Science

To pass on the passion that teachers have for Science to develop inquisitive minds and a lifelong passion in students for the subject

The Aldridge Science curriculum has been designed to engage and enthuse students about the relevance of Science to everyday life and the world around them. Over the duration of the programme of study, we aim to foster a sense of curiosity in our students, and an appreciation for the skills and knowledge they learn that enables them to recognise that many aspects of Science can be applied to future learning, training or employment opportunities.

During the course of the programme, students will develop:

Scientific knowledge in Biology, Chemistry and Physics which will help them to understand the world around them.

Scientific skills which will allow them to critically analyse and evaluate the information they are presented with.

Practical skills which will enable them to test theories and problem solve in a controlled environment.

What we teach and when we teach it

Science Team

• Mr Neil Taylor Director of Learning of Science
• Mrs Aisha Khan Assistant Director of Learning of Science
• Mr Alan Coxon Teacher of Science
• Mr Stephen Clarke Assistant Principal
• Miss Haajra Iqbal Teacher of Science
• Mr Zufran Zaman Teacher of Science
• Mrs Harriet McKenzie Teacher of Science
• Mrs Tehseen Sange Teacher of Science
• Miss Natalie Wilkinson Teacher of Science
• Ms Seema Choudhury Faculty Support Assistant

Intent

We aim to engender a love of learning, self-belief and aspiration through several intentions that are unpacked further. Those intentions are removing barriers to learning; developing knowledge and skills for learning in a range of subjects; developing personal attributes and to enrich students’ experiences and broaden their horizons.

Through our curriculum provision we intend to develop:

Students who are:

• Pupils able to demonstrate subject knowledge and skills
• Improve student’s understanding of key “big ideas” in Science
• Develop student’s understanding of practical skills
• Develop student’s skills in interpreting, analysing and describing data

Staff who:

• Promote both skills and knowledge to help students understand the world around them
• Facilitate and support learning for disadvantaged and SEND pupils
• Have good subject knowledge - Subject leaders (HoDs) to support this

An overall provision which:

• Provides an inquiry-based curriculum that is ambitious, broad and rich
• Is coherently planned and sequenced to facilitate cumulative knowledge and skills for future learning
• Provides enrichment opportunities to increase students love of Science
• Raises the profile of Science with pupils and the wider school community (including parents)
• Takes into account the local context of students, including their experience of learning Science at KS2
• Provides a fun, engaging experience of learning and subject content, broadening horizons and developing vocabulary.
• Prepares students for KS4 GCSE Combined and Separate Science exams, as well as future learning at KS5 and beyond

Teaches the knowledge, cultural capital and skills for future learning, employment and later life

Implementation

In Science we seek to develop a broad, rich and rigorous curriculum that stretches and challenges all our students. The curriculum must move from concrete and observable learning at primary and secondary level to increasing abstraction, application and synthesis of learning at KS4. In order for children to make progress confidently, each block of learning is designed so that the teacher is clear what students need to know and how they will show that they do.

The Aldridge Science Curriculum has been mapped out across the five-year programme to provide synergy across the programme of study, with links to careers and everyday contexts as well as opportunities for consolidated learning. In addition to this, the curriculum has been clearly differentiated at KS3 and KS4 to build on prior knowledge and skills, as well as provide opportunities to stretch and challenge students. Teachers regularly reflect, review and adapt the suggested content for each lesson to ensure that it best meets the learning needs of their students.

In order to achieve mastery for every child, low-stakes assessment including regular academic monitoring, allows the teacher to keep simple records (though crucially not to report) what children do or do not know, can or cannot do and use this technique of data-driven instruction to revisit learning immediately and in the medium term to help every child to make their journey through each stage of learning successfully. HoDs and subject specialists are encouraged to provide support to classroom teachers delivering the content to further teachers’ subject knowledge and pedagogy, to enhance the quality of classroom practice.

Also, of vital importance is creating a motivation for further learning. This is done in part by ensuring young people are secure and confident in their learning at every stage but also by engendering a sense of awe and wonder through a set of exciting experiences in science to which all children have an entitlement as part of their science curriculum. This can be both experiences in the laboratory and speakers, visits and trips.

Impact

We will assess if we are having the positive impact we aim for through regular monitoring (for example book scrutinies and learning walks) to ensure we are leading to positive progress for all. The curriculum will be evident across all lessons and students will be able articulate their learning confidently. This will also be reflected in student voice surveys, with students indicating that they are engaged and enjoying their Science lessons.

Assessment data will be collected and utilised in a meaningful way, for example, to address misconceptions in learning and to target intervention to improve individual outcomes and monitor progress. In terms of planning for learning, data is used to ensure that lessons provide appropriate stretch and challenge to those who are most able and provides appropriate learning experiences to those that struggle to access particular aspects of the curriculum. This data will also be used to seek out and close gaps in students’ knowledge so that all students are able to make progress.