SCIENCE - learning journey & curriculum

We transform lives in science by developing in students a curiosity and desire to want to find out and understand more about the world around them. This will be achieved by a varied curriculum, that is coherently sequenced, providing our students with fundamental knowledge and mastery that takes our students’ learning beyond the National Curriculum. Famelab and topics including space and engineering give our students opportunities to talk like a scientist, allowing them to articulate their knowledge and understanding to their peers.

Through scientific investigation, we will provide students with the skill set required to move into STEM careers. Students will be able to think like a scientist and assess risk, choose a range of scientific equipment to use competently and safely and to write like a scientist communicating effectively and problem solving.

There is a clear progression of knowledge and mastery across the disciplines and through Years 7 to 11. KS3 provides a tailored curriculum based on prior knowledge at KS2 and the knowledge required for a more structured GCSE journey. For example, in chemistry KS3 students will learn about the abstract idea of the structure of an atom and the formation of ions before moving into KS4 where the more complex concept of bonding between ions occurs.

The team are passionate about providing cultural capital, and students study the work of a diverse range of scientists. We create opportunities through partnerships with GCHQ, GE Aviation, Severn Trent, University of Gloucestershire and Cheltenham Festivals to help inspire futures and prepare students for future careers in a STEM related field.

The science curriculum is knowledge rich, ambitious and allows for a smooth, sequenced transition through the key stages. Having bought down concepts from KS4 such as formation of ions in chemistry, energy stores and transfers in physics and biodiversity in biology we have added challenge and spiralise student progression in these areas. By the end of KS3, students will also have become articulate in investigative science to enable them to better understand the working scientifically skills required in KS4. At every stage, students are expected to use scientific terminology correctly and the etymology of words is explicitly taught allowing them to talk and write like a scientist.

Key fundamental knowledge challenges students and high expectations of knowledge acquisition further enhances students’ ability to articulate their understanding.

Oracy opportunities in Y7 and Y8 with a group presentation on space and engineering respectively, and Y9 with Famelab, enable students to talk like a scientist.

Curriculum developed resources allow teachers to deliver content sensitively to SEMH students. Resources are adapted, for example worksheets and exam papers in a dyslexia friendly font and on appropriately coloured paper for students with C&L needs or in a large enough text to further support students. Our practical learning space is accessible to students with physical disabilities, and we also utilise our classroom space for practical work when students require a quieter learning environment.

Our lessons are designed to be fully inclusive to all students; they challenge the most able and support those in need with appropriately scaffolded resources. The science team deliver culturally responsive teaching that is respectful of diverse cultural backgrounds, for example making links to scientists from minority backgrounds and lessons that reflect the experiences of all our students for example gender v sex and vaccinations.

Our aim is for our students to become confident in making informed decisions regarding their future choices as an educated citizen.

The spiralised nature of the curriculum allows students to develop knowledge and mastery in each of the domains in science, as well as being able to interconnect concepts within biology, chemistry and physics, which will lead them to become experts.

An example of the spiralised nature of the curriculum starts in Year 7 where students are introduced to different types of cells, then in Year 8 how cells build organ systems, year 9 where students are taught mitosis and stem cells into Year 10 and 11 with classification and genetic organisation.

There is a consistent approach to assessment in science with all topics utilising a mid-topic knowledge quiz and an end of topic assessment. Students also complete three holistic assessments across the year assessing their cumulative knowledge and mastery. Thorough feedback and fix-it opportunities aid in closing the gaps along with subject booster sessions and teacher modelled answers.

Revision strategies are embedded into revision lessons with the curriculum in every year group. These are consistently modelled by teaching staff and utilised to ensure that students have impactful consolidation opportunities.