Head of Science: Mrs K Tall (ktall@swr.gloucs.sch.uk)

Second in charge of Science: Mr N Radcliffe (nradcliffe@swr.gloucs.sch.uk)

Intent:

Sir William Romney’s Science Faculty aims to stimulate curiosity, interest, and enjoyment of science in all our students regardless of their starting point or background.

To achieve this, we will:

• provide engaging, inclusive and enriching science lessons which allow students to understand a body of scientific knowledge which will serve them in their future lives.

• deliver an effectively sequenced curriculum to allow students to develop a mastery of the relevant substantive and disciplinary scientific knowledge and offer opportunities to revisit concepts so students become fluent and confident in this knowledge.

• ensure that practical work is integral to all students’ experience of science.
• maintain varied extra-curricular and enrichment opportunities so students can experience scientific learning outside the classroom.
• expose students to a broad variety of potential STEM career options and introduce scientists from diverse backgrounds.

• use science education as a medium to develop wider skills needed for life, work and further education including the ability to work as part of a team, be tolerant of other people’s views, be confident self-managers and resilient learners.
• support students to become scientifically literate citizens that can critically analyse questions or claims made in the press.

Implementation:

• In year 9 students follow one of two routes. Students working towards the highest grades will follow a bespoke transition course to introduce some fundamental ideas needed for GCSE study. For example, the chemistry component focuses on the concrete ideas of reaction rates and carbon chemistry which will help support abstract thinking when introduced at KS4. Students who may find the transition to GCSE a little more challenging will study the AQA Entry Level Qualification as this course structures their learning in a way which makes the transition to GCSE easier, supports their development of scientific and investigative skills and gives a high level of success through the assessments. To enrich learning, all students take part in extracurricular activities as part of British Science week.

Faculty staff work collaboratively to develop and sequence the curriculum but freedom is given within the classroom to allow teachers to develop their own style and to adapt the lessons to meet the needs of all of their students. The general guidelines below however outline some features of outstanding lessons in the science faculty:

• Learning outcomes are shared and explained.  These are referred to and developed during the lesson. Students understand what they are learning, why they are learning it, how it relates to what they already know and how they may use this learning in the future.
• Lessons start with a short starter, or ‘do now’ activity the purpose of which can either be to provide a stimulus for new work or as retrieval practice from previous learning.
• Tasks are knowledge rich with staff modelling good practice and worked examples. Opportunities are given to stretch learning beyond the curriculum when appropriate.
• Discussion work extends beyond closed questions. Pupils are encouraged to justify and explain their scientific thinking. Students are asked questions during cold calling to engage everyone.
• Practical work is meaningful and impactful. It is important that new knowledge or skills are developed and that tasks are intellectually challenging.
• Students have regular opportunities for reflection and improvement (DIRT work) through peer and self-assessment. Following assessments, time is given to reflect and set targets based on their outcomes.
• Pupils’ interest is stimulated by teaching scientific concepts in familiar contexts and related to everyday applications. As pupils become more confident, they are challenged to solve problems in more unfamiliar contexts.  All lesson tasks are matched to the ability of the pupils. Such tasks are stimulating and challenging with consideration given to the range of cognitive ability within the group. Challenge is appropriately set just beyond the students’ comfort zone to help promote progress.
• Lessons end with a plenary. This is used to recap learning, revisit objectives or to assess students’ learning to help inform planning of future lessons.