Curriculum Leader: Mrs D Nayar
- Mrs D Nayar
- Mrs B Smith
- Mr J Rule
- Ms H Savin
- Mr T Mahmood
- Mr T Rosson
- Ms M Sparks
- Mr A Adebiyi
- Ms S Woods
Science is simply common sense at its best.
- Thomas Huxley
In our rapidly evolving world, science is a vital part of our curriculum intention. Science stimulates and excites pupils’ curiosity about phenomena and events in the world around them. It also satisfies their curiosity with knowledge.
The science curriculum at Cove School will develop students into becoming creative thinkers and problem solvers. This is built upon a strong foundation of knowledge, which will allow students to apply this into everyday contexts. Teachers will ensure students are exposed to scientific ideas and practical techniques in lessons and they will be given opportunities to develop and master these.
The curriculum is developed around the concept of the 5 pillars of knowledge. A philosophy that all students have the right to be exposed to the available knowledge around them and this can only be delivered effectively through the classroom environment. The curriculum is broken down into subject content from the AQA KS4 specification which creates a teaching order which uses best use of teaching time. It also allows teachers to focus on making sure knowledge is secure before moving on.
Each lesson has an overarching Big Question and with this a learning intent statement that informs teacher planning and assessment. This statement can be broken down further for differentiation. Each lesson starts with a “Do now task” which include activities from last year and last term, followed by a last lesson (starter) task. Expected prior knowledge is identified and suggested and knowledge check questions are present to be used for formative assessment. Practical activities are also listed, and their curriculum purpose linked to disciplinary knowledge is identified. Finally, the oracy and literacy tasks form a part of most lessons.
The department has a culture of remembering embedded in the curriculum which will continuously allow students to retrieve previously taught material through a variety of activities.
Each lesson will begin with “Do Now” tasks consisting of a minimum of 2 questions retrieving knowledge from more than 2 months ago (last year, last term).
If it becomes apparent that a significant proportion of the class has forgotten some of the knowledge, then this will not be addressed at this moment, unless imperative for the progression of the lesson. However, the teacher will keep a record of these areas and they will be consolidated and revisited during a specific intervention lesson called Science R & R (Rewind and Recap). These will occur once every half term as indicated on the assessment calendar. These gaps will also be targeted through homework activities on digital platforms such as Kerboodle, Tassomai, Seneca and GCSE Pod.
Following on from this there will be further questions as a prior learning check that ask students to retrieve knowledge from the previous lesson, to check for gaps (starter). If gaps are identified this will be addressed at that moment to ensure new knowledge is added to strong existing knowledge. This will be in the form of mini-white boards or low-level exam questions.
Retrieval will also be carried out by students through three main software packages that are designed around spaced retrieval. These are Tassomai, Seneca and GCSE Pod. Specific targets will be set for this each half term on Satchel One.
Disadvantaged students (PP and SEN) will need additional support in accessing some curriculum areas and through Foundation/Higher tier GCSEs this content is reduced for some students. To enable high achievers to develop further, they can take triple science as an option and therefore access more complex and challenging ideas.
Cultural Capital is achieved through rich lesson content, practical work and a range of extra-curricular opportunities such as GCSE Science Live, STEAM and Science Clubs.
At Cove School we measure the impact of our curriculum in the following ways:
- Analysis of formative and summative assessments
- Moderation of student work
- Parental feedback such as parents’ evenings
- Through use of digital evidence (photographs/video footage) that captures pupil voice, pupil work, educational visits, curriculum workshops and competitions.
- Pupil discussions about their learning
At the end of KS3, our students’ children will have developed the range of working scientifically skills necessary to support their transition into GCSE. They will have a rich bank of scientific vocabulary to draw upon and will be able to use this confidently and accurately. By the end of Year 8, our students will have been exposed to a wide range of STEAM experiences, both inside and outside of the classroom and will be aware of some of the potential wide- ranging career opportunities available.
Post GCSE many of our students go onto further education at Farnborough Sixth Form College, where they will study Biology, Chemistry and/or Physics at A-Level. Following on from this a proportion will go onto complete higher-level courses at university.
Course Outline and Structure - Key Stage 4 Exam Board: AQA
The most able pupils will be selected to follow the Triple Science Programme (three GCSE’s of Biology, Chemistry and Physics) and all other pupils will follow the new GCSE Combined Science (9-1) programme. This decision is made during the Spring Term of Year 9 and it is envisaged that pupils will follow these courses for the remainder of Year 9, 10 and 11.
The GCSE Triple Science programme requires a great deal of self-motivated, independent learning by all pupils and study outside of the school environment. Pupils are expected to supplement their own learning by peer and self-assessment, identifying gaps in their own knowledge and skills by using independent study skills to complement their learning at school. Pupils will be assessed by two exam papers at the end of Year 11 for each subject, which means six papers in total for the Triple Science programme.
The new AQA Combined Science course will be taught to all pupils from the beginning of Year 9. This course uses the Department for Education new grading criteria of 9 to 1, assessed through six exam papers at the end of Year 11. The course is examined by terminal assessment which means all the exams will be scheduled at the end of Year 11 and there is no coursework element. The exams contribute to 100% of the final overall grade. The GCSE Combined Science course counts as two GCSE’s, i.e. double award.
Currently we plan to teach the Combined Science Course using the traditional approach of separate Biology, Chemistry and Physics lessons. There is however flexibility in how we deliver the teaching and we will continually review the delivery to ensure the pupils have the best possible opportunities for learning.
Assessment Method - Key Stage 4
Separate Science (Triple)
Biology (8461) – two exams, both 1 hour 45mins.
Chemistry (8462) – two exams, both 1 hour 45 mins
Physics (8463) – two exams, both 1 hour 45 mins
Combined Science (8464)
Biology – two exams, both 1 hour 15 mins
Chemistry – two exams, both 1 hour 15 mins
Physics – two exams, both 1 hour 15 mins
Extra-Curricular Activities / Clubs
- Year 7 Science Club
- STEAM Club
- A variety of trips run throughout KS3 and KS4 including trips to Marwell Zoo, The Science Museum, GCSE Science Live and Oxford University.
Key Websites to support Learning / Useful Resources