Why is the Science curriculum as it is?
Bede Academy’s Christian ethos underpins our science curriculum. We encourage students to explore and question the wonderous World around them and to use our scientific abilities for good stewardship, whilst acknowledging and developing students understanding that scientific theories may themselves have faith elements (as well as recognising limitations in what matters can be addressed through scientific enquiry).
At Bede Academy, we recognise the importance of Science in every aspect of daily life and an understanding of scientific principles can help in a wide range of different situations.
Our aim is to give all children a strong understanding of the world around them – In primary years substantive knowledge is developed to ensure our students are secondary ready. In secondary years substantive knowledge is further developed to ensure our students have the key concepts necessary to solve unfamiliar problems. Key concepts are built on and re-visited in order to ‘make it stick’. This model allows children to build on prior knowledge and increases their enthusiasm for topics whilst embedding this knowledge into their long-term memory, creating links between them.
In both primary and secondary years disciplinary knowledge (scientific skills) are embedded into each topic the children study and are re-visited and developed throughout the Academy. All children are encouraged to develop and use a range of skills including observations, planning and investigating, as well as being encouraged to question the world around them and become independent learners by exploring possible answers for their scientific based questions. We seek to develop students use of evidence to support theories and to be open to new ideas when new evidence is presented.
Specialist vocabulary for topics is taught and built up, and effective questioning to communicate ideas is encouraged. Concepts taught should be reinforced by focusing on the key features of scientific enquiry, so that pupils learn to use a variety of approaches to answer relevant scientific questions. We encourage children to be involved in investigations like ‘real-life scientists’ to foster an enthusiasm and interest in this subject as well as developing the necessary precision and attention to detail.
Where possible, links are made to our local context of Blyth- especially the port of Blyth – where we strive to enthuse our students into thinking of careers in the future. We play an important role in the Blyth STEM hub.
Enrichment opportunities, such as visits and day events (such as STEM week) are planned for in order to provide broader provision and the acquisition and application of both substantive and disciplinary knowledge. Some of these events also involve families and the wider community.
Exploration of the local scientific community is a focus so that students can see the work going on in the local area. Students have the opportunity to experience local Universities to broaden their understanding beyond the curriculum. Linking to both male and female scientists is paramount in promoting this subject to all students; especially in light of a gender gap in the studies and industry culture of this discipline both at a local and National level.
We endeavour to ensure that the Science curriculum we provide will give children the confidence and motivation to continue to further develop their skills and inspire them into the next stage of their education and life experiences.
Some of the key stories of scientific development are explored so that students can see the determination, courage and humility often required for progress to be made. Relevant values to be developed in students include: honesty, responsible stewardship, cooperation, respect for life, and precision and accuracy.
Subjects include GCSE Combined Science: Trilogy, GCSE Biology, GCSE Chemistry, GCSE Physics, BTEC Level 1/2 Tech Award in Health and Social Care, A-level Biology, A-level Chemistry, A-level Physics, A-level Psychology, BTEC National in Human Biology and BTEC National in Health and Social Care.