Our curriculum in Science springs from our ethos statement, Excellence for All.
We aim to establish the very best scientists. For those not proceeding
with a scientific career beyond GCSE, we intend to give them the best
education to be able to understand the world around them and engage with
the Science around us. An example would be for our students to be able
to understand the Science involved in the Covid-19 pandemic.
The rationale behind our curriculum
design is the choice of the order we teach topics which provides
students with the opportunity to practice their skills alongside the
knowledge they are gaining.
Many topics, e.g. The Particle Theory,
Separation of Mixtures, Elements, Compounds and Mixtures, the
Reactivity of Metals and Acids, Energy, Forces, Electricity, Cells, Body
Systems, Plants and Ecosystems, are taught on a spiralled curriculum
throughout the Key Stages to make learning stick and to develop deeper
knowledge on the foundations taught lower down the school.
Other topics have been identified as
being the ones in which questions are not successfully answered in end
of year examinations, e.g. Electrolysis and Mole Calculations,
Monoclonal Antibodies, Natural Selection, Energy Transfer and Ohm’s Law
are expected to be highlighted during retrieval practice to make key
knowledge stick.
Our curriculum is knowledge based. We
believe that Key Knowledge empowers and facilitates the application of
skills during the teaching of new topics. As a department, we value the
Key Knowledge our students need and help them recall it by providing
most lessons with a retrieval practice, which helps students to recall
key knowledge from previous topics. Interleaving in such a way helps
students to retain knowledge more effectively.
At KS4, students use Personalised
Learning Checklists to inform themselves of areas of concern. From a
very early age, we challenge students to think, act and speak as those
working in the field would. We do this by challenging students beyond
their first response. Students carry out practical work in each topic,
where appropriate, in a responsible manner and use skills they have
acquired from KS3, for example how to record, analyse, represent data
and draw conclusions from it. This is reinforced at KS4 where required
practical booklets have been designed to include all practical skills
and keywords students need to address during their course. Independent
learning is fortified through resources available using our Science
Website and Class Charts. Recent review of misconceptions within key
areas of KS3 will further develop students towards correct use of
science concepts.
Although we want students to achieve
the best examination results, we believe that our curriculum goes beyond
what is taught in school. Science has a social importance and we aim to
connect relevant ideas, careers and engaging moments throughout the
curriculum. We provide Science and Robotic clubs for younger students.
At KS3, Years 8 and 9 participate in the Salters Chemistry Festival and
the Science Olympiads (Top Class). There is also a STEM club for older
students.
Science has a social importance and we
aim to connect relevant ideas, careers and engaging moments throughout
the curriculum. We build the Cultural Capital of our students by
including examples of the implications of the changes we, as a human
race, are causing in our world. Examples include ethics of stem cell
use, energy sources, global warming, the overuse of fertilisers, the
fact that some raw materials are running out and that techniques for
mining them have an impact on the environment. Discussing big ideas e.g.
endangered species and application of nanotechnology to the real world.
Supporting Documents
