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18/04/18

Retweetd From Harris Falconwood

Students from The Harris Experience visited University of Cambridge Gonville & Caius College today for some taster lectures amd a tour of the campus. https://t.co/IWJOs13SrY

29/03/18

Retweetd From Harris Federation Classics

Video which was created for the purpose of the spelling bee. Such a great feeling when you enthuse and encourage students through this event.Proud to be part of this experience https://t.co/KC3gc9mdrk

23/03/18

Retweetd From Royal Ballet School

Welcome to everyone from for tonight's Advance Project performance. A sneak peek from inside the rehearsal room https://t.co/kPfxhO7AQp

14/03/18

Retweetd From Strengthening Minds

A big thank you to the parents that attended the ‘Positive Me’ programme meeting yesterday. It was great to share the progress that is being made and discuss ways in which we can continue to support the children to the best of our ability. https://t.co/yw0ibVhxsU

07/03/18

Wow! Such wonderful celebrations for World Book Day! Well done to our Primary children for your amazing costumes this week!

05/03/18

Primary Students: We cannot wait to see your World Book Day Costumes!

05/03/18

We look forward to welcoming all students back to the Academy today (5th March) at 8.20am. Business as usual!

02/03/18

The Academy is partially closed today due to adverse weather conditions. We are closed to all students except Year 12/13. Please see website

01/03/18

The Academy will be closed today (1st March) due to adverse weather conditions.

28/02/18

The Academy is open as usual today.

07/02/18

Retweetd From Strengthening Minds

An amazing first session with the wonderful Year 2 children . We explored the importance of kind and positive behaviour as part of our ‘Positive Me’ programme. Some lovely feedback from the children. Looking forward to our next session already. https://t.co/7lnNJCdEUF

24/01/18

Retweetd From Harris Careers

We are looking for an MFL Lead Practitioner . Apply now https://t.co/vQ6dK0Zaz0 https://t.co/C9jveKeeVV

23/01/18

Retweetd From Laura Harvey

Off to Academy this morning to deliver an assembly with on all things

16/01/18

Retweetd From Strengthening Minds

Brilliant sessions and today. Only week 2 and already some fantastic progress being made. Helping Young People Grow 💪🏻 https://t.co/bYycvAoViK

20/12/17

It was really great to have students at Priscilla Wakefield house this week, to perform for the residents.

20/12/17

Such a successful Winter Show last week - huge thank you to Ms O'Keeffe and the Performing Arts team for an outstanding production! https://t.co/jPOpaoEmBN

09/12/17

Retweetd From Harris Experience

Looking back on our visit to with our Year 10 students last week - a fantastic time had by all! https://t.co/rcGKOogeXv

07/12/17

Retweetd From HarrisTottenham

Tickets selling fast for this years Winter Concert. Hope to see you there! https://t.co/V47WpqADb3

07/12/17

Retweetd From Harris Tottenham Sixth Form

Great to be at today for the Post 16 event. Very much hope to see you at our forthcoming events. https://t.co/OouM5uCBhZ

05/12/17

Great speeches for our Student Parliament elections across the whole Academy last week! Well done to all! https://t.co/d0OAdFiH5e

Harris Academies
All Academies in our Federation aim to transform the lives of the students they serve by bringing about rapid improvement in examination results, personal development and aspiration.

Science

"The important thing is not to stop questioning; curiosity has its own reason for existing.”     

                                                                                                 Albert Einstein


 

We will continuously seek to promote blue-sky thinking amongst our students whilst vigorously preparing them for further education in the discipline of science. 

Students will experience a hands-on, practical approach to science and be afforded with numerous opportunities to develop their confidence in the subject. Our ethos which promotes discovery and exploration, through knowledge of scientific concepts. We are committed to ensuring that every child thinks as a Scientist.

The Harris Federation Schemes of Work for KS3 Science have been written in line with the aims and ethos of the new national curriculum and assessments (https://www.gov.uk/government/publications/national-curriculum-in-england-secondary-curriculum)

Each year group has been allocated appropriate content to ensure all students have the opportunity to achieve the highest levels of progress and attainment at GCSE.

The changes made to the curriculum at KS3 will prepare our students in gaining the scientific  knowledge and skills needed for life in modern Britain, secure access into and success in further education and raise standards to compete in a global job market.

Staff

Ms L Youens        -       Subject Leader for Science

Mr A Johnson - Faculty Leader for STEM

Mr A Richardson    -     Assistant Principal

Ms S Sen               -     Teacher of Science

Mr R Upton           -       Teacher of Science

Mr E Cepe            -       Teacher of Science

Mr M Swapp         -       Teacher of Science

Ms F D'Alessio     -       Teacher of Science

Key Stage 3

To view the curriculum for Year 7, click here.

To view the curriculum for Year 8, click here.

 

Year 7

In Year 7, students will study the following units throughout the academic year:

- Introduction to Science

- Atoms, Elements and Compounds

- Forces

- Inside Cells

- Electricity and Magnetism

- Chemical Reactions

- Gas Exchange

- States of Matter

- Kinetics

- Nutrition

- Earth, Atmosphere and Materials

- Waves

- Environment

- Earth and Rocks

- Space Physics

Students will also complete five units focusing on the development of practical skills in the subject of science throughout the year.

Assessments to be completed throughout the academic year:

Weekly DoddleLearn Tests

5 x End of Half-term Examinations

1 x End of Year Examination

Year 8

In Year 8, students will study the following units throughout the academic year:

- Health

- Pure and Impure Substances

- Forces and Motion

- Nuts and Bolts

- The Periodic Table

- Electricity and Magnetism

- Respiration

- Light

- Materials

- Digestion

- Earth and Atmosphere

- Energy – Changes in Systems

- Photosynthesis

- Acids and Alkalis

Students will also complete five units focusing on the development of practical skills in the subject of science throughout the year.

Assessments to be completed throughout the academic year:

Weekly DoddleLearn Tests

5 x End of Half-term Examinations

1 x End of Year Examination

Key Stage 4

In Year 9, students will begin the year by studying KS4 bridging units, in order to ensure they have the required level of scientific knowledge and understanding to begin their GCSE exams.

The second half term of the year will have a practical skills focus, with the students completing a range of Science practicals from across Biology, Chemistry and Physics. The aim of this is to develop the practical skills of the students, and prepare them for the required practical elements of the GCSE course.

The students will then begin their GCSE lessons from the beginning of January, with the students taking one of two routes available to them:

Route 1 – The separate science, or triple science, course. These students will sit separate exams for each of the three Sciences, achieving three GCSE grades, one for each Science, once the exams are completed.

Route 2 – The Trilogy. These students will study all three Sciences, however in slightly less depth than the separate science students. They will sit exams in which all three Sciences will be in the same papers, and will achieve 2 GCSE grades.

Both routes have a strong focus on practical work, and there is a list of required practicals that must be completed and will be examined on as part of the GCSE exam.

A-Level Biology

 

Specification: OCR Biology A

Method of Assessment:

 

AS Biology

Students complete two written papers, both lasting 1 hour 30 minutes.  Paper one is 70 marks and is split into two sections.  Section A contains multiple choice questions. This
section of the paper is worth 20 marks.  Section B includes short answer question style questions (structured questions, problem solving, calculations, practical). This section of the paper is worth 50 marks.  Paper two is also 70 marks and Question styles include short answer (structured questions, problem solving, calculations, practical) and extended response questions.  Both paper will assess content from all four AS modules, including the practical skills module 1.

 

A Level Biology

There are three written papers to assess A Level Biology.  Paper 1 assesses modules 1, 2, 3 and 5, whilst paper 2 assesses 1, 2, 4 and 6.   Both papers worth 100 marks and last 2 hours 12 minutes each.  Each paper contributes 37% of the final A Level grade.  Paper 3 assesses content from all 6 A Level Biology modules.  Paper 3 is worth 70 marks and lasts 1 hour and 30 minutes.  It is worth 26% of the final A Level grade.  The practical skills of students are assessed throughout the course, leading to a separate certificate called ‘Practical Endorsement in Biology’ – this is simply pass/fail depending on skills shown throughout the course. 

 

Course Overview:

The new specification A Level Biology course requires students to complete all modules and be assessed on them all at the end of two years of study – i.e. in Year 13.  The A Level is no longer formed of ‘AS’ plus ‘A2’.  However, students can choose to study Biology for just one year (modules 1-4) and complete the relevant exams to attain an AS Level in Biology.

 

Units Studied:

Year 12 Content

Students choosing to only study Biology to AS Level complete four modules and will need to sit two exams.  All four modules will be assessed on both papers, a significant change from previous courses.

 

Module 1 – Development of practical skills in Biology

The development of practical skills is a fundamental and integral aspect of the study of any scientific subject. These skills not only enhance learners’ understanding of the subject but also serve as a suitable preparation for the demands of studying biology at a higher level.

Practical skills are embedded throughout all the content of this specification.  Learners will be required to develop a range of practical skills throughout their course in preparation
for the written examinations.

 

Module 2 – Foundations in Biology

All living organisms have similarities in cellular structure, biochemistry and function. An
understanding of these similarities is fundamental to the study of the subject. This module gives learners the opportunity to use microscopy to study the cell structure of a variety of
organisms. Biologically important molecules such as carbohydrates, proteins, water and nucleic acids are studied with respect to their structure and function. The structure and mode of action of enzymes in catalysing biochemical reactions is studied. Membranes form barriers within, and at the surface of, cells. This module also considers the way in which
the structure of membranes relates to the different methods by which molecules enter and leave cells and organelles. The division and subsequent specialisation of cells is studied, together with the potential for the therapeutic use of stem cells. Learners are expected to apply knowledge, understanding and other skills developed in this module to new situations and/or to solve related problems.

 

Module 3 – Exchange and Transport

In this module, learners study the structure and function of gas exchange and transport systems in a range of animals and in terrestrial plants. The significance of surface area to volume ratio in determining the need for ventilation, gas exchange and transport systems in multicellular organisms is emphasised. The examples of terrestrial green plants and a range of animal phyla are used to illustrate the principle. Learners are expected to apply knowledge, understanding and other skills developed in this module to new situations and/or to solve related problems.

 

Module 4 – Biodiversity, evolution and disease

In this module the learners study the biodiversity of organisms; how they are classified and the ways in which biodiversity can be measured. It serves as an introduction to ecology, emphasising practical techniques and an appreciation of the need to maintain biodiversity. The learners also gain an understanding of the variety of organisms that are pathogenic and the way in which plants and animals have evolved defences to deal with disease. The
impact of the evolution of pathogens on the treatment of disease is also considered. The relationships between organisms are studied, considering variation, evolution and phylogeny. Learners are expected to apply knowledge, understanding and other skills developed in this module to new situations and/or to solve related problems.

 

Year 13 Content

Students who choose to study Biology to A Level will complete two years of study and will be assessed on their learning across those two years at the end of Year 13.  All content, right from the start of Year 12, will be assessed at this time – this is often referred to as a ‘linear’ course (rather than the previous ‘modular’ course).  In addition to the four modules described above, students complete two further modules that stretch the content to higher levels   (It should be stressed here that contrary to previous years, the AS course is not a subset of the A Level course and therefore the AS examination will not contribute at all to the A Level examinations.  They are assessed independently.)

 

Module 5 – Communication, homeostasis and energy

It is important that organisms, both plants and animals are able to respond to stimuli. This is
achieved by communication within the body, which may be chemical and/or electrical. Both systems are covered in detail in this module. Communication is also fundamental to homeostasis with control of temperature, blood sugar and blood water potential being studied as examples. In this module, the biochemical pathways of photosynthesis and respiration are considered, with an emphasis on the formation and use of ATP as the source of energy for biochemical processes and synthesis of biological molecules. Learners are expected to apply knowledge, understanding and other skills developed in this module to new situations and/or to solve related problems.

 

Module 6 – Genetics, evolution and ecosystems

This module covers the role of genes in regulating and controlling cell function and development. Heredity and the mechanisms of evolution and speciation are also covered.
Some of the practical techniques used to manipulate DNA such as sequencing and amplification are considered and their therapeutic medical use. The use of microorganisms in biotechnology is also covered. Both of these have associated ethical considerations and it is important that learners develop a balanced understanding of such issues. Learners gain an appreciation of the role of microorganisms in recycling materials within the environment and maintaining balance within ecosystems. The need to conserve environmental resources in a sustainable fashion is considered, whilst appreciating the potential conflict arising from the needs of an increasing human population. Learners also consider the impacts of human activities on the natural environment and biodiversity. Learners are expected to apply knowledge, understanding and other skills developed in this module to new situations and/or to solve related problems.

 

 

 

A-Level Chemistry

 

A Level Chemistry

Specification: AQA

Method of Assessment:

 

Assessment of AS Chemistry

Students will sit two exams, each an hour long.  Inorganic with relevant physical chemistry is assessed in one paper, while organic with relevant physical chemistry is assessed in the second paper. Each paper is worth 50% of AS, containing a mixture of short and long answer questions as well as some multiple choice questions.

 

Assessment of A Level Chemistry

Students will complete three examination papers, each of which is two hours in length. Inorganic with relevant physical chemistry is assessed in one paper worth 35%, while organic with relevant physical chemistry is assessed in the second paper worth 35%. Both papers contain a mixture of short and long answer questions. The third paper will assess all practical skills as well as all content; this is referred to as a ‘synoptic’ paper and is worth 30%. The final paper consists of questions on practical techniques and data analysis, content from across the specification and some multiple choice questions.

 

Course Overview:

The new specification A Level Chemistry course requires students to complete all modules and be assessed on them all at the end of two years of study – i.e. in Year 13.  The A Level is no longer formed of ‘AS’ plus ‘A2’.  However, students can choose to study Chemistry for just one year (modules 1-4) and complete the relevant exams to attain an AS Level in Chemistry.

 

Units Studied:

 

Year 12 Content

Students choosing to only study Chemistry to AS Level complete organic, inorganic and physical chemistry content alongside completing practical activities.  Students will need to sit two exams, each an hour long.  Inorganic with relevant physical chemistry is assessed in one paper, while organic with relevant physical chemistry is assessed in the second paper.

 

Physical Chemistry

The content of this module includes atomic structure, amount of substance, bonding, energetics, kinetics, chemical equilibrium and Le Chatelier’s principle.

 

Inorganic Chemistry

This module includes the study of: periodicity, group 2 alkaline earth metals and group 7 halogens.

 

Organic Chemistry

In this module, students learn about: introduction to organic chemistry, alkanes, halogen alkanes, alkenes, alcohols and organic analysis.

Year 13 Content

Students who choose to study Chemistry to A level will complete two years of study and will be assessed on their learning across those two years at the end of year 13.  All content, right from the start of year 12, will be assessed at this time – this is often referred to as a ‘linear’ course (rather than the previous ‘modular’ course).  Students will complete three examination papers, each of which is two hours in length. Inorganic with relevant physical chemistry is assessed in one paper, while organic with relevant physical chemistry is assessed in the second paper. The third paper will assess all practical skills as well as all content, this is referred to as a ‘synoptic’ paper.

 

Physical Chemistry

The content of this module includes thermodynamics, rate equations, the equilibrium constant, electrode potentials and electrochemistry. 

 

Inorganic Chemistry

This module includes the study of: properties of period 3 elements and their oxides, transition metals and reactions of ions in aqueous solutions.

 

Organic Chemistry

In this module, students learn about: optical isomerism, aldehydes and ketones, carboxylic acids and derivatives, aromatic chemistry, amines, polymers, amino acids, proteins and DNA, organic synthesis, NMR spectroscopy and chromatography.   

 

 

Extra Curricular

There are a number of opportunities for students to engage with Science beyond our curriculum, including trips and visits, visiting workshops and master-classes.

Full details of this terms extra curricular programme for Science will be confirmed in due course.

Useful Resources

www.doddlelearn.co.uk – accessed via username/password provided

http://www.bbc.co.uk/education/subjects/zng4d2p - for revision purposes

Collins Key Stage 3 Science Student Workbook 1, 2 and 3 – extending knowledge

CGP Key Stage 3 Revision Guide – preparing for assessments

Independent Learning Resources

Full details of the terms independent learning activities are posted on 'Show My Homework'.