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Science Intent
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We sequence our learning in order to build on the skills, knowledge and understanding that pupils secured at Key Stage 2. The Key Stage 3 curriculum sets the foundation for KS4 addressing any prior misconceptions and allowing pupils to confidently use and apply scientific language to their work. We aim to promote a love of learning and advocate for our pupils to aspire to achieve the highest grade possible, ensuring that new learning interleaves previous knowledge. This provides an appreciation of subject integrity and interconnectedness so that pupils can build pathways for themselves that will enable them to explore and fulfil career aspirations.
The modelling of key scientific concepts is used to cement understanding through lesson activities with these models and analogies used to help pupils develop a deeper understanding of abstract scientific concepts. Science teaching promotes both qualitative and quantitative analysis to form theories and scientific methods of enquiry and regular checks are built in for understanding during the lesson to address misconceptions quickly, either for the whole-class or bespoke to individuals. Key to understanding scientific concepts is developing a solid understanding of the wide range of tier 3 scientific vocabulary which are therefore explicitly taught within the context of the lessons being taught.
The aims of the Science Curriculum are to ensure that all pupils:
- develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics;
- develop the understanding of scientific methods and processes through different types of science enquiry which allows them to answer specific questions about the world they live in;
- are equipped with the scientific knowledge required to understand the uses and implications of science today and in the future;
- can access and critique conceptual models and theories to make sense of the observed diversity of natural phenomena;
- understand that change is driven by interactions between different objects and systems and that they occur over distance and over time;
- understand that science is based on hypotheses, practical experimentation, observation, theory development and review;
- know that quantitative analysis is a key element of theories and scientific methods of enquiry.