Science

At St Egwin’s our Science curriculum is proud to support the values that we have as a church school. We recognise that to some there can be a fragmentation of views between Science and faith but we are proud to explore how this may be true for many but also that many see a clear synergy between the two. We celebrate diversity of opinion and ensure that in lessons there is a culture of acting justly, showing love and respect. We therefore have high standards and ambitions not only from our curriculum design but also from lesson expectations. We believe that this is the best opportunity to allow pupils to flourish and to celebrate their God-given uniqueness.

Spirituality by its definition will be found in many ways and forms. Below are just some typical examples of where it may be found in our Science curriculum:

o Wonder as the basis of science.

o Questions of beginning, creation and evolution.

o Discovering the limits of experimentation.

o Birth, life, death and renewal.

o The universe and beyond.

o Regularity and order in science.

o Beliefs in science and the faith of scientists.

o The impact of scientific achievements.

Science teaching has high ambitions for all pupils by having inclusive, scaffolded teaching to enable all pupils to access the identified key knowledge that we have identified. We pride ourselves on embedding key knowledge within the Key Stage 2 and 3 curriculum that will form the bedrock of future success of pupils in Key Stage 4 and beyond. Our Key Stage 2 is delivered by specialist primary teachers and at Key Stage 3 all teachers teach to their specialism which allows their excellent subject knowledge to be passed on to students. 

We aim to ensure that whilst lessons focus on key knowledge that delivery and strategies help all pupils to love science and understand the amazing role that it plays in our lives for today and the future. Our focus is that pupils love learning about science, respect the wide variety of achievements and views in Science and always endeavour to produce their best work.

The National Curriculum states that:

• The principal focus of science teaching in upper key stage 2 is to enable pupils to develop a deeper understanding of a wide range of scientific ideas. They should do this through exploring and talking about their ideas; asking their own questions about scientific phenomena; and analysing functions, relationships, and interactions more systematically. Topics covered in this year are: Living things and their habitats, animals including humans, evolution, and inheritance, light and electricity.

• The principal focus of science teaching in key stage 3 is to develop a deeper understanding of a range of scientific ideas in the subject disciplines of biology, chemistry, and physics. Pupils should begin to see the connections between these subject areas and become aware of some of the big ideas underpinning scientific knowledge and understanding.

• In science lessons for Key Stage 2, the pupils knowledge is built on from their first school experiences where science may not have been taught as an explicit lesson, this year is used to build on ideas the pupils may already have and to cover any misconceptions that they have. In Key stage 3, science is taught in separate disciplines by specialist teachers. This follows the model set by the feeder high schools. Key stage 3 lessons follow the AQA syllabus adopted by both feeder high schools.

The metacognitive approach (a highly respected evidence-based strategy of helping pupils to know how to learn effectively) to teaching and learning inside and outside of the classroom encourages independent learning and constant progression. For example, in Key Stage 2 we introduce the principles of electrical circuits to pupils and encourage the use of practical equipment so in year 8 they already have confidence with using key terms. This is further built on by studying how electrical circuits work and how to measure current and voltage using a variety of equipment.  This helps pupils to feel that their endeavours are valid and an integral component in their success.

Energy is the essence of the science curriculum at St Egwin’s. Biology is recognising humans as a biological organism and how we fit in the world as an ecosystem, chemistry is the underpinning processes behind the building blocks of life and physics weaves through the core fundamentals of science.

Pupils are encouraged to relate scientific explanations to phenomena in the world around them and to start to use modelling and abstract ideas to develop and evaluate explanations. For example, as part of the Earth 2 topic in Chemistry, students are taught how vital resources are running out and the causes and effects of global warming. Using this information, pupils are able to advise on what practices people should follow to prevent these important issues. This is an important component in identifying and encouraging an ethos of respect.

The knowledge gained in science pursues exploration and refinement. Substantive knowledge moulds our daily lives, learning established facts such as ‘The Earth is the planet that we live on’ is important to be aware of our place in the universe. Whilst disciplinary knowledge such as being able to observe the sun and the phases of the moon, being able to see satellite pictures of space allows pupils to have confidence to use science.

Science Modules

Year 6 modules are labelled differently to the National Curriculum to ensure an easy transition through to KS3 scheme of work

There are no Chemistry Modules in Year 6 as they are not included in the National Curriculum.

Year 6 Science	Year 7	Year 8
Genes 0	Biology	Biology
Organisms 0	Cells	Ecosystems and adaptation
Ecosystems 0	Structure and functions of body systems	Inheritance
Electricity 0	Reproduction	Health and lifestyle
Waves 0		Biological processes
	Physics	Physics
	Forces 1	Forces 2
	Energy 1	Energy 2
	Waves 1	Electricity 1
	Waves 2	Electricity 2
	Chemistry	Chemistry
	Matter 1	Matter 2
	Reactions 1	Reactions 2
	Earth 1	Earth 2