Head of Department and teacher of Science: Mrs N Mulla
Second in the department and teacher of Science: Mr M Khan
Teacher of Science: Mrs A Moosa
Teacher of Science: Mr A China
Teacher of Science: Mrs A Mogra
Teacher of Science: Mrs S Omar
Teacher of Science: Mr N Ahmed
Science Technician: Ms N Patel
The Science Department at Bolton Muslim Girls School is committed to ensure that all pupils make rapid and sustained progress. The department aims to instil love for science, develop a deep scientific knowledge and skills to ensure they are prepared for their next stage of their education or lives. We also intend to develop independent pupils so that they are fully prepared for further study, the world of work and to become active citizens who make a positive contribution to society. Through continual promotion of scientific careers, educational trips, and enrichment opportunities we aim to ensure that many our pupils are able to pursue careers in science.
We aim to do this by;
1] Fulfilling National Curriculum requirements.
2] Stimulating an interest in, and enjoyment of, science.
3] Providing the opportunities and challenge for all to achieve their full potential.
4] Monitor the progress of all pupils.
5] Encouraging a culture of questioning and feeding the natural inquisitiveness of pupils.
6] Developing an awareness of the social, economic, and environmental implications of science that will enable pupils to contribute positively to society.
7] Providing the best possible standard of teaching and opportunities for learning in classroom and outside classroom.
KS2- KS3 transition
Staff understand, and keep up to date with, the Key Stage 2 Science Curriculum. Strong links have been forged with local primary schools. At the start of all topics at KS3 a quiz is undertaken to assess prior learning. Starts of lessons contain consolidation questions linked to Key Stage 2. Links have been made with local primary schools to ease transition to Key Stage 3. Students come from a wide range of feeder schools and will have a summer dip in their knowledge so the year 7 curriculum is designed to consolidate and extend so no students are disadvantaged. Transition activities include sessions on Transition Day and visits to primary schools.
At Bolton Muslim Girls school we aim to develop all pupils into scientist and have opportunities to indulge their natural curiosity for science leading to a lifelong passion, having a broad and deep knowledge of science to help them to think scientifically and implications of science today and for the future. Our pupils are scientifically confident and skilled learners with potential for embarking upon science careers.
The Science department delivers a course that not only fulfils all the requirements of the National curriculum but also looks towards laying secure foundation for work in year 9 10 and 11. With increased focus on application of ideas requirement for mathematical skills, literacy, and communication we have integrated these skills into our key stage 3 course. This means from the start of year 7 pupils will grow in confidence when using mathematical skills, thinking scientifically, and communicating their ideas clearly and logically.
The science curriculum is structured into biology, chemistry, and physics units, with working scientifically skills taught in context throughout. This will be made explicit to the pupils within lessons. In terms of science’s relationship and overlap with other subjects (e.g., geography and maths), with subject areas such as maths and geography a cross curricular link will be attempted so there is an overlap across the other subject areas at the appropriate time.
The science curriculum has been planned on the following basis:
- Before KS4, pupils have been taught the latest KS3 National Curriculum (2014) As a result of this work, the science curriculum has the following features:
- It takes a year-by-year approach to teaching the curriculum.
- Building on key ideas from KS2, which are re addressed at the start of each topic.
- The content of each year’s units is based on the expectation that the relevant content for each given year is taught by the end of the previous year.
- Topics flow from foundation ideas in year 7, applied further in the year to related topics.
We need pupils to be thinking during science lessons - both to engage with the subject and to strengthen memory of what is being learnt. Our lessons will not be video lectures. We seek to exercise pupils’ minds throughout their lessons. This will involve questions and tasks throughout instruction, just as we would with classroom teaching.
Teaching in Science
Science lessons start with a learning review providing pupils to practise the recall of previous learning from the previous lessons, weeks and months. Do Now Tasks also allow teachers to quickly assess what has clearly been embedded and what areas still we need some focus /time. Specialist vocabulary for topics is taught and built upon. Teachers use regularly modelling –This could be modelling of a written answer, calculation or how to use practical equipment. Questioning is used to check understanding AGMO is carried out in lessons and looking at pupil’s work then teacher will address misconceptions and reteach the class. Pupils are given an opportunity for guided practise before moving on to completing work independently. Pupils receive regular verbal feedback as they complete tasks. To support progress with some more challenging work pupils are provided with a scaffold to help get them started and build confidence. Retrieval practise-Pupils are given the opportunity to revisit academic content and practical skills during lessons. Strategies such as interleaving, low stakes quizzes and knowledge organisers are incorporated.
Assessments in KS3
Teachers use assessment to check students’ understanding to inform teaching, and to help pupils embed and use knowledge fluently, and develop their understanding. Pupils are tracked across the key stage. There is 1 Key piece of assessment every term at the end of topics, and end of year test in KS3. This allows the department to assess as to how well pupils are learning the content and skills in the curriculum across, and to track, monitor and review key groups to ensure that their progress matches expectation and of all pupils reflects how the content, understanding, knowledge and skills helps prepare all pupils for the next stage.
Impact in KS3
Outcomes in KS3 Science
KS3 -Key stage3 learners achieve a broad knowledge base and gain experience in all 3 scientific disciplines that leads them into the complexities of key stage 4. They understand working scientifically and are able to apply good laboratory working practises. The impact of KS3 curriculum sees majority of pupils meet the ambitious expectations we set. In addition to their academic achievement's students develop deep a love of learning, understanding and how to interact in teams, positive relationships with each other and their teachers, become self-managers. Pupil's voice reflect that they have love for learning science.
To create truly independent learners who are confident enough to question why, research and form their own opinions, to say what they see and think and not what they think is expected. To develop pupils understanding even further by deepening their knowledge of the key concepts so problems can be solved or reasoned by thinking from first principles rather than revising a set answer. To provide opportunity to link and recall all skills and content across the whole 5 years and to fully encourage further study/work in the sciences.
Pathways in KS4
KS4 Science follows the AQA (9-1) Combined Science Trilogy and Single Science pathways with a focus on building on previous knowledge from KS3 to develop conceptual knowledge and skills. Triple science is the demanding option for students and is designed for those who have a real love and aptitude for science and who may wish to carry on their studies at A-level.
Units are taught as discrete, though linked, topics in Biology, Chemistry and Physics. Each topic is referenced to the KS4 statutory requirements and AQA Specification, and care is taken to re-cap and assessing prior knowledge retention. The Schemes of Learning are designed to offer pupils the best experience of science, to ensure engagement and enthusiasm by linking the topics covered to pupils’ own experiences and contexts and encourages them to explore these over and above that covered in the curriculum. All Schemes of Learning contain revision lessons, a standardised test, and review which allows consolidation of that topic before moving on to the next. Pupil's review what revision they have done, how they have revised and the impact of this revision upon their understanding and knowledge. DIRT tasks/examination questions then allow students to consolidate before moving on to the next topic.
There is significant thought and consideration into the order that topics (and supporting lessons) are taught in KS3 and KS4. Topics are taught in an order that builds on knowledge and skills to show progression. More conceptual topics come later. Schemes are structured to help students remember more by including consolidation activities and low stakes quizzing regularly throughout. Homework tasks are designed to support these key areas are revisited regularly so knowledge is embedded.
The science curriculum area has a strong academic track record. The number of students going on to study the science post-16 is well above the national average. Regular learning walks, work scrutinise, and pupil voice surveys provide on-going evidence of the quality of teaching and learning and inform further development of the curriculum implementation and curriculum area provision.
Teachers use assessment to check students’ understanding to inform teaching, and to help pupils embed and use knowledge fluently, and develop their understanding. Pupils are tracked across the key stage. There is one every term in each of Biology, Chemistry and Physics topics, and end of year test in KS3 and KS4, two additional assessments in Y10 (as above) and two mock examinations in Y11. This allows the department to assess as to how well pupils are learning the content and skills in the curriculum across, and to track, monitor and review key groups to ensure that their progress matches expectation and of all pupils reflects how the content, understanding, knowledge and skills helps prepare all pupils for the next stage.
Pupil voice shows that pupils are motivated and engaged in Science, the Department reflects on pedagogy, content, and style where pupil voice suggests that an aspect is less engaging or relevant to them. Our reflective teachers feel able to adjust and personalise their teaching practice, to enthuse their classes, provide cultural capital and offer extended curriculum opportunities. Analysis of class using DDI and year group performance in assessments allow the department to review the teaching and learning in, and between each topic to allow planning and adaptation were found to be required.
Outcomes in KS4
The Science Curriculum is designed to enable all pupils to achieve of their best. According to pupil voice majority of students enjoy their science lesson Pupils learn well in Key stage 4 and they develop deep knowledge skills and values well preparing them for future work. At the end of key stage 4 pupils achieve in line with the national averages for both attainment and progress. 30-40% learners pursue A levels in sciences and further take careers in science. In addition to their academic achievement's pupils develop deep a love of learning, understanding and how to interact in teams, positive relationships with each other and their teachers.
Literacy & Numeracy in KS3 and KS4
Disciplinary literacy techniques are used to explicitly develop pupils' vocabulary. Opportunities to develop numeracy are taken where appropriate. Learners are sent a science article to read weekly via email, on the latest Science news/discoveries, and are sent a Microsoft Forms with questions regarding the article as a homework task.
Vocabulary in KS3 & KS4 Science
In science we introduce science keywords at the start of the lesson and encourage students to write the meaning of the words. Teachers build a greater understanding of the structure and origin of words which can support the learning of new vocabulary and aid understanding of science more generally in science. Send learners are provided with learning mats for different keywords. Display boards every week have new keywords for learners to explore learning.
Homework in KS3 & KS4 Science
Homework will be used to consolidate and extend knowledge and skills. Mostly we use Seneca century Gcse pod online to set task. Feedback from assessments is also set as homework. Research task are set as homework prior the set of new topics.
SEND – KS3 &KS4
Pupils with SEND are fully integrated into the mainstream curriculum using high quality differentiated teaching and learning strategies that provide access for all. Withdrawal from lesson time is avoided and is only ever replaced with high quality targeted intervention, which has a measurable impact on progress. Intervention and support for students with SEND is high personalised and tailored to their specific needs within the classroom.
Cultural Capital, SMSC and Careers- KS3 and KS4
There are opportunities for pupils to become involved in extracurricular activities e.g., STEM Robotics Challenge, Science Club, trips, and cultural activities. Links to careers are highlighted when appropriate in lessons and through Careers Week. Pupils have opportunities to take part in various enrichment activities such as the Big Bang Fair, Science Week and visit to universities. Opportunities are planned within schemes of work for pupils to advance their cultural and social capital and develop as individuals on a spiritual and moral level. This is explicit to pupils.
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