Science

Intent

At Academy 360, the Science curriculum is designed to ensure that all pupils develop secure knowledge, key disciplinary skills and a genuine curiosity about the world around them. The curriculum aims to ignite pupils’ interest in science, enabling them to think critically, ask questions and use evidence to explain phenomena.

Our intent is for pupils to build a strong foundation of scientific knowledge and vocabulary, which allows them to observe, predict, investigate, test, measure and draw conclusions with increasing confidence as they progress through the school. By revisiting and building upon key concepts, pupils develop a secure understanding and the ability to apply their knowledge to unfamiliar contexts.

British Values are woven through the curriculum. Pupils learn to work democratically through collaboration, develop mutual respect by learning about scientists from diverse cultures and backgrounds, and are encouraged to think independently while understanding the importance of evidence based reasoning.

Implementation

Science is taught through a well sequenced, knowledge rich curriculum that ensures progression from Early Years to Key Stage 2.

• In EYFS, science learning is embedded within Understanding the World, where pupils explore their environment through practical, sensory and language rich experiences.
• In Key Stage 1 and Key Stage 2, teaching follows the National Curriculum. Knowledge and skills are carefully sequenced so that pupils develop increasingly complex understanding over time. Foundational concepts are introduced early and revisited frequently to strengthen long term retention.
• Lessons are enquiry based and include regular opportunities for pupils to plan investigations, make predictions, collect and record data, and evaluate results.
• Teachers use consistent approaches, including knowledge organisers, tiered vocabulary and worked examples to support pupil understanding.
• Oracy is prioritised through the Voice21 approach, enabling pupils to articulate scientific thinking confidently using sentence stems, partner talk and structured discussion.
• Technology enhances learning, with all pupils having access to iPads to support research, data collection, recording observations and presenting findings.
• Enrichment experiences such as visits, theme days, assemblies and practical experiments provide meaningful real world contexts that deepen understanding and engagement.

How we support SEND pupils in Science

Science teaching is inclusive by design. Teachers adapt lessons to meet the needs of SEND pupils through:

• Scaffolded tasks and chunked instructions
• Visual supports, concrete resources and vocabulary banks
• Adaptive teaching strategies and targeted adult support

Technology further enhances accessibility through assistive features on iPads, allowing SEND pupils to engage with content independently and confidently.

How we support Disadvantaged pupils in Science

Disadvantaged pupils benefit from high quality first teaching and targeted support. Barriers to learning are removed through:

• Careful scaffolding and explicit teaching of vocabulary and concepts
• Access to enrichment opportunities and practical experiences
• Use of technology to support engagement and personalisation

Staff maintain high expectations for all pupils, ensuring disadvantaged learners achieve well and are fully included in all aspects of Science learning.

How Science relates to Skills Builder

The Science curriculum 360 actively develops the Skills Builder essential skills through enquiry based and collaborative learning:

• Listening and Speaking: communicating observations, explanations and conclusions clearly
• Problem Solving and Creativity: designing investigations and adapting approaches
• Planning: planning fair tests and investigations
• Teamwork: working collaboratively during practical work
• Leadership: leading group tasks and discussions

These transferable skills are embedded within lessons, supporting pupils’ wider development and readiness for future learning.

Impact

The impact of the Science curriculum is evidenced through pupil outcomes, secure knowledge and application of scientific skills.

• Assessment is regular and purposeful, including quizzes, knowledge checks and end of unit activities aligned to curriculum objectives.
• Teachers use assessment to identify gaps and adapt teaching to ensure all pupils make good progress.
• Pupil voice demonstrates high levels of engagement, curiosity and confidence in discussing scientific concepts.
• Work in books, practical outcomes and classroom discussions show clear progression in knowledge, skills and scientific vocabulary.

Learning is evident in pupils’ books, classroom displays and discussions, demonstrating strong progress in scientific knowledge, enquiry skills and confidence. Pupils leave Academy 360 as curious, capable and reflective scientific thinkers.

Please click the link below to view the curriculum overview.

science_content_overview_2024_2025.pdf

Curriculum Intent – Science

Science is vital for understanding – and improving - the world we live in. 

At Academy 360 in science, we aim to spark curiosity and inspire all students to build an understanding of science in the world around them. Our curriculum is ambitious, it challenges students and equips them with the skills and knowledge required to question the world around them, critically evaluate information and become good problem solvers. Science at Academy 360 is determined to deliver a curriculum that provides opportunities that allow students to build their science capital, helping them to succeed in a variety of career and further education pathways.  

Our Curriculum

We have organised our curriculum as a continuous learning journey that builds on the learning of KS2 and prepares pupils for life after A360 by developing substantive knowledge over time, opportunities for ‘working scientifically’ to develop disciplinary knowledge and embedded assessments with instant feedback to close gaps in knowledge. We consider ‘transforming lives’ our primary intent and therefore we have in-built opportunities in our science curriculum for students to build their foundational knowledge; opportunities offered are tailored to each student's needs, but some examples include, measurement skills, using graphs/tables, working in a team, reading scientific texts, opportunities to build fine motor skills and spelling of key vocabulary using speed sound phonics.

Threshold Concepts

When planning our curriculum, we considered the core principles that would be critical in allowing students to develop a deep understanding across Biology, Chemistry and Physics. Our threshold concepts are: 

Knowing and Remembering More

We want our students to remember the concepts they learn. Therefore, the curriculum is designed in a way that develops substantive knowledge over time. Each unit, term and year these building blocks of component knowledge are transformed into deeper understanding, adding new knowledge to existing schema. For example, the Biology Threshold concept ‘Cells and Systems’ revisits component knowledge around ‘plants’ multiple times. From students’ knowledge of basic plant structure learnt in KS2 transforming to learning about plant cells in Year 7, plant nutrition in Year 8, plant reproduction in Year 9, to how plants interact in an ecosystem in GCSE years.  

Disciplinary Knowledge

Units of work contain opportunities to develop ‘Working Scientifically’. Disciplinary knowledge is embedded throughout the curriculum to ensure students receive enriching opportunities to develop these skills and can link them directly to their substantive knowledge.  

Assessment

Assessment is embedded throughout the curriculum and aims to provide instant feedback to close gaps in knowledge. We want our students to remember the concepts they learn and therefore the assessments are designed to both assess current knowledge but to also strategically assess past knowledge, providing further opportunity to embed knowledge into long term memory and effectively address any gaps.

Contributing to our A360 Curriculum Intent in Science, we contribute to our whole school intent by: 

How does our curriculum cater for disadvantaged students and those from minority groups?

Students who are disadvantaged, including those with multiple barriers, are actively considered in curriculum planning and sequencing to ensure equitable access, targeted support, and the best possible outcomes for all. 

Science at Academy 360 offers alternative pathways to ensure every pupil can thrive and achieve their potential. These pathways are tailored to diverse learning needs removing barriers and supporting progress from each pupil’s starting point. Our curriculum pathways all reflect our commitment to inclusion, ambition, and preparing all learners for future success. 

At Key Stage 3, all pupils follow a common curriculum to ensure a broad and balanced foundation in core subjects. Teaching is adaptive and personalised, with lessons scaffolded to meet individual learning needs; some pupils explore topics in greater depths, while others receive additional support to address gaps and consolidate understanding.  

At Key Stage 4, learners progress onto pathways that best suit their strengths and aspirations, accessing qualifications from separate or combined science GCSEs to entry level certificates. This approach ensures every pupil makes meaningful progress, engages with an ambitious curriculum, and is prepared for future success. 

Literacy Skills

Students develop strong literacy skills within Child development through deliberate opportunities to read, write, speak, and listen using subject-specific vocabulary and language, enabling them to communicate and think critically with confidence. 

In science, literacy is taught explicitly and purposefully to enable all students to access, understand, and communicate complex scientific ideas with confidence. The curriculum is carefully sequenced to develop students’ ability to read, write, speak, and listen using precise subject-specific vocabulary and language. Teachers explicitly teach and revisit scientific terminology, including Tier 2 and Tier 3 vocabulary, ensuring students understand meaning, application, and context.

Reading in science is structured and disciplinary, with students taught how to interpret exam questions, scientific texts, data, graphs, and diagrams. Writing is modelled and scaffolded so that students can construct accurate explanations, evaluations, and conclusions using appropriate scientific conventions. Oracy is embedded through structured discussion, practical work, and teacher modelling, enabling students to articulate ideas clearly, justify reasoning using evidence, and engage in respectful scientific dialogue. Literacy strategies are applied consistently across key stages to reduce cognitive load and support progression. 

Qualifications

Students leave our academy with excellent qualifications that give them a wide range of choices and opportunities as they move into the next stage of education and adult life.

At Academy 360 students are offered several different personalised pathways in science which challenge students to gain the best qualifications to open a wide range of opportunities to them. Pathways include separate sciences (gaining 3 GCSE’s), combined science (gaining 2 GCSE’s) and entry level science (gaining an entry level certificate). All of these excellent qualifications then give students a wide range of choices and opportunities upon entering their next stage of education and adult life.  

Strong Character

Students develop strong character traits that will support them to adapt and thrive in a rapidly changing world.

Throughout the science curriculum we encourage students to be curious, by posing thought provoking questions that make them consider the world and others. 

We promote students to be ambitious, by equipping them with the knowledge and skills required to critically evaluate information and become good problem solvers. These are invaluable skills in the rapidly changing world around us.  

We and our students have an unwavering sense of purpose, we are determined to raise our attainment and progress, to achieve the best outcomes.  

Physical and Mental Health

Our students develop their physical and mental health, alongside their intellectual growth.

Throughout their years at Academy 360 students are taught frequently across several biology units about the importance of maintaining good physical and mental health. As part of the threshold concept, ‘Microbes and Disease’ students look at maintaining a balanced diet and the importance of exercise in Year 8, then in Year 9 students look at lifestyle factors (smoking, drinking alcohol) and how they link to disease. Finally in the GCSE course students look at the World Health Organisation’s definition of Health, as our physical, social and mental wellbeing.

Cultural Experiences and Opportunities

Students have access to high-quality cultural experiences and extra-curricular opportunities.

Science at Academy 360 has a number of links with local STEM organisations and higher education institutions. We aim to expose students to as many high quality cultural and extracurricular experiences as possible. Recently, students have been to Sunderland University where they worked with the occupational health team looking at the challenges faced by those individuals returning home after long stays in hospital. Worked with Northumbrian Water around how clean water could be supplied to our global community.  

Careers Information

Students engage with high-quality careers information and guidance across all key stages.

As part of our science lessons, we link in careers wherever possible, with an opportunity at the start of each lesson to link the learning to the career opportunities offered. Around our department students have access to several displays around science careers, including female role models who are often underrepresented in the STEM field.  

British Values

Students have a highly developed understanding of the fundamental British Values of democracy, the rule of law, individual liberty, mutual respect and tolerance.

Many learning opportunities around the rule of law and democracy can be framed around the following of health and safety legislation through practical work. Students have the opportunities to pose scientific questions and define scientific problems; this may include using evidence from and considering other perspectives. For example, whether to undertake genetic screening as an individual liberty. Students must show mutual respect and tolerance within the science classroom through collaborative good behaviour during practical work. Students are challenged to understand the influence of other faiths/beliefs through a variety of different topics, e.g., Stem cell research. 

Protected Characteristics

Students have a strong understanding and appreciation of all protected characteristics, including race, gender, religion, disability and sexual orientation.

We celebrate the work of a diverse range of different scientists who have built and improved the world as we know it today. When teaching topics such as fertility treatments, gender and genetics, students are taught to develop a strong understanding and appreciation of all protected characteristics. 

Click the link below to see our Secondary Science Curriculum

Academy 360 Learning Journeys and Threshold Concepts 25-26 Combined GCSE RouteScience 5 Year Curriculum Maps 2025-2026