Our intent is to ensure all students are supported, encouraged and inspired to achieve their personal best through a well sequenced, challenging and exciting spiral curriculum.
Our science intent is to equip students with compassion and the scientific skills, knowledge and science capital they need in order to be successful young global citizens and lifelong STEM learners, in the context of our local community.
At all times our curriculum seeks to promote resilience, scholarship and understanding in terms of personal development perspectives. Our inclusive curriculum offers ambition for all through the implementation of appropriate scaffolding techniques using a combination of disciplinary and substantive scientific knowledge.
Our science curriculum offers a sense of excitement, curiosity alongside awe and wonder.
The breadth and depth of our curriculum encourages students to apply a range of cross curricular skills. The application of mathematical skills and extended specialist vocabulary enables students to use logical inquiry in problem solving including looking at the real-life context and importance of science in society.
Students are supported, encouraged and inspired in their learning through the following mechanisms:
- High quality teaching delivered by well qualified, caring and supportive staff, who are kept abreast of the latest developments through regular training and CPD opportunities
- Provision of curriculum resources such as knowledge organisers/glossaries/handbook (KS4) which enhance and outline the knowledge (including subject specific vocabulary) that all children must master
- A scheme of learning for each topic, which carefully plans for progression, breadth and depth of learning through the delivery mechanisms of long term, medium term and short term planning documentation
- The use of regular but creative assessment techniques, such as the inclusion of low stakes ‘Quantum science’ quizzes which are used regularly to support learners through increasing space in their working memory and practising important retrieval techniques, helping to improve their confidence levels
- Embedding of challenge questions for pupils, enabling them to either apply their learning in a philosophical/open manner or to question the extent they currently understand a topic
- Educational visits and trips from experts who will enhance the learning experience of students
- The use of blended learning opportunities that will support students in closing knowledge gaps and in turn build a more solid foundation for new learning
- The use of a bridging curriculum to support students in their knowledge transition for specific topics between key stage 2 and 3
- Using introductory topic powerpoints, that highlight to students’ potential careers that they may aspire to
- Students are given multiple opportunities to improve their science/ cultural capital through educational visits, visitors, up-to-date text books, exposure to supplementary specialist material such as ‘The New Scientist’, conversations that relate to careers and Further/Higher Education
LTP, MTPs and Kos need to send examples of a Key stage 3 MTP/ LTP/Y9/Y10/
Assessment and exams:
Key stage 3
At key stage 3 our students cover a broad curriculum of Biology, Chemistry and Physics. Working Scientifically is a topic that underpins much of the work covered. Literacy and Numeracy development are also key areas that we focus on developing throughout the key stage.
Students are given the following assessments:
- End of topic tests
- Extended pieces of scientific writing to demonstrate knowledge and understanding (6 markers).
- Assessed practical work (pre-requisite to the Required Practicals carried out at key stage 4)
- Formal end examinations
The topics taught at key stage 3 are:
Autumn Term Topics
- Science Passport (this focuses on the introduction of key scientific skills and procedures)
Spring Term Topics
- Atoms, Elements & Compounds
Summer Term Topics
- Acids and Alkali
Year 8 Topics
Autumn Term Topics
- Health and Lifestyle
- Periodic Table
- Ecosystem Processes
- Electricity and Magnetism
Spring Term Topics
- Energy Resources
- Separation Techniques
- Adaptation and Inheritance
- Metals and Acids
- Motion and Pressure
- The Earth
- Working Scientifically
Key Stage 4
AQA Combined Science: Trilogy (equivalent to 2 GCSEs)
- Students study a balance of Biology, Chemistry and Physics over 3 years.
- Students will sit a total of six written examinations at the end of Year 11 covering the entire GCSE specification which will count for a 100% of their final grade. All papers are equally weighted.
- Throughout the course, students are expected to complete required practical tasks which are assessed internally and externally in the written examinations.
- Students are supported in their studies by being given regular ‘Quantum Questions ‘and end of module tests that helps to improve retrieval practice and improves students’ long-term memory.
AQA Triple Science: (3 separate GCSEs)
- Students who choose Triple Science as one of their option subjects will study Biology, Chemistry and Physics and will achieve 1 GCSE in each of the Sciences.
- Students will sit a total of six written examinations at the end of Year 11 covering the entire GCSE specification which will count for a 100% of their final grade. This will be composed of 2 papers for each of the 3 science disciplines.
- Throughout the course, students are expected to complete required practical tasks which are assessed internally and externally in the written examinations
- Students are supported in their studies by being given regular ‘Quantum Questions ‘and end of module tests that helps to improve retrieval practice and students’ long-term memory in preparation for final examinations.
Homework: including homework plans
Key stage 3 – homework centres around the familiarisation, spelling and definition of key words. All students are given topic based glossaries and Knowledge Organisers in order to improve their retention, recall and retrieval skills.
Key stage 4 – Students are given topic based extended homework booklets at the beginning of each topic as well as ongoing practice surrounding examination style questions. Students are given a handbook containing Knowledge Organiser (Topic based) in order to improve their retention, recall and retrieval skills. Over the course of key stage 4 students are regularly given additional retrieval practice using a class based random question generator
Extra- Curricular, Curriculum experiences:
All Students have been encouraged to take part in a range of enrichment experiences including visits to:
Birmingham Think Tank
Cern – Switzerland – Hadron Collider
Leicester Space Centre
Stem Ambassador visits
Additional activities and challenges/competitions promoted during science week
Numerous challenges/competitions to improve motivation and a ‘can do ‘attitude
Key stage 3
We offer the CREST (Creativity in Science and Technology) Award to all Lower School students
Useful subject specific links/Further reading/learning:
CGP Key stage 3 Revision Guides
CGP Key stage 4 Revision Guides
Key stage 4 Required Practical books
Collins Booster books
www.spacex (for kids)
Mrs J Anderson ( Senior Leader)
Mr S Beach ( Lead Practitioner KS4)
Mr C Byrne( Assistant Curriculum Leader)
Mrs C Hamilton
Miss S Jewkes ( Lead Practitioner KS3),
Miss U Makoni,
Miss R Mia,
Mr A Rehman,
Miss A Wilcox
Core purpose of team/Team Ethos:
Our aim is to create a fully inclusive curriculum that inspires students to become world class global citizens. It is our intention is to promote an enjoyment of the science, through nurturing individual self-belief and developing students’ scientific curiosity, skills and talents. As well as this, we strive to raise awareness of science in society and explore and understand the importance of science in gaining a more informed understanding of the complexities that surround the modern world.