Within the Science curriculum pupils focus a wide range of skills that lead to qualifications that initiate a focused career path. In order to gain a solid scientific foundation in identification and classification, properties of materials and how they behave, Observation, reporting and recording. These skills are transferable to the world of work or transitioning to college.
The science curriculum provides the foundation of biology, chemistry and physics. Teaching is based on developing an understanding of knowledge, methods, processes and uses of science in world around us. We explore the concept of understanding how science can be used to explain what is occurring, predict how things will behave, and analyse the reason why things are happening. These are transferable lifelong skills that pupils can utilise and establish starting at Key Stage 2 progressing through kS3 and 4 and into the world of work.
Science is the learning and understanding of the world around us in meaningful ways. We know that all pupils having different learning styles, so getting out of the classroom and experiencing a learning activity hands-on not only meet our pupils the learning needs but also allows all students to investigate and explore ideas for themselves. Science enables pupils to explore and develop their investigation and observation skills and apply them to the wider world.
Working closely with the therapeutic team enables us to be aware of the individual needs of every pupil. Our therapeutic approach enables pupil to develop the skills to understand how science is changing our lives and is vital to the world's future prosperity, They should be helped to appreciate the achievements of science in showing how the complex and diverse the phenomena of the natural world can be.
Authentic Inclusive Approach
Science covers a broad range of skills - our teaching takes into account the varying needs of our pupils . We use practical experiments to ignite pupils interests to explore the world of science further.
It enables pupils to develop the confidence to challenge and explore their own and others views.
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Sequencing of Content
Key stage 3
Science is about learning to connect Science concepts that pupils can move between with ease and fluency. Being able to identify patterns and overlapping concepts within science topics is key to progression. Igniting curiosity, creating learners who think deeply, encouraging them to confidently explore and discover the world around them.
Key stage 4
GCSE Science- Apply the concept learnt across the key stages to a higher more sophisticated level at Key stage 4.
The skills achieved through these qualifications will demonstrate competency of our pupils within our working world.
Core threads
Developing solid foundations
Developing solid foundations
Fluency
Analysing and interpreting information
Identifying and classification
Hypothesizing, Observation ,reporting and recording
Numeracy, literacy and communication:
Word problems
Precise measurement
Data collection and interpretation
Reasoning statements
Science vocabulary
Reasoning and justification
Definition and features
Demystification of the exam questions
Retrieval Practice
- Key concepts are identified and revisited throughout the academic year and key stage.
- Reflect and retrieval activities are planned as starters /homework/peer assessment / lesson summaries as well as regular assessments.
- Low stake assessments
- Subjects specific curriculum will enhance the whole school learning.
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The specialist nature of the subject curriculum.
Curriculum statements: Subject: Science Understanding the planned curriculum 1. The Specialist nature of the subject curriculum. The Science curriculum is a journey in which we prepare pupils to be responsible and competent scientists for a sustainable and moral future. The main aim of the curriculum is to encourage enquiry and develop scientific thinking.. This allows pupils to look at the world around them and question what they see, carry out investigations and arrive at conclusions. The curriculum is designed to ensure pupils have a deep understanding of biology, chemistry and physics and the links between them, with an overarching theme of practical science. Our schemes of work are designed to allow pupils to develop their scientific knowledge of key ideas, such as cells, health and lifestyle, ecosystems, atoms and the periodic table, chemical reactions, energy, forces and electricity and these themes are developed throughout the 7-year curriculum, from KS2 to KS4. Our curriculum is engaging and challenging and allows pupils to develop and apply various skills, including practical skills, mathematical skills, memory retrieval skills, literacy skills and collaborative skills. How do learners move towards achieving those aims and purposes over their time with us? Teachers will use work produced in books to assess progress and identify how pupils can be supported to improve. The teacher will use this assessment to inform their planning, support individuals and adapt lessons accordingly for their class. We will assess ongoing progress through questioning in class and assessment tasks in the classroom. Intervention will be targeted where it is needed. Homework is set to reinforce learning and encourage pupils to work independently. . Planning across the key stages: a. On entry, how well prepared are learners for science? Pupils in Hopewell are from different levels of the education ladder. The science curriculum is designed to take into consideration the gaps in their scientific knowledge, skills and abilities. On entry, the baseline assessment together with information derived from their EHCP will be used to design a science curriculum which will meet their individual needs and set achievable and aspirational targets. b. How does the science curriculum address this? THe science curriculum is a living organism, forever changing in response to the challenges encountered by our learners. The termly and yearly planning supports the curriculum as well as the half termly reviews . c. What key ideas/skills are taught at KS2, KS3 and what examination courses are taught and what do they cover? The principal focus of science teaching in KS2 is to develop a deeper understanding of a range of scientific ideas in the subjects of biology, chemistry and physics. Pupils will begin to see the connections between these subjects and become aware of some of the big ideas underpinning scientific knowledge and understanding Key Stages 3 covers the national curriculum aims and content and all science programmes of study. Programmes of study are repeated annually and are sequenced carefully to enable pupils to build on prior knowledge and skills. At Key Stage 4 - Science is offered at GCSE. From a pupils baseline assessment individual needs are identified and lessons planned to support individual pupils. Assessment materials and strategy: a. How is the subject assessed? (Nature of tests/tasks; frequency; use of information) These science curriculum, teaching, and assessment strategies feature through formative assessment. Assessment tasks take place every half term to inform further planning. Frequent marking using the school marking policy allows teachers to identify and inform of the next steps. b. How is formative assessment used in science subject? Teachers use work produced in books to assess progress and identify how pupils might improve. Homework will be set regularly.
Click to view Science Drivers
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Sequencing of Content
Key stage 3
Science is about learning to connect Science concepts that pupils can move between with ease and fluency. Being able to identify patterns and overlapping concepts within science topics is key to progression. Igniting curiosity, creating learners who think deeply, encouraging them to confidently explore and discover the world around them.
Key stage 4
GCSE Science- Apply the concept learnt across the key stages to a higher more sophisticated level at Key stage 4.
The skills achieved through these qualifications will demonstrate competency of our pupils within our working world.
Core threads
Developing solid foundations
Developing solid foundations
Fluency
Analysing and interpreting information
Identifying and classification
Hypothesizing, Observation ,reporting and recording
Numeracy, literacy and communication:
Word problems
Precise measurement
Data collection and interpretation
Reasoning statements
Science vocabulary
Reasoning and justification
Definition and features
Demystification of the exam questions
Retrieval Practice
- Key concepts are identified and revisited throughout the academic year and key stage.
- Reflect and retrieval activities are planned as starters /homework/peer assessment / lesson summaries as well as regular assessments.
- Low stake assessments
- Subjects specific curriculum will enhance the whole school learning.
Click to view Science Statement
Click to go back to subjects
The specialist nature of the subject curriculum.
Curriculum statements: Subject: Science Understanding the planned curriculum 1. The Specialist nature of the subject curriculum. The Science curriculum is a journey in which we prepare pupils to be responsible and competent scientists for a sustainable and moral future. The main aim of the curriculum is to encourage enquiry and develop scientific thinking.. This allows pupils to look at the world around them and question what they see, carry out investigations and arrive at conclusions. The curriculum is designed to ensure pupils have a deep understanding of biology, chemistry and physics and the links between them, with an overarching theme of practical science. Our schemes of work are designed to allow pupils to develop their scientific knowledge of key ideas, such as cells, health and lifestyle, ecosystems, atoms and the periodic table, chemical reactions, energy, forces and electricity and these themes are developed throughout the 7-year curriculum, from KS2 to KS4. Our curriculum is engaging and challenging and allows pupils to develop and apply various skills, including practical skills, mathematical skills, memory retrieval skills, literacy skills and collaborative skills. How do learners move towards achieving those aims and purposes over their time with us? Teachers will use work produced in books to assess progress and identify how pupils can be supported to improve. The teacher will use this assessment to inform their planning, support individuals and adapt lessons accordingly for their class. We will assess ongoing progress through questioning in class and assessment tasks in the classroom. Intervention will be targeted where it is needed. Homework is set to reinforce learning and encourage pupils to work independently. . Planning across the key stages: a. On entry, how well prepared are learners for science? Pupils in Hopewell are from different levels of the education ladder. The science curriculum is designed to take into consideration the gaps in their scientific knowledge, skills and abilities. On entry, the baseline assessment together with information derived from their EHCP will be used to design a science curriculum which will meet their individual needs and set achievable and aspirational targets. b. How does the science curriculum address this? THe science curriculum is a living organism, forever changing in response to the challenges encountered by our learners. The termly and yearly planning supports the curriculum as well as the half termly reviews . c. What key ideas/skills are taught at KS2, KS3 and what examination courses are taught and what do they cover? The principal focus of science teaching in KS2 is to develop a deeper understanding of a range of scientific ideas in the subjects of biology, chemistry and physics. Pupils will begin to see the connections between these subjects and become aware of some of the big ideas underpinning scientific knowledge and understanding Key Stages 3 covers the national curriculum aims and content and all science programmes of study. Programmes of study are repeated annually and are sequenced carefully to enable pupils to build on prior knowledge and skills. At Key Stage 4 - Science is offered at GCSE. From a pupils baseline assessment individual needs are identified and lessons planned to support individual pupils. Assessment materials and strategy: a. How is the subject assessed? (Nature of tests/tasks; frequency; use of information) These science curriculum, teaching, and assessment strategies feature through formative assessment. Assessment tasks take place every half term to inform further planning. Frequent marking using the school marking policy allows teachers to identify and inform of the next steps. b. How is formative assessment used in science subject? Teachers use work produced in books to assess progress and identify how pupils might improve. Homework will be set regularly.