Science and Technology
Welcome to Science and Technology.
big ideas final e21c biology.pdf
big ideas final e21c chemistry.pdf
big ideas final e21c physics.pdf
Science
SCIENCE CURRICULUM STATEMENT
Our curriculum aims to enable all young people to become:
a. Successful learners who enjoy learning, make progress and achieve
b. Confident individuals who lead safe and healthy lives
c. Responsible citizens who make a positive contribution to society.
At Spires Academy, we believe that Science provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. Students must realise that science has changed our lives and is vital to the world future prosperity and survival.
SPIRES ETHOS: RESPECT, RESPONSIBILITY AND RESILIENCE
In science we develop respect by:
- looking after the environment for future generations.
- using all the resources carefully, ensuring energy is fully understood and then conserved.
- Practical work will be done by working together, listening to instructions and listening to all points of view.
In science we develop responsibility by:
- ensuring our young scientists become responsible citizens and become excellent safe workers in our laboratories.
- looking after our environment and resources.
In science we develop resilience by:
- students will be able to adapt to difficult, challenging problem solving.
- work hard at solving longer 6-mark problems.
- produce repeatable, accurate and precise results from practical work.
whole school intent: inclusive
In science we ensure our curriculum is inclusive by:
- allowing all students to access foundation and higher criteria. The final decision on tiers will be taken in the final year of year 11 after the second mock paper.
- Explicitly teaching Tier 2 and 3 vocabulary to develop students’ literacy and academic confidence.
WHOLE SCHOOL INTENT: focused
It is focused because it divides into the key subject areas of biology, chemistry and physics, which are then further divided into key topics. In science we identify powerful knowledge by identifying the key big ideas. These will continue to repeat and build over a 5-year programme. All pupils will be taught the knowledge, methods, processes and uses of science. They will build up key knowledge and concepts, which will allow students to explain and develop a sense of excitement and curiosity about the wonders of the world. Students will need to understand how science can be used to explain what is happening, predict how things will behave, and analyse causes.
By clearly identifying the powerful knowledge in each unit, teachers can ensure that their teaching and assessment is focused on the content that makes the biggest difference. We share this with students and their families using Knowledge Organisers:
Year 7 Science Knowledge Organiser
Year 8 Science Knowledge Organiser
Year 9 Science Knowledge Organiser
Year 10 Science Knowledge Organiser
Year 11 Science Knowledge Organiser
WHOLE SCHOOL INTENT: sequenced
In science we sequence our curriculum using big ideas. This means large areas of knowledge are broken into smaller chunks, with intervals of time between them, to improve pupil learning and recall.
All lessons are carefully sequenced and coherent to allow the building up of big ideas eg. Cells basic structure in year 7, then more detailed functions in year 10. This allows the key foundations of science to be taught and then built upon during a 5-year journey.
Students follow the explorer science programme, which develops a deeper understanding of key scientific ideas in biology, chemistry and physics. Students should begin to see connections between the subject areas and become aware of the big ideas. The science curriculum continues to build upon and deepen scientific knowledge and understanding of ideas by following Edexcel combined science. This allows students to achieve 2 GCSEs.
WHOLE SCHOOL INTENT: coherent
In science we ensure our curriculum is coherent by the use of Big Ideas that underpin all the learning in our subject. Each lesson is linked to a Big Idea, shared with the students at the start of the lesson, so they can call on prior learning and understand where each lesson fits within our curriculum.
Our Big Ideas are:
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Biology |
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Big ideas |
Cells are alive |
Bodies are systems |
Organisms are inter-dependent |
Ecosystems recycle resources |
Characteristics are inherited |
Species show variation |
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Chemistry |
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Big ideas |
Structures determine properties |
Reactions rearrange matter |
Elements show trends in physical and chemical properties |
Earth systems |
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Physics |
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Big ideas |
Forces predict motion |
Fields produce forces |
Energy is conserved |
Electricity transfers energy |
Radiation transfers energy |
ks4 qualifications
Key stage 4 continues with the process of building upon and deepening scientific knowledge and understanding of ideas. Students follow Edexcel combined science. This allows students to achieve 2 GCSEs. They follow a programme.
Year 9 - Students begin B1, C1 and P1 topics and their core practicals at Christmas.
Year 10 - Students complete B1, C1 and P1 topics and their core practicals
Year 11 - Students complete B2, C2 and P2 which incorporates a detailed revision programme, physics equations, core practicals and revision mock exam papers.
enrichment opportunities
- STEM Club activities
- Links with Kent University, Christ Church University, Ogden Trust Physics
- Science Museum Trip
- Thorpe Park (Physics) Trip
- Science ambassadors supporting KS2 science curriculum
- Science careers event
progression routes
1. College or Sixth forms to study level 3 A-Levels in biology, chemistry and physics.
2. College or Sixth forms to study BTECs in science.
3. Apprenticeships in science related jobs e.g. Technicians
Design Technology
DESIGN & TECHNOLOGY CURRICULUM STATEMENT
Design and Technology at Spires Academy is an inspiring, rigorous, and practical subject. Using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others needs, wants and values.
spires ethos: respect, responsibility and resilience
In Design and Technology, we develop respect by:
- Making sure the pupils know how to respect each other’s work and workspace, we also make sure the students follow a strict health and safety guideline for their own and others safety.
In Design and Technology, we develop responsibility by:
- Pupils need to be responsible for their health and safety, their work, arriving on time and making sure they tidy away safely
In Design and Technology, we develop resilience by:
- Design and technology is a subject that thrives on things going wrong. The pupils will need to develop resilience to make changes and improve choices throughout the iterative process.
whole school intent: inclusive
In DT we ensure our curriculum is inclusive by:
- Scaffold by personalising the learning based on individual student need
- In DT a lot of our tasks are based on the outcome. We will have different practical expectations of the student depending on their ability within the subject.
- We try to use as much inclusive language as possible, however, we do also make sure that the pupils are learning correct terminology.
Tier 3 Vocabulary
whole school intent: focused
In DT the pupils acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing, and art. Pupils learn how to take risks, becoming resourceful, innovative, enterprising, and capable citizens.
They learn about the environmental issues and how areas of Design and technology can and are helping to lower the impact our carbon footprint has on our environment. We make sure that the pupils are fully aware of the 6R’s and we use them within all projects in the DT department.
whole school intent: sequenced
Each project will build on the knowledge and skills the pupils have learnt before so that progress can be shown through ability, skill and outcome.
Design Technology Curriculum Map
WHOLE SCHOOL INTENT: coherent
In DT we ensure our curriculum is coherent by the use of 5 Big Ideas that underpin all the learning in our subject. Each lesson is linked to a Big Idea, shared with the students at the start of the lesson, so they can call on prior learning and understand where each lesson fits within our curriculum.
Our Big Ideas are:
- Looking closer: Reflection, evaluation, and analysis.
- Responding creatively: Design, make and create.
- Seeking exploration: Materials, ideas, concept, and techniques.
- Gaining independence: Adapting, modifying, and developing.
- Presenting with care: layout, literacy, written work, portfolio.
- Working environments: Health and safety.
ks4 qualifications
Edexcel Design and Technology
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Component 1 Paper code: 1DT0/1F |
Component 2 (Paper code: 1DT0/02) |
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Written examination: 1 hour and 45 minutes 50% of the qualification 100 marks |
Non-examined assessment 50% of the qualification 100 marks |
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Content overview 1 – Core content 7 – Timbers |
Content overview There are four parts to the assessment: 1 – Investigate This includes investigation of needs and research, and a product specification 2 – Design This includes producing different design ideas, review of initial ideas, development of design ideas into a chosen design, communication of design ideas and review of the chosen design 3 – Make This includes manufacture, and quality and accuracy 4 – Evaluate This includes testing and evaluation. |
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Assessment overview The paper consists of two sections. Section A is assessed on the core content and Section B is assessed on the material category Section A: Core This section is 40 marks and contains a mixture of different question styles, including open-response, graphical, calculation and extended-open-response questions. There will be 10 marks of calculation questions in Section A. Section B: Material categories This section is 60 marks and contains a mixture of different question styles, including open-response, graphical, calculation and extended-open-response questions. There will be 5 marks of calculation questions in Section B |
Assessment overview Students will undertake a project based on a contextual challenge released by us a year before certification. This will be released on 1st June and will be available on our website. The project will test students’ skills in investigating, designing, making and evaluating a prototype of a product. Task will be internally assessed and externally moderated. The marks are awarded for each part as follows.
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enrichment opportunities
- DT club activities
- Links with East Kent Schools Together (EKST)
- Visits to local businesses
- Technology career events
progression routes
Students can go on to study:
- Engineering, Carpentry, Manufacturing, Architecture, Car Design, Fashion Design and Product Design.
Food
FOOD TECHNOLOGY CURRICULUM STATEMENT
Food technology at, Spires Academy, is an inspiring, rigorous, and practical subject. Using creativity and imagination, pupils plan, prepare and make dishes, considering their own needs, wants and values.
spires ethos: respect, responsibility and resilience
In food we develop respect by:
- Making sure the pupils know how to respect each other’s work and workspace, we also make sure the students follow a strict health and safety guideline for their own and others safety.
In food we develop responsibility by:
- Pupils need to be responsible for their health and safety, their work, arriving on time and making sure they work safely in the practical environment
In food we develop resilience by:
- Food technology is a subject that thrives on things going changing and new trends. The pupils will need to develop resilience to make changes and improve choices throughout their experiences in food technology.
whole school intent: inclusive
In food we ensure our curriculum is inclusive by:
- Scaffolding by personalising the learning based on individual student needs.
- In food a lot of our tasks are based on the outcome. We will have different practical expectations of the student depending on their ability within the subject and all students can enjoy practical work.
- We try to use as much inclusive language as possible, however, we do also make sure that the pupils are learning correct terminology.
whole school intent: focused
At Spires Academy, we believe that the study of Food Technology /Nutrition and Health is essential for the understanding of a healthy wellbeing and provides an important life skill to take into adulthood. A love of cooking food with the potential of entering the hospitality and catering employment sector. The chance to run their own restaurant or hotel. All students learn how to cook and prepare well balanced dishes demonstrating their understanding of nutritional needs and skills that are needed in cookery with at least 30 practical cooking sessions over the first 3 academic years. Students can identify and discuss the need for a balanced diet and implement changes in their own lives.
We aim to build an understanding of the industry as a whole and investigate the many different avenues that make up the Hospitality & Catering industry.
Students will build a secure understanding of how to meet the needs of individuals throughout life and how to adapt their skills.
Students will learn how to analyse nutrition and cost in relation to preparing food and understand how to make better choices for themselves.
Year 7 Food Knowledge Organiser
Year 8 Food Knowledge Organiser
Year 9 Food Knowledge Organiser
GCSE Hospitality and Catering Knowledge Organiser
GCSE Hospitality and Catering Knowledge Organiser
whole school intent: sequenced
Each project will build on the knowledge and skills the pupils have learnt before so that progress can be shown through ability, skill and outcome.
Food Technology Curriculum Map
WHOLE SCHOOL INTENT: coherent
In Food we ensure our curriculum is coherent by the use of 5 Big Ideas that underpin all the learning in our subject. Each lesson is linked to a Big Idea, shared with the students at the start of the lesson, so they can call on prior learning and understand where each lesson fits within our curriculum.
Our Big Ideas are:
- Looking closer: Reflection, evaluation, and analysis.
- Responding creatively: Design, make and create.
- Seeking exploration: Materials, ideas, concept, and techniques.
- Gaining independence: Adapting, modifying, and developing.
- Presenting with care: layout, literacy, written work, portfolio.
- Working environments: Health and safety.
ks4 Qualifications
Hospitality and Catering WJEC Level 1/2 Vocational Awards WJEC Level 1/2 Vocational Awards enable learners to gain knowledge, understanding and skills relating to a specific vocational sector. In addition to development sector specific knowledge and understanding, these qualifications also support learners to develop the essential employability skills that are valued by employers, further and higher education.
This course is assessed through a course work unit worth 60% of grade which includes a practical assessment a written portfolio the course also requires a written external paper worth 40% of overall grade to achieve.
enrichment opportunities
- Providing opportunities to experience using a range of ingredients and understanding the need of nutrition and the part nutrients play in their well being
- Encourage students to engage in TV programmes/series that can deepen their understanding of cooking, the hospitality and catering industry and food hygiene.
- Encouraging students to develop their cooking ability and build a valid life skill
- Establishing cross curricular links looking at the functions of ingredients, the importance of weighing and measuring and artistic presentation
- They develop their spiritual, social, moral, and cultural understanding when they are introduced to a range of multi-cultural foods at how culture and religion effect food choices made
- Introduce students to a range of equipment used in food preparation.
progression routes
Level 3 qualifications relevant to the hospitality and catering sector, such as
- WJEC Level 3 Food, Science and Nutrition (certificate and diploma)
- Level 3 NVQ Diploma in Advanced Professional Cookery
- Level 3 Advanced Diploma in Food Preparation and Cookery Supervision.