Introduction
Science is everywhere in today’s world. It is part of our daily lives, from cooking and gardening, to recycling and comprehending the daily weather report, to reading a map and using a computer. The advances in technology and science are transforming our world at an incredible pace, and our children’s future will surely be filled with leaps in technology we can only begin to imagine. Being “science literate” will no longer be just an advantage but an absolute necessity. We can’t escape from the significance of science in our world.
But not everyone understands that, or has been taught to think critically, or been provided with the tools to analyse and test a problem or situation, hence at King Edward VI School, we see studying science as a five year journey which aims to foster within students a passion for the subject. We aim to develop independent enquiry skills and build on student’s natural curiosity, in order to make them more systematic and critical in their approaches to scientific phenomena.
Staffing:
Mrs J Bryant (JMB) Head of Department Physics
Miss A Shaw (AES) Second in Department – Head of Biology T+L Biology
Mrs H Ridgeway (HMR) Assistant Achievement Leader YR7 Biology
Mr R Tyler (RJT) Biology
Mr S Hensley (SDH) Assistant Achievement Leader Biology
Mr J Phillips (JRP) Head of Chemistry T+L Chemistry
Mr K Chohan (KKC) Chemistry
Dr I Williams (IIW) Chemistry
Mr C Fogarty (CWF) Chemistry
Mr B Mills (BBM) Head of Physics T+L Physics
Mr J Mayland Physics
Mrs R Hardy Biology
Mr R Gohil
Overall intent: To inspire students to become more systematic and critical in their approach
The science curriculum aims to prepare our students for their future, giving them the relevant knowledge, skills and competencies required to address various challenges facing the world such a climate change, a shift in thinking of global health and the advancements in Artificial Intelligence.
But not everyone understands that, or has been taught to think critically, or been provided with the tools to analyse and test a problem or situation, hence at King Edward VI School, we see studying science as a five year journey which aims to foster within the students a passion for the subject. We aim to develop independent enquiry skills and build on the student’s natural curiosity, in order to make them more systematic and critical in their approaches to scientific phenomena. Students should be able to know more and do more.
Students will be taught a carefully planned sequence of essential concepts, knowledge, skills and principles which they consolidate, develop, revisit, link together, practise and apply throughout their learning. There are also tasks incorporated throughout the five year journey which enables them to apply and extend their knowledge to familiar and unfamiliar contexts alongside working scientifically.
Embedding literacy
Throughout the course there are ample opportunities for students to practice and improve their literacy skills. Within teaching we ensure high frequency unfamiliar vocabulary are explicitly taught by helping students to understand the root word by splitting it down into their constituent parts. This gives them the confidence to interpret new words when encountered both within science and the wider curriculum. As experienced practitioners we model comprehension skills and promote reading for pleasure.
Encouraging independence
Effective and pertinent practical activities are at the heart of the curriculum here at King Edward VI and we pride ourselves in our ability to effectively deliver them and use every opportunity for the students to improve their independent enquiry skills right the way through the key stages. We feel practical activities support and consolidate scientific concepts, develop transferable skills and build and master practical skills.
Fieldwork and enrichment
There are various enrichment activities depending on the Key stage. At KS3 we tend to organise trips to science fairs to enthuse our students and organise STEM. KS4 Physics will enter the students into the Olympiad and Chemistry enters the Top of the Bench Competition.
Assessment
Students are assessed both summatively on a half termly basis but also formatively using participation in lessons and homework’s. Those summative assessments are recorded on the tracking sheet and are common for all students. The frequency of assessment and homework is reflective of the curriculum time we have with students, with years 7 and 8 having six lessons a fortnight with one/two teachers and year 9 six lessons a fortnight with three teachers.
Curriculum Structure
There are ten big ideas which are taught throughout KS3 and students are given the opportunity to revisit concepts and content taught but in greater depth to improve their mastery of the subject.
Retrieval Roulette
ks4-chemistry double – RR Foundation
ks4-chemistry double – RR Higher
This link is a YouTube clip that it’s creator made to explain how it works How to use the mini-quiz generator – YouTube
Key stage 4
The current curriculum follows the AQA specification for either Separate Sciences or Combined Science. The current specification is a two-year course that comprises terminal examinations. This specification was chosen because it encourages the development of knowledge and understanding in science through opportunities for working scientifically. That theme is woven through the specification and written papers.
Within the Separate Science course for each discipline the students sit two one hour and 45 minute papers which are both worth 50% of the GCSE grade, whereas the Combined Scientists sit six one hour and 15 minute papers each worth 16.6% of the GCSE grade. Regardless of the course all papers consist of multiple choice, structured, closed short answer and open responses. There is also a variety of skills used and examined making it a challenging yet engaging course.
Assessment
At Key Stage 4 students undergo two mock examinations, one at the beginning of the summer term in April in year 10 and in year 11 at the end of the Autumn term in December. These will be past exam papers and the truest likeness to the exams the students will undergo in the summer of year 11. In order to prepare students to answer these, there will be end of unit tests of a similar style and the end of each topic (illustrated above). In addition students will continually be assessed using practise questions throughout the topic and various self and peer assessment used to help students to understand how to attain the highest possible level in answers.
Homework
Students will be set work appropriately depending on the part of the course that is being taught. Most often homework will either be revision for a practise question in class, revision for an end of unit test or for the mocks. However in addition to this, students will be asked to carry out independent research or other smaller tasks based on classwork. They should have at least three pieces of homework a half term of varying length. If they are revising for an end of unit test they should spend at least 3-4 hours doing this, therefore revising for a mock should be reflective of the number of units covered e.g. 3 units in year 10 therefore 9-12 hours. A practice question would only require 30 minutes of revision on average.
Key Stage 5
We currently offer a range of courses here at King Edward VI, these include
AQA Biology
AQA Chemistry
AQA Physics
WJEC Medical Science
Retrieval Roulette
