Science

The Science curriculum is aspirational because it inspires students to understand big questions, develops critical thinking, and encourages to explore how the world works from the smallest atoms to the vastest of the space. It nurtures curiosity and gives young minds the tools to solve real-world problems that matters.   

The Science curriculum serves our students by giving them the knowledge, skills, and confidence they need to understand the world around them and succeed in their future. Students are served with consistent teaching, guidance, support to move to higher and further education e.g. medicines, engineering, veterinary and natural sciences. Our students are guided to succeed and to attain better in their learning journey. The Science department always strives to serve the Key Stage 4 students by using their high experiences of teaching and learning through consistent teaching, assessment and guidance. Students are also served with trips, visits and external visitors.  Students develop their scientific skills with curiosity and questioning. They collect data, analyse and learn to apply scientific methods to test ideas and solve problems.  

The Science curriculum allows our pupils to flourish by helping them build and grow confidence, promotes habits of resilience so they can reach their full potential both in school and beyond. It also strives to build independence, and a lifelong love of learning, preparing students for further study, future careers, and responsible citizenship in an ever-changing world.  Science teaches students to question, hypothesize, and evaluate evidence—skills that are essential for lifelong learning.  Through experiments and investigations, students learn to tackle complex problems methodically. It nurtures a sense of wonder about the world, encouraging students to explore and ask questions. Scientific enquiry often involves trial and error, helping students develop perseverance and learn from failure. Successfully conducting experiments or understanding challenging concepts boosts self-esteem. Practical work teaches students to work safely, ethically, and responsibly. Science connects students to major historical and contemporary discoveries, enriching their worldview. Learning about scientists from diverse backgrounds fosters pride and aspiration. 

Sequencing in Science  

The sequencing of the Science curriculumensures that students first grasp basic concepts before moving on to more complex ones (e.g., understanding atoms before chemical reactions). Sequencing helps align biology, chemistry, and physics so that overlapping concepts (like energy or particles) are taught in a complementary way. Sequencing ensures coverage of statutory content e.g., KS3/KS4 and KS5. The Key Stage 3 curriculum sparks interest and enjoyment in our learners to understand science deeper through practical, models and discussions. At Key Stage 4 students are prepared to do A level sciences, to go on apprenticeships and the outside world with confidence to succeed. Students can study Triple Science at Key Stage 4.  At Key Stage 5 students are prepared and inspired to go to Russell group Universities in medicine, engineering, veterinary and natural sciences. 

Adaptive teaching in science 

This is a key is a key focus of the teaching and learning in science which supports students to learn with their own pace and learning style. Teachers use writing frames, diagrams, models, structured practical to support differentiated learnings in the science class. Our higher attaining students are served with challenging tasks and extended writings. Science teachers use different strategies to support the learners i.e. cold calling, mini whiteboards, or hinge questions to gauge understanding and to modify the teaching to ensure every student is served according to their need.  In the Science teaching and learning, scientific literacy is a focus to develop students to understand comprehension questions in the exam. It supports students to understand comprehension of scientific texts and exam style long questions. 

Spirituality in Science  

Science is full of uncertainty, awe and wonder: Science promotes thinking skills for innovations in medicine, engineering and chemical sciences. New treatments for diseases like cancer and Alzheimer’s are giving new hope to the world for better outcomes and improved quality of life. In studying space exploration i.e. Missions to Mars, the search for extra-terrestrial life, and advancements in space travel technology inspires our students to look beyond our planet and dream big. 

Forming relationships: Our students develop collaboration skills in collaboration through experiments, sharing data and sharing thoughts and opinions. Students are encouraged to understand collaboration is at the heart of many scientific breakthroughs. When scientists from different disciplines, institutions, and countries work together, they can tackle complex problems more effectively. In teaching and learning of science, equality is crucial for fostering innovation and ensuring that diverse perspectives contribute to scientific progress. Gender equality, racial and ethnic diversity, accessibility and global collaboration not only promote fairness but also enhance the quality and impact of scientific research by incorporating a wider range of experiences.  

Learning  beyond the classroom 

Our curriculum supports cognitive and emotional development. It links the theory learnt in the classroom and application of it in the real world.  KS3 students visit science museums, botanical gardens and Zoo that creates an opportunity for them to understand how science is linked with the nature.  They are also encouraged to build models (e.g., solar ovens, circuits, or DNA extractions) using household items. KS4 students have opportunity to learn about local ecosystem.  They are taught in school how to collect organisms' data in school field and apply this knowledge to observe ecosystem in their local area.  KS5 students have trips to observe ecosystems, identify plants and animals, and track environmental changes.