Science at Manor Academy is planned to develop and encourage a 'can do' mindset in learners and staff by ensuring that the curriculum is relevant and accessible to all whilst providing appropriate stretch and challenge at every stage. Pupils will leave Manor with an appropriate range of qualifications in Science that include Entry Level in Science, Entry Level in further Science and potentially GCSE for some learners, that allow them to make positive choices in preparation for adulthood. It is the intention that the Science department will seek to allow the Science curriculum to evolve in order to include the following aims:
To ensure and promote the provision of stretch and challenge to all students at Manor.
Provide learning opportunities that are relevant, interesting and support the preparing for adulthood curriculum whilst inspiring creativity and original thinking.
Build skills of independence and resilience in a safe and nurturing environment where pupils feel comfortable to challenge or question their own learning as well as the teachings of others.
To develop and embed schemes of learning that embrace fundamental British values, rule of law, democracy, healthy living, careers’ guidance and the promotion of citizenship.
Promote the preparation of our students for the next stage of their education and adulthood by ensuring that the teaching of science provides opportunities for pupils to consider how their own learning in science contributes to the decision making processes relating to future employment, independence, community inclusion and their own health and wellbeing.
Implementation is how the curriculum is delivered; it is the journey of learning from Year 7 through to Year 11. In Science we seek to develop a broad, rich and rigorous curriculum that stretches and challenges all our students. The Science department consists of a Lead for Science / Specialist Science teachers (Secondary) and 2 Science based TAs. The Science team have regular collaborative meetings and training on how to develop their pedagogy and expertise in the area of Science Students are generally taught in pastoral groups and teachers are expected to differentiate to ensure there is stretch and challenge for all abilities in every class. The Science department has planned out topics in detailed medium-term plans (MTP), which include, where applicable, reference to the requirements of the National Curriculum. These MTP are quality assured by senior leaders to ensure there is depth of knowledge at Key Stage 3 and that Key Stage 3 forms the building blocks for progression into Key Stage 4 and further study for students who can access courses. All MTP are mapped on to the Departmental long-term plan (LTP). observations. Where there is a need to have flexibility in timescales of delivery for individuals or groups of students this is applied. Pupils in KS3 receive 3 lessons of Science per week. At KS3, all pupils will access the scheme of work from Edexcel. At Manor most KS4 pupils will work within the Framework of the Edexcel Entry Level Certificate in Science and further Science. Those who are more able will access learning and accreditation at GCSE level. At KS4 pupils receive 3 lessons of Science per week. Learning in KS4 builds on that of KS3 with students further developing skills of investigation and reporting as well as applying the skills and knowledge gained at KS3 to address more complex and abstract Scientific issues and ideas. Pupils with more severe learning difficulties and those who struggle to engage with the traditional model of learning will follow an individually tailored programme of learning. This modified national curriculum is planned to meet the needs of each pupil as an individual learner.
All teachers have high expectations of all students, whether in terms of upholding the core values of the school or in respect to their own progress and responsibilities within science lessons. Expectations of behaviour and learning are visible to students in their books. The Lead for Science monitors student progress throughout the year and uses the assessment tools to ensure that the needs of all students are being met. This is done by utilising assessment data in a meaningful way, for example; to address misconceptions in learning and to target intervention to improve individual outcomes and monitor progress. In terms of planning for learning, data is used to ensure that LTP and MTP provide appropriate stretch and challenge to those who are most able and provides appropriate learning experiences to those that struggle to access particular aspects of the curriculum. Scrutiny of individual student data ensures that students are placed on appropriate pathways to learning at all Key stages. At the end of each academic year we will scrutinize how the curriculum is designed to ensure that students remember what they have been taught. Students are included in a pupil learning review to embrace the thoughts, ideas and suggestions from our student learners. This regular review cycle ensures that we have a curriculum pathway that promotes success for all learners and ensures that the Science curriculum is appropriate and fully differentiated for all pupils.
Extra Curricular Activities
Equal Opportunities and Inclusion
Social Moral Spiritual and Cultural
Rationale: The provision of a ‘broad and balanced’ Science curriculum at Manor Academy involves more than coverage of the National Curriculum outcomes relating to the areas of Biology, Chemistry and Physics; it also encompasses experiences of ‘cultural capital, Social, Moral, Spiritual and Cultural experiences and knowledge of democracy and the rule of law.
Careers Education Information and Guidance
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