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Science & PE


Science

Curriculum Overview

Intent: Our purpose and ambition

In the science department our ethos is based on the IWEF focus on ASPIRE and ACHIEVE. We seek to promote creative thinking amongst our learners enabling them to take the learning from within the classroom into their everyday lives promoting development of transferable skills such as problem solving, critical thinking and effective decision making. The ability to think creatively directly links into our belief that all pupils have the ability to achieve and/or exceed their potential.

AMBITION – We want our pupils to be ambitious and to explore different parts of the scientific world, linking them to future study and to potential careers paths
SUCCESS – Understanding the role of science and scientific discovery in our world and the wider society enabling our pupils to challenge misconceptions and inaccuracies.
PROGRESS – Knowledge and understanding of key scientific skills and concepts allowing pupils to grow into scientifically literate and independent thinkers.
INSPIRATION – Inspired by the world around them pupils are able to make sense of the global and local environment and environmental and technological advances that drive human progress.
RESPECT – In science we seek to to create an environment of respect. Respect for all people in our schools, all cultures and societies and a care for our natural world. We seek to maintain this ethos when assessing scientific progress and discovery.
EQUALITY – Every pupil is given the same opportunities regardless of background. Through our curriculum, pupils appreciate their equality but recognise the inequality that exists locally and globally.
What do we expect students to get from Science?
  • Students will be able to apply their broad knowledge and understanding of the key scientific ideas and techniques to familiar and unfamiliar contexts, showing confidence in these skills.
  • They will be able to interpret complex data sets, make reasoned judgements and draw evidence based conclusions.
  • They will be able to develop, improve and evaluate familiar and unfamiliar experimental procedures suggesting improvements that will result in higher quality data.
  • Students will have the knowledge, skills, understanding and resilience required to continue onto their chosen path regardless of subject choices equipped with the transferable skills that will aid in their success moving forwards.
Implementation: Design, Pedagogy and Assessment
How does learning develop over the five years?
Year 7:

We have linked our Key Stage curriculum around the framework of the AQA Mastery Model. The approach, specifically adapted for Medina and Carisbrooke Colleges enables us to cover the vast majority of the content in Years 7 and 8. The aim of our approach is to build on the skills and knowledge that our students gained during primary school and it is written to prepare students fully for the demands of the new GCSE examinations that they will sit. Students study the separate sciences over each two week cycle (2 lessons of each) with each subject focusing on a main theme in the subject. Teaching is centred upon utilising a wide range of activities including a large proportion of practical investigative work. The structure of these practical experiments mirrors the format of the GCSE core practicals.

Biology: Movement, Cells, Interdependence, Plant Reproduction, Variation, Human Reproduction.

Chemistry: Particles, Separating Solutions, Metals and Non-Metals, Acids and Alkalis, Earth and Universe. Physics: Speed, Gravity, Sound, Electricity, Energy Costs and Transfers.

Year 8:

The year 8 curriculum revisits and builds upon the year 7 and KS2 areas of learning. The aim of our approach is to build on the skills and knowledge that our students gained during primary school and it is written to prepare students fully for the demands of the new GCSE examinations that they will sit. Students study separate sciences over each half term with each subject centred around a main theme. Teaching is centred upon utilising a wide range of activities including a large proportion of practical investigative work. The structure of these practical experiments mirrors the format of the GCSE core practicals.

Forces, Energy, Particles, Atoms, Reactions, Waves and Cells.

These fundamental principles are applied to more complex themes such as Adaptations, Reactions of Metals and Electromagnetism. Students will develop an increased awareness of the courses available to them at GCSE and A-Level and an increased awareness of the opportunities Science can provide for them beyond school (careers etc).

Year 9:

In Year 9 we apply the principles of working scientifically at GCSE. This includes developing confidence in using the scientific method (planning, carrying out, analysing and evaluating an investigation) and developing their schema based on the Big Ideas of Forces, Energy, Particles, Atoms, Reactions, Waves and Cells to GCSE Combined Science level.

We apply these fundamental principles to more complex themes such as Chemical bonding and Infection & Response. Students will develop an increased awareness of the opportunities Science can provide for them beyond school (careers etc).

Year 10/11:

At this point we look at applying the principles of working scientifically at GCSE. This includes developing confidence in using the scientific method (planning, carrying out, analysing and evaluating an investigation). Having a well developed schema based on the Big Ideas of Forces, Energy, Particles, Atoms, Reactions, Waves and Cells to GCSE Combined and separate Sciences level. We then apply these fundamental principles to more complex themes such as Quantitative Chemistry, Radioactivity and Homeostasis.

Students are expected to develop a full understanding of the courses available to them at GCSE and A-Level and developed an increased awareness of the opportunities Science can provide for them beyond school (careers etc).

The ability to call on appropriate strategies to support their learning such as the use of retrieval practice and self-quizzing on targeted areas of development in their schema. We also expect students to develop their practical and academic skills for future study or employment.

How is the timetabled curriculum supplemented or enriched by other approaches to learning?
  • Stem opportunities
  • Field research
  • Participation in wider community projects
In what ways does our curriculum help to develop students?
  • New key terms are introduced carefully with supporting examples in line with Rosenshines Principles of Instruction.
  • SLOP (Shed Loads Of Practice) activities are being developed to support the deliberate practice of recalling and applying knowledge.
  • Self or peer quizzing using knowledge organisers.
Impact: Attainment, Progress, Knowledge, Skills and Destinations
What forms do assessments take? What is the purpose of assessment?

We use retrieval practice every lesson as a recap/starting point to enable students to see links to prior learning (across the sciences where appropriate). The Science department frequently contextualise lessons in the context of careers and use exit cards to check progress and understanding every 3 lessons, this is used formatively to enable intervention to be taken where necessary. End of Topic Assessments are also used to get a high success rate and allow for intervention to be taken where necessary.

How do we know if we have a successful curriculum?
  • We will see engaged students who are achieving expected progress.
  • Students will be able to apply their broad knowledge and understanding of the key scientific ideas and techniques to familiar and unfamiliar contexts, showing confidence in these skills.
  • They will also be able to interpret complex data sets, make reasoned judgements and draw evidence based conclusions.
  • Our students will be able to develop, improve and evaluate familiar and unfamiliar experimental procedures suggesting improvements that will result in higher quality data.
  • Students will have the knowledge, skills, understanding and resilience required to continue onto their chosen path regardless of subject choices equipped with the transferable skills that will aid in their success moving forwards.
How do we support ‘High Attaining’ pupils?
  • Triple Science route is taught with subject specialist teacher.
  • Targeted revision sessions.
  • Opportunities to experience higher level learning; placements e.g University Open Days, Roadshows, Further Education Carousels.

PE

Curriculum Overview

Intent: Our purpose and ambition

In PE, we want our students to experience the widest range of opportunities to experience different sports and physical activities. We want them to experience being part of competitions, clubs and teams and to develop good team work and leadership skills while they are here. We want our students to take those experiences into life, having found physical activities/sports that they enjoy and will continue to do in their lives beyond school. Our hope is to continue to create links with external sports and physical activity clubs and facilities, to make that continuation easier and to make sport/physical activities a part of everyday life.

Ambition – We want students to aspire to develop their skills and understanding. We want them to be ambitious in being part of school and representative teams. We want students to aim to take their knowledge and understanding of activities/sports into life outside of school doing an activity of their choice.
Success – We want our students to experience success in lessons both as individuals and as part of a team. We want them to experience winning opportunities and new experiences during their time here.
Progress – We want our students to progress as they develop their skills/tactics and knowledge of different sports/physical activities within blocks of learning. We also want them to show their progression throughout their time here. They should be able to visually see the physical differences between where they start and where they are when they leave.
Inspiration – We want to inspire our students to try new sports and activities and to face challenges head on to become more successful and to build their self confidence. By experiencing the widest range of activities, we want students to be inspired to take up activities they enjoy outside of school.
Respect – We want students to learn how to be respectful, to be able to follow the rules and regulations of different sports and physical activities, fairly and showing good sportsmanship at all times. We want students to respect the decisions of officials and staff and to follow instructions first time.
Equality – We try to treat all students with equality to showcase the importance of doing so. We ask students to be respectful to all students/staff. We expect all students to follow rules and instructions and to treat everyone equally with respect.
What do we expect students to get from PE?
  • Our students will gain an understanding of how to maintain a healthy lifestyle.
  • How to be part of a team.
  • How to self manage/officiate.
  • How to problem solve and think creatively.
Implementation: Design, Pedagogy and Assessment
How does learning develop over the five years?
Year 7:

In year 7 we teach the basic skills/tactics/rules of a wide range of different sports and physical activities. Lessons are split into a PE and games lesson a week. In games we cover more traditional sports such as Football, Netball, Rugby, Basketball, Cricket, Rounders. In PE lessons, we cover more individual activities such as Health and Fitness, Trampolining, Badminton, Tennis, Dance and Parkour.

Year 8:

In year 8 we move onto more advanced skills and tactics and a greater level of rule understanding and sportsmanship. More sports choices are also given with the introduction of Handball, Sports Hall Athletics and Outdoor Adventurous Activities.

Year 9:

In year 9 we continue to deliver PE and games lessons but switch the focus towards different leadership opportunities. This builds confidence in our students and gives them experience of leading others, whether as part of a warm up or coaching in games or giving advise to help develop other students performances. This also helps those students wanting to opt for BTEC Sport in year 10, by giving them early experience of leadership before they are assessed in it, as part of the BTEC course.

Year 10/11:

We have selected BTEC Sport in year 10-11 as our option choice to help our students to be more successful, our record of gaining high grades in this course is excellent. In core PE we give students more choice in their activities, to allow more bespoke choices for individual groups, in order to keep engagement higher. This includes further new activities such as Ultimate Frisbee, Flag Football, Tchoukball and Softball. This has been really successful in keeping students interested and engaged in core PE lessons.

How is the timetabled curriculum supplemented or enriched by other approaches to learning?

We offer a huge range of extracurricular clubs and teams. Students wishing to be competitive as well as students wanting to do activities that are more recreational, are fully catered for. We host and take teams to a large number of sports events/competitions. All of these provisions allow our students to further develop their skills and tactics along with life skills, such as communication, team work, leadership, creative thinking, improved self confidence and work ethic.

In what ways does our curriculum help to develop students:

The PE curriculum and further extracurricular options allow our students to develop their:

  • Creativity
  • Self esteem
  • Self confidence
  • Healthy body/mind
  • Independent thinking
  • Learning
  • Team work
  • Leadership skills
Impact: Attainment, Progress, Knowledge, Skills and Destinations
What forms do assessments take? What is the purpose of assessment?

Students are assessed in line with the IWEF progress pathways. Students are assessed across all activities rather than for one specific sport at a time. High performing students will be playing sport both inside and outside of school and leading sessions, leading to BTEC options in KS4 and high final grades. All students can see when they are having clear jumps in their physical progress and understanding of the activities.

How do we know if we have a successful curriculum?

Engagement in lessons remains excellent throughout both Key Stages 3 and 4. We have good engagement in school teams and clubs. Students are playing sport or doing physical activity outside of school. All of these things show us that we have a successful curriculum that tries to meet the needs of all students not just the sports orientated.

How do we support ‘High Attaining’ pupils?

High attaining students are pushed into positions of responsibility to organise and captain school teams or to lead others in PE lessons. They are given the opportunity to select BTEC Sport as an option for years 10-11. Students are also given Leadership opportunities to officiate at sports events hosted at our schools with students from both other primary and secondary schools.