Science

Science Curriculum Intent Statement

“The science of today is the technology of tomorrow.”

We offer a challenging and enriching curriculum that gives students the fundamental constructs to understand our world, whilst still inspiring an ambition in them to want to discover more. Our purpose is for students to leave Tiverton High School equipped with the knowledge and skills they need to evaluate the environment around them, yet still curious to discover more, whether or not they choose to formally continue their science studies beyond KS4. There is a breadth of scientific experience within our community, and we aspire to collaborate with as many local businesses and education establishments as we can, to both support and inspire our students with relevant ‘real world’ science.

Learning is carefully sequenced for progression through both key stages.

Our KS3 curriculum provides students with full coverage of the National Curriculum and has been developed primarily with progression and mastery in mind. We have identified the ‘Key Constructs’ in science that develop a secure and deep understanding of our subject. These key constructs are front loaded in ‘lead lessons’ at the beginning of each KS3 topic to create a secure foundation from which students can build upon and master at KS4. The Key Constructs are then woven through the Learning Journey in a rigorous programme of interleaving to help students apply their knowledge and skills to new contexts.

Our KS4 curriculum is a continuation from KS3. The AQA specification is followed closely to allow students to revisit and develop their competencies in the topic areas studied in years 7-9. Separate sciences are offered to all students, regardless of their ability. A specially adapted course is provided for our more vulnerable and SEND students to allow them to also access the full science curriculum.

Learning to ‘work scientifically’ is a key principle that we incorporate explicitly into the curriculum from year 7 onwards. Strong disciplinary knowledge is fundamental to ensure all students are able to become good scientists. Disciplinary knowledge flows through each year group as students investigate, observe, experiment, test out and think about ideas. As well as developing practical skills, all practical investigations consolidate knowledge, support understanding and encourage students to ask scientific questions. As a department we build upon this by talking, reading and writing about science with students.

Our Assessment programme is s a fundamental part of the learning process and provides students with regular opportunities to reflect on their learning and set personalised and ambitious progress targets. ‘Do Now Tasks’ require students to recall and apply prior knowledge. Checkpoint assessments are mid module tests, addressing the key constructs and allowing students to reflect upon their own learning so far and next steps. Formal assessment takes place at the end of each module. All Schemes of work have ‘Pause lessons’ planned to give teachers and students time to ‘Reflect and Progress’ and address any misconceptions before moving on

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