The majority of a new national curriculum came into force from September 2014. In science, the new national curriculum will come into force for years 2 and 6 from September 2015, for Key Stage 3 from September 2014 and for Key Stage 4 it will be phased in from September 2015. The document covering Key Stages 1-3 can be accessed here:

https://www.gov.uk/government/publications/national-curriculum-in-england-science-programmes-of-study/national-curriculum-in-england-science-programmes-of-study#key-stage-3

The section specific to Key Stage 3 can be accessed here:

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/239134/SECONDARY_national_curriculum_-_Science.pdf

The Key Stage 3 and 4 curriculum can be accessed here:

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/381754/SECONDARY_national_curriculum.pdf

This audit uses the new KS3 curriculum and KS4 for audit purposes. This audit is a detailed framework to enable you to engage with specific concepts which reflect the way the current NC is enacted within different exam board specifications.

The purpose of this audit is to help you to make informed judgements about the subject knowledge areas you need to develop during the course. You will notice that the first section focuses on your understanding of aims and purposes of the science curriculum and ‘Working Scientifically’.

Please follow these instructions carefully:

Using a pencil, complete ONLY the first 3 columns before you start the course. For each statement of content, first complete column 1 (the level covered). Then enter a tick in either column 2 OR 3 to indicate whether each bulleted topic is a strength or area for development (weakness). As you work on your subject knowledge following interview and throughout the course, use the final column (evidence of development) to record the evidence of your progress for each topic (for example, completing exam papers, teaching and seminars).

Working scientifically (Key Stage 3)

/ Level covered at e.g. degree,
A level / Area of strength / Area for development / Evidence of development /
Scientific attitudes
·  pay attention to objectivity and concern for accuracy, precision, repeatability and reproducibility
·  understand that scientific methods and theories develop as earlier explanations are modified to take account of new evidence and ideas, together with the importance of publishing results and peer review
·  evaluate risks.
Experimental skills and investigations
ask questions and develop a line of enquiry based on observations of the real world, alongside prior knowledge and experience
make predictions using scientific knowledge and understanding
select, plan and carry out the most appropriate types of scientific enquiries to test predictions, including identifying independent, dependent and control variables, where appropriate
use appropriate techniques, apparatus, and materials during fieldwork and laboratory work, paying attention to health and safety
make and record observations and measurements using a range of methods for different investigations; and evaluate the reliability of methods and suggest possible improvements
apply sampling techniques.
Level covered at e.g. degree,
A level / Area of strength / Area for development / Evidence of development
Analysis and evaluation
apply mathematical concepts and calculate results
present observations and data using appropriate methods, including tables and graphs
interpret observations and data, including identifying patterns and using observations, measurements and data to draw conclusions
present reasoned explanations, including explaining data in relation to predictions and hypotheses
evaluate data, showing awareness of potential sources of random and systematic error
identify further questions arising from their results.
Measurement
understand and use SI units and IUPAC (International Union of Pure and Applied Chemistry) chemical nomenclature
use and derive simple equations and carry out appropriate calculations
undertake basic data analysis including simple statistical techniques.


Working scientifically (Key Stage 4)

/ Level covered at e.g. degree,
A level / Area of strength / Area for development / Evidence of development /
Experimental skills and investigations
use scientific theories, models and explanations to develop hypotheses
plan investigations to make observations and to test hypotheses, including identifying variables as independent, dependent or control, and measure and consider other factors that need to be taken into account when collecting evidence
use knowledge of techniques, apparatus, and materials, during fieldwork and laboratory work, select those that are appropriate to the investigation, and use them appropriately, adapting apparatus and strategy flexibly when problems arise and paying attention to health and safety
make and record observations and measurements using a range of methods; evaluate methods and suggest possible improvements and further investigations
measure and manipulate concentrations
Handling information and problem solving
present observations and data using appropriate methods and carry out and represent mathematical and statistical analysis; represent random distribution of results and estimate uncertainty; interpret observations and data, including identifying patterns and trends and use observations, measurements and data to make inferences and draw conclusions
evaluate data critically, showing awareness of potential sources of random variations and systematic errors, and suggest improvements
communicate the scientific rationale for the investigation and the methods used, giving accounts of findings, reasoned explanation of data in relation to hypotheses and reasoned conclusions through written reports and electronic presentations
Scientific attitudes
pay attention to objectivity and concern for validity, accuracy, precision and measurement of uncertainty
understand that scientific methods and theories develop as scientists modify earlier explanations to take account of new evidence and ideas, together with the importance of publishing results and peer review
understand the power and limitations of science and potential ethical questions and debates
evaluate risks
Measurement
understand and use SI units and IUPAC chemical nomenclature
convert units.


Subject content - Biology (Key Stage 3)

/ Level covered at e.g. degree, A level / Area of strength / Area for development / Evidence of development /
Structure and function of living organisms
Cells and organisation
cells as the fundamental unit of living organisms, including how to observe, interpret and record cell structure using a light microscope
the functions of the cell wall, cell membrane, cytoplasm, nucleus, vacuole, mitochondria and chloroplasts
the similarities and differences between plant and animal cells
the role of diffusion in the movement of materials in and between cells
the structural adaptations of some unicellular organisms
the hierarchical organisation of multicellular organisms: from cells to tissues to organs to systems to organisms.
The skeletal and muscular systems
·  the structure and functions of the human skeleton, to include support, protection, movement and making blood cells
·  biomechanics – the interaction between skeleton and muscles, including the measurement of force exerted by different muscles
·  the function of muscles and examples of antagonistic muscles.
Nutrition and digestion
content of a healthy human diet: carbohydrates, lipids (fats and oils), proteins, vitamins, minerals, dietary fibre and water, and why each is needed
calculations of energy requirements in a healthy daily diet
the consequences of imbalances in the diet, including obesity, starvation and deficiency diseases
the tissues and organs of the human digestive system, including adaptations to function and how the digestive system digests food (enzymes simply as biological catalysts)
the importance of bacteria in the human digestive system
plants making carbohydrates in their leaves by photosynthesis and gaining mineral nutrients and water from the soil via their roots.
Gas exchange systems
the structure and functions of the gas exchange system in humans, including adaptations to function
the mechanism of breathing to move air in and out of the lungs, using a pressure model to explain the movement of gases, including simple measurements of lung volume
the impact of exercise, asthma and smoking on the human gas exchange system
the role of leaf stomata in gas exchange in plants.
Reproduction
reproduction in humans (as an example of a mammal), including the structure and function of the male and female reproductive systems, menstrual cycle (without details of hormones), gametes, fertilisation, gestation and birth, to include the effect of maternal lifestyle on the foetus through the placenta
reproduction in plants, including flower structure, wind and insect pollination, fertilisation, seed and fruit formation and dispersal, including quantitative investigation of some dispersal mechanisms.
Health
the effects of recreational drugs (including substance misuse) on behaviour, health and life processes.
Materials cycles and energy
Photosynthesis
the reactants in, and products of, photosynthesis, and a word summary for photosynthesis
the dependence of almost all life on Earth on the ability of photosynthetic organisms, such as plants and algae, to use sunlight in photosynthesis to build organic molecules that are an essential energy store and to maintain levels of oxygen and carbon dioxide in the atmosphere
the adaptations of leaves for photosynthesis.
Cellular respiration
aerobic and anaerobic respiration in living organisms, including the breakdown of organic molecules to enable all the other chemical processes necessary for life
a word summary for aerobic respiration
the process of anaerobic respiration in humans and micro-organisms, including fermentation, and a word summary for anaerobic respiration
the differences between aerobic and anaerobic respiration in terms of the reactants, the products formed and the implications for the organism.
Interactions and interdependencies
Relationships in an ecosystem
the interdependence of organisms in an ecosystem, including food webs and insect pollinated crops
the importance of plant reproduction through insect pollination in human food security
how organisms affect, and are affected by, their environment, including the accumulation of toxic materials.
Genetics and evolution
Inheritance, chromosomes, DNA and genes
heredity as the process by which genetic information is transmitted from one generation to the next
a simple model of chromosomes, genes and DNA in heredity, including the part played by Watson, Crick, Wilkins and Franklin in the development of the DNA model
differences between species
the variation between individuals within a species being continuous or discontinuous, to include measurement and graphical representation of variation
the variation between species and between individuals of the same species means some organisms compete more successfully, which can drive natural selection
changes in the environment may leave individuals within a species, and some entire species, less well adapted to compete successfully and reproduce, which in turn may lead to extinction
the importance of maintaining biodiversity and the use of gene banks to preserve hereditary material.

Biology (Key Stage 4)

/ Level covered at e.g. degree, A level / Area of strength / Area for development / Evidence of development /
Structure and function of living organisms
Cell biology
the impact of electron microscopy on our understanding of sub-cellular structure and functions, especially the nucleus, endoplasmic reticulum, mitochondria, ribosomes, chloroplasts and cell membranes
similarities and differences in the structure and function of prokaryotic and eukaryotic cells; growing prokaryotic organisms using aseptic techniques
the stages of a cell cycle and processes of growth, maintenance and reproduction
the importance of stem cells in embryonic and adult animals and of meristems in plants
differentiation, cell specialisation and cell adaptations for function in animals and plants
mechanism of transport within and between cells, including diffusion, osmosis and active transport
how cellular respiration enables metabolic processes in cells; the chemistry of aerobic and anaerobic respiration and chemical equations for aerobic and anaerobic respiration properties; and the roles of intracellular and extracellular enzymes, including active sites and specificity
the factors affecting the rate of enzymatic reactions, including rate calculations, graphical representation of data and data interpretation
Transport systems in people and plant
the need for a transport system in multicellular organisms, including surface area:volume calculations
the structure and function of the heart, including control of the muscular contractions and the working of the valves both in the heart and the vessels
the structure and function of arteries, veins and capillaries, including the exchange of substances between capillaries and tissues
the components of the blood and their functions: to include red blood cells, white blood cells, platelets and plasma
the structure and function of root hair cells and the importance of diffusion and osmosis in water movement and active transport in mineral ion movements in plants
the processes of transpiration and translocation through the xylem and phloem, including experimental work and rate calculations
the effects of variation of air, movement, temperature, humidity and light intensity on transpiration and the process of wilting, including rate calculations
Health, disease and the development of medicines
the relationship between health and disease
different types of disease – infectious and non-communicable diseases (NCDs) – and the interactions between them
the role of bacteria, viruses and fungi in causing infectious disease in animals and plants
the immune system and the body’s defence against pathogens, including in the context of transplant surgery and autoimmune disease
the immune system: structure, function and responses, including non-specific (such as those of the skin and white blood cells) and specific (including the formation of antibodies in response to foreign antigens)
the importance of medicines, including vaccines in preventing and treating disease
the discovery and development of new medicines, including their pre-clinical and clinical testing
the effect of exercise on the human circulatory system; the causes and current and potential treatments of cardiovascular disease, including lifestyle changes, stents and stem cells
Coordination and control in animals and plants
how different living organisms respond to their environment
the structure and function of the nervous system: brain, spinal cord, sensory and motor neurones
the pathway taken by impulses in response to stimuli
the reflex arc, rapid response to a stimulus, possible and reflex actions
the main parts of the eye and their functions; limitations and defects of the eye and ways of overcoming these, including the use of lasers and stem cells (reference should be made to the wave model of light)
the main parts of the ear and their functions; limitations and defects of the ear and ways of overcoming these, including cochlear implants (reference should be made to the wave model of sound)
the brain as a co-ordination centre to include: cerebral hemispheres, cerebellum, brain stem (medulla), pituitary gland and hypothalamus; the role of technology and drugs in investigating and repairing the brain and nervous system
hormones as chemical messages used in coordination and control, and the differences between plant and animal hormones
the nature of hormonal co-ordination and control in humans: the main endocrine glands, feedback control and the role of thyroxine, adrenaline, glucagon and insulin, including thyroid disease and Type 1 and Type 2 diabetes