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Curriculum Statement

Core Values

Our curriculum is underpinned by our core values;

Respect
Integrity
Trust
Diligence
Fearless
Driven

Curriculum Intent

To offer all students the opportunity to develop practical and critical thinking skills through a mixture of research, experimental and teacher led learning.

To offer students support and challenge to build resilience.

To develop an appreciation of the Scientific method and an understanding of the importance of evidence to allow students to make informed decisions both now and in the future whilst representing protected characteristics equally through a wide range of people of influence.

Secure developments and achievements…

Differentiation

Essentially assessment for learning

Behaviour for learning

Prepare students for “life beyond Pewsey Vale”

Exposure to current scientific ideas

Exposure to eminent scientific professionals

Critical thinking skills and use of the scientific method

Promote active community involvement

Offer extracurricular opportunities for personal development

Link ideas to awareness of national and global issues

 

Planning Documentation - Term 1 & 2

Year 7 Energy Learning Journey 

Year 7 Classification and cells Learning Journey

Year 7 Particles and Matter Learning Journey 

Year 7 Forces Learning Journey 

Year 7 Life Learning Journey 

 Year 8 Environment Learning Journey 

Year 8 Light Learning Journey

Year 8 sound Learning Journey

Year 8 Materials and Substances 

 Year 8 Space Learning Journey 

Year 8 Microbes Learning Journey

Year 9 Genetics Learning Journey

Year 9 Metals and Acids 1

Year 9 Metals and Acids 2

Year 9 SPAM 1

Year 9 SPAM 2

 

Planning Documentation - Term 3

Year 7 Acids Learning Journey 

Year 7 Body Systems Learning Journey 

Year 7 Electricity Learning Journey 

Year 8 Body Systems Learning Journey 

Year 8 Geology Learning Journey

Year 8 Magnetism Learning Journey

Year 9 Energy & Electricity

Year 9 Photosynthesis

Year 9 C1 Fundamental Learning Journey 

Year 9 Genetics Learning Journey 

Year 9 Metals and Acids Learning Journey page 1

Year 9 Metals and Acids Learning Journey Page 2

Year 10 B4 Learning Journey

Year 10 B5 Learning Journey 

Year 10 C4 Learning Journey

Year 10 C5 Learning Journey 

Year 10 P3 Learning Journey

Year 10 P4 Learning Journey 

Year 11 B6 Learning Journey 

Year 11 B7 Learning Journey 

Year 11 C10 Learning Journey 

Year 11 C8 Learning Journey 

Year 11 C9 Learning Journey

Year 11 P7 Learning Journey 

Year 11 P8 Learning Journey 

 

Planning Documentation - Term 4

Year 7 Acids Learning Journey

Year 7 Body Systems Learning Journey

Year 7 Electricity 

Year 8 Heat Transfer Learning Journey

Year 8 Microbes Learning Journey

Year 8 Space Learning Journey 

Year 9 B1 Cells Fundamentals Learning Journey

Year 9 C1 Fundamental Learning Journey

year 9 Photosynthesis Learning Journey 

Year 10 B5 Learning Journey 

Year 10 C6 Learning Journey

Year 10 P4 Learning Journey

 

Curriculum Implementation 

Through Transition

Year 5 Gifted and Talented afternoon – “Observation”.

Year 6 Transition – “Bunsen Burner Operatives”.

Skills Topic at the start of Year 7.

KS2 Baseline test on entry.

Through Nurture Provision (Individual Needs)

Use of Differentiation including scaffolding, seating plans, by outcome, teacher support etc.

Assessment Matrices.

Study Units.

Tier of Entry.

Selection for 2 or 3 Separate Sciences.

Through Enrichment

Revision classes during the holidays and after school.

Science Live trip.

Ensuring range of practical activities.

Year 7 Trip

(Possible cross curricular links with Geography trips)

Through Teaching, Learning & Assessment

Through KS3 a broad and balanced range of topics covers the 3 main disciplines up to year 9 when we use a more theme based approach to focus on the three main Fundamentals – Cells, Atoms and Energy in readiness for the transition to GCSE. Assessment is via Homework, class work, Criteria Based Tasks and synoptic testing to identify and fill gaps.

At KS4 we offer Triple Science at both Higher and Foundation tier to encompass all learners of all abilities with the options for some pupils to focus on two rather than three disciplines.

Through promoting Literacy

Literacy sheets with Tier 3 scientific language are used at the front of books/folders and are referred to during lessons. Tier 3 language is displayed both in the classroom and identified in the Key words section on powerpoints with lesson content. When marking, literacy such as spelling and grammar mistakes are responded to. This forms part of the DIRT strategy to improve the quality of written English across the school.

Through homework

The use of Homework is to embed and consolidate the work covered during lessons.

The use of Homework is to allow revision prior to assessment.

The use of Homework in preparation for forthcoming lessons.

Curriculum Impact

The impact of the school’s curriculum is measured through several means:

  • Outcomes for students at GCSE in Y11
  • Progress and attainment data for current year groups
  • Destinations data
  • Attendance data
  • Behaviour logs
  • Engagement in enrichment activities
  • Student voice
  • Progress towards the Gatsby benchmarks
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