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Curriculum

Science

Curriculum intent, implementation, and impact

About the subject

“The reward of the young scientist is the emotional thrill of being the first person in the history of the world to see something or to understand something. Nothing can compare with that experience.” Cecilia Payne-Gaposchkin

Our Science curriculum encompasses the three core scientific disciplines—biology, chemistry, and physics—providing students with a well-rounded understanding that encourages curiosity about the world around them. The significance of this approach is reflected in Sapiens: A Brief History of Humankind:

  • “13.5 billion years ago, matter, energy, time, and space came into being in what is known as the Big Bang. The story of these fundamental features of our universe is known as Physics.”
  • “About 300,000 years after their appearance, matter and energy began to form complex structures called atoms, which then combined into molecules. The story of atoms, molecules, and their interactions is called Chemistry.”
  • “Around 3.8 billion years ago, on a planet called Earth, certain molecules combined to form intricate structures called organisms. The story of organisms is called Biology.”

As students explore these scientific principles, they develop a deeper cognitive connection to the world in which they live. Understanding key processes forms the foundation for bridging the gap between science and students’ personal experiences.

To nurture future scientists, the curriculum integrates both transferable and specialised skills, with a particular focus on enhancing numeracy. Strong cross-curricular links help reinforce common methodologies and terminology, strengthening students’ overall learning experience. This approach ensures that essential skills are consolidated and extended, enabling students to apply them in a variety of scenarios, thereby supporting their progression throughout their scientific journey.

As a result of the curriculum’s cross-curricular integration, students will gain a comprehensive understanding of fundamental scientific principles and vocabulary. These core concepts will be consistently revisited, building students’ confidence in using academic language across different contexts throughout their education and beyond. Students will also learn to plan and conduct more complex, independent scientific investigations, formulate hypotheses based on their own questions, analyse scientific data, and critically evaluate sources to draw well-reasoned conclusions.

For students to truly master these concepts, it is essential that they have frequent opportunities to revisit and explore the foundational ideas that contribute to more complex scientific principles.

Only through this approach can we ensure that students possess the necessary skills and knowledge to make connections between familiar and unfamiliar concepts and contexts. This empowers them to succeed in their educational journey and in life beyond school—equipping them with a deep understanding of the world and the ability to critically evaluate information to make informed decisions that impact their everyday lives.

About the KS3 Curriculum intent, implementation, and impact

Our vision is to cultivate a love for science and to empower students with the knowledge and skills they need to explore, understand, and shape the world around them. We aim to develop scientifically literate individuals who can think critically, solve problems, and make informed decisions.

Curriculum Intent:

  1. Inspiring Curiosity:
    • Foster a sense of wonder and curiosity about the natural world.
    • Encourage students to ask questions, explore ideas, and engage in scientific inquiry.
  2. Building Knowledge and Understanding:
    • Provide a comprehensive foundation in the key scientific disciplines: Biology, Chemistry, and Physics.
    • Ensure progression in scientific knowledge and understanding from Year 7 to Year 9, preparing students for KS4.
  3. Developing Scientific Skills:
    • Equip students with essential scientific skills, including observation, experimentation, analysis, and evaluation.
    • Promote the use of scientific methods and evidence-based reasoning.
  4. Promoting Real-World Connections:
    • Highlight the relevance of science in everyday life, technology, and global issues.
    • Encourage students to apply scientific knowledge to real-world problems and contexts.
  5. Fostering Inclusive Learning:
    • Create an inclusive environment that supports the diverse needs of all learners.
    • Provide differentiated learning opportunities to ensure all students can access and engage with the curriculum.

Implementation Strategies:

  • Engaging Lessons: Design and deliver lessons that are interactive, practical, and engaging, using a variety of teaching methods and resources.
  • Practical Work: Emphasise hands-on experiments and investigations to develop practical skills and reinforce theoretical concepts.
  • Assessment for Learning: Use formative and summative assessments to monitor progress, provide feedback, and inform teaching.
  • Cross-Curricular Links: Integrate science with other subjects to enhance learning and demonstrate the interdisciplinary nature of science.
  • Extracurricular Opportunities: Offer clubs, competitions, and trips to extend learning beyond the classroom and inspire enthusiasm for science.

The KS3 Science curriculum at Hadley Learning Community is designed to inspire, challenge, and support all students in becoming scientifically literate and enthusiastic learners. Through a well-structured and dynamic curriculum, we aim to lay a strong foundation for future scientific learning and success.

The Year 7 Science curriculum is designed to address the diverse levels of engagement our students have experienced with science during their primary education. We focus on diagnosing and addressing any misconceptions that may have arisen, particularly those stemming from science being taught by non-specialist teachers or support staff.

In Year 7, our goal is to ignite a passion for science. We are committed to offering students a wide range of opportunities through a broad curriculum, ensuring they fully engage with the subject and understand its relevance to both their present and future lives.

By adopting a practical approach to lessons, we emphasize hands-on learning without compromising essential scientific knowledge. This approach not only fosters the development of scientific inquiry skills but also helps students begin to formulate testable hypotheses.

By the end of Year 7, we aim to ensure that all students have established a strong foundation of both scientific knowledge and skills, which they can build upon the years to come.

Building on the foundation laid in Year 7, the Year 8 Science curriculum continues to develop both scientific knowledge and skills, equipping students to evaluate information and make informed decisions. This skill is crucial not only for their education but also for their life beyond school.

In Year 8, we expand on the knowledge gained in Year 7, offering students a deeper understanding of how their bodies function and the complex interactions between humans and the environment. Our aim is to nurture thoughtful, outward-looking young people who recognise their role as stewards of the planet and understand the impact their choices can have on its delicate balance.

The Year 9 curriculum marks the beginning of our students’ transition into GCSE studies. This phase is carefully designed to support students as they move from the KS3 curriculum to the demands of GCSE. By introducing familiar content at the outset, we help build confidence and a sense of accomplishment.

In Year 9, we continue to consolidate and extend students’ knowledge and skills, linking new concepts to prior learning through a spiral curriculum. This approach ensures that students consistently revisit and deepen their understanding, reinforcing and expanding on what they have previously learned.

In Science, we use Non-Negotiables to ensure that students grasp the foundational concepts of all KS3. Their understanding is assessed through a Non-Negotiable Quiz, which helps students identify areas where their subject knowledge may be lacking in preparation for end-of-topic assessments. This approach encourages students to take ownership of their learning by pinpointing and addressing their own knowledge gaps, fostering independent revision.

Key Performance activities, in the form of modular assessments, are used to track students’ progress. Each KS3 activity includes a success criterion, which teachers use to assess students’ work. Students are graded as either “developing,” “secure,” or “extending” their knowledge.

Following these assessments, feedback and therapy sessions are conducted to provide targeted support. During these sessions, teachers address individual student needs, correct any misconceptions, and offer opportunities for students to ask learning questions, helping to close any remaining knowledge gaps.

Homework is set every two weeks at KS3

Retrieval practice quizzes are set on the homework platform Satchel One, complemented by revision resources that enable students to conduct independent revision in preparation for end-of-unit tests.

At HLC, students have the opportunity to participate in STEM activity days that explore real-world applications of Science, Technology, Engineering, and Mathematics. We organise a variety of tailored science trips to exciting destinations such as Think Tank, the National Space Centre, Jodrell Bank Centre for Engagement, Chester Zoo, and Alton Towers. Our school also hosts engaging guest speakers, including the Animal Man, who brings a mobile petting zoo, and a Consultant Doctor who provides insights on applying to medical school and university. Additionally, Biomedical Scientists from the Princess Royal Hospital visit to deliver talks on Pathology and offer selected students a chance to tour the blood screening laboratories, providing hands-on experience in the field.

Science is designed to prepare students for a wide range of careers in science, technology, engineering, and mathematics (STEM) fields. Through a comprehensive curriculum that emphasizes critical thinking, problem-solving, and practical experimentation, students develop essential skills such as analytical reasoning, data interpretation, and effective communication. These competencies are crucial for careers in areas like medicine, environmental science, engineering, and information technology. Additionally, the program fosters a strong foundation in scientific principles and inquiry-based learning, which equips students with the knowledge and skills necessary to succeed in further education and future professional endeavours in the ever-evolving world of science and technology.

About the KS4 Curriculum intent, implementation, and impact

The science curriculum aims to enhance student engagement, deepen understanding, and improve academic outcomes. Through a structured, interactive, and supportive approach, students will be well-prepared for their GCSE examinations and future scientific endeavours.

The KS4 Science curriculum is designed to:

  • Develop scientific knowledge and conceptual understanding through the specific disciplines of Biology, Chemistry, and Physics.
  • Foster an understanding of the nature, processes, and methods of science through different types of scientific enquiries that help students answer scientific questions about the world around them.
  • Equip students with the scientific knowledge required to understand the uses and implications of science, today and for the future.

Objectives

  1. Knowledge Acquisition: Ensure students acquire a strong foundation in scientific principles across Biology, Chemistry, and Physics.
  2. Practical Skills: Develop practical skills through experiments and investigations, reinforcing theoretical knowledge.
  3. Critical Thinking: Encourage analytical thinking by interpreting data, evaluating methods, and forming conclusions based on evidence.
  4. Application: Enable students to apply scientific concepts to real-world scenarios, enhancing their problem-solving abilities.
  5. Literacy and Numeracy: Strengthen scientific literacy and numeracy through precise use of scientific language and quantitative data analysis.
  6. Preparation for Exams: Prepare students for success in AQA GCSE examinations through targeted revision, practice questions, and assessments

Pedagogical Approach

  • Interactive Learning: Utilise interactive resources, including animations, videos, and quizzes, to make learning engaging and accessible.
  • Differentiation: Cater to diverse learning needs by providing differentiated materials and tasks, ensuring all students can progress.

Expected Outcomes

By the end of the KS4 Science course, students should be able to:

  • Demonstrate comprehensive knowledge and understanding of scientific concepts and principles.
  • Perform practical experiments with confidence, accurately recording and analysing results.
  • Apply scientific knowledge to unfamiliar contexts, demonstrating problem-solving skills.
  • Communicate scientific ideas effectively, using appropriate terminology and representations.
  • Achieve or exceed their target grades in AQA GCSE Science examinations.

The Year 10 curriculum is the next stage in the pupil’s Scientific journey consolidating and developing upon the foundation of knowledge from Year 9. Students are expected to retrieve knowledge across and skills taught within science and throughout the school curriculum, applying these to newly discovered concepts in order to further enhance their understanding. Year 10 pupils continue to develop exam literacy applying these in all assessments or reading important information from texts.

Students are expected to be able to retrieve knowledge from across their learning and apply it to both familiar and unfamiliar contexts. Students’ solid knowledge and skill base is used effectively to decode and construct appropriate responses to questions posed. Once leaving us at the end of year 11 we pupils will be confident in their skill and knowledge using this to make informed choices contributing positively to their environment

In Science, we use Non-Negotiables to support pupils in ensuring they have identified the basics of all KS4 topics, understanding of which is indicated by a Non-Negotiable Quiz. This enables the students to identify areas of weakness in their subject knowledge in preparation for end of topic assessments. Through this methodology of highlighting areas of development, we aim to support independence in revision for pupils to identify and close their own knowledge gaps.

KS4 students will use marked activities at the end of a topic, this can be an exam question or extended piece of writing e.g. Required Practical write-up. Students will be expected to answer the exam question using information they have learnt in lesson. Extended pieces of writing will have a success criterion that students should follow. Data for each assessment will be added to a tracker that the HOD can monitor to check the progress of classes, individual or key groups of students.

Analysis of assessment and mock data will help teachers decide which topics require intervention or extra focus in therapy sessions; teachers will decide on whether to teach topics again that students have performed badly on or challenge students by looking at topics from a different perspective. Up to Year 10 data will be used to inform class changes, those students that consistently perform well in assessments will be able to move up to a higher set where the work is more challenging, supporting our pupils to maximise their potential.

  • Knowledge organisers will be used as an extra revision guide that they can refer too when doing revision.
  • Measuring the impact of our curriculum is important to the department and we strive to get more students be successful in science and to opt to complete the Triple Science courses. Each year we monitor the number of students that have taken up Science as well as the progress made by each pupil within our cohorts to identify areas of departmental focus.

Homework is set on a weekly basis.

Supporting our pupils to achieve is at the heart of the Science departments philosophy, to this end the Science department utilises two online resource bases in the form of Seneca, which allows the class teacher to assign tasks to individual students to either act as a therapy activity or to support revision for assessments, and SharePoint, which enables students to access revision planners, knowledge organisers and lesson resources to further encourage pupils to become independent.

At HLC, students have the opportunity to participate in STEM activity days that explore real-world applications of Science, Technology, Engineering, and Mathematics. We organise a variety of tailored science trips to exciting destinations such as Think Tank, the National Space Centre, Jodrell Bank Centre for Engagement, Chester Zoo, and Alton Towers. Our school also hosts engaging guest speakers, including the Animal Man, who brings a mobile petting zoo, and a Consultant Doctor who provides insights on applying to medical school and university. Additionally, Biomedical Scientists from the Princess Royal Hospital visit to deliver talks on Pathology and offer selected students a chance to tour the blood screening laboratories, providing hands-on experience in the field.

AQA GCSE Science equips students with a solid foundation for a wide range of careers in fields such as healthcare, engineering, research, environmental science, and technology. The curriculum fosters critical thinking, problem-solving, and analytical skills, which are essential in roles such as doctors, nurses, lab technicians, environmental consultants, and data analysts. Through practical experiments and theoretical learning, students develop skills in observation, data collection, analysis, and scientific communication. Additionally, the course nurtures teamwork, organization, and time management abilities, preparing students for collaborative and fast-paced work environments. These transferable skills make GCSE Science an excellent stepping stone for further study and a diverse array of careers.

 

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