Science: KS3

Intent

The MYP Science curriculum aims to develop students’ understanding of the natural world through the disciplines of biology, chemistry and physics. It equips students with secure scientific knowledge, an appreciation of how science impacts society, and the skills to think critically, question evidence and solve problems.

The curriculum builds curiosity about how the universe works, from the smallest particles to the largest systems, while fostering cultural capital by exploring how science shapes human progress, health, technology and sustainability. It is ambitious, coherent, and designed to ensure that all pupils can succeed, regardless of background, and progress to further scientific study or careers in STEM fields. 

Implementation

• Sequenced knowledge: The curriculum is carefully sequenced to ensure progression. In Year 7, students are introduced to fundamental scientific principles such as safety, particles, forces, chemical reactions and reproduction. In Year 8, they build on this by studying systems in greater depth, including elements and compounds, circulation, respiration, light, sound and disease. By Year 9, students deepen their knowledge of inheritance, chemical reactivity, space, energy systems and cell biology, with increasing specialisation in preparation for GCSE. 
• Integration of the sciences: Biology, chemistry and physics are interwoven across key topics, ensuring students can see the links between scientific disciplines and apply them to real-world contexts (e.g., energy transfer in systems, the immune system and disease prevention, renewable energy sources). 
• Practical and enquiry-based learning: Students regularly engage in practical investigations and experiments to develop their working scientifically skills, including planning, measuring, observing, analysing and evaluating. These activities build resilience, independence and confidence in handling evidence. 
• Skill development: Throughout MYP, students acquire key scientific skills, including the use of models, data analysis, interpretation of graphs, evaluation of evidence, and writing scientific explanations. They also develop literacy (scientific vocabulary and extended writing) and numeracy (data handling, calculations). 
• Relevance and cultural capital: The curriculum includes contemporary contexts such as health and disease, energy use, space exploration and sustainability, ensuring science is meaningful and relevant to students’ lives and future challenges. 

Impact

• Knowledge and understanding: Students develop a strong foundation in scientific knowledge across biology, chemistry and physics, enabling them to explain, predict and evaluate scientific phenomena.
• Scientific thinking: Pupils learn to think like scientists—asking questions, testing hypotheses, analysing results and drawing evidence-based conclusions.
• Skills for life: Students leave with transferable skills in problem-solving, analysis and critical thinking, which support their wider learning and prepare them for further education, careers in STEM and informed citizenship.
• Cultural capital and values: Through the study of health, sustainability, energy and space, students develop awareness of science’s role in society and are prepared to engage thoughtfully with global challenges.
• Readiness for progression: By the end of MYP, students are well-prepared for the demands of GCSE Science, having built both the substantive knowledge and disciplinary skills required for success.