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The Curriculum


The Curriculum Intention

‘Through building up a body of key foundational knowledge and concepts, pupils should be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena.’ From DofE 2015

The intention behind the science curriculum is to develop our learners to be ready to leave school with a scientific literacy and curiosity that will afford them:

  1. The opportunity to continue their science education
  2. Curiosity enough to take interest in and appreciate the importance of the scientific issues and concerns that we will face in the near future.
  3. Scientific literacy enough to recognise the importance of the scientific method and to question the quality of the scientific stories they see in the media.
  4. An awareness of the importance of what they are learning and why we need to know it.

The intent does not change from Y7 to Y13 and as a result the methods and structures for delivery are very similar throughout. We value:

  1. Knowledge – Every unit covered relies on retrieval (and understanding) of prior content. This content is flagged in schemes at the start of the unit and pre-assessment is used to diagnose gaps that may need addressing for individuals to allow them to progress. Retrieval of prior learning is practiced throughout by mid-way and end of topic low stakes knowledge tests and home learning activities are targeted at retrieval practice.
  2. Skills – It is important that science is taught as a practical subject and that investigative skills are developed at every possible opportunity. Content is delivered through these investigations rather than alongside wherever possible. Light touch marking focuses on student work on investigations and each investigation will deliberately focus on and practice a specific skill such as presenting data or ensuring validity.
  3. Application – The emphasis on retrieval practice at home is intended to allow as much lesson time as possible to be spent on applying knowledge and understanding to new contexts. This is done either through practical investigations or through unfamiliar examples in lessons and is assessed and fed back upon in the end of topic tests.
  4. Context – Every unit begins with an activity exploring a range of careers (explicitly science but also non-science) which utilise the knowledge or skills developed in this unit. We also explore why this content or skill is important in day to day life.

The Implementation; how the Lawnswood Links are addressed