Science

Confidence

Units will be taught according to the shared dept. schedule. This has been ordered to ensure progression of ideas and firm foundations in key concepts. It deviates from exam board/NC order in some aspects to specifically address some gaps in Chemistry base ideas we have identified in the past and to ensure the start to Physics teaching isn’t overloaded with equations before they have had time to explore algebra in maths. The schedule is intended to build ideas and confidence from Y7 through to Y11. The KS5 schedule follows the order suggested by AQA through year 12 and 13.

Each unit will include –

• a pre-assessed task to support teacher planning and ensure prior learning is sufficient.
• A context setting activity looking at why the subject is important and where it may lead
• Opportunities to attempt, assess, improve and reflect on several pieces of work. (PA, SA, Midway knowledge, TA, Final knowledge and EOTT)
• At least one named investigation with an identified skill to practice
• A comprehension activity
• Trialling a revision strategy and reflecting on its effectiveness as part of a cognitive wrapper approach to assessments.
• A learning journey/topic summary sheet that will be completed as part of the attempt, assess, improve and reflect activities and should then be used to inform revision and activity choice in the confidence weeks.
• Light touch marking with reference to ways to develop the skill being practised in the practical investigation.
• PINS feedback on SA, PA and TA activities that is responded to in green ink.
• Use of thinking maps to structure thinking and support quality extended writing.
• Opportunities to build on relevant mathematical skills identified in each scheme and made explicit in the relevant lesson.
• Key misconceptions (from national strategies document) highlighted to teachers at the start of the scheme.
• A summary of prior learning and what it looks like at the next level.

Ambition

The first lesson in every topic is given over to looking at how this topic fits in to the wider world.

Learners explore 4 careers (that way they do this varies from scheme to scheme). 2 with explicit links to the subject matter and are often STEM careers, the other two careers are chosen as they require skills that are developed in the unit of work and will cover a broad range of roles in a range of different work places.

Additionally time is given in this lesson to consider why the subject is important in the greater scheme of things e.g. why is it important to learn about different energy resources?

Communication

Reading – At least one comprehension activity per unit.

Formality of spoken language – Clear introduction of key terminology and expectation that this is used throughout. Science teachers will not accept vague descriptions and will ask learners to have another go if they are using unscientific terminology or, for example, not using comparators when contrasting sets of data.

Presentation – Use of thinking maps to help structure ideas. Presentation rules in books and challenged when not. Some schemes (when this skill is being developed) include explicit modelling and assessment of choosing and using appropriate ways to present methods, data in tables, data in graphs and findings.

Literacy in written work – Light touch marking of the practical work includes highlighting of incorrect SPAG with an expectation that learners make corrections in green pen.