Science
Intent
The science department are passionate and fiercely ambitious in challenging and enthusing our students, igniting their natural curiosity about the world around them. We are all scientists by nature, and here at JSTC we equip them with the knowledge, skills and understanding (or substantive knowledge) that can be applied to any given situation to describe the world we live in; whether that by explaining how fireworks work, or why you have your grandparents’ green eyes.
We also strive to develop the students logical thinking; the scientific method (or disciplinary knowledge) that underpins all good science, that allows students to be critical thinkers that question the validity of information they are provided by the media.
Also a big part of science are the skills (or procedural knowledge) for success, whether that be the ability to do a calculation of correctly carry a titration.
Science has a central role in today’s society; in developments to improve and respect the world, but also to provide solutions to issues that the planet faces. Here at JSTC we expose students to the responsibilities of science and how they can play a part in it; this is the part science plays in developing students SMSC education within the framework of British values.
Engendering a life-long interest in science and examination success, is a key part of the ensuring all students whatever their ability or background, leave JSTC fully prepared to lead for filled and purposeful lives; this is the deep social justice that JSTC strives to deliver.
Implementation
The Science curriculum 'Learning Journey' is carefully planned and constructed to build on knowledge and skills taught at a previous key stage. JSTC's science curriculum is knowledge driven with skills sequenced throughout that are continually developed and reinforced throughout the 5 years, thus helping students make a smooth transition from each Key Stage and are well prepared for the next chapter of their education, which in turn helps build their resilience.
This is realised by teaching Science that is both engaging and challenging, meeting the needs of all leaners regardless of ability of starting point, and deliver in a practical active manner, using role-play, discussion to draw and build upon prior learning. . The curriculum is delivered to place science in the real-world context and not just a collection of abstract ideas. This enables students to engage with, appreciate and explore science; how it underpins all aspects of our world, but also impacts directly on the technology which enables our current and future society to thrive. With this in mind, cross curricular links are used to reinforce students learning and also enabling students to view their education holistically.
Impact
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Students that are increasingly resilient, independent and curious scientists who ask questions and find things out for themselves.
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Science will be a high profile subject throughout the school.
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Enthusiastic students that are motivated scientific learners.
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Outdoor learning will be utilised where appropriate for science lessons.
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Students that have an awareness of the full range of scientific careers and pathways available to them and will be keen to pursue STEM subjects at secondary school.
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Students will leave secondary education equipped with the science knowledge and skills needed to succeed in their further education.
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Students that interact with an increasingly complex world, seeing themselves a part of it, rather than being an observer, building their science capital regardless of background or future endeavours.
Key Stage 3
Key Stage 3 is taught primarily through the Activate course, building on prior learning, developing knowledge, understanding and practical skills, and is delivered in 2 year, The content is taught through chemistry, biology and physics modules, tbefore embarking upon the Key Stage 4 GCSE course, that is itself taught through distinct chemistry, physics and biology topics.
The curriculum map documents here outline intentions via 'knowledge and skills' and 'cultural capital' and also how we can measure impact, via our varied 'assessment opportunities'.
It is the assumed expectation of many that science develops a students knowledge and skills during their time in school, learning how distillation works, or how to separate a mixture of liquids. The knowledge and skills listed in the documents give a brief outline of these knowledge and skills, they are not comprehensive, but do address the requirements of the key stage 3 and key stage 4 national curriculum, as well as addressing the GCSE specification content, and preparing students for post-16 education and a place as a functioning and informed member of British society, and beyond.
Cultural capital is defined as the accumulation of knowledge, behaviours, and skills that a student can draw upon and which demonstrates their cultural awareness, knowledge and competence; it is one of the key ingredients a student will draw upon to be successful in society, their career and the world of work.
The documents here also state the many opportunities the science department provide to broaden the experiences of students, placing science in a whole world context, thus deepening and broadening their cultural capital, making them better citizens in todays society. An example of this could be teaching students that the model of the atom has changed over time, due to the work and endeavours of many people, or varied nationalities, gender, and background. Another example may be to take an everyday occurrence, such as the melting and burning of a candle, or the awe of a firework and place it in a scientific context, through the 'gaze' of science, thus enabling students to appreciate these occurrences from a scientific point of view. A very significant one, could be the relationship between human activities and the impact upon the world, through such things as use of fossil fuels, climate change, and the impact upon the environment, ecosystems, and human behaviour.
