- To deliver a broad, balanced and inclusive curriculum that is challenging yet engaging.
- To stimulate students’ curiosity about the world around them and how it works.
- To equip students with the knowledge and understanding of the scientific ideas that will impact on their personal health, development and growth.
- To develop an awareness of science-related issues that may affect the lives of students, in their contexts and beyond.
- To encourage scientific inquiry, where students are be able to plan, conduct, analyse and evaluate scientific studies.
- To develop scientific reasoning that allows students to explain the occurrence of events, analyse its causes and predict its outcomes.
- To grow cultural capital both within science lessons and through enrichment work by providing students with a range of opportunities, responsibilities and experiences.
- To improve the levels of literacy and oracy by promoting the development, memory and pronunciation of key scientific terminology.
- To improve the levels of numeracy at every opportunity, allowing students to make links across mathematics and science.
- To grow and foster a thirst for knowledge and love for science that ensures that students leave with the best possible grades, which provides them with access to further science-related courses and careers.
- To promote careers in science and other STEM subjects, which would enable students to make a positive contribution to society
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Medium Term Plans
Science SMSC Statement
SMSC and British Values are promoted throughout the KS3 and KS4 Science provision at The Hathershaw College. The subject naturally provides students with a sense of enjoyment and fascination in learning about the world around them, whilst drawing on their use of imagination and creativity. As an example, many of the big scientific ideas are taught through the use of models to allow pupils to visualise invisible concepts such as particles, waves and electricity. When studying cells and digestion at KS3, pupils engage in creating their own models and when using chocolate to model the rock cycle, students also evaluate the use of models.
In addition to this, students regularly engage in practical work in order to develop their scientific inquiry skills and investigate theory in practice. At KS3 our scientists develop familiarity with scientific equipment, methods and how to work safely in the lab. This extends beyond topics specified on the National Curriculum and includes content that is topical and interesting, for example, first aid, aquaponics, forensic science and yearly themes selected during National Science Week. As part of their GCSE Qualification students develop their scientific writing and build on these skills further to confidently carry out and remember Core Practicals such as the rate of respiration in small organisms, separating mixtures and investigating force, mass and acceleration. This often involves group work and discussions, promoting the development of social skills, preparing students for life in the workplace in modern Britain.
There is also a strong focus on developing students morally through ethical debates and reasoning tasks where they must respectfully discuss sensitive topics such as organ transplants, stem cell therapy, selective breeding programmes and IVF. Through these lessons students develop empathy and listen to alternative perspectives. This strand is further explored, when discussing the rule of law respective of drug and alcohol use and misuse. The Healthy Lifestyle unit of study in Year 8, teaches students to recognise the difference between right and wrong and the impact of their choices and behaviours on themselves, others around them and the National Health Service. Furthermore, in Year 9 students reflect on the effect that human activity is having on the planet and deliberate ways to counterbalance the detrimental impact on biodiversity.
Finally, learning in a multicultural context allows our students to appreciate and celebrate a range of cultures that shape their own heritage and the heritage of others. Cultural development is promoted further in Science by acknowledging the contribution of various Scientists from around the world e.g. Dalton, Darwin, Curie and Herschel and the historical context that has influenced the way that theories have developed. Additionally, cultural differences can often influence the extent to which scientific ideas are accepted, used and valued in the classroom e.g. Human Evolution, however this is typically developed into an opportunity for discussion.