The structure and resources for our 5 Year Science programme are from the White Rose Education Science curriculum. The overview is provided here.
Science at KS4
Our Yr10 and Yr11 pupils will be working towards the AQA GCSE in Physics, below are the topics they will cover…
Science at KS3
Pupils are taught basic investigation processes as part of Scientific Inquiry [Sc 1]. Pupils are given the opportunity to use apparatus and equipment for experimental purposes under controlled supervision. The focus is on the ability to develop teamwork as well as understanding the scientific processes. These investigations have relevance to the required core practicals on the Physics GCSE syllabus which we deliver at KS4.
Pupils are introduced to the basic concepts of modules of GCSE Foundation Level Physics:
- Forces
- Electricity
- Matter
- Energy
- Waves
Rationale
To physically engage pupils in scientific inquiry is key to pupils gaining a positive attitude to Science. Learning by doing and having positive experiences in the process are key to this approach.
The learning environment is unique and offers the opportunity for pupils to gain an understanding of scientific enquiry through a combination of practically based programmes of study.
The approach to teaching Science at Key Stage 3 is based on the research work carried out an Oxford Brookes University; a research project with 16 primary schools in 2002-04. It found that the following approach led to increased pupil engagement and more achievement: more questioning; deeper thinking; more discussion; less writing and more practical activity. In 2003-04, teachers from this project worked with secondary colleagues to identify good practice for primary to secondary transition and to trial the project strategies in Key Stage 3.
Funded by the Education Endowment Foundation (EEF) TDTS (Thinking Doing Talking Science) was developed and evaluated during 2013 -15 with 42 Oxfordshire primary schools in an efficacy trial. The EEF invests in evidence-based projects that focus on tackling the attainment gap. The TDTS efficacy trial was evaluated by the Institute for Effective Education at the University of York.
The results for this trial showed that overall, Year 5 pupils in schools using TDTS approach made approximately three additional months’ progress in Science. The programme had a particularly positive effect on girls and on pupils with lower prior attainment (4 months’ progress) and there were indications that the approach had most impact on pupils eligible for free school meals (5 months’ progress). As a result of this success and to research the further approach, the EEF funded the larger randomised controlled trial [the effectiveness trial] to see if the strategies could be shared both effectively and more widely through a “train -the- trainer” model.
TDTS project [funded by the Education Endowment Foundation]
“Thinking Doing Talking Science focuses on the development of cognitively challenging practical and interactive science lessons. Teachers enable their pupils to think and talk about scientific concepts through dedicated discussion times and they provide pupils with a wide range of opportunities for creative investigations and problem-solving.”
