The curriculum is sequenced coherently, allowing the interweaving of topics to support the acquisition of key concepts; it is compatible with the key requirements of the National Curriculum and robust collaboration between primary and secondary phases ensures progression.
Curriculum components are repeated over time, ensuring all pupils practise retrieval, master skills and concepts, develop long term memory and make progress from starting points. Retrieval tasks are built into all lessons to enable pupils to remember more.
The ‘Bigger Picture’ is shared with pupils, providing them with a rationale for their learning and to make links between lessons, allowing them to know more and remember more.
Teachers ensure lessons provide a supportive environment for all pupils including those with SEND, removing barriers to learning and participation through adaptive planning, modelling, scaffolding, explicit instruction and metacognitive strategies.
Accurate, regular assessment enables an informed and systematic judgement to be made about a pupil’s knowledge, understanding, skills and attitude. Pupils are provided with feedback and set ‘perfecting our work’ targets to close any learning gaps.
Teachers provide a language-rich environment. Key tier 2 and tier 3 vocabulary is mapped out carefully across the curriculum to enable our pupils to learn the correct words and phrases in the right order. A phonics-led approach is used to improve reading and spelling. Carefully selected texts are used to foster a culture of scholarly reading.
Pupils are given opportunities to consider how their learning links to future study and careers, and the importance of British Values.
The curriculum is enriched to include experiences outside the classroom, such as fieldwork, laboratory work and STEM clubs.
Homework tasks allow pupils to consolidate new knowledge and challenges them to use it to provide detailed explanations.
Regular opportunities to carry out practical work allow pupils to learn to work scientifically, using a range of laboratory techniques, apparatus and materials safely.
Pupils develop a range of mathematical skills that allow them to measure, process and analyse a wide range of data set within the context of their science lessons.
Key Stage 4 assessment objectives
AO1: Demonstrate knowledge and understanding of scientific ideas & scientific techniques and procedures
AO2: Apply knowledge and understanding of scientific ideas & scientific enquiry, techniques and procedures
AO3: Analyse information and ideas to interpret and evaluate, make judgements and draw conclusions & develop and improve experimental procedures
Key Stage 5 Assessment objectives
AO1: Demonstrate knowledge and understanding of scientific ideas, processes, techniques and procedures
AO2: Apply knowledge and understanding of scientific ideas, processes, techniques and procedures in a theoretical context, in a practical context, when handling qualitative data & when handling quantitative data
AO3: Analyse, interpret and evaluate scientific information, ideas and evidence, including in relation to issues, to make judgements and reach conclusions & develop and refine practical design and procedures.
