Our intent is to design a Science curriculum that challenges all students. The resulting schemes of learning are broad and balanced, coherently planned and sequenced and have been successfully adapted for students with special educational needs and/or disabilities. Our schemes of learning are differentiated to ensure they are ambitious for all students, regardless of their background or prior learning. They build on knowledge and skills acquired at KS2 and prepare students for the challenges of KS5.
Key Stage 3
Our students come from a range of different backgrounds with varying degrees of exposure to scientific ideas and ways of thinking. Therefore, our KS3 scheme of learning is differentiated to ensure that it is ambitious for all students, regardless of their background or prior learning at KS2.
Through Key Stage 3 and building on the KS2 curriculum, our students will:
Key Stage 4
For some of our students, KS4 provides the platform for more advanced studies, establishing the basis for a wide range of careers. For others, it will be their last formal study of subjects that provide the foundations for understanding the natural world and will enhance their lives in an increasingly technological society.
At Key Stage 4 and building on the KS3 curriculum, our students will:
The science department offers a wealth of enrichment activities through out the year. These include;
STEM Club which organises events and activities such as lego robotics | GO4SET | Green Power | Energy Quest | Race for the Line
Science Live | Medical Careers events | Astronomy Club | Big Bang Careers Fair | ECO Club | Iceland Trip | Ogden Challenge
Our planning allows students to understand the world around them and apply scientific ideas to the everyday world. Our lessons aim to develop an enquiring mind, where learners can problem solve and be independent in their learning. Our schemes of work reflect this and have been adapted to include the needs of all learners. When planning we consider and incorporate the following:
When planning lessons, we use pupil passports, IEP/EHCP documents and reading age data to ensure that teachers are familiar with students’ individual needs and use and correct strategies and resources accordingly. Each class has an annotated seating plan and teachers know their children well.
During department meetings we share good practice and use quality assurance to prioritise pupils with SEND and assess how effectively progress is being made. Where necessary, we make reasonable adjustments to their experience based on the information we hold and liaise with the SENDCo where appropriate. We identify any (including SEND) students who do not make the expected progress at each assessment point and discuss how we might help them achieve their potential. We take the time to reflect on and modify our schemes, including resourcing, to help achievement for all.
We welcome the students into the classroom using ‘thresholding' to ensure that all students feel welcome, settling students quickly and dealing with any issues which can be pre-empted on arrival.
We use routine and procedure to ensure that all students know what to expect, for example, the DIN task is always on the board or, where appropriate, printed out and on desks. If students are struggling to start the DIN task, this is noticed swiftly and we quickly support them in a positive way.
During teaching
We mark the work of SEND students ith clear comments tailored to them. We use DIRT tasks to identify areas of misconception and gaps in understanding and use teacher feedback, both verbal and written, to help students to ‘fill the gaps’ and move on with their understanding.
We use DIRT tasks to identify students who might benefit from further intervention in future lessons and plan accordingly. This is completed in small groups in a safe and purposeful environment.
When we use whole class feedback, we include models of excellent work as a learning tool.
We reflect and adjust the next steps, sometimes after a discussion with the TA in order to address gaps in learning.
| Subject Documents |
|---|
| Science Learning Journey |
