1. What is the curriculum rationale in Science?

Intent: purpose and values of Science

In studying science, our intention is that our students learn more and know more about how the world (or indeed, Universe!) around them works. We use written and mathematical language to describe, explain and predict; to develop theories, explain behaviours and uncover patterns.

From the tiniest quarks produced in the Big Bang to Darwin’s theory of evolution and Rutherford’s model of the atom, “science” straddles the four disciplines of biology, chemistry, physics and psychology. However, these are not discrete worlds, with connections running between and across all four.

As well as the substantive knowledge of these four disciplines, our students also learn about the disciplinary knowledge or practices of science: how scientific knowledge is generated and grows through scientific enquiry. Our students are encouraged to work like scientists and think like scientists, but also to develop an understanding of how the scientific community operates.

Inevitably, science will play a role in all of our students’ futures and we aim to equip all of them with the knowledge and skills they will need. Some will study science beyond Wilmslow High School and our curriculum needs to prepare them for that. However – and perhaps most importantly – the fast-paced nature of scientific development and discovery means that we need to prepare all of our students with the knowledge and skills to consider new or evolving scientific issues as they arise. Whether that be climate change, COVID vaccinations or nuclear warfare, all students need to be able to assess the evidence provided, the risks and the benefits. This will allow them to make informed decisions and choices, taking into consideration the potential implications for their own lives and cultures and the sustainability of the environment.

Studies have shown a clear correlation between levels of ‘science capital’ and students who aspire to study science subjects. As science teachers, it is our duty to help build science capital for all, and to make students believe that science is something they can achieve in, whatever their background.

We will be spending time in 2022-23 using UCL’s Science Capital Teaching Approach to build science capital opportunities into our current curriculum and also diversifying our curriculum, so it is representative of all.

2. What is the 'big picture' in Science?

The ‘big picture’ outlines how the Big Ideas and areas of knowledge of each subject fit together:

The Big Ideas of the four subject disciplines of Science at Wilmslow High School are below. These Big Ideas will be revisited through the Science curriculum over time:

With each revisit, students will learn more and know more, and new knowledge will be integrated into and connected to their schema of existing knowledge. Consequently, we have paid great attention to the sequencing and mapping of our science working curriculum.

There are four key areas of knowledge which are necessary to be a successful student of science. These are:

• Conceptual understanding: that our students build declarative knowledge (knowing that) about the world around them, e.g. forces, atoms, organisms
• Procedural fluency: that our students build procedural knowledge (knowing how to), allowing them to apply their knowledge and follow processes, e.g. calculations, explanations, using a thermometer to measure temperature
• Disciplinary knowledge: that our students understand the practices of science, learning how scientific knowledge is generated and grows, and how to carry out practical procedures
• Language: that our students gain fluency in the written and mathematical languages of scientific study

The concepts and procedures of disciplinary knowledge are woven through the Big Ideas which we revisit again and again to embed understanding.

Therefore, if we consider how we learn about speed:

Step 1: Conceptual understanding – students learn the equation  speed = distance over  time

Step 2: Procedural fluency – students practice using the speed equation to calculate speed

Step 3: Disciplinary knowledge – students carry out a practical where they measure distance and time and use their data to calculate speed

3. What does knowledge look like in Science?

4. What do we teach and when?