PHYSICS CURRICULUM STATEMENT

Intent

Physics is considered the basis of most science. The golden strands of energy, matter and forces interweave in everything we do. From the movement of vehicles to the development of new fabrics, physics stands at the core, explaining the how and why things happen. We aim to play on the natural curiosity of students to explore everyday situations, showing how Physics plays a fundamental role in what we do, developing our students’ knowledge and understanding of the key strands using modelling and practical activities to enhance their experience.

The science team at King’s aims to build on student’s natural curiosity for the world around them whilst working to equip them with important knowledge and skills needed to progress their studies, with a broad and ambitious curriculum. The team utilises its strong subject knowledge and experiences to enhance learning and by bringing real world careers and situations into the classroom, supporting the students to become potential future scientists of the 21st Century in further education and careers.

We aim to enable students to become confident, resilient scientists who develop a love of learning science and are able to apply scientific knowledge and understanding to both familiar and unfamiliar contexts in the world. They learn how to understand how science fits into society and how to make a positive contribution to their local and wider community. They learn to critically evaluate and refine methodologies, and judge the validity of scientific conclusions that are presented to them in the media as well as critically analysing qualitative and quantitative data to draw their own logical, well-evidenced conclusions.

Implementation

Our Science programme is designed as a spiral curriculum with each year adding another layer of scientific understanding and knowledge which builds on previous work with concepts being interwoven throughout the Year 7-13 course. Students have the opportunity to revisit and revise core concepts throughout the course and lessons are planned to include activities where knowledge and skills are practised, scaffolded and modelled, allowing students the time and space to embed content. For example, the concept of energy is revisited yearly from Year 7 to Year 13, each time building on the previous years ideas and delving a little deeper and making more connections throughout the years.

The Year 7 and 8 programme is taught as a combined approach, and develops students’ specialist scientific language and vocabulary whilst allowing them to develop their confidence in the use of both mathematics skills and scientific practices. We provide a challenging curriculum which goes beyond that of the national curriculum for KS3 Science. This not only equips pupils with the knowledge and skills to progress into Year 9 (when they receive teaching separated into the three sciences), but also with the skills and knowledge to understand the world around them. The schemes of learning are designed to be as investigation-based as possible to support curiosity, engagement and knowledge acquisition. Lessons are taught principally as rotating Biology, Chemistry and Physics topics, to ensure students are aware of these three disciplines, but wherever possible links are made between the three to ensure students gain a strong understanding of the interconnectivity of Science.

During Year 9 students are introduced to GCSE-style content, revisiting and building on the previous year’s work with the aim of supporting the transition into GCSEs. The programme covers parts of the National curriculum that overlap with less challenging aspects of the GCSE Combined Science course and Key Stage 3, supporting the transition to Year 10. Lessons are taught separated into Biology, Chemistry and Physics (3 periods of each per fortnight).

Students are guided into the AQA Triple Science route of GCSE Biology, Chemistry and Physics or AQA Combined Science: Trilogy.  The Combined Science Trilogy course allows students to gain a sound core knowledge of all three Sciences. The course develops practical skills through both required and other practicals, which are common with the Triple GSCE, as well as providing the opportunity for students to demonstrate their mathematical skills. Students taking this route will have a sufficient background to progress to A-Level Sciences should their grades meet entry level requirements.

The Triple Science route also provides a solid foundation for studying A-Level Science subjects.  Subject knowledge is enhanced and developed through the additional concepts studied within this course. Key practicals are embedded throughout so students can develop their investigative skills, alongside using specialist equipment to explore a range of variables and contexts. 

For both routes, the sequencing of the courses taught are arranged so that students revisit golden threads of the subject, building on them each year with new concepts and supporting connections between ideas.

For A-Level Physics, the course builds on the GCSE knowledge, meeting key principles of force, energy, fields and electricity during Year 12 and linking these into topics such as Particle Physics, Oscillations and Thermodynamics in Year 13. Specialist terminology is continually developed as are the mathematical skills of the students. There is a high level of practical work where students are expected to actively improve their skills by being reflective during this work and by being proactive when facing a challenge. This forms the basis for the Core practicals which are an essential part of the course.

Students are assessed both formatively and summatively throughout Key Stages 3 to 5.  This is undertaken through a range of methods including questioning, practical investigative assignments, homework and regular end of topic assessments, as well as exams at the end of each academic year.

Help is available for students outside of lessons from all teachers.  Science Prefects work as mentors in the department running help clubs and volunteering their time in lessons too. The department also places a high value on providing a range of extra-curricular opportunities for our students to enrich and extend the science education. These include:

Activity	Target Year Group
Astronomy Club	7-13
Science Club	7-9
CanSAT	12
Faraday Challenge	8
Physics Senior Challenge	12 & 13
BAAO Junior Astro Challenge	10 & 11
Chemistry Cambridge competition	12
Chemistry Olympiad	13
Biology Olympiad	13
Medical Society	12 & 13

Impact

GCSE Combined Science	Average Points Score	GCSE SPI
2024	5.17	0.84
2023	5.53	1.03
2022	5.48	0.88

 

GCSE Physics	Average Points Score	GCSE SPI
2024	7.64	1.08
2023	7.21	0.54
2022	7.61	0.71

 

Physics A-Level	A-Level Results A*-B%	A-Level Numbers
2024	50	24
2023	61	28
2022	59	27

Approximately a third of our Physics students go on to study one of many Engineering disciplines at university with the remainder choosing to study Computer Sciences or Mathematics-related degrees such as Economics.

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Department Staff

Mrs M White (MLW): Head of Physics Department
Mr A McAleese (AJM): Teacher of Physics
Mrs R McTavish (REM): Teacher of Physics
Mr M Owens (MJO): Teacher of Physics
Mrs N Ruda (NR): Physics Technician