Curriculum‎ > ‎

Double Science

Key Stage 4 Science
Students begin the GCSE Syllabus at the start of Year 9. Key concepts from Key stage 3 are incorporated into the GCSE modules in this year to ensure a smooth transition for the students

In year 9 students have four periods of science per week. The view has been taken that spreading the GCSE course over a greater period of time will allow topics to be explored in greater depth and will provide more opportunities for carrying out practical work.  

The groups will rotate three times over the year to ensure subject specific teaching across the different subject areas.

All students will complete modules 1,2 and 4 in all three sciences until the end of year 10  (double science) at which point some will continue in year 11 to study the sciences in more depth (triple science). Those students continuing with double science will complete module 3 and consolidate central concepts. Students will be informed by their teachers about tier of entry.

Students follow the OCR Gateway Specification - all external exams are taken at the end of Year 11

Assessments are made each half term in the form of Mid Topic Tests, End of Topic Tests and End of Year Exams.

Controlled Assessments are completed within school in the form of a full day of experimental skills assessments.

Double Science students complete 2 controlled assessments which represents 25% of the students final grade

Key Stage Four



Topics to be covered


Collects Research and uses relevant information. Sources listed in a Bibliography



Writes a Hypothesis which provides a scientific explanation. Plan gives sufficient detail for experiment to be repeated, including choices of: equipment and techniques; range and number of data points for the independent variable; number of replicates; other variables to be controlled, considers how errors will be minimised.


Risks in procedures analysed, evaluated and specific responses suggested to reduce risks. Risks managed successfully with no significant incidents or accidents and no requirement for teacher intervention.


Results tabulated to include all data expected, headings given with units and data is to same decimal point


Graphical and mathematical techniques used to reveal patterns in the data: charts or graphs used to display data in an appropriate way. Axis fully labelled and trends shown suing line/curve of best fit. Correct use of more than one simple mathematical technique.


Main trend(s)/pattern(s) described and interpreted with reference to quantitative data and scientific knowledge and understanding, reasoned comparison between primary and secondary data/information; any anomalous results identified correctly and implications discussed.


Conclusion given and justified and hypothesis reviewed based on an analysis of the data and information from research and investigation, demonstrating an understanding of the underpinning science


Comments made on the quality of the data including accuracy and sources of error, linked to the method of collection; limitations in the method of data collection identified and suggestions for improvement given. Information is relevant and presented in a structured format.



It’s a Green World

·       Ecology

·       Photosynthesis

·       The role of leaves Diffusion and Osmosis

·       Transport in plants

·       Plants need minerals

·       Decay

·       Farming




The periodic table

·       Atom Structure

·       Ions and Ionic Bonding

·       Covalent Bonding The periodic table

·       The alkali metals

·       The Halogens

·       Metals and their properties

·       Testing water




Energy in the home

·       Heating houses

·       Keeping Warm

·       A spectrum of waves Light and Lasers

·       Cooking and communicating with waves

·       Data Communication

·       Wireless signals

·       Stable Earth



As before



Understanding ourselves

·       Fitness and Health

·       Human Health and Diet

·       Staying Healthy

·       The Nervous System

·       Drugs and You

·       Staying in Balance

·       Controlling Plant Growth

·       Variation and Inheritance


Understanding our environment

·       Classification

·       Energy Flow

·       Recycling

·       Interdependence

·       Adaptations

·       Natural Selection

·       Population and Pollution

·       Sustainability 




Carbon Chemistry

·       Crude Oil

·       Fuels

·       Atmosphere

·       Making Polymers

·       Designer Polymers

·       Chemical Change

·       Smells

·       Paints and Pigments


Chemical resources

·       The structure of the Earth

·       Construction Materials

·       Metals and Alloys

·       Making Cars

·       Manufacturing Chemicals

·       Acids and Bases

·       Fertilisers

·       Salts




Living for the future

·       Collecting Energy from the Sun

·       Generating Electricity

·       Global Warming

·       Fuels for Power

·       Nuclear Radiations

·       Exploring the Solar System

·       Threats to Earth

·       The Big Bang


Radiation for life

·       Sparks

·       Uses for Electrostatics

·       Safe Electricals

·       Ultrasound

·       What is radioactivity?

·       Uses of Radioisotopes

·       Treatment

·       Fission and Fusion



Additional Science

Students to start this in summer term (when in year 10)


Results of internal assessments  to decide continuation onto triple science pathway in year 11



Living and growing

·       Molecules of Life

·       Proteins and Mutations

·       Respiration

·       Anaerobic Respiration Cell Division

·       Circulatory System

·       Growth and Development

·       New Genes for Old




Chemical Economics

·       Rates of Reaction 1,2 &3

·       Reacting Masses Percentage Yield and Atom Economy

·       Energy

·       Batch or Continuous

·       Nanochemistry





Forces for transport

·       Speed

·       Changing Speed

·       Forces and Motion Work and Power

·       Energy on the Move

·       Momentum

·       Falling Safely

·       The Energy of Games and Theme Rides