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Rosewood School

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Science

Description of school

 

Rosewood is an urban special school for boys of secondary age who have emotional and behavioural difficulties.  Pupils are drawn from all over the borough and reflect a wide social mix and very varied family backgrounds.

 

Nature of Subject

 

Science should stimulate pupil’s curiosity about events in the world around them.  They should be given opportunities to use their scientific knowledge and understanding to turn their ideas into a form that can be investigated.  Through science they should learn to question and discuss science-based issues that may affect their own lives, the direction of society and the future of the world.

 

Knowledge, Skills and Understanding

 

The four key areas of the science programme of study are:-

 

  1. Scientific enquiry (SC1)
  2. Life processes and living things (SC2)
  3. Materials and their properties (SC3)
  4. Physical processes (SC4)

 

Teaching ensures that different types of enquiry is taught through contexts taken from SC2-SC4.

 

The pupils knowledge of these four areas is reinforced by the under planning of the five key scientific ideas laid down in the KS3 strategy.

 

Teaching and Learning approaches

 

Teaching and learning approaches will be in line with the Teaching and Learning Policy.

 

Assessment and Reporting

 

Assessment and reporting is in concert with the whole school marking and Assessment Policy. Work is differentiated by input and output.

 

Cross Curriculur Links

The scheme of work for this subject will include opportunities for Literacy across the Curriculum, Numeracy across the Curriculum and IT. It will also include opportunities for social, moral, spiritual and cultural issues to be addressed. These will be highlighted in the scheme of work.    

         

Monitoring and Evaluation

The subject curriculum is to be reviewed each year and subject advisors (where available) are to be consulted in this process.  The curriculum delivered should be monitored by the subject teacher and a senior member of staff charged with that responsibility.  An annual audit of the curriculum is undertaken to evaluate each year’s curriculum delivery and to aid future planning.

 

Management of the subject

The Subject Co-ordinator has a job specification giving detailed areas of responsibility.  The overview of the school’s curriculum is the time management responsibility of the Deputy Head Teacher.

 

Special Needs

Subject will follow the guidelines laid out in the Special Educational Needs Policy.

 

Health and Safety

All activities, whether in school or off site, will be guided by the school's Health and Safety Policy.

Risk assessments are completed for all off site activities on each occasion and each pupil's participation is considered on the basis of the individual, the group and the activity.  Risk assessments are held centrally by the Health and Safety Co-ordinator.

The Health and Safety Policy Risk Assessment Procedure should be seen as a positive process to enable as many students access to activities as possible.

 

Equal Opportunities

Rosewood School is committed to working towards equality of opportunity in all aspects of school life and aims to provide access to the curriculum for all its pupils.

 

APPENDIX

 

  • Subject Guidelines
  • Resources
  • Scheme Matrix

 

Science Guidelines

Key stage 2

Pupils will taught the programme of study from the Rising Stars scheme for Key Stage 2. This schemes fulfils the National Curriculum requirements and is tailored to the needs of our children. This will taught by a Key Stage practitioner.

 

Key stage 3

Pupils will be taught the programme of study from Collins scheme for key stage 3.  This scheme fulfils the National Curriculum requirements and is tailored to the needs of our children. The books devised are as follows – book 1 for Year 7, book 2 for Year 8.

The actual work to be covered has been subdivided into eight topics on the yearly scheme matrix provided.

The scheme is put into operation via a system of weekly planning sheets which govern the work to be covered and provides for :-

  1. Suitable practical tasks (organised by Subject Co-ordinator)
  2. Integrated plans of “How Science Works”
  3. Differentiated tasks
  4. Opportunities to deliver functional skills throughout
  5. End of topic tasks

 

Lesson delivery is a co-operative exercise between teacher and teaching assistant.

 

Key Stage 4

At the Key Stage 4, Rosewood follows the OCR Specifications in Science for external accreditation.

The two specs are interlinked in order that candidates can transfer from one to another if appropriate.

 

OCR Entry Level – Science Plus

OCR’s Entry Level Certificate in Science is a course designed to provide learners with realistic targets, encouraging them to develop scientific skills. This enables more able learners to progress to GCSE (9-1) science.

It is assessed with a combination of end-of-term tests, can-do-tasks and practical tasks. These are internally standardised by the centre and then externally moderated by OCR.

It provides flexibility to link between the GCSE (9-1) at either combined science and separate science qualifications.

The can-do-tasks are based on the skills required for the new GCSE (9-1) courses to enable co-teachability.  The practical task can be devised by the centre or the OCR GCSE (9-1) practical assessment groups (PAGs) could be used/adapted for this purpose.

The course has been designed for teaching over 1, 2, 3 or 4 years. It can be started before year 10 and used to assist centres to assess the suitability of learners for GCSE (9-1) studies and will equip them with many of the skills they will require.

 

OCR – GCSE Gateway GCSE (9-1) Biology

In September 2017 the Science specification changed to the new GCSE (9-1) Single Sciences. Rosewood has decided that OCR Biology A (Gateway Science) best suites the cohort of the Rosewood pupils.

It provides a flexible approach to teaching. The specification is divided into topics, each covering different key concepts of Biology. Teaching of practical skills is integrated with the theoretical topics and they are assessed through written papers.

This scheme of assessment consists of two tiers:

Foundation and Higher tier. Foundation Tier assess grades 5 to 1 and the Higher Tier assess grades 9 to 4. An allowed grade 3 may be awarded on the Higher Tier option for learners who are a small number of marks below the grade ¾ boundary.

Learners can only be entered for either the Foundation or the Higher Tier. There will be one examination series (2 exams) available each year in May/June to all learners. All exam papers must be taken in the same examination series at the end of the course.

This specification will be certified from the June 2018 examination series onwards.

Due to the length and content of the new specifications Year 9 pupils will commence their GCSE preparations alongside Year 10.

 

Resources

Text

  1. Rising Stars

KS2 Interactive book and resources.

  1. Letts

KS3 Success Revision Book Science SATS Levels 3-6, 5-7.

  1. Collins

KS3 Science book 1, 2 and 3.

  1. Collins

Online KS3 Interactive book and resources – linked to pupil books 1, 2 and 3.

  1. Oxford

OCR Gateway GCSE Biology text book.

  1. Oxford

Online KS4 Kerboodle interactive book and resources – linked to text book.

  1. Collins

Science Plus, 3rd Edition, OCR – Entry Level Science. Pupil book 1 and 2

  1. Videos

Viewtech series Goggle box series.

  1. Wall Charts

Various topic related.

  1. Models

Various topics related

  1. Fully Equipped Laboratory

Resources are added to each year.

 

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