Curriculum Statement - Science

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‘Genius is 1% talent and 99% hard work’ – Albert Einstein

Powerful Knowledge in Science

Our vision in Science is to create an ambitious and challenging curriculum that provides all students with the knowledge, skills and cultural capital they need to succeed in life and 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 focuses on powerful knowledge and threshold concepts. We believe that mastery of threshold concepts is integral to students accessing powerful knowledge and gaining a deep understanding and appreciation of science. 

We place an emphasis on teaching our students the disciplinary knowledge behind the scientific concepts we teach; we believe this underpins the fundamental nature of our subject and allows our students to appreciate the resilience and perseverance required to be successful in Science.

We have identified the powerful knowledge that we believe to be the key threshold concepts for our subjects of Physics, Chemistry and Biology. Click on each toggle to learn more.

Physics

Motion

Speed as the rate of change of distance: the meaning of m/s.

Forces

Both contact and non-contact, can be represented with arrows (i.e: the vector nature of forces; magnitude and direction).

Current

Current as the (rate of) flow of charge.

Electromagnetism

Current carrying wires are surrounded by magnetic fields.

Electromagnetic Induction

The relative motion of a wire and a magnet induces an emf/potential difference (needs current and magnetic fields first).

Energy

Conservation of energy; energy cannot be created or destroyed, only shifted from one store to another.

Light

Visible light as a spectrum of colours of different wavelengths.

Sound

Sound produced and transmitted by vibrations.

Space

Earth/Moon/Sun system. (the Earth rotates on an axis and orbits the Sun)

The model of the atom

Nucleus of protons and neutrons, surrounded by shells of electrons.

Particle model

Particle model of solids, liquids. and gases.

Chemistry

Particle Model

How particles behave in solids, liquids and gases. How particles behave in chemical and physical changes.

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 will use oxygen and glucose to do so.

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.

Biochemical Principles

To include the monomers and polymers of biological molecules, the particle model, how particles move across membranes via osmosis, diffusion and active transport.

Curriculum Features

The curriculum is taught in specialisms; Biology, Chemistry and Physics. It covers the national curriculum and more, but focuses on identified threshold concepts (see above). More time is devoted to these concepts and a mastery learning philosophy is promoted.

There is a large focus on understanding concepts through:

  • Testing prior knowledge
  • Explanation
  • Practice
  • Feedback

Formative assessment / questioning:

  • Interleaving and self-testing are a feature of the curriculum and independent study.

 

Practical Work

There is always at least one of the following foci to practical work;

  • Improve knowledge,
  • Practice procedures and techniques,
  • Learn about scientific enquiry.

 

Co-curriculum Enrichment

We provide enrichment for a number of reasons:

  • To promote a love of the subject.
  • To increase student’s cultural capital.
  • To teach powerful knowledge specific to Science.
  • To increase at uptake at KS4, KS5 and beyond.
  • To narrow attainment gaps.
  • To promote STEM Careers.
  • Stretch / Challenge / Aspirations.
  • To promote oracy.