The central vision of the Science department at Hampton Gardens is to create a curriculum that promotes a lifelong love of science that our pupils will take a way with them long after leaving our school. By fostering the natural scientific curiosity of our students, we firmly believe that not only will our pupils fulfil their academic potential in this subject, but will also be fully prepared for an active role in an increasingly scientific and technological world.
We believe the systematic undertaking of experimental work underpins the effective implementation of these aims. The creation of effective links between theoretical concepts and real-world scientific problems by undertaking effective investigative science ensures that our students have the context needed to fully appreciate the natural world around them.
Our curriculum intends to:
- Develop and foster a high level of student interest and enjoyment in science;
- Nurture, build and exploit the natural scientific curiosity of our students by undertaking regular and effective practical work;
- Ensure our students embrace the consistent use of effective scientific vocabulary and language;
- Instil a natural appreciation of numeracy skills by effectively incorporating mathematical content regularly into student learning experiences;
- Create an appreciation of the importance of accuracy and precision in our students’ experimental work and the requirement of this for them to draw effective scientific conclusions from raw data;
- Encouragement of further scientific development by acquisition of the key skills needed for higher level scientific study.
The Science Department at Hampton Gardens firmly believes that an effective science curriculum is one that enables student engagement and promotes teaching for understanding. We have designed our curriculum to ensure that individual topic areas are repeatedly reviewed, re-enforced and consistently linked to subsequent content that is more complex in nature.
To that end, we have divided our science curriculum into ten "ideas" that gradually build in complexity from year seven to year eleven in a consistent, coherent manner. We believe that this linear approach enables our students to regularly re-enforce prior learning within an idea before moving onto content of higher complexity. It is our view that having this "hook" in place from previous learning ensures an efficient uptake of new, more complex concepts.
We believe that by giving our students multiple interactions within these ten ideas we provide them with the best possible opportunity for the examined content to be "deep learned" and effectively contextualised."
The scheme below offers and overview of this process:
If you have any questions regarding science curriculum provision at Hampton Gardens, please don't hesitate to contact me at firstname.lastname@example.org
Mr James Leach, Head of Science Faculty