Head of Department
Miss K Ardleyardleyk@aesessex.co.uk
Careers in the Classroom
AES science curriculum rationale:
Developing scientists for future job roles in the twenty first century that may not yet exist. Understanding, enquiry and problem-solving skills to look at real world scientific scenarios to develop thinking skills. Promoting numeracy and literacy to enable reasoning and communication as essential skills in a scientific role based on evidence. To develop a mastery approach to recalling and applying key concepts to familiar and unfamiliar situations, so that science understanding is considered a methodology to understand and explain the world and phenomenon around us.
All students access and study science, having knowledge of science careers/pathways from year 7, to understand what it might be, to be a scientist. To develop STEAM opportunity in the essential years to develop an appreciation of science to further develop uptake of triple qualifications, level 3 science, University, science jobs or apprenticeships as an inclusive design for all.
The science department uses a variety approach to teaching the scientific endeavour. The key skills of enquiry processes, problem solving, mathematical and literacy skills are balanced throughout the curriculum design. We focus on a process of know, apply and extend. Students are developing the foundations for becoming scientifically literate in a modern world or to join the scientific community. Memory is a key area so we use 5/10-minute knowledge reviews to consolidate prior knowledge in lessons to build from that point onwards. Flipped learning in science using regular quizzing to a mastery level, is important to develop the knowledge base in science. A STEAM programme embedded into the curriculum design allows students to make connections to use their knowledge both theoretically and practically to solve real world problems. We have embedded CIAG (careers advice and guidance) into the curriculum at key points to show students what it is like to be a mini scientist and to see a range of related careers linked to the methodology and thinking skillset in science, as scientists do not always wear lab coats.
Subject Impact (so far)
We strive for students to develop a strong knowledge base in science and to develop their problem solving ability through application to familiar and more unfamiliar, real world examples. Students will show progress in the end of topic tests towards the end of year examination. Students will also show progress through literacy and mathematical skills related to the scientific endeavour within checkpoint tasks roughly every six lessons. Students in year 7 will develop their scientific knowledge of keywords through vocabulary testing at key points.
Student’s practical work is assessed on the report home if there is anything of note at this stage in their development.