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Ridgewood School

Ridgewood School


Our Science department believes in: ‘Discovering Science in the universe through hands-on investigation, discussion and enquiry.’

Throughout a student’s journey at Ridgewood we continue to cultivate an understanding around central concepts, through all three sciences, enabling students to develop their ability to question and link their wider knowledge to a strong, central understanding of scientific phenomena whilst ensuring that the curriculum is relevant and accessible to all.

Our Science Curriculum will give students the opportunity to:

  • Be scientifically literate and numerate.
  • Engage, discuss & develop their curiosity surrounding scientific phenomena.
  • Develop knowledge & Skills throughout their education advancing their scientific understanding along their learning journey from Key stage 3 to 5.
  • Consider the social, ethical and physiological implications of the broad, varied and ambitious scientific curriculum
  • Be prepared to use the transferable skills gained for future progression
  • Be stretched and challenged to ensure that students will leave Ridgewood with an appropriate range of qualifications that will prepare them for adulthood.

Please get in touch via the enquiry form on our Contact Us page, should you have any further questions about our Science Curriculum please contact Mr Delany, Curriculum Lead.


Overview of topics:

Key Stage 3 science study provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. Science has changed our lives and is vital to the world’s future prosperity, and all students are taught essential aspects of the knowledge, methods, processes and uses of science.

The Key Stage 3 curriculum comprises several big ideas, these are:

  1. Forces
  2. Electromagnets
  3. Energy
  4. Waves
  5. Matter
  6. Reactions
  7. Earth
  8. Organisms
  9. Ecosystem
  10. Genes

The topics are revisited each year in a helical structure which helps students make connections between big ideas. Working scientifically also allows our students to work in similar ways to scientists, with our curriculum providing comprehensive coverage of this. We develop four key skills: analysing patterns and data, communicating scientific ideas, scientific enquiry, and problem-solving.

Please download the document below to see an overview of the AQA science syllabus.

How is science assessed in KS3?

Throughout the course students will complete in class multiple choice formative assessments, so their teachers can monitor their progress in each topic.

Students will complete cumulative summative assessments at the end of every three topics. The assessment dates will be communicated home via the assessment table in the Half-Termly learning maps booklet.

Useful web links:


Overview of topics:

Due to the demanding nature of the GCSE science course and because of the fluidity between trilogy combined science and the separate science route, as a faculty we have decided to reorganise the AQA science specification. Therefore in Year 9, sets 1-3 will cover the separate science (triple) pathway and set 4 will follow the trilogy combined (double) pathway. When students progress into Year 10, only sets 1 and 5 cover the separate science (triple) content and sets 2, 3 and 4 follow the trilogy combined pathway. When students move into Year 11, only set 5 cover the separate science content and sets 1-4 cover the trilogy combined content.

Please download the pdfs at the bottom of this page to learn full details of the topics for each subject.

Year 9: B1, C1, P1.

Year 10: B3, B4, B5, P3, P4, P5, C3, C4, C5.

Year 11: B6, C6, C7, P6 and revision.

How Science is examined at the end of Year 11:

Useful web links:

How to revise for Science:

  • Complete past paper questions, self-assess and make detailed improvements using the mark schemes. Then do them again! You may also find it useful to look at examiner reports; these often show the common pitfalls where students lose marks. Ensure your revision notes cover these areas.
  • Use the mark scheme answers to help ensure there is sufficient detail in your revision resources. For example, if there are key terms present in the mark scheme answer but not in your revision notes, ensure you amend your revision notes so they are included and add definitions as necessary.
  • Produce model answers for past paper questions that are examined frequently. Then learn them!
  • Summarise class/text book notes onto A3 paper and then finally onto flash cards. Read through the flash cards frequently. Ask someone to quiz you using these flash cards.
  • Photocopy relevant pages from your practical lab book. Annotate these pages to highlight the skills you have developed and ensure you review the practical-based questions and answers. Produce a revision resource for each of the key practicals. Remember, you are required to answer questions concerning these practicals in the exams.
  • Use your practical handbook to revise, and complete the practical questions in the booklet.
  • Produce flowcharts and/or mind maps of key processes. They are more visually attractive than notes and, therefore, more memorable.
  • Writing summary notes out many times may be the only way to commit certain topics to memory. This is a lengthy process but will work in the long run.
  • Certain subtopics or processes can be summarised into lists. Lists can be converted into mnemonics and can be easier to recall than a page of notes.
  • Make your revision resources visually attractive; over time you will remember what the resource looks like and what information is written where.
  • Make sure revision materials are in your handwriting. This will make it more memorable over time.
  • Practise calculations and rearranging equations to make each variable the subject of the formulae.
  • Produce model answers to calculation questions and make step by step notes.
  • Memorise any equations in your notes that do not appear on the equations sheet.
  • You should aim to cover all topics at least 3 times before any exam.