Science

Curriculum Statement

Intent

The intention of the Science Department is to provide a well-rounded and fulfilling science education to all the students at Regents Park Community College.  We aim to instil a love of science, the natural world and a thirst for learning, building on the education that students receive at primary school and preparing them for their futures.  We aim to not only ensure that our students are ready and equipped to study scientific disciplines in the future but they have a broad and balanced scientific knowledge base applicable to their forthcoming lives.  Students will have an understanding of scientific evidence and how to critically evaluate the information with which they are presented throughout their education and lives.  This includes building numeracy skills and a broad range of tier three scientific language and vocabulary.  The Science curriculum offer has been designed to support learning of all abilities, stretching the most-able and supporting students with SEND.

 

Implementation

All students receive lessons in the three foundation scientific principles: Biology, Chemistry and Physics. The curriculum is mapped from Year 7 to Year 11 and is designed to build on prior learning.  The Science Department have written bespoke schemes of learning for both Key Stage 3 and Key Stage 4 curriculums.  In Years 7 and 8 students have four lessons per week and in Years 9, 10 and 11 this increases to five weekly lessons.  The AQA specification is followed in both Key Stage 3 and 4 and schemes of learning follow AQA guidance to ensure students are prepared, as best as possible, to sit final examinations.

All students at Regents Park study the separate science specification, giving them a specialised experience of science and the best opportunity to achieve GCSE success.  The Chemistry GCSE is taken at the end of Year 10 and both Biology and Physics GCSEs at the end of Year 11.  The structure of the science curriculum is an integral part of the schools EBacc offer and gives all students, regardless of their starting points, the chance to succeed academically.

To support the progress of all students, resource materials are uploaded to Google Classroom regularly.  Homework is an essential part of the science curriculum offer and every student has access to the low stakes testing software Tassomai.  Tassomai is an intelligent online learning program which helps students at all levels achieve outstanding results.  Using Tassomai builds knowledge, boosts confidence and reduces exam stress.  Content is broken down into bite sized chunks and tailored to each user, as Tassomai’s intelligent algorithm works out what students know and where they need to focus their efforts.

 

Impact

Student progress is measured using multiple methods of high stakes and low stakes assessments.  This begins at the start of Year 7 and continues throughout students’ time at Regents Park.

The first topic in Year 7 (How to be a Scientist) includes a baseline assessment produced by AQA.  From this a clear indication is given of students’ starting points and knowledge levels.  All students complete low stakes assessments in their assessment journals on a fortnightly basis.  This is then marked by the classroom teacher with the expectation that students action the teacher’s feedback during designated lesson time.

In Key Stage 3, students sit end of term assessment covering whichever Biology, Chemistry and Physics topics they have learnt that term.  In Key Stage 4 students complete end of unit tests which are produced using AQA exampro to ensure the questions are reflective of those on the GCSE exam papers.  Results from all tests are recorded centrally and are monitored by both the Curriculum Leader and Assistant Curriculum Leaders.  Students in Key Stage 4 complete mock and pre-public examinations.  The Curriculum Leader and Assistant Curriculum Leaders - in conjunction with all department members - monitor assessment journals regularly throughout the academic year.  Lessons are evaluated during formal lesson observation by the Curriculum Leader and members of the school’s Senior Leadership Team.

The Curriculum Leader meets with a linked member of the leadership team every fortnight.  Assistant Curriculum Leaders are invited to these meetings periodically to present current projects and interventions as a way of monitoring the work of the Assistant Curriculum Leaders.  The Curriculum Leader presents the department position to the full Senior Leadership Team three time an academic year.

Creativity