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Redland Green School

KS3 Science



Our students will progress as scientists through our curriculum by:

  • Gaining a breadth of key scientific knowledge and concepts. These build naturally across each unit and across each year.
  • Developing investigative skills such as planning, data analysis, and evaluation
  • Learning the joy of discovery and exploration that is essential to training the next generation of scientists and scientifically-aware citizens.


What topics do we cover in our curriculum?
If you click on the image below a pdf of our curriculum will open in a new tab. You can then click on each of the topics and be taken to a knowledge organiser which defines the core knowledge we teach in each unit.

How is our curriculum structured?

  • Key concepts are introduced in Year 7 and topics taught in subsequent years build more complex ideas and application onto a solid foundation of scientific fundamentals.
  • The curriculum structure has been informed by educational research underpinned by cognitive science approaches such as spaced practice, interleaving and retrieval.
  • KS3 topics are taught in rotation within the termly blocks shown above. This is to ensure that all students have the maximum opportunity to access equipment and explore concepts practically.
  • Topics support the GCSE specification whilst also providing additional breadth of scientific concepts and real-world application with the aim to cultivate enthusiasm and inquisitiveness about science and the wider world
  • Social development and health are built into topics to allow students to link science to their everyday lives.
  • Stretch and challenge for accelerated sets supports able students in making appropriate progress and develops skills of application and synthesis that are essential to access higher demand questions at KS4.


How is the subject assessed?

  • Bespoke end of topic tests with tailored feedback tasks
  • Regular formative exit questions with differentiated feedback
  • Explicit assessment of practical and investigative skills against standardised criteria