earth has one moon; Jupiter has four large moons and numerous smaller ones).Describe the Sun, Earth and Moon as approximately spherical bodiesUse the idea of the Earth’s rotation to explain day and night and the apparent movement of the sun across the sky.Use models of the Sun and Earth to explain day and night.

All: Know the sun is a star and is at the centre of the solar system. Name two other planets besides earth. Know the meaning of ‘moon’ and earth has only one. Understand the reason for day and night. Name the force that keeps the planets in orbit.Most: Able to name most of the planets in the solar system. Know that other planets may have none, one or more than one moon. Name a planet with no moons (Venus and Mercury).Some: Know the order of the planets in the solar system. Understand why we only ever see one face of the moon. Have some idea of the relative sizes of the sun and planets.

Tactile diagram with Braille labels of the solar system.

Tactile diagram with Braille labels explaining day and night. Similar for rotation and orbit of the moon.

Make a model of the solar system (not to scale).

Use large ball (a beach ball would be good) and things like a pea, tennis ball and golf ball to give some idea of the relative sizes of the sun and planets. Suggest you refer to this site. https://www.perkinselearning.org/accessible-science/activities/solar-system-modeling-relative-sizes-planets It is specifically for VI students and has many other suggestions on other topics – well worth a look.

This activity https://www.perkinselearning.org/accessible-science/activities/solar-system-meter seems (solar system in a metre)

Could use this activity https://www.perkinselearning.org/accessible-

science/activities/earths-rotation-causes-day-and-night-interactive-model to help students understand the day/night section.

Changes of state – the three states of matter.

Compare and group materials together, according to whether they are solids, liquids or gases. Perhaps start with naming a few substances they are familiar with and group them as appropriate. Or ask student to name solids, liquids and gases they already know about.How some materials change state when they are heated or cooled and measure or research the temperature at which this happens in (°C)How are particles arranged in S/L/G.A common misconception, even among adults, is the particles get bigger as a substance is heated and expands. It is important to emphasise the particles do not change they just get further apart.Extension: Some substances, such as shaving foam, jelly and slime do not fit easily into S/L/G so what are they?Is sand really a solid? It can be poured like a fluid and will take up the shape of the container like a liquid.

All: Know there are three states of matter. Know the particles are arranged differently in the three states. Know the particles do not change when the substance changes state. Know heating and cooling can cause a change of state.Most: Recognise solids, liquids and gases from diagrams. Be able to describe the arrangement of particles in solids liquids and gases. Understand why solid expand when heated. Know the properties of solids liquids and gases. Understand the terms boiling point, melting point and freezing point.Some: Appreciate the terms boiling and freezing do not mean hot and cold (iron freezes at about 15000C). Understand that the melting and freezing points of a substance are the same temperature, it depends on whether temperature is going up or down. Understand that some substances do not fit into S/L/G and name one or two and state what is in the mixture.

This introductory activity https://www.perkinselearning.org/accessible-science/activities/states-matter-introduction-simple-hands-activity will also give some indication of previous knowledge of the topic.Another activity https://www.perkinselearning.org/accessible-science/activities/three-basic-states-phases-matter to show particle arrangement in solids, liquids and gases.Tactile diagrams of particle arrangement of the three states.Ball and ring, bar and gauge to illustrate expansion of solids when heated. Care with this as there is potential for burns.For the extension have a selection of ‘not easy to classify substances’ and explain they are mixtures of two different states – can you decide what is in the mixture (eg jelly is mixture of solid and liquid, shaving foam is a mixture of a gas and a liquid, sponge is a solid and a gas).

Year 8 AutumnWhat are we learning?

What knowledge, understanding and skills will we gain?

What impact will our learning have? What do the adaptations/resources look like for VI/additional needs?

Reproduction. Structure and function of male and female reproductive systems.How fertilisation in humans occurs.Pregnancy and a healthy lifestyle of the mother.Menstrual cycle.Reproduction in Plants – including flower structure, pollination and seed dispersal. Shape of seeds related dispersal method.Understand why many flowers are ‘pretty colours’.could tell the story of civet coffee to highlight seed dispersal!.

All: Know that male and female sex cells must meet for a new organism to form. Be able to name some parts of the male and female reproductive systems and flower reproductive systems. Know that many plants also use sexual reproduction.Most: Be able to name and explain the function of most parts of human reproductive systems. Name and explain the functions of some parts a plants reproductive system. Have some appreciation of how to maintain health during pregnancy. Have an outline understanding of the menstrual cycle. Have a basic understanding of seed dispersal and methods of pollination.Some: An understanding of wind and insect pollination and explain why flowers are often coloured/scented. Be able to explain, in basic terms, methods of seed dispersal and relate seed shape to dispersal method. Recall that mushrooms are not plants.

Anatomical models with male and female systems.Tactile diagrams with and without labels. Provide Braille labels.Menstrual cycle tactile/Braille timeline.Flower dissection, us a large flower like a lily, tulip or daffodil, and tactile diagrams with Braille labels of the parts of a flower.There is a large 3-D flower model available.The Robert Winston series ‘The human body’ is excellent but the episode about fertilisation/reproduction is very ‘graphic’.Selection of seeds relating shape/size to how they are dispersed.

Atoms, elements and compounds.

Difference between atoms/elements and compounds and mixtures.Names, symbols and formulae of elements and compounds, why we use symbols and formulae.Identifying atoms and compounds.Practical examples of making compounds – copper

All: Know atoms are the smallest particles of an element. Compounds are two more different atoms chemically joined together. Recognise models/tactile diagrams of atoms, compounds and mixtures. Know the

Molecular models, single ‘ball’ to represent an atom. Joined together to represent compounds. Best to use atoms of different sizes when representing compounds.

sulphate, magnesium oxide, copper oxide and any others you may come up with.

names and symbols of two or three elements.Most: Know the symbols and formulae of a few elements and compounds, and why we use them. Be able to name a range of elements and compounds. Recall how to make a few simple compounds.Some: Able to describe in detail how to make some compounds. Recall the meaning of the endings ide and ate. Be able to recognise the elements present in simple compounds from both name and formula.

Mixtures could be represented in a similar way, but atoms/molecules not joined to each other.

Tactile diagrams to represent atoms, elements, compounds and mixtures.

Unlabelled tactile diagrams with Braille labels provided separately.

Braille periodic tables for symbols of the elements.

Braille list of symbols and formulae for common elements and compounds.

Making magnesium oxide, students can feel the magnesium before reaction and the magnesium oxide after reaction. Care here when looking directly at burning magnesium can cause a temporary vision disturbance – ‘spots before the eyes’.

Extracting copper from malachite.Sound. At this stage not necessary to distinguish between

longitudinal and transverse waves.How sound is made, how we hear, what is pitch and what is volume (key stage 2 year4). Amplitude, frequency and wavelength.The speed of sound in different mediums (Air/Water/Solids)Frequencies of sound measured in Hertz (Hz).

All: Sound is a vibration detected by our ears. Understand the terms high and low pitch and give examples of each. Understand the term loudness. Recall that there are sounds we cannot hear but other animals can. Ears are the hearing organs.Most: Sound is a wave. Understand

Use a signal generator to explore the range of human hearing and to show it decreases with age.A vibrating tuning fork touched to the end of the nose, a tooth or the ear produced a ‘tickling’ sensation.Wikistix or tactile diagrams for wavelength, amplitude and

Auditory ranges – humans (decreases with age).Many animals have a wider or different hearing range, could explore some reasons for this.Extend this to include structure of the ear. A large model is available.Cetacean’s auditory range extends into infra-sound as low frequencies travel more easily through water.

the ideas of pitch and volume being related to amplitude and frequency. Sound needs a medium through which to travel, ‘in space no one can hear you scream’. Some animals have a different hearing range to humans.Some: The reason why it is useful for certain animals have different hearing ranges. Know the unit of frequency. Know the average human auditory range (20Hz to 20kHz) and this decreases with age, especially the higher frequencies.

frequency. Could also use a slinky, this is a bit more interactive as students can feel the wave movement. A wave machine would also be good.Place ear on bench and have someone tap the bench should be possible to hear the sound twice – once through the bench and through the air, which will be slightly later thus showing different speeds in different substances.

Light. Understand the term wavelength.Sources of light.Speed of light as the galactic speed limit.Law of reflection for a plane mirror.Refraction as the change of direction when going from one medium to another.Consider the proper terms for the rays and angles.Colours of light and the rainbow. ROYGBIV.No need to go into the non-visible spectrum.Extend to include eye structure.

All: Know that light is a wave and can travel through empty space (does not need a medium). Light can be reflected and refracted. Know there are several colours of visible light.Most: Know the colours of the rainbow. The colour of light depends on its wavelength. Use the terms reflection and refraction.Some: Know the light is the galactic speed limit. Know the speed of light. Label refraction and reflection diagrams.

A large eye model is available.

Tactile/large print wave diagrams.

Could use wiki sticks to produce diagrams of reflection at a plane mirror. If sighted/blind students are paired could produce their own diagrams. Similar for refraction.Use of IR heat waves and remote controls to show reflection of different waves they cannot see.

Tactile diagrams for light rays and labelling in Braille, labels provided separately.

Year 8 SpringWhat are we learning?

What knowledge, understanding and skills will we gain?

What impact will our learning have?

What do the adaptations/resources look like for VI/additional needs?

Digestion and nutrition.

What is a healthy diet – Carbohydrates/Fats/Proteins/vitamins and minerals/fibre and water, what foods contain these and the function of each.Energy requirements for male/female – why they are (in general) different. Energy requirements for different occupations.Consequences of an unbalanced diet (obesity/starvation etc.) and some deficiency diseases.How the digestive system works and why we need one. Breaking big molecules into smaller ones and absorbing nutrients and water.

All: Know that we need a variety of foods to provide us with energy and remain healthy. Be able to recall at least two food groups. Name a vitamin and a mineral. Name 2 or 3 parts of the digestive system.Most: Recall 3 or more food groups. Know the function of 3 or more food groups. Understand in general terms the function of the digestive system. Know different genders/occupations have different nutritional needs.Some: Explain why nutritional needs differ. Have some understanding of the functions of the digestive system (breaking large molecules into small, absorbing nutrients and water, elimination of waste).

Stocking used as a large intestine, squeeze through liquid substancesAnatomical models.This activity/model https://www.perkinselearning.org/accessible-science/activities/digestive-system-model-demonstrating-sequence-and-length-organswould give students an idea of the length and order of the digestive system.A presentation located here T:\AAA SECONDARY\Science\KS3 schemes etc\KS3 resources …..showing deficiency diseases is available – not adapted for VI students but could be of use.To give an idea of rickets could de-mineralise some chicken bones. Once well washed could be given to students to feel that they are bendy.

Structure of the earth.

Layered structure of the earth, emphasising the crust is very thin compared to size of earth.Where the crust is very thin the mantle can break through and we get volcanoes.Composition of earth’s layers.It is a common misconception that the inner core is liquid, it is solid – a mix of nickel and iron. Core responsible for the magnetic field.Could introduce the idea of tectonic plates and their movement as the cause of earthquakes.

All: Earth has a layered structure. Crust is very thin compared to the other layers.Most: Able to name the layers.Some: explain the origin of the earth’s magnetic field. An outline understanding of the movement of tectonic plates.

A tactile diagram of the layer structure of earth, with Braille labels, is available.

Bits of paper or card floating on water can be used to simulate tectonic plates.

Tactile diagram of plate boundaries.

Static electricity. What is static electricity, how does it form, positive and negative charges. Opposite charges attract, similar charges repel.Producing static by friction.How static is sometimes a bit of a nuisance. Most students have probably experienced this.A few situations where static is potentially dangerous, such as refuelling aircraft and lightening.Practical activities, models and diagrams.As an extension could investigate the use of lightening conductors on buildings and is the phrase ‘lightening never strikes the same place twice’ true?It isn’t frequent strikes on the same building.A U.S. park ranger was struck seven times and survived with no ill effects.

All: Know static electricity is ‘not moving electricity’. There are positive and negative charges. Static is produced by friction.Most: Static is produced by friction between different materials and give an example. Give an ‘everyday example’ of where they might meet static.Some: Describe static as the transfer of electrons between two different substances. Understand why, in some situations, static is potentially dangerous. It is only negative charges (electrons) that are transferred.

It is often possible to hear the ‘crackle’ of static when removing a woollen sweater.

A tactile diagram explaining charging by friction (transfer of electrons) is available.

A Van der Graff generator if available (borrowed from Arena).Rubbing balloons, stick to surfaces…..charged rod repelling thin water stream….demonstrates static electricity forces.

Sparks from the generator can be heard.

‘Sparking’ a student is always fun – for the teacher.

If a charged rod is brought near a student’s hair they can usually feel an effect.

Drugs and health. Drugs as any substance that changes the way the body works. Could split drugs into three classes: Over the counter (to include alcohol and nicotine), prescription and illegal. Recreational drugs can be in any of these groups.The names of some recreational drugs and some non-recreational drugs with uses (paracetamol, ibuprofen, antibiotics etc).Stress overuse and inappropriate use of antibiotics.The effects of recreational drugs on behaviour, health and life processes.There is a section in one of the spotlight science books that might be worth a look.

All: Many drugs are useful, when used correctly. The same ones can be dangerous when used incorrectly. Understand the word ‘drug’. Understand that almost everyone uses drugs in some form (caffeine, paracetamol and alcohol).Most: Name one or two illegal recreational drugs and have some knowledge of their effects. Understand the concern about overuse of antibiotics.Some: Name several recreational drugs and some of their effects.

Braille notes.Anatomical models could be useful when explaining effects of some drugs.Do their own research on, alcohol using the internet with Jaws enabled computer.Work in pairs print user/Braille user and make notes as appropriate. Screen readers to be used.

Name some ‘everyday’ drugs and their uses. Consequences of alcohol abuse.

Year 8 SummerWhat are we learning?

What knowledge, understanding and skills will we gain?

What impact will our learning have? What do the adaptations/resources look like for VI/additional needs?

Separation techniques.

Begin with a short review of element, compounds and mixtures.Remind about solubility and solutions.Identify mixtures from a range of materials.Separating mixtures – filtering, evaporation, distillation (demo) and chromatography.Some suggestions as to why we need/want to separate mixtures.Explain what type of mixtures are separated by each technique with a few examples of how they are used in the ‘big, wide world’. Filtering for water supplies, distillation to produce whiskey etc. evaporation to get salt from sea water and chromatography to separate small samples of filtering for water supplies, distillation to produce whiskey, extract perfumes etc. evaporation to get salt from sea water and chromatography to separate small samples of coloured substances.

All: It is often necessary to separate substances and name one or two techniques. Name some equipment used in separating mixtures. Know the technique used to separate insoluble solids from a liquid.Most: Be able to choose the appropriate technique for a given mixture. Be able to recall some applications of some of the techniques covered. Name most of the equipment used for a couple of techniques.Some: Be able to describe, in detail, one or two separation techniques. Be able to label diagrams (Braille or large print) of most of the techniques.

Representations of elements mixtures and compounds. Could start with edible models. Dolly mixtures or similar for a mixture, single colour smarties for elements and custard creams for compounds. ensure hygiene precautions – wash hands first and use plates from food tech or specially purchased paper plates. A chance to reinforce lab safety, very rare you can eat or drink in a laboratory.More conventional elements, mixtures and compounds. Tactile diagrams.Separation of sand and salt. Good for VI as it can be done without heating and substances are non-hazardous.Separating iron filings from sand using a magnet.Tactile/large print diagrams of the apparatus used for each with Braille labels.Braille/large print questions related to the techniques covered.

Demonstration (or video with audio description) of distillation and chromatography – a sighted student could describe what they see and Braille users make notes.Tactile chromatograms.

Magnetism – first visit.

Law of magnetic attraction and repulsion.Magnetic materials, a common misconception is all metals are magnetic, not so, only nickel, cobalt, iron and steel (steel is mostly iron). I know there are some weird and wonderful magnets such as neodymium and some magnetic ceramics but leave these out.North and south poles of magnets.Plotting the magnetic field.A few uses of magnets, without detail, in electric motors and speakers etc.Electromagnets covered next year so leave these for now.

All: know that magnets have a north and a south pole. Understand the terms attraction and repulsion as used in magnetism. Name one use of magnets.Most: know the direction of a magnetic field.Some: Be able to describe the shape of a magnetic field around a bar magnet. Be able to name a few uses of magnets.

North and south poles of bar magnets labelled in Braille. Students could experiment with the magnets to find any patterns in attraction/repulsion.

Tactile diagram of the magnetic field around a bar magnet.

Could do the iron filings magnetic field experiment. Sighted students could carry out the procedure and blind students could be supported to do most of it then, carefully, feel disorganised filings and the pattern formed (wash hands afterwards).

Open face compasses could be used in a similar way.

Magnetism-based racing gamesCells and organisation.

Recap how to observe, interpret and record cell structure using a light microscope.Functions of the cell wall, cell membrane, cytoplasm, nucleus, vacuole, mitochondria and chloroplasts. No need to go into photosynthesis at this stage.Similarities and differences between plant and animal cells.

All: Living things are made up of cells. Know plant and animal cells are different. Be able to some parts of a cell.Most: Name most parts of plant and animal cells. Know the function of some parts of both plant and animal

Large plant and animal cell models are available.

Tactile and large print diagrams.

Tactile diagrams with Braille labels supplied.

Cells make tissues, tissues make organs, organs make organ systems and organ systems make organisms. Examples of each.

cells. Know at least one difference and similarity between plant and animal cells. A Basic knowledge of cell ‘hierarchy’.Some: Know the functions of most parts of plant and animal cells. A sound knowledge of cell ‘hierarchy’. Recall some differences between plant and animal cells.

Make cell models – use take away cartons, jelly, smarties, strawberry tails etc., or any other ‘objects to represent nucleus, cytoplasm etc

Anatomical (human and plant) models, for tissue, organs and organ systems.

Acids and alkalis – second visit

No need to distinguish between acids and bases.Review acids and alkalis covered in Yr7.The pH scale, 0 to 14, less than 7 acid, more than 7 alkali, exactly 7 is neutral. Strong and weak acids and alkalis by pH number not degree of ionisation. Lower the pH (below 7) stronger the acid, higher the pH (above 7) stronger the alkali.A range of substances classified as acid, neutral or alkaline, as in Y7 but also include pH values. Most text books have this or you could use this link or this one.How to neutralise an acid/alkali.Reacting metals with acids to make a salt plus hydrogen (how to test for hydrogen).Reacting metal oxides with acids to make a salt plus water.

All: pH scale as a measure of acidity and alkalinity. pH 7 is neutral, less is acidic more is alkaline. Know that acids will react with many metals and metal oxides.Most: Understand the concept of strong and weak acids/alkalis. Understand the term neutralisation. Recall that products, in general terms, of the reaction between acids and metals/metal oxides. Know the test for hydrogen. Recall the pH scale goes from 0 to 14 (it possible to have a negative pH but this just makes life too complicated).Some: Recall specific reactions between an acid and a metal/metal oxide. Recall the pH of some common substances.

Squeaky pop test for hydrogen.Use a changing tone colorimeter with indicators in a neutralisation reaction.Colour reader meter could be used to indicate pH. Students with some vision could be paired with one who is blind and/or TA or teacher could read out the pH and student note the number and substance in a way appropriate to them.Braille/large print notes, word and symbols equations.

Year 9 AutumnWhat are we learning?

What knowledge, understanding and skills will we gain?

What impact will our learning have? What do the adaptations/resources look like for VI/additional needs?

Base Line Move to the end of year 8?

Assessment.Types of chemical reaction.

Review of chemical and physical changes.Should be able to name and identify a selection of both and carry out practical examples.Simple combustion, decomposition, oxidation and displacement reactions and be able to identify which is which.Represent the reactions in terms of atoms and compounds used and be able to write the equations and formulae for these reactions.

All: Know there are different types of chemical reactions and be able to name one or two.Most: Be able to write word equations for some reactions. Name some types of chemical reactions and state the meaning of the terms.Some: Classify a range of reactions. Able to write some simple chemical equations.

Able to feel heat from combustion and other exothermic reactions such as displacement.Molecular models could be useful here.Simple word and symbol equations in Braille/large print.Notes in Braille/large print explaining each type of reaction.

Electricity and magnetism.

Review:Circuit diagrams, names and symbols.Properties of series and parallel circuits.Magnetism as previously covered.Magnetic materials.

Measuring current and voltage and how they differ between series and parallel circuitsMeasuring resistance – how do components vary in their resistance and how does p.d. (volts) relate to resistance (Higher ability students only, Ohm’s law).

Electromagnets, properties and uses. Often more useful than permanent magnets, with reasons.

All: Name the meters used to measure voltage and current. Recall electromagnets can be turned on and off. Basic understanding of resistance. Symbols for voltmeter and ammeter.Most: Carry out simple Ohm’s law calculations. Know voltmeters used in parallel and ammeters used in series. Know some uses and advantages of electromagnets. Understand different components have different resistances. Know how the strength of an electromagnet varies with current and turns of wire.Some: Recall Ohm’s law equation.

Use buzzers rather than lamps on circuits.

Magnet activities as previously stated.

Make/use electromagnets.

Braille/large print notes as appropriate and diagrams.

Measure current and voltage in a circuit. Pair sighted and blind students each records results in a way appropriate to them.

A practical note: It is often difficult to make electromagnets to demonstrate effect of current and turns of wire as the power source usually trips out due to thermal overload. Batteries are not suitable as they get very hot. There are lots of videos on this, many with good

audio description.Respiration. Structure and function of the lungs.

Effect of exercise, asthma and smoking on a person’s breathing and hence respiration.Aerobic and anaerobic respiration.Word equation for aerobic respiration.Practical respiration experiments.Differences between aerobic and anaerobic respiration.Students have probably felt the effects lactic acid after exercise, relate this to anaerobic respiration.Perhaps include fermentation as a useful form of anaerobic respiration.Relate change in breathing rate to change in rate of respiration, with reasons.

All: Breathing and respiration are not the same thing. Respiration releases energy for use by the organism. Recall one use of said energy. Have some appreciation of the effects of smoking, exercise and asthma.Most: Recall the difference between aerobic and anaerobic respiration. Recall the word equation for respiration.Some: Anaerobic respiration of yeast used to make alcoholic beverages. Name lactic acid as the product of anaerobic respiration in humans and its effect on muscles. Explain increased breathing related to respiration.

Dissection of sheep lungs.

A knitted pair of inflatable lungs is available.

Feel the rise and fall of their own chests.

Anatomical models.

Tactile diagrams of lungs.

Large print/Braille respiration equation and notes on anaerobic and aerobic respiration.

Lung volume.

Yeast producing carbon dioxide and inflating a balloon.

Students exercise in some form and record change in breathing rate.

Carbon cycle. The composition of the atmosphere.What is the carbon cycle?Build, draw and label carbon cycle.Link to impact on climate and production of CO2 by humans but also include there are many natural sources of greenhouse gases.Carbon dioxide not the only greenhouse gas.Name some other greenhouse gases and their sources – methane from mangrove swamps and farting ruminants.Could include the runaway greenhouse effect that

All: Carbon is never ‘used up’ but moves around in a cycle. Know greenhouse effect affects climate. Name carbon dioxide as a greenhouse gas.Most: Recall some sources of greenhouse gases (natural and anthropogenic). Suggest simple ways to reduce carbon dioxide emissions. Describe the consequences of an increased greenhouse effect.

Braille/tactile diagram of the carbon cycle.As above for greenhouse effect.Large print/Braille notes.There are some videos available with good audio.

makes Venus the hottest planet in the solar system. Some: Name a greenhouse gas other than carbon dioxide and suggest a source of this gas. Describe some problems in reducing greenhouse gas emissions.

Year 9 SpringWhat are we learning?

What knowledge, understanding and skills will we gain?

What impact will our learning have?

What do the adaptations/resources look like for VI/additional needs?

More about space – the final frontier.

Short review of the space topic covered in year 8.Gravity as a force, weight = mass x gravitational field strength (g), on Earth g=10 N/kg, different on other planets and stars; gravity forces between Earth and Moon, and between Earth and Sun (qualitative only).The Sun is a star, just one of many millions in our galaxy which is just one of billions of galaxies. Many stars are brighter and bigger than the sun and many have a solar system of their own.The seasons and the Earth’s tilt, day length at different times of year, in different hemispheresThe light year as a unit of astronomical distance.Speed of light as the ‘galactic speed limit’.

All: Gravity is the force keeping the planets in orbit. Force of gravity is different on different planets. The sun is a star. Tilt of earth causes the seasons – not distance from the sun.Most: Understand the meaning of the term light year. Mass and weight are not the same thing. Simple calculations convert mass to weight (possibly include for other planets). Recall the speed of light is the galactic speed limit. Have some understanding of the cause of the different season related to tilt of earth and hence angle of the sun.Some: Recall the speed of light. Be able to explain the changing seasons in terms of angle of the sun.

Different masses to represent the weight of 1kg on other planets and reinforce the idea of different gravitational fields.

This activity https://www.perkinselearning.org/accessible- science/activities/using-sound-describe-star-brightness is worth considering emphasising many stars are brighter than the sun but do not appear to be due to distance. Might need to modify the distances suggested in the activity, say 43 metres instead of 86.

The galaxy song https://www.youtube.com/watch?v=jsgExTttJ2Y from a Monty Python film is worth a listen. The downside is the distances quoted are in miles (but accurate) rather than kilometres.

Tactile/large print diagrams to explain the seasons.

Skeletal and muscular systems.

Function of the skeleton, support/protection/movement.Discuss basic bones and what they do – eg. Skull/ribs/tibia/fibula.Different types of joint.How muscles are attached to bones and the two systems work together for movement.

All: Know at least 2 of the functions of the skeleton. Be able to name a few bones of the human skeleton. Know muscles are attached to bones.Most: Understand the terms

Model skeleton.

Feel tension and relaxation of their own muscles.

Pair print user/Braille used to construct a model arm.

Make a model arm/elbow joint. Pair sighted and

Discuss simple muscles and their jobs.Using skeleton/own bodies and labelled diagrams.Muscles are in antagonistic pairs.

tendon and ligament. Explain the protective function of the skull and ribcage. Recall that muscle can only pull. Name some muscle. Understand how one joint type works.Some: Explain how we pull even though muscles cannot. Understand how more than one joint functions.

blind students.

Conservation of mass.

Looking at a range of chemical reactions and looking at the arrangement of atoms and showing that the mass of reactants is = to the mass of the products.In reactions where a gas is given off the above appears incorrect, explain why it is still true.Simple calculations based on conservation of mass.

All: Recall mass cannot be created or destroyed.Most: Chemical reactions do not change atoms, they are just re-arranged.Some: Understand and be able to explain why some reactions do seem to lose mass. Carry out simple calculations.

Braille/large print notes.

Experiment where mass is obviously conserved and some where it is not such as limestone and dilute acid.

Energy calculations. Types of fuels, solid liquid and gas with some examples. Could consider which are easier/safer to handle.Comparing energy values of different foods (kJ) how can you tell which food has the most energy, burning foods experiment, pringles or similar burn particularly well and tend to drip oil during the process. Avoid nuts due to allergy considerations, good idea to check for any other allergies.Comparing power ratings of appliances (W, kW) – which appliances use the most energyComparing amounts of energy transferred (J, kJ, kW hour).

All: There are many different types of fuels. Be able to name some fuels. Understand that different fuels give different amounts of energy. Food as a fuel for living.Most: Be able to compare power ratings and know the units of energy and power.Some: be able carry out simple calculations relating to power and energy. Recall that in all energy transfers there is some wasted energy and give an

Selection of appliances with Braille labels and power ratings.Braille/large print notes and calculations.Tactile diagrams of energy conversions.

Idea of wasted energy in energy transfers.Looking at and calculating domestic fuel bills, uses and costs.

example.

Year 9 SummerWhat are we learning?

What knowledge, understanding and skills will we gain?

What impact will our learning have?

What do the adaptations/resources look like for VI/additional needs?

Photosynthesis. Could start with have you eaten a plant recently. Why do we eat plants?Photosynthesis as the taking in of water and carbon dioxide to form sugar/starch as food for the plant, and hence animals. Include the role of chlorophyll and sunlight.Where photosynthesis takes place.

Photosynthesis practical (testing a leaf for starch)

Photosynthesis word equation Structure and function of a leaf

Relationship between plants and the atmosphere (link to carbon cycle).

All: Plants make their own food using photosynthesis.Most: Know the conditions and substances for photosynthesis. Photosynthesis takes place (mostly) in leaves. Know one factor affecting the rate of photosynthesis. Recall the name chloroplasts as the place where photosynthesis happens.Some: Recall most of the structure of a leaf. Recall two more factors affecting the rate of photosynthesis and explain why.

A large 3-D model of a leaf is available.Plant cell model to show location of chloroplasts.Tactile leaf diagrams for labelling, Braille labels supplied.Use a large leaf and ‘rip it apart’. The layers can be felt.Braille/large print notes and equations.

Genetics and evolution.

Depending on the needs of the pupils they will either cover:Heredity as the process by which genetic information is transmitted from one generation to the next, could refer to reproduction.Simple model of chromosomes, genes and DNA in heredity. Differences between species, definition of a species as able to produce fertile offspring. A lion and tiger can breed to produce a liger or a tigon, but the offspring

All: members of a species are the same, but different. Characteristics are inherited from parents. Know that some species have become extinct and name one. Fossils as evidence that living things have changed and some have become extinct.Most: Able to define the term species. Understand the terms

Edible DNA molecules –https://www.perkinselearning.org/accessible-science/activities/edible-dna-modelbe aware of hygiene considerations. At this stage no need to go into base pairing.

Tactile diagrams of DNA.

Large print/Braille notes to explain key concepts.

Selection of leaves and/or plants so students feel

are not fertile, so they are different species.Variation within a species being continuous or discontinuous with examples.Natural selection and competition within a speciesExtinction, with some possible reasons.Importance of maintaining biodiversity and the use of gene banks to preserve hereditary material.If time available could extend to include variation and adaptation in some plants, such as cacti, long roots, thorns and waxy leaves.Brief mention of some genetic diseases.

OR for less able pupils:

Recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago.Recognise that living things produce offspring of the same kind but normally offspring vary and are not identical to their parents.Identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution.

continuous and discontinuous variation and give an example of each. Give one or two possible reasons for species extinction. Have some understanding of genes and chromosomes.Some: Recall several examples of continuous and discontinuous variation. Able to recall genes are found on chromosomes and are responsible for certain characteristics. Name a genetic disease. Chromosomes are in pairs.

differences.

Feel fossils in rocks, feel coal and sedimentary rocks,Discuss evolution of giraffe neck, extinct animal …. Excellent audio description on David Attenbrough clips, widely available on YouTube.Feel own facial features, discuss others – family variation.Use Griff /Fluffy to discuss adaptations.Adaptation song - https://www.youtube.com/watch?v=Boo1nSo73Gs

Tactile diagrams ensuring key features obvious e.g large bear feet, spikes on cactus.

The periodic table. Position of metals and non-metals in the periodic table.General properties of metals and non-metals.Layout of the periodic table period numbers and group numbers 1 to 8 (some periodic tables number the groups 1 to 18, this include

All: Be able to recall at least one property of metals and non-metals. Name a metal and a non-metal. Have a basic idea of atomic structure. Able to use a periodic table to find the

Braille periodic tables.

Use braille periodic tables with added wiki sticks to separate metals and non-metals.

Tactile basic atomic diagrams.

the transition metals).Names of groups 1,2, 7 and 8.Basic atomic structure, a central nucleus surrounded by energy levels containing electrons.Names of subatomic particles.General properties of group 1 and group 7 (if appropriate could extend to group 8).Avoid using the words ‘orbit’ or ‘orbits’ when describing atoms. They are nothing like mini solar systems. Emphasise atoms are 3-D.

group and period number.Most: Know the names of groups 1 and 7. Name the subatomic particles. Atoms have a nucleus containing protons and neutrons, surrounded by energy levels that contain electrons.Recall two or more properties of metals and non-metals.Some: Name groups 1, 2, 7 and 8. Understand the terms malleability and ductility.

With appropriate safety considerations allow students to handle a selection of metals and non-metals. We have several different metals, sulphur and carbon. Roll sulphur hit with a hammer shatters well. Lead can be hammered to show malleability, wash hands afterwards.

Pressure and moments.

Cause of atmospheric pressure and why it decreases with increase in height above the ground.Pressure in liquids and why it increases with depth. Up thrust effects.The Pascal (Pa) as the unit of pressure = 1N.m-

2. A very small pressure, standard atmospheric pressure is 100kPa.Some may have experienced pressure effect when flying or swimming.Calculating pressure measured by ratio of force over area – acting normal to any surface.Moment as the turning effect of a force. Calculated using force multiplied by distance from the pivot. Increases with distance for a given force. Why are door handles placed where they are?Why do camels have big feet?

All: Pressure acts in all directions. Pressure changes depending on altitude and depth. Recall the unit of pressure. Recall term moment as a turning force.Most: Use the pressure equation in simple calculations. Explain why pressure changes with altitude and depth. Understand the term up thrust. Carry out simple moment calculations.Some: Explain everyday levers in terms of the moment produced (door handle, long spanners etc). Use moment calculations to work out the direction of a resultant moment. Explain some pressure effects - feet of camels and stiletto heels.

Magdeburg hemispheres, ‘suckers’.Pushing a door near the hinges compared to pushing at the handle, demonstrates the effect of increasing distance on the moment of a force.Calculations and questions in Braille/large print.Various size ‘feet’ or shoe soles pressed into sand/plasticine. Each with the same force but will produce different pressures and hence different indentations.

Assessment at Priestley SmithAssessment can take a variety of forms.It may be summative or formative.Activities associated with summative assessment result in an evaluation of overall student achievement in a subject- for example, allocation to a level or standard or allocation of a letter or numerical grade e.g. Stage 2b, Level 2 Merit, GCSE grade 4 etc. These summative assessments might appear in reports, the school’s achievement trackers or the school’s assessment record system-Classroom Monitor.

In the classroom we focus mainly on formative assessment (Assessment for Learning).

Activities associated with formative assessment do not result in an overall evaluation or grade. Instead they focus on establishing what a student knows, understands and is able to do. Formative assessment (Assessment for Learning) is used by both the teacher and the learner to determine where learners are in their learning, where they need to go next and how best to get there. What Assessment for Learning strategies do we use in the classroom?Research has identified a number of classroom strategies that are particularly effective in promoting formative assessment practice.Assessment for Learning strategies involve:

The Strategic Use of Questioning Questioning is used not only as a pedagogical tool to extend pupil learning but also as a deliberate way for the teacher to find out what students know, understand and are able to do.

Effective Teacher Feedback Effective teacher feedback focuses on established success criteria and tells the students what they have achieved and where they need to improve. Importantly, the feedback provides specific constructive suggestions about how those improvements might be achieved. Effective teacher feedback does not simply state that a piece or work is good, excellent or poor but explains why this is the case and how a student can further improve their work- the exact steps they need to take to reach set criteria. At Priestley Smith School all staff follow an agreed marking policy which promotes effective feedback.

Peer Feedback Peer feedback occurs when a student uses agreed success criteria to tell another student what they have achieved and where improvement is necessary. Again, the feedback provides specific suggestions to help achieve improvement.

Student Self-assessment Student self-assessment encourages students to take responsibility for their own learning. Students assess their own work against explicitly communicated learning objectives and decide their own next steps. They discuss this self-assessment with their peers, teaching and support staff. As part of this process students may also decide whether they think they have understood the work fully or whether they need further intervention and support. This decision is discussed with their teacher.

The Formative use of Summative Assessment Summative assessment is a necessary aspect of education. Formative use can be made of summative assessment, both before and after the assessment event. Students may for example discuss with their teacher the standards required to reach a particular stage, grade or level.

How do we measure progress?

In the Secondary Department each child’s progress is measured in small steps across all subjects.

Progress can start from P Scales (Pre Stage 1) and then go through Stages 1 to 8.

P1 through to P8

Pupils beyond P levels will be assessed in Stages

Stage 1 through to Stage 8

Each stage is broken down into small steps and your child will progress through the following pathway:

Beginning, Beginning +

Developing, Developing +

Secure, Exceeding

What assessment looks like in SCIENCE.

VI students take longer to complete tasks so this must be allowed for when setting assessments. For Braille users questions often need to be modified so there is less reliance on visual cues. Test papers available in large print and Braille. It may be necessary to provide tactile diagrams separate to the question paper.

At Key Stage 3 we use summative assessment throughout the year to in the following ways

Regular homework that is graded according the stage descriptions above, for example

- Set of questions assessing knowledge of types and uses of energy - Research on the advantages and disadvantages of renewable and no-renewable energies.

Class tests used at key points in a topic to assess knowledge and skills according the stage descriptions above, for example

- Starter quiz/practical activity on previous learning such as using the speed, distance, time formula- Worksheet to check pupil can match organs to functions

End of topic test to assess knowledge and skills according the stage descriptions above

Formative Assessment

The Strategic Use of Questioning

- Higher level open questions – Think about the atoms structure in a solid to help you explain why sound travels faster through it?- Factual recall questions - Name different types of rock and describe the differences

Effective Teacher Feedback Marking of work will identify what they have achieved and set a small step target to improve such as - You described the advantages of wind energy, now add 2 disadvantages- Explain your answer using the words repel, attract, negative and positive

Peer Feedback In Science students will read each other’s answers to see if they agree, and discuss. This encourages pupil communication and positive interactions too. They will also positively comment on student presentations.

Student Self-assessment Pupils in Science - Set own objectives for the lesson based on previous feedback. - They mark quizzes and mini tests against a mark scheme. - They complete half termly self-assessment target sheet