Science

Intent

Science in Key Stage 3 is taught in streamed sets to ensure by the end of Y7, everyone, regardless of their primary provision, is a competent science practitioner. In Year 9 the MYP curriculum content overlaps with some of the GCSE content so students are streamed according to ability to give them an idea of what their GCSE pathway will look like in Year 10.

Students learn the curriculum in an interleaved manner which mixes the three disciplines together so we are continuously learning about a topic, then testing on it. Then a little later, we revisit, recap and go on to build additional knowledge and understanding to embed prior learning. This enables students to retain a sound knowledge base of scientific keywords and concepts.

Students investigate, explore and model situations and find solutions to familiar and unfamiliar problems – skills which are applicable to a wide range of careers and to everyday life. Our studies often link with other academic disciplines, such as Mathematics, Physical Education, Geography and Health.

Implementation

Students study science in the MYP via a practical-based approach in which they investigate and question the knowledge they have already learned. They develop their critical-thinking, problem-solving, decision-making and reflective skills. Every module their practical and analytical skills are tested. The MYP is entirely digital to allow students the flexibility to review topics whenever they wish. Years 7 & 8 study Science for 3 hours a week: Year 9 study Science for 4 hours a week.

Our aim for all students is to foster a sense of curiosity about the world around them as well as equip them with the knowledge, understanding and intellectual capability to access further science-based courses in Post 16, university, future career pathways and everyday life.

We aim to give students the realisation that science provides an important foundation for many jobs and careers worldwide today.

Impact

Assessment practices in the MYP aim to:

• support student learning by providing consistent feedback on the learning process so they have a clear understanding for how to progress
• provide opportunities for students to demonstrate transfer of skills across disciplines
• develop critical and creative thinking skills
• assign the most accurate achievement level for student performance, rather than averaging achievement levels over a given period of time
• assess student understanding at the end of a course

Students will be assessed under four different criteria:

Criterion A: Knowledge and Understanding
Criterion B: Practical Application Skills
Criterion C: Analysis & Evaluation Skills
Criterion D: Real-world Application

Each criterion is divided into various achievement levels. The level descriptors for each band describe a range of student performance in the various strands of each objective. At the lowest levels, student achievement in each of the strands will be minimal. As the numerical levels increase, the level descriptors describe greater achievement levels in each of the strands.

The four MYP criteria will be summatively assessed and reported on twice a year (Modules 3 and 6). A final grade will be provided at the end of the year (Module 6).

For more information, please read our assessment recording and reporting cycle.