The science department are passionate and fiercely ambitious in challenging and enthusing our students, igniting their natural curiosity about the world around them. We are all scientists by nature, and here at JSTC we equip them with the knowledge, skills and understanding (or substantive knowledge) that can be applied to any given situation to describe the world we live in; whether that by explaining how fireworks work, or why you have your grandparents’ green eyes.

We also strive to develop the students logical thinking; the scientific method (or disciplinary knowledge) that underpins all good science, that allows students to be critical thinkers that question the validity of information they are provided by the media. 

Also a big part of science are the skills (or procedural knowledge) for success, whether that be the ability to do a calculation of correctly carry a titration.

Science has a central role in today’s society; in developments to improve and respect the world, but also to provide solutions to issues that the planet faces. Here at JSTC we expose students to the responsibilities of science and how they can play a part in it; this is the part science plays in developing students SMSC education within the framework of British values.

Engendering a life-long interest in science and examination success, is a key part of the ensuring all students whatever their ability or background, leave JSTC fully prepared to lead for filled and purposeful lives; this is the deep social justice that JSTC strives to deliver.


To achieve this, we aim to deliver science in a practical active manner, using experiment, role-play and discussion to draw upon prior learning and build upon it.


Learning Journey

The 'Learning Journey' to the left, outlines the experiences, knowledge and skills, a student will be exposed to during their 5 years at JSTC. This 5 year learning journey starts from the experiences students have had of chemistry at key stage 2, revisiting and building upon knowledge, understanding and skills and taking them further in line with the national curriculum, to deepen and broaden student knowledge, skills and understanding. The journey is spiral in nature, meaning that previously taught ideas are revisited, as students progress through the year, building upon them to again further deepen knowledge skills and understanding. As can be seen, at the end of the journey, students can progress to post-16 education.

The learning journey also high-lights a few 'golden thread' ideas, through the cross curricluar links with other subjects, to aid the bridging of knowledge and skills and broadening their cultural capital.

Curriculum Maps

The curriculum map documents here outline intentions via 'knowledge and skills' and 'cultural capital' and also how we can measure impact, via our varied 'assessment opportunities'.

It is the assumed expectation of many that science develops a students knowledge and skills during their time in school, learning how distillation works, or how to separate a mixture of liquids. The knowledge and skills listed in the documents give a brief outline of these knowledge and skills, they are not comprehensive, but do address the requirements of the key stage 3 and key stage 4 national curriculum, as well as addressing the GCSE specification content, and preparing students for post-16 education and a place as a functioning and informed member of British society, and beyond.

Cultural capital is defined as the accumulation of knowledge, behaviours, and skills that a student can draw upon and which demonstrates their cultural awareness, knowledge and competence; it is one of the key ingredients a student will draw upon to be successful in society, their career and the world of work.

The documents here also state the many opportunities the science department provide to broaden the experiences of students, placing science in a whole world context, thus deepening and broadening their cultural capital, making them better citizens in todays society. An example of this could be teaching students that the model of the atom has changed over time, due to the work and endeavours of many people, or varied nationalities, gender, and background. Another example may be to take an everyday occurrence, such as the melting and burning of a candle, or the awe of a firework and place it in a scientific context, through the 'gaze' of science, thus enabling students to appreciate these occurrences from a scientific point of view. A very significant one, could be the relationship between human activities and the impact upon the world, through such things as use of fossil fuels, climate change, and the impact upon the environment, ecosystems, and human behaviour.

AQA Chemistry TRILOGY Overview

The table below outlines the long term curriculum plan for the Chemistry aspect of the AQA TRILOGY SCIENCE course (8464). The plan outlines the unit topics the students cover in years 9, 10 and 11, broadly when they will be delivered, and which exam paper it is will be externally assessed in.


Also, to aid students in their studies, included are weblink to YouTube videos that summarise the topics and the required practical.


The ‘Big Idea’ is to give a brief idea of what the topic is about.

As part of the AQA Trilogy Course, the students in year 11 will do 2 external 75 minutes exams, paper 1 and paper 2. The papers are tiered, higher (that enable students to achieve grades 9-4) and foundation (grades 5-1) Although the exams papers are exclusively chemistry, physics and biology, ultimately a student will be awarded a double grade (from 9-9 to 1-1), that is a combination of the attainment in all 3 areas of the course.

Unit topic
Exam Paper
Required Practical
Big Idea
Website Links
Knowledge Organisers
C1: Atomic Structure
None - but preparation for RP1, RP6 and RP8
Atoms are fundamental building blocks of everything
Y9 Term 1
video 1-4
C10: Chemical Analysis
C10 Calculating Rf values
Physical and chemical tests can be used to identify substances
Y11 Term 1
C11: The Earth's Atmosphere
The Atmosphere changes over time as a consequence of chemical reactions
Y11 Term 2
C12: The Earth's resources
C12 Purify and test water
Chemical reactions have significant impact on society and the environment
Y11 Term 3
C2: The Periodic table
Patterns can be explained by atomic structure
Y9 Term 2
C3: Structure and Bonding
Properties and structures can be explained by bonding
Y9 Term 3 and Term 4
C4: Quantitative Chemistry
The mole is a chemist’s way of expressing amounts
Y9 Term 5
C5: Chemical Changes
C5 Preparing a salt from an insoluble metal carbonate or oxide
Chemical reactions are predictable
Y9 Term 6 and Y10 Term 1
C6: Electrolysis
C6 Investigate the electrolysis of a solution
Electricity can drive reactions
Y10 Term 2
C7: Energy Changes
Matter and energy are conserved during reactions
Y10 Term 3
C8: Rates and Equilibrium
C8 Investigating the effect of concentration and temperature on rate of reaction
Kinetic theory can explain reaction speed
Y10 Term 4 and Term 5
C9: Crude oil and Fuels
Energy dense chemicals have positive and negative affects on our world
Y10 Term 6