Curriculum Statement - Science

“Genius is 1% talent and 99% hard work.” – Thomas Edison

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Our Vision

To create an ambitious and challenging curriculum that provides all students, regardless of background or circumstance, with the knowledge, skills and cultural capital they need to succeed in life, as well as a depth of understanding that will enable them to pursue science beyond key stages 4 and 5.

We offer a broad and deep curriculum that builds on the National Curriculum focusing on powerful knowledge, disciplinary knowledge and threshold concepts. We believe that mastery of threshold concepts is integral to students accessing subsequent powerful knowledge and gaining a deep understanding and appreciation of science.

Our students will develop a passion and enthusiasm for science through science lessons, projects, competitions and the Electives programme.

 

Science Curriculum

We have identified the most important threshold concepts below. Our curriculum is designed to teach, revisit and build on these concepts throughout the key stages.

 

Threshold Concepts in Science

Physics

 

Waves

To include the definitions of waves, wavelength, frequency and amplitude and mode of transmissions

Conservation of Energy

To include the links to stores, transfers and formula

Potential Difference and Current

To include models and application in electricity

Force

To include force arrows, motion and Newton’s laws

Atomic Structure

(As Chem) Without links to the periodic table

Particle Model

(As Chem)

Manipulation of Equations

To include changing the subject and conversion of units

Earth/Moon/Sun System

The Earth rotates on an titled axis and orbits the sun

Magnetism

Opposite poles attracting/likes repelling and use of field lines

Chemistry

 

Particle Model

To include how particles behave in solids, liquids and gases. How particles behave in chemical and physical changes leading to collision theory

Atoms, Compounds, Mixtures

To include the difference between these and common examples

General Equations

To include conservation of mass, balancing equations, Neutralisation, combustion, oxidation, displacement (KS4)

Atomic Structure

To include the location, charge and relative mass of sub-atomic particles in addition to links to the periodic table

Periodic Table

To include the use of symbols and formula and the varying properties

Energy in Chemical Reactions

To include the concepts of exo/endothermic reactions

Opposites Attract

Referring to ions

Biology

 

Cells and the Cell Cycle

To include the differences between animal, plant and bacterial cells and examples of specialised cells

Respiration

All living things need to respire and products and reactants of this

Photosynthesis

Plants need to photosynthesise to make glucose

Proteins

To include enzymes in digestion and defence

DNA

To include the structure of DNA, inheritance, protein synthesis and the importance of mutation in variation

Particle Model and Transport

To include how particles move across membranes via osmosis, diffusion and active transport

Homeostasis

To include how organisms maintain constant internal conditions

Ecology

To include interactions and interdependence between organisms

Curriculum Features

  • Taught in specialisms where possible
  • Covers the national curriculum but focuses on identified threshold concepts (see above). More time is devoted to these concepts and a mastery learning philosophy is promoted.
  • There are many topics we cover in addition to the national curriculum as we believe these topics can enhance students’ cultural capital and understanding of science.
  • There is a large focus on understanding concepts through Formative assessment:
    • Explanation
    • Retrieval
    • Interleaving
    • Practice
    • Feedback

Practical Work

  • There is always a focus to practical work:
    • Knowledge
    • Procedure and techniques
    • Scientific enquiry

Co-curricula Enrichment

We provide enrichment for a number of reasons:

  • To promote a love of the subject
  • To enhance students’ cultural capital
  • To teach powerful knowledge specific to science
  • Increase at uptake at KS4, 5 and beyond
  • Narrow attainment gaps
  • Promoting STEM Careers
  • Stretch / Challenge / Aspirations
  • Promote oracy