Curriculum Intent Statement

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Knowing and understanding how the world works is vital for appreciating and improving elements of our lives. Human civilisation has evolved through discovery, inventions and refinements to ease our lifestyle choices. Some of these processes have revolutionised what we know as our current world and there are new and unknown developments that are being implemented all the time. The intention of these concepts is always positive but often Scientific developments have an unintended outcome that often needs secondary interventions that require consideration unlocking even more unknowns.

The Science curriculum visits important areas of daily life that are crucial and relied upon for human existence. Understanding how these elements function, how we can repair them when they break and how we can make them more efficient is what defines us as humans and has shaped our civilisation. This is at the heart of our lessons and we aim to get every child hooked on asking “why?” about the world around them. Science has grown through discovery and invention and although that is not always possible in the classroom we attempt to give pupils every opportunity to mimic the positions of great minds of the past. The application of this knowledge is also an important skill underpinning the need for collaboration in the Scientific community. Data holds the key to conclusions however, interpretation is also another important quality that can give different meaning or possibility based on perspective. Implementing all these skills into our departmental ethos is what we strive to do.

Key Stage 3 Course Information

In Key Stage 3 Science we take a  Mastery approach to teaching, learning and assessment. In order to ensure that our students are ‘ready to progress’ to Key Stage 4 courses, we have produced a statement highlighting what students need to know, remember and be able to do to have 'mastered' the subject. It is against these that we assess. In students’ books and in their work we would expect to see evidence of revisiting concepts and content and students reflecting on their work and feedback from teachers. We would also expect to see evidence of the content and concepts students need to know - these will often be in the format of a knowledge organiser. This will be backed up with evidence of 'low stakes' testing so students can measure their own progress.

See our Curriculum map for further details on the content of the key Stage 3 course, which includes links to knowledge organisers. Here is the link to the 'Ready to progress' criteria

Key Stage 4 Course Information

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Key Stage 5 Course Information

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