Curriculum Intent - ScienceOur core purpose for science is to deliver an engaging and challenging curriculum so that pupils develop a scientific perspective of the world around them and can make informed decisions. We aim to prepare our pupils effectively for the future to make them confident, responsible members of the school and wider community and to set them on the path to success for their KS4 exams. Through studying environmental issues such as climate change and linking topics to sustainable development they will also develop their understanding of what it means to be a ‘global citizen’.
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Our KS2 scheme of work includes a wide range of scientific topics such as Earth and space, human body systems, reversible and irreversible changes - these are based on the national curriculum of England. Our KS3 topics are clearly divided into biology, chemistry and physics units and all students follow a balanced curriculum that is also based on the national curriculum. As well as developing our students’ knowledge and understanding of scientific theory, our curriculum has an integrated ‘working scientifically’ component and a clear focus on scientific literacy and communication that seeks to develop students’ confidence in articulating their scientific ideas. Across both key stages all curriculum topics taught in science are linked to the United Nations Sustainable Development Goals.
In all topics we aim to build on the learning that has taken place in previous years. Although the teaching order varies between middle schools in the partnership due to our own local context, the intent is the same; to deepen the pupils’ understanding of scientific concepts including materials, matter, energy, forces, body systems, environmental interactions. The topics are cyclical and build on prior learning. For example, in KS2 pupils study the states of matter. Then in Year 7 Chemistry they consider particles and are introduced to the atom and elements; we also investigate how compounds are formed in chemical reactions. This is followed in Year 8 by a review of understanding and a series of lessons on the development of the Periodic Table and undertaking specific types of reactions with associated word equations. In Year 9 students will go on to deepen their understanding of the atom and study more complex chemical reactions with associated balanced symbol equations.
Working scientifically is the set of skills that enable someone to work as a scientist. It is on this foundation of skills that the three main areas of content sit. Working scientifically covers both the skills needed for thinking about scientific problems and the skills needed to process data - in turn by experiencing the successes and failures of scientific investigation students will build up resilience. An essential component of working scientifically is doing things in a scientific way and understanding the use of ‘the scientific method’. This forms the essential backbone of what science is: an idea is developed and then rigorously tested to provide evidence upon which an objective opinion can be formed as to whether the original idea is correct. The ability to identify hazards, assess risk and minimize harm is also a large component of what we teach. Pupils should understand that science is about working objectively, modifying explanations to take account of new evidence and ideas and subjecting results to peer review. Pupils should decide on the appropriate type of scientific enquiry to undertake to answer their own questions and develop a deeper understanding of factors to be taken into account when collecting, recording and processing data. They should evaluate their results and identify further questions arising from them.
Scientific literacy and communication covers a variety of skills, including taking and making notes, summarising information, presenting ideas, title writing, persuasive writing and arguments. It also covers the ‘spoken language’ component of the national curriculum. Numeracy is also promoted through data analysis, graph drawing, use of formulae and through balancing symbol equations. We encourage students to question data presented to them by identifying trends and anomalies.
The knowledge that is taught is extensive but it is the skills to apply understanding to new situations that demonstrates a successful science student. They should be apply their scientific skills to understanding everyday science from food labels, to energy, to vaccines or sun creams – making informed and educated choices as young people and into adulthood. Pupils are encouraged to relate scientific explanations to phenomena in the world around them and start to use modelling and abstract ideas to develop and evaluate explanations. Through science teaching, our pupils will understand how their actions as citizens and those of the wider society affect the planet including effects on the lithosphere, biosphere, hydrosphere and atmosphere. The aim is to build knowledge of the causes of climate change and human effect on ecological habitats to develop a feeling of shared responsibility for our sustainable existence on the planet. As students get older they will feel empowered and may be confident enough to lobby their MP, to vote for the issues they believe are important using their democratic rights, to demand steps for climate change mitigation from industry and business or to suggest adaptation strategies for our changing planet. It is through understanding how their individual actions impact on the environment that pupils become responsible citizens.
We try to make learning relevant to the local area. For example, when studying the causes of climate change we specifically discuss energy such as the proposed coal mines in the area, farming and deforestation. When we consider the effects we refer to moorland fires, drought and flooding. For mitigation steps we discuss wind energy, rewilding of the moorland and how landowners could move to forestry rather than beef or dairy farming as people adopt increasingly plant based diets. In terms of adaptation we think about how rural communities can work more locally rather than commuting and how we could prevent flooding on the Tyne River or create some technological solutions to some of the environmental issues facing young people in the future.
There are strong links from the science curriculum to moral and social studies from the anti-vax movement to sustainable diets which prompt good debates in science lessons. Throughout KS3 students are also given career information, advice and guidance with several opportunities to talk about different scientific roles and meet scientists from academia and industry.
The science departments across the partnership all use a range of formative and summative assessment methods to monitor student progress. Each individual taught unit is assessed to allow teaching staff to offer effective and targeted intervention and ensure all students make the progress we feel they are capable of. We have a common assessment at the end of Year 8 to provide additional transfer data to the High School and also commutate regularly on schemes of work, moderation and enrichment opportunities.
In all topics we aim to build on the learning that has taken place in previous years. Although the teaching order varies between middle schools in the partnership due to our own local context, the intent is the same; to deepen the pupils’ understanding of scientific concepts including materials, matter, energy, forces, body systems, environmental interactions. The topics are cyclical and build on prior learning. For example, in KS2 pupils study the states of matter. Then in Year 7 Chemistry they consider particles and are introduced to the atom and elements; we also investigate how compounds are formed in chemical reactions. This is followed in Year 8 by a review of understanding and a series of lessons on the development of the Periodic Table and undertaking specific types of reactions with associated word equations. In Year 9 students will go on to deepen their understanding of the atom and study more complex chemical reactions with associated balanced symbol equations.
Working scientifically is the set of skills that enable someone to work as a scientist. It is on this foundation of skills that the three main areas of content sit. Working scientifically covers both the skills needed for thinking about scientific problems and the skills needed to process data - in turn by experiencing the successes and failures of scientific investigation students will build up resilience. An essential component of working scientifically is doing things in a scientific way and understanding the use of ‘the scientific method’. This forms the essential backbone of what science is: an idea is developed and then rigorously tested to provide evidence upon which an objective opinion can be formed as to whether the original idea is correct. The ability to identify hazards, assess risk and minimize harm is also a large component of what we teach. Pupils should understand that science is about working objectively, modifying explanations to take account of new evidence and ideas and subjecting results to peer review. Pupils should decide on the appropriate type of scientific enquiry to undertake to answer their own questions and develop a deeper understanding of factors to be taken into account when collecting, recording and processing data. They should evaluate their results and identify further questions arising from them.
Scientific literacy and communication covers a variety of skills, including taking and making notes, summarising information, presenting ideas, title writing, persuasive writing and arguments. It also covers the ‘spoken language’ component of the national curriculum. Numeracy is also promoted through data analysis, graph drawing, use of formulae and through balancing symbol equations. We encourage students to question data presented to them by identifying trends and anomalies.
The knowledge that is taught is extensive but it is the skills to apply understanding to new situations that demonstrates a successful science student. They should be apply their scientific skills to understanding everyday science from food labels, to energy, to vaccines or sun creams – making informed and educated choices as young people and into adulthood. Pupils are encouraged to relate scientific explanations to phenomena in the world around them and start to use modelling and abstract ideas to develop and evaluate explanations. Through science teaching, our pupils will understand how their actions as citizens and those of the wider society affect the planet including effects on the lithosphere, biosphere, hydrosphere and atmosphere. The aim is to build knowledge of the causes of climate change and human effect on ecological habitats to develop a feeling of shared responsibility for our sustainable existence on the planet. As students get older they will feel empowered and may be confident enough to lobby their MP, to vote for the issues they believe are important using their democratic rights, to demand steps for climate change mitigation from industry and business or to suggest adaptation strategies for our changing planet. It is through understanding how their individual actions impact on the environment that pupils become responsible citizens.
We try to make learning relevant to the local area. For example, when studying the causes of climate change we specifically discuss energy such as the proposed coal mines in the area, farming and deforestation. When we consider the effects we refer to moorland fires, drought and flooding. For mitigation steps we discuss wind energy, rewilding of the moorland and how landowners could move to forestry rather than beef or dairy farming as people adopt increasingly plant based diets. In terms of adaptation we think about how rural communities can work more locally rather than commuting and how we could prevent flooding on the Tyne River or create some technological solutions to some of the environmental issues facing young people in the future.
There are strong links from the science curriculum to moral and social studies from the anti-vax movement to sustainable diets which prompt good debates in science lessons. Throughout KS3 students are also given career information, advice and guidance with several opportunities to talk about different scientific roles and meet scientists from academia and industry.
The science departments across the partnership all use a range of formative and summative assessment methods to monitor student progress. Each individual taught unit is assessed to allow teaching staff to offer effective and targeted intervention and ensure all students make the progress we feel they are capable of. We have a common assessment at the end of Year 8 to provide additional transfer data to the High School and also commutate regularly on schemes of work, moderation and enrichment opportunities.