Science

Curriculum intent

o    To allow all students to pursue a career in science regardless of ability, our ambition is for all students to study triple science. 
o    To provide high challenge for all. Every student should have access to every outcome, we use teaching to ‘find a way’ to allow all students to access even the most challenging ideas.
o    To develop scientific literacy to allow students to access all areas of the curriculum.
o    To develop a research based spiral curriculum with high challenge and constant retrieval that allows students to move from a varied KS2 experience towards mastery.

Sequencing in Science

‘Extracting fundamental ideas from GCSEs and exploring them in greater depth over two years provides crucial prior knowledge, ensuring our students can access the most challenging scientific concepts which purvey high intrinsic load. The ideas we selected represent the powerful knowledge within Science's intended curriculum, carefully selected to take disadvantaged learners beyond their lived experience, promoting social mobility (Young, 2018).

Exploring concepts such as domain theory of magnetism, photochemical smog and DNA structure, early in the child’s development serves both proximal and ultimate functions of building domain specific expertise in the most crucial areas of science curriculum, whilst developing a prior-knowledge base which will moderate the experienced cognitive load and sustain motivation (Counsell, 2018) in Years 9 10 and 11. 

We rationalise this as children can assimilate understanding of abstract concepts at young ages providing appropriate presentation and background knowledge (Willingham, 2008a). Furthermore, this approach enabled us to avoid an “archipelago curriculum” in which vaguely linked atomised topics are taught, representing an “island cruise of science” (Tharby, 2018), instead building constant retrieval and increasing challenge, through a spiral approach towards mastery.’

How do we ensure our students remember?

o    We use quizzing, free recall and magic 7 memory tests (7 key ideas from any part of the curriculum) consistently through the curriculum. This develops scientific literacy, assesses current progress, allows for immediate intervention, and builds long term memory through repetition. 
o    We use pre-planned questions during lessons to test understanding during the pathway construct phase. These are self-assessed and improved by students during lessons.
o    We also use high frequency exam questions consistently throughout the curriculum. This allows students to apply their understanding. These are also self-assessed and improved during lessons.
o    At the end of a topic, we prepare for the assessment using PiXL checklists. These are usually completed on flash cards in years 7 and 8 and then into revision books as the students progress into Years 9-11. This is an opportunity for students to independently revisit the key ideas. It also allows for intervention when students do not understand key concepts or have been absent from lessons. Initially we created these ourselves, however, research showed us these were bias and hindered progress. We then complete a practice paper to improve exam technique and allow students to apply their knowledge. Finally, the students complete an end of topic test, which is marked against the AQA mark scheme and levelled based on previous exam grade boundaries.

How do whole school priorities inform the curriculum offer in Science?

o    Our curriculum is focussed on developing and delivering high quality teaching and learning that not only increases students’ progress, but increases students’ confidence and self-belief, whilst improving the skills of the teaching staff as practitioners. This will have an impact upon behaviour, attitude and the personal development of all members of the learning community at the school.