Science

INTENT STATEMENT

The Green Way Academy is proud to serve the community of North Hull and give our pupils the very best learning opportunities and experiences regardless of their circumstances. We are committed to delivering an exciting, inspirational, and motivating curriculum which enables pupils to become independent learners preparing them for their next steps in life. Our mission is pure and simple: we want all of our pupils to experience success and have high aspirations so that they can go on to lead a remarkable life. This is the golden thread that binds us all together – the reason that despite our very different paths to The Green Way Academy, we are all part of one family.

Our 3 Key Curriculum Drivers:

1. Remarkable Aspirationswe aim to provide exceptional experiences which show our pupils the wide range of possibilities available for their future.

It is our aim in Science to give the children the skills and knowledge to succeed at the next steps in their learning. We make Science easy, exciting and relevant to our children and give them a chance to flourish in lessons. We aim to help the children to become fluent in the fundamentals of mathematics, so that they develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately in the future

2. Remarkable Environment we aim to provide a safe haven for all our pupils to flourish and lead a remarkable life.

The Science environment is essential to provide the children with the best opportunities to succeed. Each classroom has a science display which provides key vocabulary and information for learning. Resources are important tools to help with each step of the mastery flow and Science experiments. We aim to provide the best quality resources and questioning to support the children’s learning. We have also invested in Science lab coats and googles so that the children can have the experience of dressing as ’Scientists’.

3. Remarkable Learners - we offer a wide range of experiences to allow our pupils to become independent and resourceful learners and reach their full potential.

The Mastery flow approach allows children to develop concepts in a way which is designed to ensure that all children have the chance to thrive. We wants our learners to be independent Scientists who have fluency of the unfamiliar. The Mastery Flow supports this by becoming progressively more complex and the learners are challenged at an ever increasingly deeper conceptual level.

Vision

We want to make Science Exciting, Relevant and Easy for the children in our academy.

Curriculum

The key expectations of the The Green Way curriculum mirrors that of the national curriculum for Science

1. Become fluent in the fundamentals of scientific knowledge, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.

2. Reason scientifically.

3. Can solve problems by applying their scientific knowledge to a variety of routine and non-routine questions.


Planning

The units of work are planned based on Inspiring Science - Lancashire County Council (2014) Which is then adapted with resources from AET to develop a mastery flow

Key Objectives

Objectives for each unit are displayed on each unit front cover. These are taught across the unit in a series of Mastery Flows.

Science handbook Newest.pdf

Lessons

· Lessons are built around the ‘Mastery Flow’ and will include the 5 steps.

· Practical Resources and experiments are used to support.

· Challenge is built into the lessons.

· Scaffolding is in place to ensure all children are able to move through the flow.

· Ongoing AFL moves children towards mastery.

· Questioning and dialogue supports learning in Science

Books

· Key objectives are in books at the start of a unit of work.

· Activities are: Challenging and engaging; Appropriately resourced; Real life links where appropriate.

· Tasks are clearly identifiable by coloured borders showing the part of the flow.

· Evidence of moving towards mastery.

Mastery Flow :The 5 Part Model

The following is the Ofsted definition of differentiation in Science

Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before acceleration through new content.

In order to support this move to mastery the AET Science team have defined mastery as:

Fluency with the unfamiliar

To move towards fluency with the unfamiliar pupils are encouraged to work through a 5 part process of learning.