Curriculum Implementation

The Science curriculum is built upon the foundations of Cognitive Science:  the study of thought, learning and mental organisation.  Wherever possible, what is known about the most effective strategies for learning has been incorporated into the implementation of the curriculum.  This is constantly reviewed and evolves as key developments in educational research are monitored and incorporated.

We work  closely with our key feeder primary schools to understand which areas have been mastered at KS2 so when topics are revisited through the key stages the priority it is to build upon and consolidate prior learning,  ensuring any ‘gaps’ in knowledge are quickly addressed this ensure that the National Curriculum and more is covered.

The curriculum is structured so that topics are taught in a logical sequence in which knowledge and understanding build coherently.  Relevant knowledge from previous topics is revisited and linked to new learning.  The strategies of retrieval practice, spaced retrieval and interleaving, which have all been shown to improve learning, are embedded across the department.  Similarly, specific tasks to improve disciplinary literacy, recently highlighted as a key barrier to learning, are routinely used.

A variety of teaching strategies are used in Science and teachers use their professional judgement to select the most appropriate approach for a given topic and class.

Key Stage 3

Students begin Year 7 with an extensive unit that develops their core knowledge and skills.  Aspects of Science studied include safety, using key equipment, taking measurements and writing scientifically.  These key skills and knowledge form the foundation of their learning and are revisited frequently during key stage 3 and key stage 4.

Students then progress to units on important aspects of Science, such as The Particle Model and Cells, which give them a broad foundation of understanding and prepares them for GCSE Science.

Key Stage 4

Students follow either Triple Science (leading to separate GCSEs in Biology, Chemistry and Physics) or Combined Science (leading to a double award, equivalent to two GCSEs).  Regardless of the pathway followed, all three Science disciplines are studied equally.

Students build on what they have learnt in key stage 3, developing a deeper and broader subject knowledge.  The importance of experimentation in Science is reflected in the emphasis given to the development of investigation skills.

Regular assessment is used to identify misconceptions and areas of weakness, allowing the curriculum to be remodelled to best support the needs of learners.

Key Stage 5

Students have the opportunity to study Biology, Chemistry and Physics at A-Level.  Teachers use their knowledge of GCSE Science to support learners in making the step up to the higher demands of A-Level study.

The experience of Science in the 6^th Form is enriched by numerous extra-curricular activities.  Students are encouraged to complete their own research projects, and this has lead to numerous students achieving Gold and Silver CREST awards in recent years.  Visits to local universities are common, for example to carry out practical work in the undergraduate laboratories or to attend outreach lectures.  Students have also supported the learning of younger students, for example by working with key stage 2 students from a local Junior School.

Further information Curriculum Detail Key stages 3,4 and 5

How we address values and virtues through the Science Curriculum

Science has a broad curriculum spread over the three key subject areas of Biology, Chemistry and Physics.  All of these subjects cover the many ways that Science has helped humanity through innovation and technology impacting directly on the human race or helping to protect the planet on which we live.  They encourage students to ask questions, provide ideas and then investigate to provide answers and solve problems along the way.  In addition, the topics foster an interest in science beyond our planet and to the solar system and universe beyond and encourage students to think about the ethics behind innovation and the impact it can have in relation to catholic social teaching morals.  The themes below are dealt with across all key stages for each subject and during extra-curricular activities.

1. Human Dignity: In Science students are provided with facts about many aspects of technology, medical developments, diet, recreational drugs and the impact that they can have on humans globally. They are taught to look at the decisions that must be juggled when dealing with pros and cons of treatment such as organ transplant.  Not only is the dignity of the patient improved if organ transplant is successful but also the dignity of the family members of the organ donor.  They also learn about STEM cell technology and the ethics involved so that they understand the potential impact.
2. Peace: Teaching in Science has a strong focus on themes that help communities globally. Students learn about countries collaborating to reach agreements on targets such as the release of CFCs impacting on the ozone layer, and more recently the impact of human activity which is causing climate change.  Underlying this work is a desire for countries to reach the same goal and requires Scientists to acknowledge one another’s work and break down barriers that might prevent progress. Students regularly work in small teams during investigations, STEM days and STEM clubs and learn to accept each other’s ideas and recognise the contributions each team member makes towards the end goal.
3. The Common Good: Oaklands encourages all students to become responsible citizens and in Science this is promoted through thinking about themes such medicine and health, energy resources, water treatment and planet Earth and its finite resources. Students reflect on the differences between developed and less developed countries and how Scientists can develop technology that allows populations in both to access a better future.  In Biology students learn about developments in medicine such as hygiene, antibiotics and vaccines that have made a big huge difference to the common good of populations around the world.  In Chemistry student learn ways to make potable water and also how to treat waste sewage water so that it is safe for release into the environment.  They also look at the life cycle of products and processes and how to make them more efficient including the philosophy of reduce, reuse and recycle.  In Physics students learn about how we generate energy and ways to make this more sustainable for future generations.  In addition, students in STEM clubs engage in competitions such as the Climate Change competition and develop ideas as part of CREST awards to make processes more efficient or generate energy using up and coming technology.
4. The Option for the Poor and Vulnerable: In all Science subject areas, students consider the difficulties that poor and vulnerable people and populations might have accessing technology that will improve their lives.  In Chemistry they consider how biofuels can be made in a more affordable way as well as exploring options to fertilise land if modern chemicals cannot be purchased.  At an early stage during year 7 students link the need to reduce landfill to the transition text book TRASH that they study in English and learn about the vulnerability of young people living in poverty who survive by scavenging through waste.  Similarly, students are invited to reflect on this when discussing our sister school on Korogocho, similarities and differences in their lives, fostering a desire to reach out and help those people.  In Biology students consider poor and vulnerable populations who cannot access medicine easily and they learn about some of the specific diseases that arise as a result of poor diet or hygiene and how to treat them.  In Physics, students are encouraged to learn about engineering technology that can be adapted and/or made cheaply so that poor and vulnerable communities are not left behind.
5. Dignity of Work: Students learn about the history of Science and particular Scientists that made breakthroughs despite adversity. In many cases their work was not taken seriously by their peers and they did not get recognition until a subsequent discovery was made that proved their theories correct.  A good example of this was Gregor Mendel a monk who laid down the research for modern genetics and what we refer to as recessive and dominant alleles by studying garden peas.  Despite the doubts of others, these Scientists maintained their dignity and conviction in their beliefs.
6. Solidarity: Science is responsible for many inventions and discoveries which if used correctly can improve health and ensure a sustainable future from everyone. Students learn about the responsibility that we have to ensure that Science is used for good.  In Biology students learn about the history of Thalidomide and the impact that it had on unborn children when used for the wrong application.  They learn about organisations such as WHO, FDA and MHRA and the solidarity that they represent in ensuring Science is used for the good of the human race.  A more recent example of this that is discussed in Science lessons is the Corona Virus pandemic and the way that countries and Scientists around the world collaborated for the greater good.
7. Care for God’s Creation:  There is an element of wonder and awe in all Science topics but particularly those that deal with planet Earth and the universe beyond. They all encourage students to reflect on they way they impact on God’s creation but also to think about what they can do to preserve it.  In Biology, students are encouraged to think about the ways that animals, plants and insects co-exist while studying food chains, webs and ecosystems.  They investigate the impact on those as a result of changes in the environment and learn how organisms adapt to survive those changes or sadly become endangered/extinct if they cannot.  In Chemistry students learn about the how Earth’s atmosphere has evolved to support life and the impact of pollutants on the planet and its inhabitants.  They also learn about the elements on Earth through knowledge of the Periodic Table.  In Physics students study formation of the universe, the solar system, Earth and its moon learn how to explain the wonder of tides, phases of the moon and force of gravity.

To increase a student’s understanding of Catholic Social Teaching

The very nature of Science encourages students to challenge, analyse and evaluate current ways of thinking or theories.  Students are encouraged to make decisions for themselves and to have the courage to follow their own convictions.  This is fostered through STEM clubs and curriculum days where students can work on individual or small team projects with support from Science teachers.  When engaging in CREST awards, students must think about how their project relates to the common good and improve lives in society around us.  All lessons encourage open discussion so that even an incorrect answer to a question might open up a line of enquiry that could solve a different problem.

Assessment and feedback

A fundamental aspect of effective teaching and learning is providing high quality feedback that supports learners progress.  In Science, this happens in a variety of ways and learners’ receive extensive feedback frequently.  This is often whole class feedback, an efficient and effective strategy where a common problem or misconception is addressed verbally with the whole class.

Students are assessed each half term by completing tests that target the most important skills and knowledge.  These tests are written within the department and form a key part of the curriculum, as careful analysis of performance is used to adjust future teaching and learning.  This analysis of performance identifies gaps in knowledge as well as strengths and weaknesses in specific question types, such as recall, literacy and understanding.  A key feature of our feedback policy is to address learning needs identified in these tests during ‘follow-up’ lessons.  In this way, teacher feedback is focused and leads to real improvement.

Assessment is a vital tool used to shape our curriculum.  All students complete a test each half term, the results of which are carefully analysed to provide each student with a breakdown of their progress in terms of literacy, numeracy, knowledge, understanding and application.  Teachers routinely use this analysis to tweak the curriculum, ensuring time and effort are focused on the most relevant areas for each class.

Extra Curricular and Cultural Capital

During our delivery of the curriculum, teachers  will regularly link knowledge and skills to current world events, to important scientific breakthroughs and to future plans. This provides an opportunity to place knowledge and skill within and intellectual moral and social field. This will sometimes provide a vehicle to explore how the study of Science and other subjects can link to future careers.  This in turn makes Science more  relevant and engaging for students whilst enriching their cultural capital.

Enrichment activities, that are available to all students, often provide tangible links between the knowledge developed in science and practical applications. An extensive range of extra-curricular activities are offered within the department.  These include visits (such as to the ‘Big Bang Fair’ and Clanfield Observatory), competitions (such as the Royal Society of Chemistry’s ‘Top of the bench’) and clubs.  Many students attend lunchtime and after school clubs in which they extend their knowledge and experience of Science, often achieving CREST awards.

Development of Literacy through Science

The language of Science is challenging, with the use of uncommon, technical vocabulary commonplace.  Literacy skills are specifically and frequently targeted to boost students’ confidence when communicating in the subject.

Science department strategies include:

Disciplinary literacy

• Dialogic talk and discussion is important in Science lessons.  Students are frequently given the opportunity to talk through their ideas and questioning is used to both gauge and extend understanding.
• A variety of strategies are used to develop reading, including comprehension tasks and whole class reading.  Keywords are routinely highlighted and their meaning addressed.
• The conventions of writing in Science vary from the use of formulae and mathematical notation to the reporting of investigations.  These conventions are taught throughout the curriculum and students are frequently given the opportunity to practice writing appropriately.

Giving students the ability to read complex academic texts

• Reading subject specific complex academic text as part of normal lessons, for example using textbooks and other written resources
• Providing articles relevant to the area of study either to the class or to individual students
• Breaking down complex paragraphs in academic work to improve understanding
• Summarising
• Chunking complex material into discrete parts
• Pairing students so they work together to develop understanding
• Help students understand the purpose and audience for academic works
• Flip learning

Targeted vocabulary instruction

• Targeted reading
• Focus on accuracy of vocabulary specific to the subject
• Asking students to explain words in a complex task
• Revisit complex vocabulary
• Deconstruct subject specific vocabulary before it is used