Science Curriculum Overview
Curriculum Aim & Intent
Aim
Here at Southmoor Academy, we aim to securely equip all of our students for life beyond school as successful, confident, responsible and respectful citizens. We believe that education provides the key to social mobility and our curriculum is designed to build strong foundations in the knowledge, understanding and skills which lead to academic and personal success. We want our students to enjoy the challenges that learning offers.
Our aims are underpinned by a culture of high aspirations. Through developing positive relationships, we work towards every individual having a strong belief in their own abilities so that they work hard, build resilience and achieve their very best.
Intent
We aim to provide a high-quality science education that provides the foundations for understanding the world through the disciplines of biology, chemistry and physics. Science is changing our lives and is vital to the world’s future prosperity, and all students should be taught essential aspects of foundational knowledge, methods, processes and uses of science. Through building up a body of core knowledge and concepts, pupils are encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. They will be encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes.
The curriculum aims to ensure that knowledge is taught to be remembered, not encountered. The curriculum embraces learning from cognitive science about memory, forgetting and the power of retrieval practice. Knowledge for each unit is planned vertically and horizontally, giving thought to the optimum knowledge sequence for building secure schema.
The curriculum aims for pupils to:
- Develop scientific knowledge through the disciplines of biology, chemistry and physics;
- Develop understanding of the nature, processes and methods of science through different types of scientific enquiry that help them answer scientific questions about the world around them;
- Develop and learn to apply observational, practical, modelling, enquiry, problem solving and mathematical skills, both in the laboratory, in the field and other environments;
- Develop their ability to evaluate claims based on science through critical analysis of the methodology, evidence and conclusions, both qualitatively and quantitatively.
Throughout our programmes of study, every attempt is made to make explicit links to careers and the world of work. In addition to subject specific links, we aim to explicitly reinforce the skills and aptitudes which support employers say are important in the workplace;
- Resilience (Aiming High Staying Positive Learning from Mistakes)
- Collaboration (Teamwork Leadership Communication)
- Creativity (Originality, Problem Solving, Independent Study)
The British values of democracy, the rule of law, individual liberty, and mutual respect of those with different faiths and beliefs are taught implicitly and reinforced in the way in which the school operates.
Brief Overview of Curriculum Content for Each Term
| Autumn term | Spring Term | Summer Term | |
| Yr 7 | The Skeletal and Muscular Systems Cells and Organisation Particle Model Pure and Impure substances Speed Gravity | Relationships in an Ecosystem Reproduction Acids and Alkalis Metals and Non-Metals Potential Difference and Resistance Calculation of Fuel uses and Costs in the Domestic Context | Inheritance Reproduction Earth’s Structure Beyond the Atmosphere Sound Light |
| Yr 8 | Gas Exchange Systems Nutrition and Digestion Atoms, Elements and Compounds The Periodic Table Contact Forces Pressure | Cellular Respiration Photosynthesis Types of Reaction Chemical Energy Magnetism Energy Changes and Transfer | Inheritance Genes Climate Earth’s Resources Heating and Cooling Wave Effects & Properties |
| Yr 9 | Cells Skill Building Atoms & The Periodic Table Energy & Energy Resources | Organisms Skill Building Chemical Bonding Electricity | Revision Skills Practical Skills Electricity |
| Yr 10 | Infection & Response Bioenergetics Chemical Changes Quantitative Chemistry Electricity Particle Model of Matter | Homeostasis & Response Energy Changes The Rate & Extent of Chemical Changes Atomic Structure Forces | Inheritance Variation & Evolution Organic Chemistry Forces Waves |
| Yr 11 | Homeostasis & Response Inheritance, Valuation & Evolution The Rate & Extent of Chemical Changes Organic Chemistry Forces Waves | Ecology Chemical Analysis & The Chemistry of the Atmosphere Chemistry Using Resources Magnetism & Electromagnetism | Revision & Exam Technique |
How Our Curriculum Caters For SEND Students
How does our Curriculum cater for students with SEND?
Southmoor is an inclusive academy where every child is valued and respected. We are committed to the inclusion, progress and independence of all our students, including those with SEN. We work to support our students to make progress in their learning, their emotional and social development and their independence. We actively work to support the learning and needs of all members of our community.
A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made that is additional to or different from that made generally for other children or young people of the same age. (CoP 2015, p16)
Teachers are responsible for the progress of ALL students in their class and high-quality teaching is carefully planned; this is the first step in supporting students who may have SEND. All students are challenged to do their very best and all students at the Academy are expected to make at least good progress.
Specific approaches which are used within the curriculum areas include:
- Direct reference to strategies recommended in a pupil passport EHCP.
- Seating plans to allow inclusion
- Use of differentiation in lessons including challenge and support, differentiated tasks and differentiated reading materials.
- Where possible, use of additional support from adults is planned and communicated in advance.
- Intervention strategies are used when required.
- Written and verbal feedback to stretch and support pupil progress.
- Ensure all resources are accessible to all pupils
- Homework tasks to promote literacy and independent study.
- Use of data to support planning
- Group work
- Questioning and class discussion
How Our Curriculum Caters For Disadvantaged Students
How does our curriculum cater for disadvantaged students and those from minority groups?
As a school serving an area with high levels of deprivation, we work tirelessly to raise the attainment for all students and to close any gaps that exist due to social contexts. The deliberate allocation of funding and resources has ensured that attainment gaps are closing in our drive to ensure that all pupils are equally successful when they leave the Academy. More specifically within the teaching of Science, we:
- Provide targeted support for underperforming pupils;
- Use data to identify gaps and underperforming pupils;
- Discuss strategies and implement these in order to address pupils needs;
- Provide knowledge organisers for all pupils to support with essential, core, substantive knowledge;
- Ensure homework is accessible and where needed resources and support are provided outside of lesson time;
- Provide revision materials to pupils to reduce financial burdens on families.
- Purchase of online revision resources (Seneca Premium) and publication of all teaching resources on Teams.
- Provision of paper revision resources and booklets so that students who have poor attendance have access to core knowledge which has been delivered.
