Science

Intent

Our science curriculum is designed to be both challenging and inspiring, fostering a deep understanding of scientific principles while nurturing curiosity and critical thinking. It aims to equip all students—regardless of background or prior learning—with the knowledge, skills, and confidence to engage with real-world issues and appreciate the vital role of science in everyday life and the global community. 

We deliver a broad and balanced curriculum that is coherently planned and sequenced across Key Stages 3, 4, and 5. Designed as a spiral with increasing complexity, it builds on the foundations laid at KS2 and prepares students for the academic and practical demands of KS5 and beyond. 

Curriculum Design Principles 

Our curriculum integrates both substantive knowledge (core scientific facts and concepts) and disciplinary knowledge (the methods and processes of science). Lessons are structured to ensure that disciplinary knowledge is embedded throughout, supporting students in applying their learning in varied contexts and reinforcing the relevance and application of science. 

Whilst Biology, Chemistry and Physics are distinct subjects, there is significant crossover and links between them. Science is initially taught as one subject to demonstrate the links between areas before spreading out into their own domains up through the years until reaching KS5 where these are separate and distinct subjects. 

We have identified the key concepts that flow through each subject and used this knowledge to effectively plan a route from students starting points at KS2 through to KS5. Each key concept is repeatedly revisited to create a true spiral curriculum. We have also considered the concepts crossover between subject to ensure that the sequencing supports the building of knowledge. 

Further information

Key Stage 3

At KS3, students begin to explore the core disciplines of biology, chemistry, and physics, developing: 

- Scientific knowledge and conceptual understanding. 

- An appreciation of the nature, processes, and methods of science through varied enquiries. 

- Practical skills and the ability to carry out investigations. 

- The ability to communicate scientific ideas effectively in both written and spoken forms. 

- An understanding of the relevance and implications of science today and in the future. 

The curriculum is designed to be spiral in nature, allowing students to revisit key concepts at increasing levels of complexity. This approach supports long-term retention and deeper understanding through spaced practice and careful sequencing. 

Key Stage 4

At KS4, students continue to build on their KS3 foundation, engaging with more complex and abstract scientific ideas. The curriculum supports both those pursuing science at higher levels and those for whom this will be their final formal science education. Students will: 

- Deepen their understanding of scientific concepts across biology, chemistry, and physics. 

- Apply a range of skills including observation, modelling, enquiry, problem-solving, and mathematical reasoning. 

- Critically evaluate scientific claims using qualitative and quantitative analysis. 

- Explore the societal and technological relevance of science, preparing them to navigate and contribute to an increasingly scientific and data-driven world. 

We offer a range of qualifications—including double and separate science awards, and Entry Level Certificates alongside GCSEs—to ensure all students are appropriately challenged and supported. Progression pathways remain open and inclusive, with no requirement for triple science to pursue A-levels.

Key Stage 5

 At KS5, Tavistock College offers A-level courses in Biology, Chemistry, and Physics, as well as the AAQ Applied Science qualification. These pathways provide students with the opportunity to deepen their scientific understanding and prepare for higher education and careers in science-related fields. The curriculum is designed to develop advanced subject knowledge, analytical skills, and practical competencies essential for success in further study and employment. 

Curriculum Plans

Curriculum time allocation

KS3 - 7 hours a fortnight

KS4 - 11 hours a fortnight

KS5 - 10 hours a fortnight

SEND Learner Experience in Science

Planning

Our planning is designed to help all students, including those with SEND, understand the world around them and apply scientific ideas to real-life contexts. Lessons are structured to foster curiosity, independence, and problem-solving. Schemes of work are carefully adapted to meet the diverse needs of learners, with specific strategies embedded to support SEND students. When planning, we incorporate: 

• Silent retrieval starters, with adaptations (e.g., simplified language or visual prompts) to support learners. 
• Building on prior knowledge, ensuring that gaps are identified and addressed through pre-teaching or reinforcement. 
• Explicit teaching of vocabulary, using the Frayer model. We also ensure that students are aware of the vocabulary in their roadmaps and this is highlighted at the start of each lesson 
• Explicit modelling with additional guided practice for those who need it. 
• Deliberate practice time, with differentiated tasks and support materials. 
• Scaffolding, such as sentence starters, writing frames, or visual aids, tailored to individual needs. 

Before each lesson

We use ILPs/EHCPs, and reading age data to inform lesson planning. This ensures that teachers are aware of each student’s needs and can implement appropriate strategies. From this we then create a class plan to identify what the teacher will do to meet the needs of those students. 

In department meetings, we share effective strategies for SEND inclusion and use quality assurance processes to monitor progress. We prioritise SEND students in our discussions and make reasonable adjustments as needed, in consultation with the SENDCo.  

Entry routine

We use thresholding to create a calm, welcoming start to lessons, helping SEND students feel secure and ready to learn. Clear routines reduce anxiety and support predictability. Prompt, positive support is given to those who need help getting started. 

During teaching

Most lessons follow a similar structure to reduce cognitive load for students. Modelling is embedded to ensure that students are aware of how to tackle tasks, with relevant scaffolds provided to students. Teachers communicate with TAs before and during lessons to ensure consistent support. 

We ensure that circulation with specific check ins for SEND students takes place. Cold-calling is used to check understanding and provide immediate feedback, but only where appropriate and meets their ILP. If new or emerging needs are identified, we complete an initial concerns form and liaise with the SENDCo promptly. 

After each lesson

English teachers will use evidence from live marking and student feedback to identify misconceptions / weaknesses that can be revisited next lesson.  

If there is a specific concern - or if they have missed a lesson - SEND students should have a short 1:1 check-in, with either the Teaching Assistant or teacher. 

Teachers may share follow-up resources or models of excellence via google classroom. 

Teachers will award green boards for students who have worked hard and shown resilience. 

After each assessment

Whole-class feedback includes models of excellence to inspire and guide all learners. We reflect on lesson outcomes and adjust future planning, often in collaboration with TAs, to ensure that SEND students continue to make progress. 

Reading and literacy in Science

Subject contact

Kev Williams

kj.williams@dmatschools.org.uk