Science

Each unit within each phase is conceptually driven by an inquiry statement – a broad idea that provides an alternative 3-dimensional approach to learning. These inquiry statements are rooted in timeless cross subject concepts (change, transformation and form); subject-specific concepts (biology physics chemistry) and global exploration concepts, providing an immersive experience of learning to traditionally content-driven curriculums. For example, the pilot unit for year 7 explores ‘Earth as a dynamic system that is constantly changing’ (Inquiry statement). Within this unit, students learn about Earth as a giant natural resource. They are introduced to the structure of the Earth and its composition, natural cycles and the scientific innovations that mankind have been able to pioneer from observation, reflection and experimentation.  However, this is not to be conflated with lecturing and passive learning.  The IB MYP provides a framework that requires students to investigate issues through research, observation and experimentation, working independently and collaboratively. As they investigate real examples of science application, students discover the tensions and dependencies between science and morality, ethics, culture, economics, politics, and the environment. Scientific inquiry fosters critical and creative thinking about research and design, as well as the identification of assumptions and alternative explanations. Through MYP sciences, students learn to appreciate and respect the ideas of others, gain good ethical-reasoning skills and further develop their sense of responsibility as members of local and global communities.

Implementing this curriculum design is the most important factor in its effectiveness therefore we draw on the evidence and best practice to ensure quality teaching through clear direct instructions.  Students are given opportunities to practise retrieving knowledge and recalling information. It draws on cognitive principles for the successful embedding of knowledge in the long term memory.

Our curriculum has been designed as a course of study where our students see the same big ideas throughout their time at LSA, where each encounter with these big ideas increases in complexity and reinforces previous learning.

We also have to see that science is a logical, interconnected web of knowledge, each part of science is connected to every other part of Science, it can be closely like cells and evolution, or through shared foundations like atoms, ions, electrolysis and calculating the charge passing through the electrolysis circuit.  The aim at KS4 is to reinforce substantive and disciplinary knowledge  gained from the MYP curriculum taught in Years 7-9 and to prepare our pupils for the GCSE examinations at the end of year 11.

All KS4 lessons for science follow the same sequence to ensure high quality teaching and learning:

• Retrieval Practice
  All lessons begin with a Do Now activity that is retrieval based. This can be three retrieval questions, or a Google quiz. The aim of these is to aid students to draw on prior learning that is relevant to their learning in the lesson in order to develop their schemas. Retrieval should be embedded into the whole lesson with reference made to prior learning and the importance of links made explicit.
• Direct instruction
  This involves explaining a concept, describing a process, introducing a topic etc using dual coding to reduce the split attention effect. The core focus for the lesson will be covered in this section.
• Modelling, Scaffolding and Worked Examples
  Procedural knowledge will be explicitly modelled to students to support metacognition. Teachers will narrate each stage of their modelling process for example with equations, exam questions  or how to carry out an experiment and use questioning to check for understanding, specifically focusing on ensuring students understand each stage of the modelling process. Promethean boards and /or visualisers will be used to support the modelling process.
• Formative Assessment
  Teachers will check for understanding multiple times a lesson. This may involve cold calling, probing questioning, process questioning, mini white boards, Google forms and choral response. The teacher will use these checks to adapt their lesson as necessary.
• Independent Practice
  Students are given the opportunity to engage with independent practice in the lesson. Teachers must have explicitly modelled their thinking and expectations prior to this. This can involve the use of a variety of tasks, but will include exam style questions to ensure that students are able to apply the core knowledge that they have been taught in that lesson, but also make links to other content.

The aim of the Science team is to:

• Deliver high quality lessons where teachers knowledgeably deliver concepts so  students are engaged, able to acquire the relevant knowledge and develop the skill sets required to succeed at GCSE.
• High quality teaching to ensure that we extend all learners, regardless of their starting points or additional needs to ensure that students make progress.
• Ensure that students progress academically by assessing pupils regularly using formative and summative assessments in order  ensure that areas of weakness are identified and the support that students require so they can achieve the best possible outcomes at the end of their Science GCSE course.
• To ensure that the curriculum is delivered in a way that reinforces previous learning, allowing pupils to make links between the disciplines of science to ensure the best outcomes at the end of KS4.