Science

• Enthuse students with a long-lasting enjoyment for Science.
• Promote an understanding of how people work scientifically to solve problems so that students can use this in their everyday lives.
• Show and promote an understanding of scientific ideas and methods to help prepare for further study in Science.
• Develop scientific literacy to help recognise real and fake news.
• Link theoretical ideas to real world issues and applications.
• Understand how Science affects our daily lives.
• Show how making accurate observations enables us to create theories to explain them.
• Prepare students for a range of workplaces.
• Ensure students have a sufficient grounding in Science to enable them to access ethical issues in everyday life.
• Identify and relate with key scientific figures/role models to include individuals of different ethnicities, genders and those with disabilities.

Key skills

• Understand scientific methodology, explaining how scientific theories develop over time.
• Carry out investigations to collect accurate information/data both individually and as part of a team.
• Make and record accurate and detailed observations during practical work both individually and as part of a team.
• Review and evaluate data and scientific evidence to develop an understanding of the likelihood of it being true.
• Process data mathematically in order to problem solve, answer questions and form conclusions.
• Develop and learn to apply problem solving skills.
• Present ideas both verbally and in writing using scientific language.

Key concepts

Biology

• Describing the molecules that make up living organisms and how their structure is related to their function.
• The structure and function of cells as both individual units and components of highly adapted structures.
• The interactions between cells, tissues and organs to enable living processes to be performed effectively.
• Describing the interactions between living organisms and their environment.
• How the characteristics of living organisms are influenced by its genome and its interaction with the environment.

Chemistry

• The structure and interaction of atoms to form different materials.
• The periodic relationships between elements and their physical and chemical properties.
• How chemicals interact and change during chemical and physical reactions.
• Measuring and controlling different types of chemical reactions.
• Describing the Earth in terms of its physical structure and atmosphere and the analysis of the impact of human activity.

Physics

• Describing the particle model.
• The properties and behaviour of different materials.
• How different forces interact to affect objects.
• The analysis of electrical, magnetic and gravitational effects.
• Energy transfers between stores.
• How energy travels in the form of different types of wave and the interaction of waves with different materials.
• Using models to express ideas and explain relationships.

Key scientific themes are introduced in Year 7 before being expanded and developed in Years 8 and 9. To enable a deep understanding, students are taught to make connections between learning at KS2 and new concepts in KS3 Science. There are a broad range of activities and teaching strategies used to enable all students to learn in different ways and to develop new skills.

A focus on the practical and investigative skills are at the centre of our Curriculum and we believe that these are key to students achieving the key skills (above) and becoming confident Scientists. To allow access to specialist equipment, classes are taught topics on a rotation, after an initial introductory unit which introduces students to Lab safety. The knowledge and skills gained at KS3 enable students to progress confidently to KS4 Science and also support other non-science subjects available to study at KS4.

Students develop these personal skills during KS3:

• How to keep themselves safe in a laboratory and when handling Scientific equipment.
• How to stay healthy, including understanding how our bodies work, reproduction and menstruation, illness and disease.
• An understanding of how theories develop over time and how these can be controversial including the theories of gravity, the solar system, the periodic table, immunisation and
  evolution.
• That Scientific discoveries have been led by a diverse range of humans and that sometimes credit has omitted individuals unfairly.
• How to consider the evidence when considering ethical and controversial issues (SMSC) such as whether genetic modification should be allowed, whether vaccinations are safe and whether nuclear power is safe.
• Being able to carry out practical investigations giving employability skills such as teamwork, leadership, planning and time management.
• The vocabulary and numeracy skills required to be successful in future studies, science careers and a life beyond school.

Each unit is assessed in a formal end of unit test (QMA). Each test has an additional set of questions related to the previous topic learnt to encourage students to be reflective learners. To support students, they are given knowledge organisers with the key information, opportunities to practise questions during lessons, are taught different revision techniques, and are given online tasks via revision websites. Each test is reviewed after marking and teachers spend an extra lesson addressing any common errors and misconceptions before starting the next topic.

In KS4 science, we aim to provide all students with the skills for understanding the world around them to enable them to live healthy and well-informed lives, able to review information critically and to make decisions that benefit them now and in the future.  We also aim to prepare students for further study in science and for progression into STEM careers.

In years 9 and 10 we teach all students the Combined Science qualification. In year 9, students are introduced to various key concepts in biology, chemistry and physics. Through years 9 and 10 they develop their understanding of how these ideas can help describe diverse and complex natural phenomena,  develop practical and problem-solving skills and an ability to evaluate claims based on science through critical analysis. In year 11, some students transfer across to the separate sciences and advance their knowledge of scientific methodology and their conceptual understanding of the sciences. Those who stay with the Combined Science course develop their practical skills and make further links between key concepts to secure their knowledge and understanding. 

As with KS3, we focus on the practical application of science. Year 9 starts with an opportunity for students to reinforce and develop their practical skills from KS3 across a range of investigations prior to starting the Combined Science course. Classes are taught topics on a rotation to allow access to specialist equipment and each class has at least two different science teachers to enable them to have access to subject specialist teaching.

To ensure a broad and ambitious curriculum, students are taught a wide range of science topics throughout KS4. All students learn biology, chemistry and physics. Extension tasks and go-further activities are used with the most able students and all students have access to a wide range of materials to support their learning to enable them to progress, including techniques to help with  literacy and mathematical skills.  Links between the skills and knowledge that are learnt and developed during KS4 science and other subjects are made so that students can see how the subjects across school support each other and also how science can open doors to different careers.

Students develop these personal skills during KS4: 

• Develop scientific knowledge and conceptual understanding of science.
• Develop understanding of the nature, processes and methods of science, through different types of scientific enquiries that help them to answer scientific questions about the world around them.
• Develop and learn to apply observational, practical, modelling, enquiry and problem-solving skills both independently and as part of a team.
• Develop their ability to evaluate claims based on science through critical analysis of the methodology, evidence and conclusions, both qualitatively and quantitatively. 
• Present ideas both verbally and in writing using scientific language.
• Develop an understanding of scientific methodology, explaining how scientific theories develop over time.

Literacy is taught through introducing and using keywords and definitions, small group and paired discussions, reading science text for meaning and interacting with text and diagrams to use information. Students are also given a list of keywords and their definitions for each topic to learn.

Each topic is assessed in a formal end of topic test (QMA). Tests are reflective and around 25% of questions are from previous learning. To support students, they are given opportunities to practice questions during lessons, taught different revision techniques, and given online tasks via revision websites. Each test is reviewed after marking and teachers spend an extra lesson addressing any common errors and misconceptions before starting the next topic.

We continue to focus on practical and investigative skills, with more emphasis on students becoming confident and independent practitioners of science. Students are taught in small groups by two subject specialist science teachers who are able to give individual support to students. After introductory topics which form the foundation for the rest of the course, teachers work through a range of topics gradually building up both practical skills and independent study skills. We also continue to develop their analytical skills so that they can interpret data and make well-informed judgements.

To ensure a broad and ambitious curriculum, we have chosen A levels that keep as many options open for students post-18 as possible. Students cover material that deals with whole-world situations and the implications of scientific development.  Teachers gradually build up students’ knowledge and skills to support all of the students in the class. Extension tasks and the use of novel concepts are used to engage and challenge the most able students.

Students develop these personal skills during KS5: 

• Develop an understanding of scientific methodology, explaining how scientific theories develop over time.
• Plan and carry out investigations to collect accurate data.
• Present data in an appropriate format.
• Learn how to research and then reference the research sources.
• Make and record accurate and detailed observations during practical work both individually and as part of a team.
• Use data and observations to solve problems/answer questions/form conclusions.
• Communicate ideas clearly and confidently, both verbally and in writing.
• Develop time management skills and work to deadlines.
• Work confidently within a group.

Literacy is taught through introducing and using keywords and definitions, small group and paired discussions, reading science text for meaning and interacting with text and diagrams to use information. Understanding and using new vocabulary is key to success at A level so teaching is built around the development of strong literacy skills.

Each topic is assessed in a formal end of topic test (QMA). Tests are reflective, so contain some questions from previous learning. To support students, they are given opportunities to practice questions during most lessons and as homework tasks, taught different revision techniques, and given online tasks via revision websites. Each test is reviewed after marking and teachers provide feedback to individual students and also intervention material where needed.