The aim of Science is to inspire and enthuse our students, to develop inquisitive minds that question the world around them, come up with new ideas and discover new evidence that shapes our understanding of the world in which we live.
Science (from the Latin word scientia, meaning "knowledge") is a systematic enterprise that builds and organises knowledge in the form of testable explanations and predictions about the universe. The science curriculum has been designed to provide students with a deep understanding of the scientific knowledge and ideas that impact them as individuals. As they move through the curriculum, students will be increasingly supported in developing their curiosity, provided with insight into working scientifically and develop an appreciation of the value of science in their everyday lives.
The sequencing of topics is deliberately chosen to begin with basic ideas and build up to more complex ones across the key stages. For example:
In Year 7 Biology: Students begin by learning about the basis of all living things – cells. They look at plant and animal cells and then go on to learn about how multicellular organisms are structured as cells group together to form tissues, organs and organ systems. Some examples of systems are learned about – the digestive, reproductive and breathing systems.
In Year 7 Chemistry: Students begin by learning the particle theory of all materials – solids, liquids and gases. They will then look at how particles behave in different states, and how chemical reactions take place between particles.
In Year 7 Physics: Students learn about key energy stores and how energy can be transferred between stores in order to make it useful to us – as well as where energy is lost to the environment. They then go on to learn about how forces interact and impact objects, both stationary and moving.
The key principles used when designing the new curriculum were:
• To develop a knowledge rich curriculum, supported by high quality teacher instruction, collaborative learning and the opportunity for students to demonstrate understanding.
• Effective use of models to explain concepts and critical evaluation of these models.
• Development, understanding and use of scientific language and commonalities in language between other curriculum areas.
• The sequence of learning, including prior knowledge and next steps.
• Retrieval of information over time.
• Reduction of a topic/end of term test, more frequent ‘low stakes’ checkpoints that feedback into classroom planning.
• Links to other subjects as well as local and social context where appropriate.
KS4 Combined Science