The content of the MYP1 Science Course is the first of a three-year course that will be based on the AQA Key Stage 3 Science syllabus. This syllabus covers a wide range of scientific disciplines, including biology, chemistry, and physics. During MYP1-3, students will acquire foundational scientific knowledge and skills necessary for success in IGCSE years (MYP4-5).

Each unit in MYP1-3 will contain at least two “topics”. For example: MYP1 Unit 1 is called “Origins” and contains the topics of the Universe and the Particle Model. Each “topic” is related to one of 10 big ideas or concepts in science: Forces, Electromagnetism, Energy, Waves, Matter, Reactions, Earth, Organisms, Ecosystems and Genes.

Throughout MYP1-3, we will revisit each big idea multiple times through the learning of different (but related) topics, each time increasing the complexity of our understanding. For example, the big idea of Waves has four topics:

It’s easier for students to develop an understanding of a big idea through multiple interactions with the concepts within the idea. By connecting smaller ideas to more abstract ideas, students will be better prepared to apply these concepts when approaching an unfamiliar topic.

Students in the MYP1 Science Course are assessed on four criteria (A, B, C and D) which are made up of different strands:

Criterion A: Knowing and Understanding

i. explain scientific knowledge

ii. apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar situations

iii. analyse and evaluate information to make scientifically supported judgments.

Criterion B: Inquiring and Designing

i. explain a problem or question to be tested by a scientific investigation

ii. formulate a testable hypothesis and explain it using scientific reasoning

iii. explain how to manipulate the variables, and explain how data will be collected

iv. design scientific investigations.

Criterion C: Processing and Evaluating

i. present collected and transformed data

ii. interpret data and explain results using scientific reasoning

iii. evaluate the validity of a hypothesis based on the outcome of the scientific investigation

iv. evaluate the validity of the method

v. explain improvements or extensions to the method.

Criterion D: Reflecting on the Impacts of Science

i. explain the ways in which science is applied and used to address a specific problem or issue

ii. discuss and evaluate the various implications of the use of science and its application in solving a specific problem or issue

iii. apply scientific language effectively

iv. document the work of others and sources of information used.

Common areas of difficulty in the MYP1 Science Course may include:

Managing Time Effectively in Assessments: many students struggle to prioritise their time in assessments, resulting in them fully completing only one or two strands of the criterion being assessed. This often is the key reason why students achieve lower grades than they are capable of.

Practical Experiments: Conducting experiments and interpreting results accurately can be challenging. Students may struggle with identifying variables, processing data, and communicating their scientific predictions, conclusions, and evaluations in a clear manner.

Understanding Complex Concepts: Some scientific concepts can be challenging. For example, abstract topics like particles or energy may be difficult to grasp quickly as it is hard to visualise things we cannot see.

Scientific Terminology: Learning and using scientific terminology accurately can be a hurdle for some students.

There were three criteria assessed in the first reporting period: first a criteria B and C investigation into shadow length, then a criterion A test on the Universe. Many students who attained an overall grade of 3 or lower, achieved their highest grades in the criterion A test (with many of them achieving a passing grade) but struggled the most with the investigation. The criterion B section of the investigation was often the lowest grade.

Therefore we will be providing a series of four intervention workshops weekly on Thursdays after school in B114+B116 from 23rd November 2023 onwards. In these sessions, we will provide support and guidance on the skills needed for inquiring and designing investigations (criterion B).

Toward the end of this series of workshops, students will design a new investigation as a "recuperação paralela" assessment that will allow us to evaluate if the intervention has been successful.

Here are some tips to support your child:

Homework and Revision: Ensure your child completes their homework and revises regularly. This helps reinforce learning and build confidence. Some strategies include:

• Making flashcards to help learn scientific terminology,

• Constructing concept maps as a tool to process the information learned and summarise the key ideas,

• Checking their note-taking from lessons by reviewing the presentation slides used in class (shared on Managebac) and adding additional information when needed.

Online Resources: There are numerous study resources that students can use to help them with their learning. These include:

• The unit “Textbook”: a digital document containing all the relevant subject content for the unit. This is shared at the beginning of each unit on Managebac.

• The unit “Study Guide”: a digital document containing a revision list, suggested study strategies as well as links to useful resources such as YouTube videos, quizzes, and animations. This is shared at the end of each unit on Managebac.

• Quizlet Flashcards

• BBC Bitesize

• Revision Monkey Youtube Playlist

Attending the MYP1 Science Support ECA: This will be compulsory for students who attained less than a 4 for their overall science grade in the 1st reporting period. However, other students who would like to work on their scientific knowledge and skills are more than welcome to attend. This will be taking place every Thursday from 4:00 p.m. to 4:45 p.m. during the months of November and December.

Communicate with Teachers: Maintain open communication with your child's science teacher. If you have concerns or questions, don't hesitate to reach out for guidance and support.

Stay Informed: Keep yourself informed about the course content and assessment criteria. This will help you better understand your child's progress.

Encourage Exploration: Encourage your child to explore science beyond the classroom. Visiting museums, conducting simple experiments at home, and discussing scientific topics can foster their interest.