Curriculum Map. Secondary science. Small secondary SEN school.
Science Curriculum Overview
At Key stage three students follow a three year programme of study designed to consolidate prior learning and prepare pupils for accreditation at key stage four. Three areas are studied; life processes and living things; materials and their properties and physical processes; these are assessed on the underlying strand of scientific enquiry using the milestone criteria as this is the strand most pupils with ASD struggle with.
The key stage three curriculum is drawn from the Equals scheme of work for those students working up to Level two and a modified KS2/3 National curriculum.
The curriculum allows students to progress through the milestones by developing their practical skills. Pupils are given opportunities to plan and carry out investigations; areas where they struggle such as applying abstract ideas are reinforced by demonstrations; role play and activities designed to explain the abstract. Video clips also play an important role in delivering the key stage 3 curriculum as many pupils are visual learners and are more likely to connect with a screen. The use of ICT is encouraged throughout with pupils undertaking research tasks with the appropriate level of support.
As they progress through the curriculum themes are re-visited and understanding of topics and concepts is strengthened.
At key stage four pupils begin a two year course of study to gain an entry level certificate in science. We follow the AQA two tier Entry Level scheme whereby pupils can gain either a single of double award (1st cohort June 2018). This builds on the subject knowledge gained at key stage 3 and prepares the more academic to access an iGCSE in Environmental Management post -16.
Trips to relevant scientific destinations are incorporated into the schemes of work; key stage three visit the Zoo; take part in pond dipping; key stage four visit the Natural history exhibit at the Horniman museum; key stage 5 undertake field trips to look at natural landscapes and reclamation schemes.
Pupils are assessed on practical assessments for each of the six components which rely on the student’s ability to plan; execute and analyse investigations; these assessments are designed by the teacher and can be modified to suit pupils needs. There are also six externally set examinations which are completed when students are ready and undertaken during class time with the support pupils usually have in lessons. This removes much of the anxiety experienced by pupils with ASD during examination time.
| Key stage three | Key stage 4 | Key stage 5 |
| Pupils should be able to plan different types of scientific enquiries to answer questions; including recognising variables. They should develop the skills to take measurements and use a range of scientific equipment. Children should record data and results using diagrams and labels;
keys and tables and bar and line graphs. Report findings including writing conclusions, identifying relationships and trust in results |
(from AQA)
AO1: Show knowledge and understanding of science, and how it works, and apply it where appropriate. Students should be able to: • recall scientific facts • apply scientific ideas. AO2: Demonstrate the ability to design an investigation, take measurements, present data and identify patterns and relationships. Students should be able to: • plan a simple investigation, identifying the techniques or equipment needed and the method to be followed • make a simple prediction about the outcome of the investigation • use equipment and materials safely to take simple measurements or observations that are meaningful and valid • record the results in an appropriate way • display the data using an appropriate method • state what has been found out during the investigation (drawing a conclusion) and describe simple relationships in the data • simply evaluate the investigation for its success in justifying the initial prediction.
For those unable to access the accreditation criteria the unit award scheme will be used to record their acheivements.
|
Those who gain double award level 3
iGCSE Environmental Management- AO1 Knowledge and understanding Candidates should be able to demonstrate knowledge and understanding, in familiar and unfamiliar contexts, of: phenomena, facts, definitions, concepts and theories; vocabulary, terminology and conventions technological applications with their social, economic and environmental implications. AO2 Information handling and analysis Candidates should be able, in words or using other forms of presentation (e.g. graphical or numerical), in familiar and unfamiliar contexts, to: locate, select, organise and present information from a variety of sources translate information and evidence from one form to another manipulate numerical data interpret and evaluate data, report trends and draw inferences.
Those pupils unable to access iGCSE follow a science enrichment programme based on the Asdan short course focusing on demonstrating scientific knowledge through challenges focused on developing the skills of Learning; teamwork; use of IT; use of English; coping with problems and use of maths. Students receive a certificate of achievement.
|
As well as achieving accreditation or gaining records of achievement the science curriculum is intended to equip our pupils with the ability to question and ask why about the world around them. To understand and be able to describe phenomena with a critical eye.
As always, thank you to my writer!