Introduction to your subject
Science is for all. Science is discovery. Discovery of our place, impact, role and responsibilities we have within our World, and the further exploration of how the World works. We are committed to encouraging students to learn by experimentation, providing a stimulating, engaging and challenging learning environment to enable all our students to develop scientific consciousness, from the subatomic to the intergalactic.
Students grow up being naturally curious. We encourage this inquisitive nature throughout their time with us by teaching through context. Our approach is intended to establish a secure understanding through practical application. Science fosters a healthy curiosity about our universe and promotes respect for the living and non-living.
Put simply, the intent of the department is to ensure students have a developed understanding of the World and Universe they live in, allowing them to be successful in any route they choose; providing opportunity for academic or personal success within the Sciences, or wider career network.
Science is a hierarchical subject, where success in each of the three specialisms is reliant on mastery of all that sits below. The curriculum we offer is personalised and aspirational. It is subject to an ongoing and rigorous review process. The wider ambitions of teaching, in both feeder primaries, and in the department, also ensure the curriculum is effective in meeting the needs of all children. The security and understanding of this knowledge drives the application of the curriculum, and this is a reactive process.
Science is a transitionary subject where lessons often look at the current view in relation to the old view, with analysis on why things did not work, or were not accepted. When students leave the department to go onto further education, or careers in Science, they should have a well-rounded view of the World, how theories or views have developed, and a strong consideration of others.
|Year||Content and implementation|
|7||By the end of Y7 students should have a secure understanding of Cells, Body systems, Reproduction, Healthy Lifestyles, Particles & Elements, Chemical reactions, Acids & Alkalis, Space, Light, Sound and Forces.|
|8||By the end of Y8 students should have a secure understanding of Earth Science, Ecosystems, Adaptation & Inheritance, Periodic Table, Metals & Acids, Separating Mixtures, Motion & Pressure, Electricity & Magnetism and Energy.|
|These topics are the building blocks in Science, and as students move along their journey in school, each topic is built upon, and revisited, to enhance learning and form a deeper understanding. For example, in Y7 students learn about particles and element structure, then in Y8 they apply that knowledge to learn about the periodic table.|
|9||All students follow the AQA Separate Science route, covering a broad range of topics in all 3 specialisms but to a greater depth. Separate Science also has some topics such as polymers, Light and the Haber Process which is not included in the combined Trilogy route. The curriculum now has more opportunity to develop maths skills and problem solving skills, in Physics in particular.|
The elements of British Values are developed through group work, communication and discussion. Students are encouraged to persevere, improve, take risks and peer assess regularly. Topics that support this explicitly are listed centrally.
As Science can often explain most scenarios or subjects, students should start to see links, such as graph work in Maths, Ecosystem work in Geography, Health in PE. This cross-curricular work further embeds the fundamental knowledge students should know, and encourages a more thorough understanding of those fundamental topics listed above. Cross- curricular links are made with the aid of global folders populated by teachers of non-core subjects. Staff drop images, data, PowerPoint slides and worksheets that they have used in their lessons into the folder so the Science department can use them in their teaching. For example in a PE lesson, fitness data is collected before and after an activity. This data is then later used in a Science lesson on the circulatory and respiratory systems. The Industry Project also strengthens cross-curricular links made, with references to nuclear physics, chemical engineering and biological structures in the sessions.
Students are assessed using AQA KS4 tests, or Exampro KS3 tests. These are moderated within the West Cumbria Consortium Network, and other Secondary schools. These tests are at the end of every topic. Synoptic assessments over arch the terms, which encourages students to build on previous learning.
This successful approach results in fun, engaging and high quality Science education that provides students with the foundation for understanding the World. Their engagement is higher, and as a result, we see a higher uptake in extracurricular activities linked to Science.
Ensuring students are given the opportunity to work on skills to make them more employable is important. Problem solving and independence is explicitly encouraged, ensuring skills developed are transferrable to the world of work. Children learn the possibilities for careers in Science as a result of our links with STEM ambassadors and the roadshows from the REACT foundation and BAE systems who visit every year. STEM is a development focus for the next academic year, with y8’s taking part in termly STEM projects with the support from the local STEM ambassadors. A Level Science content is regularly discussed, or links made where the topic moves on further, and as a result, more students are interested post 16 destinations that incorporate Science, and some have gone on to study Applied Science at A-Level.
Link to GCSE specification(s)
The course is assessed by written exam papers; covering Biology, Chemistry and Physics. These are all taken in May/June of year 11. Pupils in all years complete an end of topic test which builds up synoptically throughout the year.
Exam Title: Trilogy, Biology, Chemistry, Physics
Exam Type: Double and Triple award.
Exam Board: AQA