Our science curriculum follows a spiral progression model, ensuring that core concepts are revisited and expanded upon at different stages of a student’s learning journey. The curriculum is structured to ensure a balanced approach across the three key scientific disciplines: Biology, Chemistry, and Physics.

All students in key stage 3 are taught using a booklet style delivery and following the TWT common curriculum by using the same sequential lesson plans so that everyone is given access to the scientific knowledge and skills to progress in Biology, Chemistry and Physics. 

With that said, teachers understand the need to adjust and differentiate their lessons and resources to make them accessible as well as challenging for all learners. Although students at secondary level are taught in different sized groups and towards different tiers, we have the same high expectations of all students.

In Science, the 5-year curriculum programme of study is planned so that core knowledge is mastered and then built up and re-visited in later units. For example, in year 7 the core knowledge on the typical structure of an animal and plant cell is taught and in year 9 we build on this core knowledge by closely looking at how cells link with levels of organisation in the human digestive system and then in year 10 looking at cells in reproduction. This allows students to revisit, retain and retrieve knowledge via implementing cognitive load theory and spaced review theory. Every lesson starts with a retrieval set of questions which encourage learners to retrieve more recent knowledge as well as accessing longer term knowledge. Where possible we use BEST (Best evidence in science teaching) resources in lesson planning. These resources have been developed from the best research evidence on common misunderstandings in science to help address common misconceptions which students experience in science.

Practical skills are an integral part of the science curriculum and embedded throughout all of our schemes of work. Developing numeracy and literacy skills within our science curriculum is also key to promoting good outcomes and well-rounded individuals. The development of exam technique focuses on identification of science command words, unpicking the language of exam questions and the accurate use of subject specific vocabulary.

The 3 cycles of delivery over the academic year incorporate mid cycle assessments where students cover a short unit of learning and then a short formative assessment. This provides a key opportunity for students to revise the unit and enables teachers to assess learning and re-teach knowledge gaps or address misconceptions before the end of cycle assessment. At the end of each cycle, all students complete an assessment on the whole content covered since the start of the cycle.

Home learning for both key stage 3 and 4 is achieved using Sparx Science. Key Stage 5 home learning is personalised to each of the subjects.

We use a centralised resourcing system within the department which staff members have contributed to resourcing across key stage 3 and 4. Lessons are linked to the cycles for the year and are continually reviewed and edited.

In addition to the core curriculum, students will have the opportunity to engage in extra-curricular activities that extend their scientific learning:

• Science Clubs and Competitions: A weekly science club will provide students with a platform to pursue their interests beyond the classroom. Students will also be encouraged to enter regional and national science competitions.

• STEM Ambassadors: Partnerships with local universities and industries will be established to allow students to interact with professionals and gain insight into science-related careers.

• Workshops and Masterclasses: Opportunities for students to attend workshops or masterclasses on specialized topics in science, such as women into STEM careers will be provided.