Science

Quality of Education

Curriculum 

“A high-quality science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. Science has changed our lives and is vital to the world’s future prosperity, and all pupils should be taught essential aspects of the knowledge, methods, processes and uses of science” Department for Education (DfE, 2014).

Students study a broad and balanced curriculum made up of all science disciplines, the intent is to inspire, excite and motivate pupils. Pupils develop knowledge, skills, and understanding linked to the world around them.

Science is taught practically where possible with pupils having the opportunity to explore through investigation and models. The aim is for students to have an enjoyment of Science by providing relevant, interesting and challenging experiences and activities. The science curriculum provides pupils with opportunities to achieve ‘excellence for all’.

Discover Pathway: Students study Science at KS3 through the Creative curriculum delivered over 10 sessions per week. The Creative curriculum is a thematic approach and includes drama, music, art, computing, product design, humanities and science. The curriculum is designed to develop students’ knowledge, understanding, communication and independence skills through a variety of learning experiences and approaches. Focus is on sensory and behavioural regulation using behavioural resources and TEACH tasks to engage students and prepare for learning. Students are assessed within Speaking & Listening and they progress sequentially through progression levels and bridge, onto milestones, allowing them to develop a greater depth and understanding of the key aspects of the theme. At KS4, students’ study ASDAN Transition Challenge.

SMSC

The science curriculum allows pupils to explore social, cultural, moral and spiritual as part of the curriculum with opportunities built in.   

·               Social – Scientists collaborate and share ideas, data and conclusions.  Working together as a team.

·               Cultural - Scientists collaborate and share theories. Safe working in a science laboratory.  Routines and protocols.  

·               Moral – Making conclusions based on data and debating topics.

·               Spiritual - Awe and wonder and enjoy learning about oneself, others and the surrounding world.

CEIAG

Links are made to real life situations where possible to help pupils in preparation for adulthood and independence.

 

Wellbeing The science department supports the development of positive learners by using the marking and feedback policy students aspire to achieve and respond positively to regular praise, use of stickers and stamps, pathway champions and postcards.  

Values The Science department supports the development of positive and resilient learners through the use of the marking and feedback policy. Learning is scaffolded, modelled and revisited to allow for students to succeed and opportunities to try again. Students achieve external accreditation in science and this is differentiated across pathways. science lessons allow students deepen their morale code by discussing real life examples such as global warming and human impact. These opportunities help students to their integrity and become individuals with a strong moral sense of right and wrong.