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
ICT
Ict CURRICULUM STATEMENT
At Spires Academy, students can explore a variety of computer programmes used in business and the creative sector and learn the importance of e-safety with the rise of cyber-crime in society. We aim to educate students to be successful, ethical, and effective problem-solvers and life-long learners who will contribute positively to the economic well-being of whatever path they may choose in life. It is important to the department to equip our students and prepare them to tackle complex 21st Century challenges.
spires ethos: respect, responsibility and resilience
In ICT we develop respect by:
- Asking the students to respect themselves by respecting all computer equipment.
In ICT we develop responsibility by:
- Becoming responsible users of the digital technology.
In ICT we develop resilience by:
- Having a “can do” attitude.
- Not giving up when they are having problems with their codes.
- Trying hard in lesson.
- Learning to program using different programming languages.
- Learning from their mistakes.
WHOLE SCHOOL INTENT: inclusive
In ICT we ensure our curriculum is inclusive by:
- Scaffold by personalising the learning based on individual student needs
- All students should be taught to:
- Develop their capability, creativity and knowledge in computer science, digital media and information technology
- Develop and apply their analytic, problem-solving, design, and computational thinking skills
- Understand how changes in technology affect safety, including new ways to protect their online privacy and identity, and how to identify and report a range of concerns.
- Explicitly teaching vocabulary to develop students’ literacy and academic confidence.
WHOLE SCHOOL INTENT: focused
- In ICT we identify powerful knowledge and having a good understanding of it is a prerequisite for understanding other related content.
- Equips students to use computational thinking and creativity to understand and change the world.
- ICT has deep links with mathematics, science and design and technology, and provides insights into both natural and artificial systems.
- The core of computing is computer science, in which students are taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming.
- Students are equipped to use information technology to create programs, systems and a range of content.
- It ensures that students become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world.
WHOLE SCHOOL INTENT: sequenced
In ICT we sequence our curriculum using spaced practice. This means large areas of knowledge are broken into smaller chunks, with intervals of time between them, to improve pupil learning and recall.
KS3 (Years 7, 8 & 9) Computing is delivered through 1x 50-minute lesson per week. We deliver an in-house curriculum that covers the new national curriculum specification for computing, including a range of different programming environments such as Scratch, Python, Flowol and Pivot animation. Students use a range of resources including those made available on Edmodo site now replaced by Google classroom site and develop skills and understanding that prepare them to progress to GCSE ICT as we are not delivering a GCSE in Computer Science at the moment. We also use Teach-ICT website. Students will also cover all elements of e-safety and learn how to stay safe online.
Year 10 Curriculum Plan
WHOLE SCHOOL INTENT: coherent
In ICT 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:
- Digital Literacy – The ability to competently use information and digital platforms in all areas of life, both professionally and personally.
- Computational Thinking – The ability to combine computer science centric, problem-solving skills to create algorithmic solutions to problems.
- Programming – The ability to create computer programs using high level languages using universal concepts such us iteration, selection and sequencing.
- Data and information – The ability to discern between data and information and use data analysis on raw data to transform it into information.
- Computer Systems and Networks – The ability to recognise and identify physical hardware, its purpose and how the various components of a computer system interact with each other.
- E-safety – Being able to safely and responsibly use technology to ensure yourself and others are safeguarded from online harm.
ks4 qualifications
OCR Cambridge Nationals L1/L2 (J836)
Cambridge National ICT is delivered through 3 x 50 minute lessons per week. The National award course allows students to be creative in the development of spreadsheet products and project-based learning. Learning is supported by a wide range of practical activities, ensuring that a variety of activities is offered to suit every type of learner. The course is taught through three components:
- IT in the digital world
- Data manipulation using spreadsheets
- Using Augmented Reality to present information
enrichment opportunities
Opportunities to use Flowol, Scratch and Python
progression routes
Students who successfully complete OCR Cambridge Nationals L1/L2 can go on to have a career in information technology as IT Project Management, Technical Support and Cyber Security. The BTEC Technical Award in Digital Information Technology will provide students with the opportunity to apply academic knowledge to everyday, and work, contexts. Giving students a great starting point for academic or vocational post-16 studies, and for future employment.