Science

Curriculum Intent Statement
INTENT Science is a practical based subject leading to practical based careers, thus, our lessons need to reflect this. Therefore, to deepen understanding and contextualize the material taught, a large proportion of lessons at all levels will include some practical aspect, ranging from in depth scientific investigations to kinaesthetic activities. We are training our students to become part of a society that values the need for sustainable living and who will live in a more digital world; it is imperative that we support and enhance this within our curriculum. Sustainability and it’s relevance in every day life has been woven into our schemes of learning at all key stages and we are developing the skills required to be part of a digital future. Our new Science curriculum places greater emphasis on the need for ALL pupils, especially at Key Stage 2/3 level, to master a range of scientific skills. The teaching, assessment and review of these skills is often neglected, with greater time attributed to knowledge and content – particularly now that the ISA/coursework content has discontinued. We intend to make a commitment that years 5 and 6 will do practical skills-based activities more frequently and develop the confidence of our KS2 deliverers in handling practical science. We have currently based these lessons in rooms that facilitate that. IMPLEMENTATION KS2 curriculum has been re-designed to incorporate more skills-based work. KS2 is now delivered in a designated classroom with extra facilities and access to all the science prep room resources to promote the mastery of a range of scientific skills dictated by the National Curriculum. KS3/4 has The Required Practical programme embedded in the Collins Delivery Platform which has all the theory embedded to support all the Working Scientifically objectives. We are proud to say that the school has heavily invested in ensuring the resources are fully in place. To promote learning in a digital world and also to support the growing need to become more sustainable in our approach to work and learning we share resources digitally with students, encourage learning through various online platforms and include simulations of investigations and modelling scientific principles electronically within our schemes of learning. IMPACT Knowledge is organised so that students know where to look for supporting materials whether for exposition, retrieval or revision. Students can better manage their workload and identify key areas for development to ensure they achieve their full potential. The Science team can manage their workload and organise and utilise the available resources efficiently. We capture the enthusiasm and excitement of all Key stages for doing investigations. Students are able to conduct enquiries more independently avoiding fundamental mistakes in methodology. Students are better problem solvers and able to confidently answer exam questions that focus on: · Improving investigation outcomes · Suggesting alternative equipment · Identifying control variables Students have better motor skills and workplace skills such as being tidy and organised. Students are more able to communicate and undertake group work by making a proportional contribution to the success of a team.

Curriculum Intent Statement

INTENT

Science is a practical based subject leading to practical based careers, thus, our lessons need to reflect this. Therefore, to deepen understanding and contextualize the material taught, a large proportion of lessons at all levels will include some practical aspect, ranging from in depth scientific investigations to kinaesthetic activities.

We are training our students to become part of a society that values the need for sustainable living and who will live in a more digital world; it is imperative that we support and enhance this within our curriculum. Sustainability and it’s relevance in every day life has been woven into our schemes of learning at all key stages and we are developing the skills required to be part of a digital future.

Our new Science curriculum places greater emphasis on the need for ALL pupils, especially at Key Stage 2/3 level, to master a range of scientific skills. The teaching, assessment and review of these skills is often neglected, with greater time attributed to knowledge and content – particularly now that the ISA/coursework content has discontinued. We intend to make a commitment that years 5 and 6 will do practical skills-based activities more frequently and develop the confidence of our KS2 deliverers in handling practical science. We have currently based these lessons in rooms that facilitate that.

IMPLEMENTATION

KS2 curriculum has been re-designed to incorporate more skills-based work. KS2 is now delivered in a designated classroom with extra facilities and access to all the science prep room resources to promote the mastery of a range of scientific skills dictated by the National Curriculum.

KS3/4 has The Required Practical programme embedded in the Collins Delivery Platform which has all the theory embedded to support all the Working Scientifically objectives. We are proud to say that the school has heavily invested in ensuring the resources are fully in place.

To promote learning in a digital world and also to support the growing need to become more sustainable in our approach to work and learning we share resources digitally with students, encourage learning through various online platforms and include simulations of investigations and modelling scientific principles electronically within our schemes of learning.

IMPACT

Knowledge is organised so that students know where to look for supporting materials whether for exposition, retrieval or revision.

Students can better manage their workload and identify key areas for development to ensure they achieve their full potential.

The Science team can manage their workload and organise and utilise the available resources efficiently.

We capture the enthusiasm and excitement of all Key stages for doing investigations.

Students are able to conduct enquiries more independently avoiding fundamental mistakes in methodology.

Students are better problem solvers and able to confidently answer exam questions that focus on:

· Improving investigation outcomes

· Suggesting alternative equipment

· Identifying control variables

Students have better motor skills and workplace skills such as being tidy and organised.

Students are more able to communicate and undertake group work by making a proportional contribution to the success of a team.